They seem to be very descriptive and use lots of examples of nature.
Answer: 
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Work Shown:
Part 1

Part 2

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Explanations:
- There are quite a bit of steps. I decided to break things into two parts.
- The goal is to get x all by itself on its own side, which is why I subtracted (x-n)/n from both sides in part 1, step 2. I also subtracted p from both sides.
- Afterward, I gave each fraction the LCD mn. I multiplied top and bottom of the first fraction by n/n. I did a similar operation to the second fraction, but with m instead.
- From there, we distribute and simplify. The mn terms cancel on the left side numerator (second step of part 2).
- The n≠m is there to prevent the denominator (n-m) from being zero. We cannot divide by zero.
- If the formulas don't properly display, then you might have to refresh the page.
Answer:
208 1/8 hours
Step-by-step explanation:
The amount of time saved on each trip is ...
(3/4 h) - (1/4)(3/4 h) = (3/4)(3/4 h) = 9/16 h
There are 2×5×37 = 370 trips in the school year, so the total savings in time is about ...
370×(9/16 h) = 208 1/8 h
Answer:
s=13
Step-by-step explanation:

-625
use long multiplication to evaluate .