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trapecia [35]
2 years ago
10

Please answer with everything needed i appreciate everyones help:0

Mathematics
1 answer:
Rus_ich [418]2 years ago
7 0

A scenario that would best model the graph on Holly, her home, and school is:

  • Holly was trying to get to school from home but fell ill when 4 miles from home.
  • Holly waited to catch her breath and gain some strength.
  • Holly reached school and reported her condition.
  • The school allowed her to go home.

<h3>What happened Holly's journey to school?</h3>

As Holly was heading to school, she felt uneasy and had to wait for 10 mins to catch her breath.

After doing so, she then continued to school which was 6 miles from her home. When she got there, she went to the nurse's office.

She waited in school for 15 minutes and was then told to go home to rest and recuperate. She then made the journey back home in a car and arrived in 10 minutes.

Find out more on time graphs at brainly.com/question/27956440.

#SPJ1

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What is j equal to in 1 2/3j=15
Vladimir [108]

Answer:90

Step-by-step explanation:One solution was found :

                  j = 90

Rearrange:

Rearrange the equation by subtracting what is to the right of the equal sign from both sides of the equation :

                    1/2/3*j-(15)=0  

Step by step solution :

Step  1  :

           1

Simplify   —

           2

Equation at the end of step  1  :

  1              

 (— ÷ 3 • j) -  15  = 0  

  2              

Step  2  :

        1      

Divide  —  by  3

        2      

Equation at the end of step  2  :

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 (— • j) -  15  = 0  

  6          

Step  3  :

Rewriting the whole as an Equivalent Fraction :

3.1   Subtracting a whole from a fraction

Rewrite the whole as a fraction using  6  as the denominator :

         15     15 • 6

   15 =  ——  =  ——————

         1        6    

Equivalent fraction : The fraction thus generated looks different but has the same value as the whole

Common denominator : The equivalent fraction and the other fraction involved in the calculation share the same denominator

Adding fractions that have a common denominator :

3.2       Adding up the two equivalent fractions

Add the two equivalent fractions which now have a common denominator

Combine the numerators together, put the sum or difference over the common denominator then reduce to lowest terms if possible:

j - (15 • 6)     j - 90

————————————  =  ——————

     6             6    

Equation at the end of step  3  :

 j - 90

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   6    

Step  4  :

When a fraction equals zero :

4.1    When a fraction equals zero ...

Where a fraction equals zero, its numerator, the part which is above the fraction line, must equal zero.

Now,to get rid of the denominator, Tiger multiplys both sides of the equation by the denominator.

Here's how:

 j-90

 ———— • 6 = 0 • 6

  6  

Now, on the left hand side, the  6  cancels out the denominator, while, on the right hand side, zero times anything is still zero.

The equation now takes the shape :

  j-90  = 0

Solving a Single Variable Equation :

4.2      Solve  :    j-90 = 0  

Add  90  to both sides of the equation :  

                     j = 90

One solution was found :

                  j = 90

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