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Wittaler [7]
2 years ago
14

Jason jumped 623 feet in a jumping contest. Yolanda jumped 434 feet. How much farther did Jason jump than Yolanda?

Mathematics
2 answers:
VLD [36.1K]2 years ago
7 0

Answer:

jason jumped 189 feet more than Yolanda

Step-by-step explanation:

subtract Jason's jump and Yolanda's jump

Vesnalui [34]2 years ago
7 0
Answer - 189 Ft

623 - 434 = 189
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23. Which equation is equivalent to 3x+ 4y = 15?
Vlad [161]

Answer:

y=\frac{15}{4}-\frac{3}{4}x

Step-by-step explanation:

3x+ 4y = 15\\4y=15-3x\\y=\frac{15}{4}-\frac{3}{4}x

5 0
3 years ago
If g(x) = 3/4 x + 2, find g(-12).
scZoUnD [109]

Answer:

(-7)

Step-by-step explanation:

just plug in the number in the x place to solve

4 0
3 years ago
if a number line plot starts from 2 (including the point) and extends towards positive infinity, the corresponding inequality is
murzikaleks [220]

Answer:

2 \leqslant y \leqslant  \infty

Step-by-step explanation:

y is equal to 2 and goes up to infinity

6 0
2 years ago
At the city museum, child admission is $6.10 and adult admission is $9.90. On Friday, 142 tickets were sold for a total sales of
antoniya [11.8K]

Answer:

no of child tickets sold were 58

Step-by-step explanation:

Let the number of child ticket sold be x

cost of 1 child ticket = $6.10

Total cost of x child ticket = x*cost of 1 child ticket = = $6.10x

Let the number of adult ticket sold be y

cost of 1 adult ticket = $9.90

Total cost of y adult ticket = y*cost of 1 adult ticket = = $9.90y

Given total ticket sold = 142

Thus,

number of child ticket sold +  number of adult ticket sold = 142

x + y = 142   - equation 1

x = 142 -y  

Total sales of ticket = $1185.40

total sales of ticket  = Total cost of x child ticket + Total cost of x a dult ticket

6.10x + 9.90y = 1185.40

in this equation substituting x = 142 - y from equation 1

6.10(142 - y )  + 9.90y = 1185.40

=>866.2 - 6.10y + 9.90y = 1185.40

=> 3.80y = 1185.40 - 866.2

=> 3.80y = 319.2

=> y = 319.2/3.80 = 84

Thus, y = 84

x = 142 - y  = 142 - 84 = 58

Thus, no of child tickets sold were 58

6 0
3 years ago
The second question for jim
andrezito [222]
Problem 1

1a) Jon created a torus while Nadia created a cone. A torus is basically a donut shaped 3D object. You can think of it as a 3D inflatable pool ring (lifeguard pool ring), or one of the rings from the game of ring toss. 

------------------------

1b) Each plane of symmetry that Nadia points out is a plane that runs through points B and C. In a similar manner, Jon has the same plane of symmetry. Both have infinitely many planes of symmetry of this nature.

For Jon, his torus or donut shaped object can be cut in half along the horizontal axis. Imagine cutting a bagel so you can apply cream cheese or butter or whatever item you like. Each half of the bagel would be congruent to one another. This is the "plus 1" Jon is talking about.

This horizontal cut cannot be applied to Nadia's cone. If she were to cut her cone anywhere along a horizontal plane then she'd have a frustum at the bottom and a smaller cone up top (instead of two congruent smaller cones)

note: to be fair, infinity+1 is the same as infinity. They both describe the idea of listing numbers forever. We can add any number to infinity to get infinity. 

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

Problem 2

2a) To reflect over the xz plane, we keep the x and z coordinates the same. Only the y coordinate flips from positive to negative (or vice versa). For instance, the point P(0,5,4) becomes P'(0,-5,4) after such a reflection.
 
The algebraic way to write the rule is
(x,y,z) ---> (x,-y,z)

------------------------

2b) After applying the reflection rule, you should get the following

P(0,5,4) ---> P ' (0,-5,4)
Y(-2,7,4) ---> Y ' (-2,-7,4)
R(0,7,4) ---> Y ' (0,-7,4)
A(0,7,6) ---> Y ' (0,-7,6)

Once again, only the y value is changing. The sign of the y value specifically.

------------------------

2c) It's not entirely clear what your teacher means by "back", "left" and "up". Why is that? Because there are at least 2 different ways to orient the xyz axis. 

One such way is to have the z axis sticking up and have the xy axis as the "floor" so to speak. Another way is to have the z axis come out of the board and have the y axis sticking up (so the xy axis is flat against the wall). 

Concepts of "left", "right", "up", "down", etc are all relative to your frame of reference. One person's "up" is another person's "down". Unfortunately I don't think there's enough info to solve here. It would have been much more ideal if your teacher said something like "3 units along the x axis" rather than "3 units back". 

------------------------

2d) See part C above. There isn't enough info (at least, in my opinion anyway).

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

Problem 3

3a) A cylinder forms. The rectangle RECT is basically a revolving door. When you spin the revolving door really fast, it leads to the illusion of a 3D cylindrical block. You can also picture a propeller fan to visualize the same basic idea. This cylinder has a height of TC = 3 units. The radius is EC = 5 units.

------------------------

3b) 
From part A, r = radius = 5, h = height = 3
SA = 2*pi*r^2 + 2*pi*r*h
SA = 2*pi*5^2 + 2*pi*5*3
SA = 50*pi + 30*pi
SA = 80*pi <--- exact surface area
SA = 251.3274 <--- approx surface area
surface area is in square units

------------------------

3c) 
Use the same dimensions (r = 5, h = 3) from part B
V = pi*r^2*h
V = pi*5^2*3
V = pi*25*3
V = pi*75
V = 75*pi <--- exact volume
V = 235.6194 <--- approx volume
volume is in cubic units
4 0
3 years ago
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