Mike and his friends hiked 23 miles on Saturday. They hiked 7 miles less than that on Sunday. Their goal is to hike a total of 50 miles during their trip. How many miles did they hike on Sunday?

Answer:

25.133

Explanation:

c = 2πr

Answer:

C. Ashik is correct because the points are a strong correlation to this nonlinear association.

just got it right on edge 2020.

please mark as Brainliest.

Answer:

10x-2y

Step-by-step explanation:

the x's are really 1x

8x+1x+1x

=10x

the 2y stays the same so you end up with

10x-2y

Answer:

20

Step-by-step explanation:

75% of x = 15

x = 20

EDITED

Answer: x = 73.

Step-by-step explanation:

Angles on the same side of a line add up to 180.

As the angles 110 and (x-3) are on the same side of the line, you can solve for x using this equation:

[tex]180 = 110 + (x-3)\\\\70 = (x-3)\\73 = x[/tex]

Answer:

4/15 didnt i think

Step-by-step explanation:

Answer:

4 : 11  

(The 4 is the people that study French)

(The 11 is the people that don't study French. This includes the people that aren't studying a language at all)

Step-by-step explanation:

[tex]\frac{2}{5}[/tex] of the [tex]\frac{2}{3}[/tex] that study a language, is studying French.

[tex]\frac{2}{5}[/tex]*[tex]\frac{2}{3}[/tex]=[tex]\frac{4}{15}[/tex] so [tex]\frac{4}{15}[/tex] of the entire school studies French. that means [tex]\frac{11}{15}[/tex] of the school doesn't study French. In a ratio, it'd be 4 : 11 ratio

Answer:

i think true but im not sure

Step-by-step explanation:

Answer:

542 minutes

Step-by-step explanation:

currently our mean is =530

i got that by adding all the number out which equal too =2,650

and divide it by how many number there are which is 5

2,650/5=530

After some trial and error i found it

so you add 494+690+502+478+486+542=3,192

3,192/6=532

and that was our goal

so the 6th month she talked on the phone for 542 minutes

pls mark me brainliest

The table would continue this pattern up to 1,800 hours

The question involves creating a table that displays the effect of earned income on government support and total income for a single mother, named Susan. Given that Susan earns $8 per hour and loses $1 in government benefits for every $1 earned, we calculate the impact of different work hours on her total income. The table will illustrate the intersection of labor and welfare economics, showing the disincentive to work that some assistance programs might create due to the reduction in benefits as earned income rises.

To provide an example for Susan's situation: If she works 500 hours at $8 per hour, her earnings from work would be $4,000. With government benefits reducing dollar for dollar, Susan's new benefits would be $16,000 - $4,000, which equals $12,000. So, her total income would be her earnings ($4,000) plus the adjusted government benefits ($12,000), totaling $16,000. The table would continue this pattern up to 1,800 hours

Answer:

1/36

Step-by-step explanation:

This is a simple use of the multiplication rule of probability, which is:

"The probability that Events A and B both occur is equal to the probability that Event A occurs times the probability that Event B occurs, given that A has occurred"

Using this rule, we square 1/6 to get 1/36. In other forms:

Decimal:0.02777777777(Round to whatever decimal place you need)

Percentage: 2.778%(I don't see you needing any more places)

Hope my answer helped you!

Answer:

Step-by-step explanation:

5 , 10 , 15 , 20 , 25 , 30 , 35 , 40 , 45 , 50 , 55 , 60

Answer:

70

Step-by-step explanation:

the multiples of 5 are as follows -

5,10,15,20,25,30,35,40,45,50,55,60,65,70

the multiples of 7 are as follows -

7,14,21,28,35,42,49,56,63,70

from what is shown, 70 is the only first common multiple of the two numbers

i hope this helps! :)

Answer:

x=2.5906672908862554,−0.2573339575529219

Answer:

The mean for the whole group is 12.57 cm

Step-by-step explanation:

The mean of the length of each group's finger is given by the following formula:

mean = (sum of lengths from each finger)/number of people

Therefore for the first group:

8.3 = (sum1)/6

sum1 = 8.3*6 = 49.8

For the second group:

17.7 = sum2/5

sum2 = 17.7*5 = 88.5

Therefore the mean from the whole group is:

mean = (sum1 + sum2)/11 = (49.8 + 88.5)/11 = 12.57 cm

Answer:

27

Step-by-step explanation:

5 × 6 = 30

30 - 3 = 27

Answer:

27

Step-by-step explanation:

(5) 6 -3     In PEMDAS you Multiply first because M is before S

30 - 3

27

Answer: (1,9) I just did a test with that question

Answer:9.75304923404

Step-by-step explanation:

Answer: 81/16

Step-by-step explanation:

Since it's a negative exponent, you flip the fraction and then the exponent becomes positive then solve from there. so it would go from

2/3^-4

3/2^4

81/16

Answer:

B

Step-by-step explanation:

Answer:

80°

Step-by-step explanation:

since the complementary is 40° the supplementary is 80° so its the double.

Answer:

There are 5 different outcomes, $30, $21, $20, $16 and $11.

Step-by-step explanation:

Bonnie has a total of 6 bills in her pocket. If she takes 3 random bills, this means that there are 20 different possibilities but the five dollar bills and ten dollar bills are not indistinctive so the number is not 20 for this example.

She can take the 1 dollar bill and the two 5 dollar bills which would make 11 dollars.

She can take the 1 dollar bill and the two 10 dollar bills which would make 21 dollars.

She can take the 1 dollar bill, one 5 dollar bill and one 10 dollar bills which would make 16 dollars.

She can take two 5 dollar bills and one 10 dollar bill which would make 20 dollars.

She can take two 10 dollar bills and one 5 dollar bill which would make 30 dollars.

So there are 5 different outcomes, $30, $21, $20, $16 and $11.

I hope this answer helps.

Final answer:

Bonnie could have possibly drawn $11, $21, $20, or $25 by selecting any 3 bills out of 1 one-dollar bill, 2 five-dollar bills, and 2 ten-dollar bills.

Explanation:

The question concerns the amount of money Bonnie could have taken from her pocket after randomly selecting 3 bills. To answer this, let's consider her initial set of bills: 1 one-dollar bill, 2 five-dollar bills, and 2 ten-dollar bills.

Here are the possible combinations of 3 bills she could draw:

1 one-dollar bill and 2 five-dollar bills: $1 + $5 + $5 = $11

1 one-dollar bill and 2 ten-dollar bills: $1 + $10 + $10 = $21

2 five-dollar bills and 1 ten-dollar bill: $5 + $5 + $10 = $20

1 five-dollar bill and 2 ten-dollar bills: $5 + $10 + $10 = $25

Therefore, the amounts of money Bonnie could have drawn are $11, $21, $20, and $25.

Answer:

x = 18

Step-by-step explanation:

Since 30-60-90 triangles have a side ratio of y : y√3 : 2y.

Since 2y, here, is 12√3, then y is 6√3.

This means that the side x, is 6√3 * √3, which is:

x = 6√3 * √3

= 6 * 3

x = 18

Answer:

18 students are likely to be wearing red

Step-by-step explanation:

From the question, we know a student either wears red , or blue, with the probability of a student wearing red is 3 times more probable than wearing white.

So, let’s say out of the 24 students, x of them are wearing white. What this practically mean is that 3 * x = 3x of the students would be expected to be wearing red.

Now, adding the number of people wearing red and white together in terms of x, we have x + 3x = 4x

We equate this to 24; 4x = 24 and x = 24/4; x = 6

The number wearing red probably is 3 * x = 3 * 6 = 18 people

To determine how many of the 24 students likely wear a red shirt, given red is three times more probable than white, we calculate that 18 students are likely wearing red shirts.

The question asks us to determine how many students in a class of 24 are likely to be wearing a red shirt if students at River View Middle School are three times more likely to wear a red shirt than a white shirt. To solve this, let's define the number of students wearing a white shirt as x. Since a red shirt is three times more likely, the number of students wearing a red shirt would be 3x. The total number of students in the classroom is the sum of those wearing red and white shirts, which is x + 3x = 24. Combining like terms, we get 4x = 24. Dividing both sides by 4, x equals 6. This means 6 students are wearing white shirts. To find the number of students wearing red shirts, we multiply the number of white-shirted students by 3: 3 times 6 = 18. So, 18 students are likely to be wearing red shirts.

Answer:

m = i  or m = -i   for  i = root(-1)

Step-by-step explanation:

m^2+7=6

m^2 =  6 - 7

m^2 = -1

m = i   or  m = -i

for i = imaginary number

Answer:

see below

Step-by-step explanation:

Graphs A , B , D are graphs of inequalities.  The  show that something is greater than or equal to ( graph A)  or less than or equal to ( Graph B and D)

Graph C is a point.  It is a graph of an equation  

Answer:

The answer is 12x + 4x².

Step-by-step explanation:

You have to expand it using Distributive Law :

[tex]4x(3 + x)[/tex]

[tex] = 4x(3) + 4x(x)[/tex]

[tex] = 12x + 4 {x}^{2} [/tex]

Answer:

quad 3

Step-by-step explanation:

Use "all students take calculas"

quad 1: a=all positive

quad 2: s=only sine positive, tan and cos negative

quad 3: t=only tan positive, cos and sin negative

quad 4: c=only cos positive, tan and sin negative

In trigonometry, both sine and cosine are negative in the third quadrant of the coordinate plane, as both the x and y coordinates are negative in this quadrant.

In the context of trigonometry, on the coordinate plane, sine and cosine are both negative in the third quadrant. The sine function represents the y-coordinate and the cosine function represents the x-coordinate of a point on the unit circle. Hence, in the third quadrant, where both x and y are negative, both sine and cosine are negative as well. This is a basic idea from trigonometry and is commonly referred to as the rule 'All Students Take Calculus', which helps to remember the sign of sine, cosine and tangent in each quadrant. A- all (Quadrant I, all are positive), S - Sine (Quadrant II, only sine is positive), T - Tangent (Quadrant III, only tangent is positive), C - Cosine (Quadrant IV, only cosine is positive). Therefore in the III quadrant, both sine and cosine are negative as only tangent (ratio of sine to cosine) is positive.

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Answer:

radius=7.5cm

diameter=15cm

Step-by-step explanation:

diameter=2radius

=2×7.5

=15

Answer:

B) 360 cubes

Step-by-step explanation:

We can start by finding how many cubes fit into the length of the prism (1.5 in) which is 6 cubes for 1.5 in/ 0.25 in = 6.

Then we can find the number of cubes to fit the width of the prism (1 in) which is 4 cubes for 1 in/ 0.25 in = 4.

Finally we find that 15 cubes fit the height (3.75 in) for 3.75 in/ 0.25 in = 15 cubes.

Multiplying the together, we get 6*4*15=360 or B