Suppose two bicyclists start at the same location.
The first bicyclist rides due north and the other rides
due west. Find the speed that each bicyclist rode in
miles per hour if they are 8V2 miles apart after riding
for 2 hours at the same speed

Answer:

Step-by-step explanation:

* Intercepts  YES  The point where the line crosses the y axis (the value of y when x=0)

Answer:

The answer is 900000000

Answer:

900000000, or 9.0x 10^8

Step-by-step explanation:

do 1(9)=9

then add the 0's behind.

Answer:

because you was busy and nor interested in paying attention.

Answer:

y > -x + 3

Step-by-step explanation:

find the slope and y-intercept so you can create a linear equation:

y = mx + b ;   m = slope and  b = y-intercept

slope (m) = (3-0) / (0-3)

m = 3/-3 or -1

we can see the y-intercept by looking at the graph, it is 3

y > -x + 3

Answer:

(x² + 3)(x-3)

Step-by-step explanation:

Since the exponent is uneven you can take 2 and 1 and add them to the x's multiply to get 3 and since 9 is a perfect square you can square root it and get 3 which you put on both sides. Since the 9 is negative one of the symbols have to be negative, usually put in the second parenthesis.

Hope this helps!

Step-by-step explanation:

just want your ponit hahahaHA

Answer:

x = 4

Step-by-step explanation:

    The angle markings at the bottom of the triangle mean they are congruent. Since they are the only two congruent to each other, that means this triangle is an isosceles triangle.

    In an isosceles triangle, not only are the bottom angles congruent, their opposing sides are congruent as well. In this instance, that means 9x - 8 = 28. Knowing that we can solve for x.

[tex]9x-8=28\\\\9x-8+8=28+8\\\\9x=36\\\\\frac{9x}{9}=\frac{36}{9}\\\\x=4[/tex]

Answer:

Step-by-step explanation:

9x - 8 = 28 ( converse of isosceles triangle )

(If two angles of a triangle are congruent , then the sides opposite to these angles are congruent.)

[tex]9x - 8 = 28 \\ 9x - 8 = 28 + 8 \\ 9x = 36 \\ \frac{9x}{9} = \frac{36}{9} \\ x = 4 \\ [/tex]

Answer:

G

Step-by-step explanation:

3.6÷-0.5 is -7.2, so it's G

=================================================

Explanation:

The sequence {4,1,2} is neither because both arithmetic sequences and geometric sequence are either always increasing or always decreasing. We start off decreasing when going from 4 to 1, but increase to 2.

----------

The sequence {4,20,100} is geometric because we multiply each term by 5 to get the next term. That means the common ratio is 5. Notice how this sequence is increasing.

---------

The sequence {212,106,53} is also geometric. This time the common ratio is 1/2 = 0.5; this sequence is decreasing.

Answer:

17 ft 8 in

Step-by-step explanation:

Answer:

i don't know btw is this eighth grade

Answer:

square

Step-by-step explanation:

question: A _____ is a regular quadrilateral with four equal sides and four equal angles.

first we have that it is a regular quadrilateral.

regular shapes are shapes that have equal side lengths, and equal interior angle measures.

a quadrilateral means it has 4 sides

if there are 4 sides, and all the angles are equal then each angle will be 90 degrees/ a right angle.

therefore you get a shape with:

4 congruent (equal) sides

4 right angles

this describes a square!

Answer:

35%

Step-by-step explanation:

Find out what percent 91 is of 140

91÷140 = 0.65

Then find out how much was reduced by subracting 0.65 from 1

1 - 0.65 =0.35

The coat was reduced by 35%

Answer:

y=6x

Step-by-step explanation:

Each value for y is can be divided by 6 for the value of x

Answer:

y=6x

Step-by-step explanation:

Answer:

-2 - 16 = -18

Step-by-step explanation:

-y+4c

You take the values for c and y and substitute them in the original equation.

It would then look like:

-(2) + 4(-4)

Solving that would be -2 -16 = -18

Answer:

-18

Step-by-step explanation:

-(2)+4(-4)    Plug in the values of y and c.

-2+(-16)       Simplify.

-2-16

-18

Hope this helps you out!! Have an amazing day <3

Answer:

ages would no longer get larger as the mouse hovers over them. The transition would happen over 10s, since this is the default duration.

Step-by-step explanation:

Answer:

You have to find the intercept hope this helps

Step-by-step explanation:

Answer:

1+1=3, See explenation

Step-by-step explanation:

1+1=2 but thats basically 2.1 because whole numbers are boring, but 2.1 is basically 2.2 because we want it as an even number, but 2.2 is basically 2.3 because 2.3 is the luckiest number, which is basically 2.5 if you think about it because 2.3 looks like 2/3 and two thirds can't be a whole (which is why we say 3/3 instead of 2/3) and 2.5 rounded up is 3. So thats how 1+1=3

Answer:

f(x) = x^3 + 7x^2 + 7x -15

Step-by-step explanation:

f(x) = (x+5)(x+3)(x-1)

f(x) = (x^2 + 3x + 5x + 15)(x-1)

f(x) = (x^2 + 8x + 15)(x-1)

f(x) = x^3 + 8x^2 + 15x -x^2 -8x -15

simplify

f(x) = x^3 + 7x^2 + 7x -15

Answer:

[tex]f(x) = (x + 5)\, (x + 3)\, (x - 1)[/tex].

Step-by-step explanation:

By the factor theorem, if a constant [tex]a[/tex] is zero of the polynomial [tex]f(x)[/tex], [tex](x - a)[/tex] would be a factor of this polynomial. (Notice how [tex]x = a[/tex] would indeed set the value of [tex](x - a)\![/tex] to [tex]0[/tex].)

For instance, since [tex](-5)[/tex] is a zero of the polynomial [tex]f(x)[/tex], [tex](x - (-5))[/tex] would be a factor of [tex]f(x)\![/tex]. Simplify this expression to get [tex](x + 5)[/tex].

Likewise, the zero [tex](-3)[/tex] would correspond to the factor [tex](x + 3)[/tex], while the zero [tex]1[/tex] would correspond to the factor [tex](x - 1)[/tex].

All three of these factors above are linear, and the degree of the variable [tex]x[/tex] in each factor is [tex]1[/tex]. Multiplying three such linear factors would give a polynomial of degree [tex]3[/tex].

Given the three factors, the expression of [tex]f(x)[/tex] in factored form would be:

[tex]f(x) = m\, (x + 5)\, (x + 3)\, (x - 1)[/tex] for some constant [tex]m[/tex].

When this expression is expanded, the constant [tex]m[/tex] would be the coefficient of the [tex]x^{3}[/tex] term (the leading term.) In other words, [tex]m\![/tex] is the leading coefficient of [tex]f(x)[/tex]. This question has required this coefficient to be [tex]1[/tex]. Thus, [tex]m = 1[/tex]. The expression of [tex]f(x)\![/tex] in factored form would be:

[tex]f(x) = (x + 5)\, (x + 3)\, (x - 1)[/tex].

Answer:

The distance between [tex](7,1)[/tex] and [tex](-4,-5)[/tex] is [tex]\sqrt{157}[/tex] units

Step-by-step explanation:

Use the distance formula [tex]d=\sqrt{(y_2-y_1)^2+(x_2-x_1)^2}[/tex] where [tex]d[/tex] is the positive distance between [tex](x_1,y_1)[/tex] and [tex](x_2,y_2)[/tex]:

[tex]d=\sqrt{(y_2-y_1)^2+(x_2-x_1)^2}[/tex]

[tex]d=\sqrt{(-5-1)^2+(-4-7)^2}[/tex]

[tex]d=\sqrt{(-6)^2+(-11)^2}[/tex]

[tex]d=\sqrt{36+121}[/tex]

[tex]d=\sqrt{157}[/tex]

Therefore, the distance between [tex](7,1)[/tex] and [tex](-4,-5)[/tex] is [tex]\sqrt{157}[/tex] units

Answer: The distance between (7,1), and (-4, -5) is 12.53.

Answer:

x=9,-7

Step-by-step explanation:

(x+3)(x-5)=48

x^2-2x-15-48=0

x^2-2x-63=0

(x-9)(x+7)=0

x=9,-7

dont use the negative number becuase it would not make sense in this scenario

width = 12

length=4

Step-by-step explanation:

the question doesn't make sense and you need to rephrase the question.

Answer:

x = 9

Step-by-step explanation:

10 + x/3 = 13

x/3 = 13 -10

x/3 = 3

x = 3*3 = 9

Answer:

9

Step-by-step explanation:

Isolate the variable, x. Note the equal sign, what you do to one side, you do to the other. Do the opposite of PEMDAS.

PEMDAS is the order of operations, and stands for:

Parenthesis

Exponents (& Roots)

Multiplications

Divisions

Additions

Subtractions

~

First, subtract 10 from both sides of the equation:

[tex]\frac{x}{3} + 10 = 13\\\\\frac{x}{3} + 10 (-10) = 13 (-10)\\\\\\\frac{x}{3} = 13 - 10\\\\\\\frac{x}{3} = 3[/tex]

Next, isolate the variable, x, by multiplying 3 to both sides of the equations:

[tex](\frac{x}{3}) * 3= (3) * 3\\\\x = 3 * 3\\\\x = 9[/tex]

~

Answer: put 14

Step-by-step explanation:

Answer:

I don't think I can remember every skill I was taught through the years but in Kindergarten we used Number Sense so we could understand the meaning of more and less also there's estimation and  PEMDAS. I've also learned how to round up so that the solution is at least around those numbers if the skill is to be applied.

hope that helps

Step-by-step explanation:

Answer:

 1-2y+y^2

Step-by-step explanation:

(1–y)^2

(1-y) * (1-y)

FOIL

first: 1*1 =1

outer: 1*-y = -y

inner: -y *1 = -y

last: -y*-y = y^2

Add together: 1+-y-y+y^2  

Final answer1-2y+y^2

Credit:

wegnerkolmp2741o

He solved it earlier.

Answer:

k = 1 or 2 or 5 or 10

Step-by-step explanation:

Suppose GCD is k, 2 numbers are kA and kB

LCM is k*A*B,

GCD*LCM: k*(k*A*B) = 200

k² * A*B = 200

A*B could be 1 , 2, 4, 5, 8, 10, 20, 25, 40, 50, 100, 200

k² (k is integer) could be 1, 4, 25, 100

k = 1 or 2 or 5 or 10

Answer:

X = Y times 8

Step-by-step explanation:

You need to figure out how many miles you can go in an hour.

160/x and 20/1

20x=160

x=8

You can go 8 miles in 1 hour.

Therefore, if X is 1 and Y is 1

1 = 8

1 hour equals 8 miles