PLEASE HELP. WILL MARK BRANLIEST!!!
Evan is always on the go and lacks the time to search for a parking space in the city. Evan has
most recently started using car-sharing services like Uber and Lyft to get around Nashville. He
maintains a log of each ride to claim the car-sharing charges as a business expense, as shown
below:

A. Sketch a graph of the provided data.( label each axis and provide scaling).
B. Write a linear function to show the relation ship between the two variables. Use the variables d for miles and c for dollars
C. Explain the meaning of each part of your equation In context to the scenario.
D. Evan is trying to determine where to meet a client for a meeting. How far will Evan be able to travel with a budget of $10.00 for a car-sharing ride?
E. Whoops! Evan was in quite the rush and forgot to log the miles for his last trip! How many miles was Evans trip if there was a charge of $17.26 on his credit card for the ride-sharing service?

2. Josh works in the same office as Evan; unfortunately, josh is not very organized, and his ride-share log is incomplete. Use the linear function C=1.20d to complete the chart below:
Distance d in miles,cost c in dollars
4 14.55

11
28.95

Answer:

t=(v-u)/a

hope it will help you

[tex]\text{Let the side of square 1, square 2 and square 3 be x, y and z respectively.}\\\\\text{Given that,}\\\\\text{Perimeter of square 1,~~ p =100 units.}\\\\\text{So}~ x=\dfrac p 4 = \dfrac{100}4 =25~\text{units.}\\\\\\\text{Area of square 2, a = 225 units}^2\\\\\text{So}~y = \sqrt{a} = \sqrt {225} = 15~ \text{units.}\\\\\text{Use Pythagorean theorem to find z}^2\\\\x^2 =y^2 +z^2 \\\\\implies 25^2 = 15^2 +z^2\\\\\implies z^2 = 625 - 225 = 400\\\\\\[/tex]

[tex]\text{Hence the area of square 3 is 400 units}^2.[/tex]

Answer:

  400 square units

Step-by-step explanation:

The side length of square 1 is 1/4 of its perimeter, so is 100/4 = 25 units. The area of square 1 is the square of the side length, so is 25² = 625 square units.

The area of square 3 is the difference in the areas of squares 1 and 2. This is due to the Pythagorean theorem.

  area 3 = area 1 - area 2

  area 3 = 625 -225

  area 3 = 400 . . . . square units

Answer:

x = 55 - 2y

y = 70 - 3x

x = 17

y = 19

Step-by-step explanation:

let x = small box

y = large box

6x + 12y = 330

12x + 4y = 280

6x + 12y = 330

6x = 330 -12y

6x/6 = (330-12y)/6

x = 55 - 2y

12x + 4y = 280

4y = 280 -12x

4y/4 = (280 -12x)/4

y = 70 - 3x

small box cost:

x = 55 - 2y

x = 55 - 2(70-3x)

x = 55 -140 + 6x

x - 6x = -85

-5x = -85

x = 17

large box

y = 70 - 3x

y = 70 - 3(17)

y = 70 - 51

y = 19

The kind of text structure that was utilized by William Kamkwamba in the story, "The Boy Who Harnessed the Wind" is the Sequential text structure.

William Kwakwamba began with the day the windmill first generated electricity because it was remarkable and is, therefore, the first detail to note in the story.

To understand why this is the right text structure, we need to first understand what text structure is and the characteristics of a sequential structure.

Text structure refers to the organization of writing to convey intended meanings.

The sequential text structure follows these processes:

Thus given these explanations of what the sequential text structure is, we can classify the excerpt from William Kamkwamba's "The Boy Who Harnessed the Wind" as sequential.

Learn more about text structure here:

https://brainly.com/question/12053427

Answer:

[tex]\LARGE\mathsf{f(x)\:=-\frac{3}{4}x\:+\:-\frac{5}{4}}[/tex]

Step-by-step explanation:

Given the two points from the graph, (-3, 1) and (1, -2). Use these points to solve for the slope using the following formula:

[tex]\LARGE\mathsf{m = \frac {(y_2\: -\: y_1)}{(x_2\: -\: x_1)}}[/tex]

Let (x₁, y₁) = (-3, 1)

     (x₂, y₂) = (1, -2)

Substitute these points into the formula:

[tex]\LARGE\mathsf{m = \frac {(y_2\: -\: y_1)}{(x_2\: -\: x_1)}}[/tex]

[tex]\LARGE\mathsf{m = \frac {-2\: -\: 1}{1\: -\: (-3)}\:=\:\frac {-2\: -\: 1}{1\: +\:3}\:=\frac{-3}{4}}[/tex]

m = -¾

Therefore, the slope of the given line is -¾.

Next, we need to determine the y-intercept, which is the point on the graph where it crosses the y-axis.  In order to solve for the y-intercept, we must use the slope, m = -¾, and one of the given points, (1, -2), and substitute these values into the slope-intercept form,  f(x) = mx + b:

f(x) = mx + b

-2 = -¾( 1 ) + b

-2 = -¾ + b

Add ¾ to both sides to solve for b:

-2 + ¾ = -¾ + ¾ + b

[tex]\LARGE\mathsf{y-intercept\:(b)\:=\:-\frac{5}{4} }[/tex]

Given the slope, m = -¾, and y-intercept, b = [tex]\LARGE\mathsf{-\frac{5}{4}}[/tex], the equation of the line in function notation is:

[tex]\LARGE\mathsf{f(x)\:=-\frac{3}{4}x\:+\:-\frac{5}{4}}[/tex]

Answer:

Hamm i think si r or q mm sorry if it's wrong

Step-by-step explanation:

I think the answer would be q

Answer:

R.I.P

Step-by-step explanation:

goodluck doing that

Answer:

30s-18

Step-by-step explanation:

(10s-8)+(10s-8)+(7s-1)+(3s-1)=?

Combine like terms.

2(10s-8)+(7s-1)+(3s-1)

Remove parentheses.

2(10s-8)+7s-1+3s-1

Collect like terms.

2(10s-8)+10s-1-1

Subtract.

2(10s-8)+10s-2

Factor out 2 from the expression.

2(10s-8+5s-1)

Collect like terms.

2(15s-8-1)

Subtract.

2(15s-9)

Factor out 3 from the expression.

2x3(5s-3)

Multiply.

6(5s-3)

Simplified=30s-18

Hope this helps :)

Answer:

The original price of the ring is 1400 pounds. So, 100 pounds is equivalent to= (840/60)* 100 = 1400 pounds.

Answer:

1400 pounds

Step-by-step explanation:

the ring is now worth 60% of its original price

the percentage in decimal is equal: 60% = 0.6

[tex]\frac{840}{0.6} =1400[/tex]

Hope this helps

Answer:

Step-by-step explanation:

If the males make up 60% of the class then

The females make up 100 - 60 = 40% of the class.

Females = 40% * x        where x = the class size.

380 = 40/100 * x

380*100 =38000

38000 = 40  x

38000/40 = x

x =950

Answer:

Step-by-step explanation:

she is wrong the right answer is 15.98

Answer:

8/3, or 2 if you want a whole number

Step-by-step explanation:

Well, the simple answer is 2/(3/4). This is nothing but 2*4/3, which is just 8/3. (I used the theorem that states that dividing is the same as multiplying by the reciprocal)

Answer:

Converse

Step-by-step explanation:

Converse

Ghhhhhhhnbb tggy

To Prove:-

JK=IJ

JK= ½IK = IJ= ½IK

JK= IJ(Equal Distance)

GK//HI (Parallel)

Therefore, JK congruent IJ

Hope This Helps

Answer:

4p^2-8p-5

Step-by-step explanation:

Answer:

4p^2-8p-5

Step-by-step explanation:

Hope this helps :)

Answer:

C) 4

Step-by-step explanation:

d =  rt

plug in

t = 8, d = 32

32 = t(8)

Divide both sides by 8

4 = t

C) 4

Answer:

(24 × 3 × 5) / (25 × 33) =

((24 × 3 × 5) ÷ (24 × 3)) / ((25 × 33) ÷ (24 × 3)) =

(24 ÷ 24 × 3 ÷ 3 × 5)/(25 ÷ 24 × 33 ÷ 3) =

(2(4 - 4) × 1 × 5)/(2(5 - 4) × 3(3 - 1)) =

(20 × 1 × 5)/(2 × 32) =

(1 × 1 × 5)/(2 × 32) =

5/(2 × 32) =

5/(2 × 9) =

5/18

Answer:

A 6 km per hour

B 10 min.

Step-by-step explanation:

I just need to fill the 20 character limit

Answer:

$460 is the Income Left.

Step-by-step explanation:

1/5 of $750 is $150 so after Federal Taxes he has $600

1/15 of $750 is $50 so after State Taxes he has $550

3/25 of $750 is $90 so after Medical Coverage he has $460

Therefore after the Income that’s left after those deductions would be $460.

Answer:

$17.43

Step-by-step explanation:

30% of 24.9 is 7.47, subtract 7.47 from 24.9 and you get 17.43

Answer:

.770

Step-by-step explanation:

Answer:

not a function

Step-by-step explanation:

the last box (3-5) does not follow the rule +5

Answer:

i dont know

Step-by-step explanation:

Answer:

2 students study neither french or Spanish

Answer:

x ÷ (12 - 3) = -4

x = -36

Step-by-step explanation:

x ÷ (12 - 3) = -4

x = -4(12 - 3)

x = -48 + 12

x = -36

Another Way:

x ÷ (9) = -4

x = -36

-Chetan K

Answer:

x



=4

y=0 and x=4

​

x=  

f

y

​

+4

Step-by-step explanation:

Answer:

6

Step-by-step explanation:

is    %

of   100

24  40

x    100

2400/40 equals 60

60 divided by 10 equals 6