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o-na [289]
2 years ago
12

A 10-kilometer race is how many miles?

Mathematics
2 answers:
ICE Princess25 [194]2 years ago
7 0

Answer:

6.2 miles

Step-by-step explanation:

The 10K run is a long-distance road running competition over a distance of ten kilometres (6.2 miles). Also referred to as the 10K road race, 10 km, or simply 10K, it is one of the most common types of road running event, alongside the shorter 5K and longer half marathon and marathon.

kogti [31]2 years ago
4 0

Answer:6.211...

Step-by-step explanation:

10/1.61

1.61 km = 1 mile

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Solve 4 + 2 sinx= 14-8 sinx for 0° ≤ x ≤ 180
Oduvanchick [21]
<h2>Answer:</h2>

<u>x= 90°</u>.

<h2>Step-by-step explanation:</h2>

<h3>1. Write the expression.</h3>

4 + 2 sin(x)= 14-8 sin(x)

<h3>2. Subtract "4" from both sides of the equation.</h3>

-4+4 + 2 sin(x)= 14-8 sin(x)-4\\ \\2 sin(x)= 10-8 sin(x)

<h3>3. Add "8sin(x)" to both sides of the equation.</h3>

2 sin(x)+8 sin(x)= 10-8 sin(x)+8 sin(x)\\ \\10 sin(x)= 10

<h3>4. Divide both sides by 10.</h3>

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<h3>5. Apply the arcsin of sin^-1 to both sides of the equation.</h3>

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<h3>6. Conclude.</h3>

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Answer:

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Step by Step Answer:

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Answer:

Step-by-step explanation:

You are now a teacher, and you notice that many of your students are consistently making the dividing-out mistake that appears below. Some of the students even admit to knowing the method was wrong as soon as you point it out.

Create a visual to help your students stop making this common mistake: fraction numerator up diagonal strike x squared plus 3 x − 4 over denominator up diagonal strike x squared − 2 x − 8 end fraction .

Your lesson should do the following:

Explain why the dividing-out method is incorrect. You may want to start with a simpler expression and work your way up to polynomials. (For example, compare fraction numerator 3 left parenthesis 5 right parenthesis over denominator 3 end fraction and fraction numerator 3 plus 5 over denominator 3 end fraction.)

Explain when you can cancel a number that is in both the numerator and denominator and when you cannot cancel out numbers that appear in both the numerator and the denominator.

Share tricks, reminders, memory devices, or other methods to help students catch themselves before making this common mistake.

Post your video or series of images. Post answers to the following questions:

A. Why do you think the mistake shown here is such a common one?

B. Have you ever made this mistake before? What helped you stop making this mistake? What will help you stop making this mistake in the future?

Read and comment on the explanations of other student “teachers.”

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B. Ask a question to help a student improve his or her explanation or make it more thorough.

Respond to replies to your post.

Be sure to check back regularly to participate in the discussion with your fellow students and teacher.

P.S. I can not see pictures or videos that are posted on here, so if you could write everything out it would be kindly appreciated. :)

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