you are traveling on a bus to camp, which is 200 miles away, at 50 mph. The number of miles, n, that you have left to travel after t hours

Answer: Steroids Linked to Higher Heart Disease Risk. High Doses May Raise Risk of Heart Attack, Stroke, Study Shows. By Miranda Hitti. Nov. 15, 2004 -- Taking high doses of steroids (glucocorticoids) seems to increase the risk of heart disease including heart attack, heart failure, and stroke, according to new research.

Step-by-step explanation:

Answer:

high dosages of steroids can cause heart disease and increase the risk of heart attack, heart failure, and stroke.

Step-by-step explanation:

Answer:

(12,10)

Step-by-step explanation:

Answer:

The length of the longer rope piece is 14 ft

Step-by-step explanation:

Let

x -----> the longer piece

y ----> the shorter piece

we know that

The sum of the longer piece plus the shorter piece must be equal to the length of the original piece

x+y=21

y=(21-x) -----> equation A

3x-7=5y ----> equation B

substitute equation A in equation B and solve for x

[tex]3x-7=5(21-x)\\3x-7=105-5x\\5x+3x=105+7\\8x=112\\x=14\ ft[/tex]

therefore

The length of the longer rope piece is 14 ft

Answer: 8/3

Step-by-step explanation: To add like fractions, or fractions that have the same denominator, simply add the numerators and keep the original denominator.

Answer:

[tex]Log_{(3)}X[/tex]

Step-by-step explanation:

[tex]f(x)=3^{X}[/tex]

[tex]y=3^{X}[/tex]

exchange the variables x and y

[tex]X=3^{y}[/tex]

[tex]Log_{(3)}X=Log_{(3)}3^{y}[/tex]

[tex]Log_{(3)}X=y[/tex]

[tex]f^{-1}(x)=Log_{(3)}X[/tex]

Answer:

all work is pictured and shown

Answer:

x = [tex]\displaystyle\frac{11}{4}[/tex] or 2 [tex]\displaystyle\frac{3}{4}[/tex]

Step-by-step explanation:

1. Subtract both sides of the equation by [tex]\displaystyle\frac{1}{4}[/tex].

[tex]\displaystyle\frac{1}{4} - \frac{1}{4}  + x = 3 - \frac{1}{4}[/tex]

x = [tex]\displaystyle\frac{11}{4}[/tex]

2. (Optional Step) Convert the improper fraction to a mixed number

x = [tex]\displaystyle\frac{11}{4}[/tex]

↓

[tex]x = 2\displaystyle\frac{3}{4}[/tex]

Answer:

4%

Step-by-step explanation:

The raise in her hourly pay is

$25.48-$24.50 =$0.98

Cross multiplying (rule of three)

24.50------100%

0.98--------x%

and so, x= 0.98*100/24.5 = 4%

Answer:  The required percent change is 4%.

Step-by-step explanation:  Given that Ayodele received a raise in her hourly pay, from $24.50 to $25.48.

We are to find the percent change.

The percent change is given by

[tex]p=\dfrac{\textup{increse in the amount}}{\textup{original amount}}\times100\%.[/tex]

In the given situation, we have

[tex]\textup{increase in the amount}=\$(25.48-24.50)=\$0.98.[/tex]

Therefore, the percent change is given by

[tex]p=\dfrac{0.98}{24.50}\times100\%=\dfrac{98}{24.50}\%=4\%.[/tex]

Thus, the required percent change is 4%.

Answer:

The answer to your question is:  zero

Step-by-step explanation:

# of protons = 3     they are in the nucleus (blue)

# of electrons = 3   they are in red

Charge = protons + electrons

Charge = +3 + (-3)

Charge = +3 - 3

Charge = 0    

Answer: 35 miles

Step-by-step explanation:

Answer:

Step-by-step explanation:

60

Answer:

4410 cards, 9 albums

Step-by-step explanation:

Number of cards in a box = 315

Number of boxes = 14

b) Total number of cards =  Number of boxes × Number of cards in 1 box

=[tex]315\times 14 = 4410[/tex]

a) Carmella estimated she had 3,000 cards so she bought a 6 album of 500 cards.

No, 6 albums are not enough as she estimated wrong number of cards. There are total of 4410 cards but she estimated it to be 3000 cards.

c) Total number of albums required = [tex]\displaystyle\frac{\text{Total number of cards}}{\text{Number of card 1 album can hold}}[/tex]

[tex]=\frac{4410}{500} = 8.82 \approx 9[/tex]

Thus, she will require 9 albums to put all her cards.

Answer:

12

Step-by-step explanation:

divide 100 by 8

Answer:

The answer would be <

Step-by-step explanation:

(18-3)÷(6-1)

18-3=15

6-1=5

15÷5=3

________

4×(10-3)-4×2

10-3=7

4×7-4×2

28-8=20

Answer: 9

Step-by-step explanation:

6 divided by 2/3 = 9

In 6 cups of cereal, there are 9 servings of 2/3 cup.

To find out how many 2/3-cup servings are in 6 cups of cereal, we need to divide the total cups of cereal by the size of each serving. In this case, we divide 6 by 2/3. To divide a whole number by a fraction, we can multiply the whole number by the reciprocal of the fraction. The reciprocal of 2/3 is 3/2, so we have 6×3/2 = 9 cups in total. Therefore, there are 9 servings of 2/3 cup in 6 cups of cereal.

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Answer:

he has 80 cents

Step-by-step explanation:

dime=10 cents

I'm guessing that the hidden question is how many dimes does Omar have? because this is the first thing I asked myself when solving this equation.

So how many dimes does Omar have?

5 + 3 = 8

Now we know that one dime = 10 cents, so to find the amount of money in cents, all we need to do is multiply 8 * 10

8 * 10 = 80

Omar has 80 cents

Answer:

subtraction= Mike is selling 50 apples. Kenny is selling 30 apples,"how many more" apples does mike have than ken?

50- 30 = 20

mike has 20 "more" apples than ken.

there are 15 kindergarteners, "but only" 10 chairs, "how many" chairs would the teachers have to "take away" from the room next door?

15- 10=5

Answer:

see the explanation

Step-by-step explanation:

we know that

A Rational Number is a number that can be made by dividing two integers

we have

[tex]\frac{\sqrt{2}}{8}[/tex]

[tex]\sqrt{2}[/tex] ----> is not a integer

so

The given number cannot be rewritten as the quotient of two integers

therefore

The given number is irrational

Student A is incorrect because is a irrational number and not all fractions are rational

Student B reasoning is incorrect, because there are fractions that have as numerator an irrational number and can be rational numbers

example

[tex]\frac{\sqrt{2}}{3\sqrt{2}}=\frac{1}{3}[/tex] ----> is a rational number and the numerator is a irrational number

Student A incorrectly claims √2/8 is rational because it can be written as a fraction. Student B is correct, stating that √2/8 is irrational because √2 is irrational, and dividing it by 8 doesn't change its irrationality.

Let's evaluate the reasoning of both students A and B and correct any errors:

Student A:

Student A's reasoning is incorrect. They claim that √2 / 8 is rational because it can be written as a fraction. However, being able to write a number as a fraction doesn't necessarily make it rational. The key point is whether the number can be expressed as a ratio of two integers, and in this case, √2 cannot be expressed as a simple fraction. √2 is known to be an irrational number, and when you divide an irrational number by 8, the result remains irrational.

Student B:

Student B's reasoning is correct. They state that √2 / 8 is irrational because √2 is irrational. This is accurate. The division of an irrational number by a rational number does not change its irrationality. Therefore, √2 / 8 is indeed an irrational number.

In summary, Student B provides the correct reasoning, while Student A's reasoning is flawed.

Learn more about rational and irrational number here:

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Answer:

[tex]y= \frac{-5}{2}x-1[/tex]

Step-by-step explanation:

the line equation is  5x + 2y = 12

Solve for y to find out slope m

y=mx+b

[tex]5x + 2y = 12[/tex]

Subtract 5x from both sides

[tex]2y =-5x+12[/tex]

Divide both sides by 2

[tex]y=\frac{-5}{2} x+6[/tex]

slope = -5/2

Slope of parallel lines are same . So slope of parallel line is [tex]\frac{-5}{2}[/tex]

m=-5/2 , point (-2,4)

[tex]y-y_1= m(x-x_1)[/tex]

[tex]y-4= \frac{-5}{2}(x+2)[/tex]

[tex]y-4= \frac{-5}{2}x-5[/tex]

Add 4 on both sides

[tex]y= \frac{-5}{2}x-1[/tex]

Answer:

Answer is A

Step-by-step explanation:

Trust the process

Answer:8

Step-by-step explanation: add 3 on both sides to cancel it from the left, and then x=8.

Answer:

false

Step-by-step explanation:

a natural number is a number you count by, you wouldn't cound by decimals or fractions

Answer:

n = 3

Step-by-step explanation:

find multiples of the product of 24 that comes from 6*4

Answer:

6 and 4

2 and 12

1 and 24

3 and 8

Step-by-step explanation:

Answer:

1, 2, 3, 4, 6, 8, 12, 24.

Step-by-step explanation:

The question is basically saying "what are the factors of 24?"

Answer:1\2=0.5

3\4=0.75

Step-by-step explanation:you can make fractions into decimals which would be closer to number just look up on Google ✌

Answer:

The bedroom closet will measure 2 feet by 3 feet.

Step-by-step explanation:

A blueprint of a bedroom has a scale of 1/4 inch is equivalent to 1 foot

[tex]\frac{1}{4}[/tex] inch= 1 foot

We need to convert 1/2 inch is how many foot

[tex]\frac{\frac{1}{2}}{\frac{1}{4} } =\frac{1}{2} \cdot \frac{4}{1} =2[/tex]

We need to convert 3/4 inch is how many foot

[tex]\frac{\frac{3}{4}}{\frac{1}{4} } =\frac{3}{4} \cdot \frac{4}{1} =3[/tex]

1/2 inch is 2 feet

3/4 inch is 3 feet

The bedroom closet will measure 2 feet by 3 feet.

Answer:

a. Number of flour cups needed = 4 cups

b. Number of cookies that can be baked = 240 cookies

Explanation:

We are given that:

1 cup of flour is needed to make 2 dozen cookies

To solve the two parts of this question, we will simply use cross multiplication

Part a:

1 cup of flour .......................> 2 dozen cookies

x cups of flour ....................> 8 dozen cookies

[tex]x = \frac{8*1}{2} = 4[/tex] cups

Therefore, 4 cups of flour are required to make 8 dozen cookies

Part b:

1 cup of flour .................> 2 dozen cookies

10 cups of flour ............> y dozens of cookies

[tex]y=\frac{10*2}{1} = 20[/tex] dozens of cookies

This means that, 10 cups of flour can make 20 dozen cookies

However, here we are asked about the number of cookies, not the number of dozens

We know that 1 dozen contains 12 parts

This means that:

1 dozen cookies = 12 cookies

Therefore:

20 dozens cookies = 20 × 12 = 240 cookies

Hope this helps :)

Answer:

Write the formula for one measurement, then solve the formula for the different measurement you want to find and use this new formula to find that measurement.

Step-by-step explanation:

 We can understand this through an example.

If we need to find the lenght of a rectangle whose width is 4 feet and whose perimeter is 28 feet, we can use a formula for one measurement to write a formula for a different measurement:

 - We need to write the formula for the perimeter of a rectangle:

[tex]P=2l+2w[/tex]

Where "l" is the lenght and "w" is the width.

- Since we know the width and the perimeter of the rectangle and we need to find the lenght, we can solve for "l":

[tex]P=2l+2w\\\\P-2w=2l\\\\l=\frac{P-2w}{2}[/tex]

Now we get a new formula for calculate a differente measurement (the lenght of the rectangle).

- Substituting values, we get:

[tex]l=\frac{28ft-2(4ft)}{2}=10\ ft[/tex]

Answer:

15-2w-2=2(w-15)-1

15-2w-2=2w-30-1

-2w-2w=-30-1-15+2

0=-44

No solution

This is because -44 can never equal 0

Step-by-step explanation:

The measure of ∠ACD is 150°. So the answer is D.150°.

The ∠ACD is an exterior angle of triangle ABC. We can use the fact that the sum of the measures of the interior angles of a triangle is 180° to solve for the measure of ∠ACD.

Identify the interior angles of triangle ABC: We are given the measures of two interior angles: ∠A = 33° and ∠B = 117°.

Find the sum of the interior angles of triangle ABC: ∠A + ∠B + ∠C = 180°

Substitute the known values and solve for ∠C: 33° + 117° + ∠C = 180°

Combine like terms: 150° + ∠C = 180°

Isolate ∠C: ∠C = 180° - 150°

Calculate the measure of ∠C: ∠C = 30°

Find the measure of ∠ACD: Since ∠ACD is an exterior angle of triangle ABC and ∠C is an interior angle, we know that ∠ACD and ∠C are supplementary angles. Therefore, their measures add up to 180°.

Calculate the measure of ∠ACD: ∠ACD = 180° - ∠C = 180° - 30° = 150°

Therefore, the measure of ∠ACD is 150°. So the answer is D. 150°.

the 4 because it's in the hundred place value

I THINK THAT"S HOW YOU DO IT, BUT YOU KNOW JUST TRYING TO HELP YOU :)