Jenny has 7/15 of her original box of stickers left after giving some to her brother and after her dog ate three of them.
Jenny had an original box of 15 stickers. She gave some stickers to her brother and then her dog ate three of the remaining stickers. We can use fraction to represent what fraction of the original box of stickers Jenny has left.
Let's start by finding out how many stickers Jenny had left after giving some to her brother. If we don't know how many stickers she gave away, we can't know how many stickers she has left. So let's say Jenny gave away 5 stickers to her brother.
Jenny had 15 stickers - 5 stickers = 10 stickers left.
But then her dog ate three stickers, so she has 10 stickers - 3 stickers = 7 stickers left.
To find the fraction of the original box of stickers that Jenny has left, we need to divide the number of stickers she has left by the original number of stickers:
7 stickers ÷ 15 stickers = 7/15.
Therefore, Jenny has 7/15 of her original box of stickers left after giving some to her brother and after her dog ate three of them.
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the solution shown for the equation is incorrect. What is the correct solution? what is the error -7(2-r) = 28 -14-7r=28 -7r=42 r=-6
Three vertices of a parallelogram are shown in the figure below.
Give the coordinates of the fourth vertex.
(-1,9)
(0.-2)
(4,7)
The coordinates of the fourth vertex of the parallelogram are given as follows:
How to obtain the coordinates of the fourth vertex?To find the coordinates of the fourth vertex of the parallelogram, we must consider the fact that opposite sides of a parallelogram are parallel and equal in length.
Considering the side formed by the vertices (-1,9) and (4,7), the difference of the coordinates is given as follows:
x-coordinate: -1 - 4 = -5.y-coordinate: 9 - 7 = 2.Hence, compared to the vertex (0,-2), the coordinates of the remaining vertex are given as follows:
x-coordinate: subtract 5 from 0 -> 0 -5 = -5.y-coordinate: add 2 to -2 -> -2 + 2 = 0.Then the coordinates of the fourth vertex are given as follows:
(-5,0).
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varying traitow to identify the quadrilaterals and compare and contrast them based upon their characteristics. Part 1: Judging by appearance, classify these Quadrilaterals by all applicable names Part 2: Compare and contrast the following pairs of quadrilaterals based upon properties of their sides and angles. Describe the nature of the relationship, i.e., a Square is a rectangle, but not all rectangles are squares.
Quadrilateral A: Parallelοgram, Rectangle, Rhοmbus, Square.
Quadrilateral B: Trapezοid, Isοsceles Trapezοid
Quadrilateral C: Kite, Trapezοid
Square and Rectangle:
Bοth have fοur right angles, but the square has fοur cοngruent sides, while the rectangle dοes nοt necessarily have cοngruent sides. Therefοre, a square is a rectangle, but nοt all rectangles are squares.
Rhοmbus and Square:
Bοth have all sides cοngruent, but the square alsο has fοur right angles, while the rhοmbus dοes nοt necessarily have right angles. Therefοre, a square is a rhοmbus, but nοt all rhοmbuses are squares.
Parallelοgram and Rhοmbus:
Bοth have οppοsite sides parallel, but the rhοmbus alsο has all sides cοngruent, while the parallelοgram dοes nοt necessarily have cοngruent sides. Therefοre, a rhοmbus is a parallelοgram, but nοt all parallelοgrams are rhοmbuses.
Trapezοid and Kite:
Bοth have twο pairs οf adjacent sides that are cοngruent, but the kite alsο has οne pair οf οppοsite cοngruent sides, while the trapezοid dοes nοt. Therefοre, a kite is a type οf trapezοid, but nοt all trapezοids are kites.
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could please help me confirm if this is rhimbus
Yes it's rhombus ......... .......
Choose 1 answer: B A C C Which line segment shows the base that corresponds to the given height of the triangle? height B
The line segment that shows the base that corresponds to the given height of the triangle is; Line segment A
How to identify similar triangle lengths?We are given the parameter being that a height is labeled as seen on the triangle in attached figure.
Now, what we want to achieve is to find the specific segment which tells us the specific base that corresponds to the given specific height of the triangle
We know that the base of the triangle is that particular side of the triangle on which the height is perpendicular.
In the given attached figure, it is clear that the Height is perpendicular to side A.
Therefore, side A will represent the base of triangle.
Finally, line segment A tells us the base that corresponds to the given height of the triangle.
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Please help with homework
Answer:
A, D, E
Step-by-step explanation:
You want to know the properties applicable to a square among those listed.
QuadrilateralQuadrilaterals can be classified according to the relationships between their sides. These relationships also give rise to relationships between the diagonals.
The diagonals have the same midpoint in a parallelogram.
The diagonals are the same length in a parallelogram that is a rectangle.
SquareA square is a rectangle that has adjacent sides of the same length (A). That means its diagonals have the same midpoint (E), and they are the same length (D).
__
Additional comment
When segments have the same slope, they are parallel. Consecutive sides intersect, so cannot have the same slope (E). Likewise, the diagonals intersect, so cannot have the same slope (C).
How many cubes with an edge length of 1/5 inch are needed to build a cube with an edge length of 1 inches?
125 cubes with an edge length of 1/5 inch are needed to build a cube with an edge length of 1 inch.
What is a cube?A cube is a 3-dimensional solid shape with six square faces that are all congruent, and with all edges of equal length.
The volume of a cube is calculated by cubing the length of one of its edges.
To find the number of cubes with an edge length of 1/5 inch that are needed to build a cube with an edge length of 1 inch, we need to calculate the ratio of the volumes of the two cubes.
The volume of the larger cube with an edge length of 1 inch is:
V_large = (1 inch)^3 = 1 cubic inch
The volume of the smaller cube with an edge length of 1/5 inch is:
V_small = (1/5 inch)^3 = 1/125 cubic inches
To find the number of small cubes, we need to divide the volume of the larger cube by the volume of the smaller cube:
Number of small cubes = V_large / V_small = 1 cubic inch / (1/125 cubic inches) = 125
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surface area of square pyrimid that is 8 by 8 by 5 khan
The surface area οf the square pyramid is 144 square units.
A square pyramid has a square base, sο tο find the surface area, we need tο find the area οf the square base and the area οf each οf the fοur triangular faces, and then add them tοgether.
The area οf the square base is: 8 x 8 = 64 square units
Tο find the area οf each οf the fοur triangular faces, we need tο find the area οf each triangle and then add them tοgether. Each triangle has a base οf 8 and a height οf 5 (the slant height οf the pyramid).
The area οf each triangle is:
(1/2) x base x height = (1/2) x 8 x 5 = 20 square units
Since there are fοur triangular faces, the tοtal area οf the triangular faces is: 4 x 20 = 80 square units
Finally, we can find the tοtal surface area by adding the area οf the square base and the area οf the fοur triangular faces:
64 + 80 = 144 square units
Therefοre, the surface area οf the square pyramid is 144 square units.
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Ye chord is drawn from a pack of 52 cards find the probability of getting a queen or a diamond or a black card
Answer:
There are 4 queens in a pack of 52 cards, and there are also 13 diamonds and 26 black cards (13 clubs and 13 spades).
To find the probability of getting a queen or a diamond or a black card, we need to add the probabilities of each event happening and subtract the probability of getting a card that is both a queen and a diamond (the queen of diamonds).
Probability of getting a queen = 4/52 = 1/13
Probability of getting a diamond = 13/52 = 1/4
Probability of getting a black card = 26/52 = 1/2
Probability of getting the queen of diamonds = 1/52
So, the probability of getting a queen or a diamond or a black card is:
(1/13) + (1/4) + (1/2) - (1/52) = 51/52 or approximately 0.98
Therefore, the probability of getting a queen or a diamond or a black card is approximately 0.98.
The diagonals of parallelogram ABCD intersect at E. If AE=2x+ 4., EB=6+3y,EC=15-y and ED =x+4 then, find the lengths of diagonals AC and BD.
The length of the diagonals AC and BD are 28 and 18 units respectively.
How to find the diagonal of a parallelogram?A parallelogram is a quadrilateral that has opposite sides equal to each other and opposite sides parallel to each other. The diagonal of a parallelogram are not equal but they bisect each other.
Therefore,
AE = EC
EB = ED
Hence,
2x + 4 = 15 - y
2x + y = 11
6 + 3y = x + 4
x - 3y = 2
Combine the equation
2x + y = 11
x - 3y = 2
multiply equation(ii) by 2
2x + y = 11
2x - 6y = 4
7y = 7
y = 7 / 7
y = 1
Let's find x
x = 2 + 3y
x = 2 + 3(1)
x = 2 + 3
x = 5
Therefore,
x = 5 and y = 1
AE = EC = 2(5) + 4 = 14
AC = 14(2) = 28 units
EB = ED = 6 + 3(1) = 9
BD = 9(2) = 18 units
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Increase 402€ by 23%
The value of 402€ after increasing by 23% is 494.46€. The solution has been obtained by using the arithmetic operations.
What are arithmetic operations?
The four basic operations, often known as "arithmetic operations," are said to be able to adequately explain all the real numbers. The mathematical operations following division, multiplication, addition, and subtraction are quotient, product, sum, and difference.
We are given a value as 402€ which is to be increased by 23%.
So, by using the addition operation, we get the value as,
⇒ 402€ + 23%
⇒ 402€ + 92.46€
⇒ 494.46€
Hence, the value of 402€ after increasing by 23% is 494.46€.
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Question: Find the value of 402€ when increased by 23%.
if you were to graph the numbers of individuals with a certain trait that followed a normal distribution, where on the graph would the most individuals appear?the lowest endthe highest endthe top halfthe middle range
The most individuals with a certain trait that follow a normal distribution would appear in the middle range.
If you graph the numbers of individuals with a certain trait that follow a normal distribution, the most individuals will appear in the middle range of the graph.
When graphing a normal distribution, it creates a bell-shaped curve.
The curve is symmetric and highest at the center, which indicates that the most individuals fall under the middle range of the graph.
The shape of the curve represents the frequency distribution of the data.
The horizontal axis is marked off in intervals of standard deviations from the mean.
The vertical axis shows the frequency, or the number of times each score occurs in the data set.
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Someone Plssss plssss help
Answer:
fourth option
Step-by-step explanation:
sinX = [tex]\frac{opposite}{hypotenuse}[/tex] = [tex]\frac{YZ}{XY}[/tex] = [tex]\frac{3}{\sqrt{34} }[/tex]
and
tanY = [tex]\frac{opposite}{adjacent}[/tex] = [tex]\frac{XZ}{YZ}[/tex] = [tex]\frac{5}{3}[/tex]
help please and thankyou it’s due soon
Answer:
w=20cm
Step-by-step explanation:
Tough question.
We are not told whether the surface area is only what can be seem from the top, or does it include regions beneath the butterfly. I made the assumption it is from the top
I had to make an assumption that since the butterfies are similar, they wll have the same ratio of width and height. We will assume an "effective height," a value of height that when multiplied by the width will yield the correct surface area of 53 cm^2.
See the attached worksheet.
The effective height for the smaller butterfly is 13.25cm. This multiplied by the given width (4cm) produces the surface area of 53 cm^3. The ratio of width to height (w/h) is 0.302.
We've already made the assumption that the width to height of the larger butterfly will be the same. Now we can use the larger area (1325 cm^2) with the width to height ratio as follows:
Area = w*h
Since w/h is = 0.302, we can write w = 0.302h or h = (w/0.302)
1325 cm^2 = w*h
1325 cm^2 = w*(w/0.302)
w^2 = 200
w = 20 cm
(I made several assumptions in this analysis. Review them carefully).
What is the perimeter of triangle jeg? 60 units 65 units 70 units 75 units
The perimeter of the triangle jeg is 60 units where the sides of the triangle are given.
What is perimeter?Perimeter is the total distance around the outer boundary of a two-dimensional shape. It is the sum of the lengths of all the sides of the shape.
According to question:EK = x + 5
KJ = x +5
FG = 2x
GH = 3x - 5
Assuming that the triangle is equilateral:
equate GH = FG
3x - 5 = 2x
solve for x
x = 5
therefore, one side of the triangle is
(x + 5) + (x + 5) = 20
and the equilateral triangle's perimeter is
3×one side = 3 ×20 units
Thus, Perimeter = 60 units.
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The complete question is What is the perimeter of triangle JEG?
60 units
65 units
70 units
75 units
The sum of
5
55 consecutive odd numbers is
135
135135. What is the second number in this sequence?
The second term of the finding sequence is 25.
When you are confronted by a question like this, you can make a simple equation, combine like terms, isolate the variable, and solve.
"5 consecutive odd numbers" basically means x + (x + 2) + (x + 4) + (x + 6) + (x + 8). Each time you add 2 more to ensure there are no even numbers. Otherwise, it wouldn't be only consecutive odd numbers.
We are told the sum of these numbers is 135. This means x + (x + 2) + (x + 4) + (x + 6) + (x + 8) = 135.
(x + 0) + (x + 2) + (x + 4) + (x + 6) + (x + 8) = 135
This might seem a bit intimidating, but there are actually only a couple of steps.
Combine like terms.
In this case, the like terms are the 5 times x appears and the numbers 0, 2, 4, 6, and 8.
x + x + x + x + x = 5 • x, or 5x.
0 + 2 + 4 + 6 + 8 = 20
So by combining like terms, we can simplify (x + 0) + (x + 2) + (x + 4) + (x + 6) + (x + 8) = 135 down to just 5x + 20 = 135.
Isolate the variable.
Now we just have to isolate x. The value of x is the lowest term in the sequence.
5x + 20 = 135
To isolate x, first subtract 20 from both sides. Then, divide both sides by 5.
5x + 20 - 20 = 5x
135 - 20 = 115
5x = 115
5x / 5 = x
115 / 5 = 23
x = 23
The lowest term in the sequence is 23.
Identify all numbers in the sequence.
Now that we know x, we can find the rest of the numbers in the sequence by plugging the lowest value into the original equation we created.
(x + 0) + (x + 2) + (x + 4) + (x + 6) + (x + 8) = 135
(23 + 0) + (23 + 2) + (23 + 4) + (23 + 6) + (23 + 8) = 135
23 + 0 = 23 This is the first and lowest term in the sequence.
23 + 2 = 25 This is the second term in the sequence.
23 + 4 = 27 This is the third term in the sequence.
23 + 6 = 29 This is the fourth term in the sequence.
23 + 8 = 31 This is the fifth and last term in the sequence.
Now we know the sequence is 23, 25, 27, 29, 31.
Finding the Answer:
To find the answer, locate the second term in this sequence.
23, 25, 27, 29, 31
The second term is 25.
The complete question is-
The sum of 5 consecutive odd numbers is 135. What is the second number in this sequence?
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I'm having a hard time understanding how
x2+3x=0
then x(x+3)=0
breaks down to x=-3,0
The solution to the equation x² + 3x = 0 when solved for variable x are x = -3 and 0
What are equations?Equations are statements with equal values
Calculating the solution for xGiven the following equation
x² + 3x = 0
Factor out x from the equation
So, the equation becomes
x(x + 3) = 0
The above equation means that
x = 0
Also, it means that
x + 3 = 0
When the equation is evaluated, we have
x = 0 and x = -3
Now that we have the values of x, we can conclude that the solutions are x = 0 and x = -3
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Question 1
This question has two parts. First, answer Part A. Then, answer Part B.
Part A
Fill in the blank question.
There are many cylinders with a height of 18 meters. Let r represent the radius in meters and V represent the volume in cubic meters.
Complete the equation that represents the volume V as a function of the radius r.
V =
πr2
Complete the table.
r V
1
π
2
π
4
π
Part B
Select the correct choices to complete the sentence.
Complete the statement about the radius and volume of a cylinder.
If the radius of a cylinder is doubled, the volume 1 of 2.
Select Choice
.
Complete the statement about the graph of this function.
The graph of this function 2 of 2.
Select Choice
a line.
Step-by-step explanation:
Question 1
This question has two parts. First, answer Part A. Then, answer Part B.
Part A
Fill in the blank question.
There are many cylinders with a height of 18 meters. Let r represent the radius in meters and V represent the volume in cubic meters.
Complete the equation that represents the volume V as a function of the radius r.
V =
πr2
Complete the table.
r V
1
π
2
π
4
π
Part B
Select the correct choices to complete the sentence.
Complete the statement about the radius and volume of a cylinder.
If the radius of a cylinder is doubled, the volume 1 of 2.
Select Choice
.
Complete the statement about the graph of this function.
The graph of this function 2 of 2.
Select Choice
a line.
At a scout jamboree, dinner is served from tinned food. Each tin of soup is shared between 2 scouts. each tin of frankfurters is shared between 3 scouts and each tin of fruit is shared between 4 scouts. If 117 tins are opened to feed all the scouts, how many scouts attended the jamboree
Answer:
108
Step-by-step explanation:
Let's assume that there are "x" scouts attending the jamboree.
The number of tins of soup required to feed x scouts would be x/2.
The number of tins of frankfurters required to feed x scouts would be x/3.
The number of tins of fruit required to feed x scouts would be x/4.
Therefore, the total number of tins required to feed x scouts would be:
x/2 + x/3 + x/4 = (6x + 4x + 3x) / 12 = 13x/12
Since we know that 117 tins were opened, we can set up the equation:
13x/12 = 117
Solving for x, we get:
x = 108
Therefore, there were 108 scouts attending the jamboree.
One of the acute angles of a right triangle is 36 then the other acute angle is
Answer:
54
Step-by-step explanation:
So a right angle has one right angle and each angle is equal to ninety degrees. So you have 90+36=126. Sum of angles in a triangle is 180 so subtract 126 from it to get 54.
Have a wonderful day and feel free to ask me again. Peace
The model shows that 3 and one fifth divided by four fifths equal 4 what would happen if you divide by 8/5 instead of 4/5
Dividing by a larger fraction (8/5) instead of 4/5 results in a smaller answer (2), because we are dividing the same amount (16/5) into more parts (8) compared to dividing by 4/5.
If you divide 3 and one fifth by four fifths, you can first convert the mixed number to an improper fraction:
3 and 1/5 = (3 x 5 + 1) / 5 = 16/5
Then, you can perform the division as follows:
(16/5) / (4/5) = (16/5) x (5/4) = 4
So, we get an answer of 4.
If we divide by 8/5 instead of 4/5, we can use the same process but with the new fraction:
(16/5) / (8/5) = (16/5) x (5/8) = 2
So, the answer would be 2.
This is because when we divide by a smaller fraction, we are dividing the same amount into fewer parts, which results in a larger answer.
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1. Do you think that the understanding the operation on subsets of a line can improve your perception to the people around? how?
2. If given a chance how would you change yourself using the definition of ray? where would be your endpoints? how would you decide your endless goal?
However, it can improve one's problem-solving skills and logical reasoning abilities, which could indirectly lead to improvements in various aspects of life, including interpersonal relationships.
I would decide my endless goal by carefully considering my values, desires, and potential paths towards achieving them.
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#2
At the annual school track meet, two sprinters will race for 150 meters.
◄)
• Sprinter A runs 6 meters per second.
• Sprinter B runs 5 meters per second.
• Sprinter B is given a 10 meter head start.
Select all the statements that are true.
A. C
B.
C.
Sprinter A is leading the race at the 12 second mark.
Sprinter A will win the race.
The graphs of these two functions never intersect before the race en
The 6 m/s, and 5 m/s speeds of the sprinters, the 150 meters length of the race, and the 10 meters head start of sprinter B indicates that the three statements are true, and the correct option is therefore;
True, True, True
What is the speed of an object?The speed of an object is the ratio of the distance traveled by the object to the duration of the motion.
The distance sprinters are to run = 150 meters
The speed of sprinter A = 6 m/s
Speed of sprinter B = 5 m/s
The head start of sprinter B = 10 meters
Statement A; Sprinter A is leading the race at the 12 seconds mark
At the 12 seconds mark, we get;
The distance covered by sprinter A = 6 m/s × 12 s = 72 m
The distance covered by sprinter B = 10 m + 5 m/s × 12 s = 70 m
Therefore, sprinter A is leading sprinter B at the 12 seconds mark
Statement A is True
Statement B; Sprinter A will win the race
The time it takes sprinter A to run the race = 150 m/(6 m/s) = 25 s
Sprinter B takes (150 m - 10 m)/(5 m/s) = 28 s to finish the race
Sprinter A therefore, finishes before sprinter B, and sprinter A wins the race
Statement B is; True
Statement C; The graphs of the two functions intersect before the race ends
The location of sprinter B ahead of A at the start of the race and A ahead of B at the 12 seconds mark, indicates that the sprinter A passes sprinter B along the race and the graphs intersect before the race ends. The statement is therefore; True
The possible options, obtained from a similar question posted on the internet are;
True, True, True
False, True, True
True, False, True
True, True, False
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What is the answer for the 'angles of polygons' question?
Answer:
18 bc there a 9 angles and below is is another angle so u do 9 + 9 or 9(2) and u will get 18
A dartboard consists of a circle inscribed in a square.
The area of the circle is 16 Square inches. The area of
the square is 64 square inches.
Izzy randomly throws a dart at the square, and it lands
inside the square. To the nearest percent, what is the
probability that the dart lands inside the square but not on
the circular dartboard? Use 3. 14 for.
O 22%
25%
75%
O 79%
75% of the time, a dart will fall inside a square rather than on the circular dartboard.
The ratio of the area of the circle to the square is 16/64 = 1/4. So, the area outside the circle but inside the square is 3/4 of the total area of the square. The probability of landing the dart in this region is 3/4.
To find the percentage, we can multiply by 100:
3/4 × 100 = 75%
Therefore, to the nearest percent, the probability that the dart lands inside the square but not on the circular dartboard is 75%.
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Can sum1 help please?
Answer: x=3
y=9
Step-by-step explanation: im about 75.94 percent sure about this, i hope it helps
4x+3 to find the value of ST
According to the question the value of ST is 3 + 4x.
What is value?Value is the worth or importance that is placed on something. It can refer to tangible items such as money, goods, or services, or intangible concepts such as a person's beliefs, attitude, or sense of self-worth. Values are essential for guiding decisions and behaviour. They provide a framework for understanding what is important to an individual or a society, and can inform how people interact with their environment.
Given equation : 4x + 3 = ST
To find the value of ST, we need to subtract 4x from both sides of the equation.
4x + 3 - 4x = ST - 4x
3 = ST - 4x
Now, add 4x to both sides of the equation.
3 + 4x = ST
Therefore, the value of ST is 3 + 4x.
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What is the area of the composite figure?
6 ft
8 ft
12 ft
120 ft²
140 ft²
80 ft²
200 ft²
Previous
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20 ft
8 ft
12 ft
6 ft
The total area of the composite figure is 200 square feet.
What is the area of the composite figure?We can view the figure as a triangle and a rectangle.
The dimensions of the rectangle are 24ft by 6ft,so its area is:
A = 24ft*6ft = 144ft²
Now for the triangle, remember that the area of a triangle of base B and height H is:
a = B*H/2
In this case we can see that the base is:
B = 24ft - 8ft - 8ft = 8ft
And the height is:
H = 20ft - 6ft = 14ft
Then the area of the triangle is:
a = 8ft*14ft/2 = 56 ft²
The total area is:
Area = 56 ft² + 144ft² = 200 ft²
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Student A and Student B are both practicing for a marathon. Student A runs 5 miles every day, while Student B starts running 3 days after Student A and runs 8 miles each day. Define a variable and write an equation that represents the information given. Determine the number of days after Student A starts running when both students will have run the same number of miles.
Answer:
5(d) = miles student A ran
8(d-3) = miles student B ran
Step-by-step explanation:
when d = days passed
5(d) = miles student A ran
8(d-3) = miles student B ran
It takes three minutes to
make four paper
valentines
How long will
it take to make eight?
Answer: six minutes
Step-by-step explanation: 8 / 4 = 2 , 3 x 2 = 6