Marta practices the long jump. She jumps the same distance on her first four jumps. Her last two jumps are 1 1/2 feet longer than her first four jumps. Her average jumps distance is 16 feet. The equation below represents the situation, where j is the distance of each of Marta's first four jumps.

4j + 2(j+ 1.5)=16
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6

What is the distance of each of Marta's first four jumps? show work plz.

Answer:

the answer is C my man. I believe so

Answer:

I believe it is C.

Step-by-step explanation:

Answer:

The solution is (0,4).

Step-by-step explanation:

We are given the following system of equations:

[tex]8x + 9y = 36[/tex]

[tex]3x + 4y = 16[/tex]

Solving by substitution.

In the first equation, we have that:

[tex]8x + 9y = 36[/tex]

[tex]8x = 36 - 9y[/tex]

[tex]x = \frac{36-9y}{8}[/tex]

Replacing in the second equation:

[tex]3x + 4y = 16[/tex]

[tex]3\frac{36-9y}{8} + 4y = 16[/tex]

Multiplying everything by 7

[tex]3(36 - 9y) + 32y = 128[/tex]

[tex]108 - 27y + 32y = 128[/tex]

[tex]5y = 20[/tex]

[tex]y = \frac{20}{5}[/tex]

[tex]y = 4[/tex]

Now, with y, we can find x.

[tex]x = \frac{36-9*4}{8} = 0[/tex]

So the solution is (0,4).

Answer:

l = 9 inches and b = 6 inches.

Step-by-step explanation:

Given that,

The perimeter of a rectangular price tag, P = 30 cm

The area of rectangular price tag, A = 54

We need to find the dimensions of the price tag.

The area of rectangle is given by :

A = lb

So,

54=lb ...(1)

The perimeter of a rectangle is given by :

P = 2(l+b)

So,

30=2(l+b)

15=(l+b) ...(2)

We need to solve equation (1) and (2) such that,

l = 9 inches and b = 6 inches.

Answer:

1.5

Step-by-step explanation:

4:6 = 1:1.5

Answer:

910293012

Step-by-step explanation:

it is nine thousand four billion atoms in one partial.

Answer:

1055.99 rad/min

Step-by-step explanation:

Given that,

The diameter of a bicycle, d = 24 inches

Radius, r = 12 inches

The bicycle is travelling at 12 mi/h.

We need to find the angular speed of the wheels in rad/min.

We know that,

1 mi/h = 0.0166667 mi/min

It means,

12 mi/h = 0.2 mi/min

Also,

12 inch = 0.000189394 miles

The angular speeds of the wheels is given by :

[tex]v=r\omega\\\\\omega=\dfrac{v}{r}\\\\\omega=\dfrac{0.2}{0.000189394}\\\\\omega=1055.99\ rad/min[/tex]

So, the angular speeds of the wheels is 1055.99 rad/min.

Answer:10.14

Step-by-step explanation:

Answer:

7 yards

Step-by-step explanation:

sqrt(49)=7

The value of the x is 7 yards. The correct option is b.

Square is a polygon which has 4 sides. All four sides of the square are equal length and perpendicular to each other, that means the angle between two adjacent side is 90°.

Given shape is a square.

And side of the square is x yards.

The area inside the garden is 49 square yards.

Area is the amount of area occupied by an object's flat (2-D) surface or shape.

So, the area of the square = (side x side)

Substituting the values,

49 = (x)²

x = 7

Therefore, the side is 7 yards.

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Work Shown:

Let's say there are 28 cards in a full stack.

6/7 = 24/28 after multiplying top and bottom by 4

Since he has 24/28 of a stack left, this means he has 24 cards left.

He wants to arrange the remaining cards into piles so that each pile consists of 3/28 of a full stack. In other words, he wants each pile to have 3 cards.

So this must mean he will get 24/3 = 8 piles

(8 piles)*(3 cards per pile) = 8*3 = 24 cards total

A fraction is a way to describe a part of a whole. The number of stacks that Peter has left into stacks that are each 3/28 of a pack of the left cards is 8.

A fraction is a way to describe a part of a whole. such as the fraction ¼ can be described as 0.25.

Given that Peter has 6/7 of a stack of baseball cards left. Also, he makes small stacks from the left cards of size 3/28. Therefore, the number of stacks Peter made,

[tex]\text{Number of stacks Peter made} = \dfrac{\text{Stack of baseball cards left}}{\text{Size of small stack of cards}}\\\\\\\text{Number of stacks Peter made} = \dfrac{\frac{6}{7}}{\frac{3}{28}}\\\\\\\text{Number of stacks Peter made} = \dfrac{6 \times 28}{7 \times 3} = 8[/tex]

Hence, the number of stacks that Peter has left into stacks that are each 3/28 of a pack of the left cards is 8.

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Answer:

4(x - 9)^2 - 17

Step-by-step explanation:

A horizontal shift to the right by 9 changes x^2 to (x - 9)^2.

A vertical shift down by 1 changes - 16 to -17.

Therefore, the new equation is:

4(x - 9)^2 - 17

The options that are true are (1), (3) and false ones are (2), (4).

The basis of all mathematical operations are the arithmetic operations. These operations include addition, subtraction, multiplication, and division.

The given options can be examined one by one as follows,

(1) The given number 20 may be expressed as a mathematical operation as follows:

20 = 10 × 2

Which implies it is two times that of 10.

Thus, it is true.

(2) The given number 10 may be expressed as a mathematical operation as follows:

10 = 20 ÷ 2

Which implies it is half of 20.

Thus, it is false.

(3) The given number 30 may be expressed as a mathematical operation as follows:

30 = 15 × 2

Which implies it is two times that of 15.

Thus, it is true.

(4) The given number 15 may be expressed as a mathematical operation as follows:

15 = 30 ÷ 2

Which implies it is half of 30.

Thus, it is false.

Hence, the true and false options are (1), (3) and (2), (4) respectively.

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Answer:

(-6,4) hope that helps you it's that in the y there is two 4

Answer:

Circle, angle, and line segment.

Answer:

[tex]\displaystyle 4[/tex]

General Formulas and Concepts:

Pre-Algebra

Order of Operations: BPEMDAS

Algebra I

Step-by-step explanation:

Step 1: Define

g(x) = 4x

Interval [1, 5]

Step 2: Find Change

Answer:

48

Step-by-step explanation:

If EG=8, OE=4

x/12=4

x=4(12)

x=48

Answer:

C or D

Step-by-step explanation:

Answer:

I think option D 3 times y divided by 8

Answer:

30

Step-by-step explanation:

40-25%=30

Answer:

30

Step-by-step explanation:

quarter it, 25% of 40 is 1/4 so 30

Answer:

3

Step-by-step explanation:

Answer: 3

Step-by-step explanation:

5x3=15 and 3x9=27 so it’s 3.

9514 1404 393

Answer:

  y = 1/2x - 4

Step-by-step explanation:

The point-slope form of the equation for a line is a useful starting place when slope and point are given.

  y -k = m(x -h) . . . . . . . line with slope m through point (h, k)

  y -(-2) = 1/2(x -4) . . . . line with slope 1/2 through point (4, -2)

  y = 1/2x - 4 . . . . . . . . eliminate parentheses, subtract 2

Answer:

[tex]5x+17[/tex]

Step-by-step explanation:

We will have to expand first then we simplify.

Expand

You will have to distribute the 2 over the x & 7 and the 3 over the x & 1 respectively.

[tex]2(x+7)+3(x+1)=2x+14+3x+3[/tex]

Simplify

You will have to add 2x & 3x together and 14 & 3 together.

[tex]2x+14+3x+3=5x+17[/tex]

Answer

[tex]5x+17[/tex]

Answer: 116 packages

Step-by-step explanation:

From the question, we are informed that Puzzles are packaged in groups of 3 and that the store has 183 nature puzzles. The number of packages here will be:

= 183/3

= 61 packages

For the 165 animal puzzles, the number of packages will be:

= 165/3

= 55 packages

The total number of packages of puzzles will be:

= 61 + 55 packages

= 116 packages

Answer:

116

Step-by-step explanation:

First find total number of puzzles.

183+165=348

Then divide the total puzzles by puzzles in a package (3)

348÷3=

116 packages of puzzles

Answer:  Add 7+ [tex]\frac{2}{3}= \frac{7}{1} + \frac{2}{3} = \frac{7.3}{1.3} + \frac{2}{3} = \frac{21.2}{3} = \frac{23}{3}[/tex] For adding, subtracting, and comparing fractions, it is suitable to adjust both fractions to a common (equal, identical) denominator. The common denominator you can calculate as the least common multiple of the both denominators - LCM(1, 3) = 3. In practice, it is enough to find the common denominator (not necessarily the lowest) by multiplying the denominators: 1 × 3 = 3. In the next intermediate step the fraction result cannot be further simplified by canceling.

In words - seven plus two thirds = twenty-three thirds.

Multiple: 2 * [tex]\frac{3}{5} = \frac{2.3}{1.5} = \frac{6}{5}[/tex] Multiply both numerators and denominators. Result fraction keep to lowest possible denominator GCD(6, 5) = 1. In the next intermediate step the fraction result cannot be further simplified by canceling.

In words - two multiplied by three fifths = six fifths.

Subtract = [tex]\frac{23}{3} - \frac{6}{5} = \frac{23.5}{3.5} - \frac{6.3}{5.3} = \frac{115}{15} - \frac{18}{15} =\frac{115 - 18}{15}[/tex]For adding, subtracting, and comparing fractions, it is suitable to adjust both fractions to a common (equal, identical) denominator. The common denominator you can calculate as the least common multiple of the both denominators - LCM(3, 5) = 15. In practice, it is enough to find the common denominator (not necessarily the lowest) by multiplying the denominators: 3 × 5 = 15. In the next intermediate step the fraction result cannot be further simplified by canceling.

In words - twenty-three thirds minus six fifths = ninety-seven fifteenths.

Multiple: 4 Multiply both numerators and denominators. Result fraction keep to lowest possible denominator GCD(388, 15) = 1. In the next intermediate step the fraction result cannot be further simplified by canceling.

In words - four multiplied by ninety-seven fifteenths = three hundred eighty-eight fifteenths.

Step-by-step explanation:

hope this helps

Answer:

x = 3

Step-by-step explanation:

Given that,

[tex]x=\sqrt[3]{27}[/tex]

We need to show work to solve it.

We know that,

27 = 3×3×3

or

27 = (3³)

So,

[tex]x=\sqrt[3]{3\times 3\times 3}\\\\=(3^3)^{\dfrac{1}{3}}\\\\x=3[/tex]

Hence, this is the required solution.

Answer:

The student completed 13 courses worth 3 credits

Step-by-step explanation:

System of Equations

Let's assign the following variables:

x = number of courses worth 3 credits

y = number of courses worth 4 credits

Some student completed 18 courses thus:

x + y = 18      [1]

The student earned a total of 59 credits:

3x + 4y = 59       [2]

From [1]:

y = 18 - x

Substituting in [2]:

3x + 4(18 - x) = 59

Operating:

3x + 72 - 4x = 59

Simplifying:

-x = 59 - 72 = -13

x = 13

The student completed 13 courses worth 3 credits

the answer for the question is 24

.

Recall the definition of absolute value:

• If x ≥ 0, then |x| = x

• If x < 0, then |x| = -x

(a) Splitting up f(x) = x |x| into similar cases, you have

• f(x) = x ² if x ≥ 0

• f(x) = -x ² if x < 0

Differentiating f, you get

• f '(x) = 2x if x > 0 (note the strict inequality now)

• f '(x) = -2x if x < 0

To get the derivative at x = 0, notice that f '(x) approaches 0 from either side, so f '(x) = 0 if x = 0.

The derivative exists on its entire domain, so f(x) is differentiable everywhere, i.e. over the interval (-∞, ∞).

(b) Similarly splitting up g(x) = x + |x| gives

• g(x) = 2x if x ≥ 0

• g(x) = 0 if x < 0

Differentiating gives

• g'(x) = 2 if x > 0

• g'(x) = 0 if x < 0

but this time the limits of g'(x) as x approaches 0 from either side do not match (the limit from the left is 0 while the limit from the right is 2), so g(x) is differentiable everywhere except x = 0, i.e. over the interval (-∞, 0) ∪ (0, ∞).

Answer:

9

--- your answer is 9 oof