alexis created the two-way frequency table from information she gathered by asking 88 teenagers about their last online shopping experience. own money parents' money total completed purchase 16 34 50 just looked 22 16 38 total 38 50 88 about what percent of the teenagers purchased something with their parents' money?

The surface area of the rectangular prism is 170 square yards.

Surface area is the total area of a three-dimensional shape's surface. Add the areas of all six faces to find the surface area of a cuboid with six rectangular faces. Alternatively, label the cuboid's length (l), width (w), and height (h) and use the formula: surface area (SA)=2lw+2lh+2hw.

To calculate the surface area of the rectangular prism, add the areas of each of its faces.

The front and back faces are 5 yards by 6 yards in size, so each has an area of:

5 yards x 6 yards equals 30 square yards

The top and bottom faces are 5 yards by 5 yards, so each has an area of:

5 yards x 5 yards equals 25 square yards

The two side faces have dimensions of 6 yards by 5 yards, for a total area of:

30 square yards = 6 yards x 5 yards

As a result, the surface area of the rectangular prism is as follows:

Front face area plus back face area plus top face area plus bottom face area plus left side face area plus right side face area

= 30+30+25+25+30+30

= 170 square yards

As a result, the rectangular prism has a surface area of 170 square yards.

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Answer: $3.64

Step-by-step explanation:

At the store, you buy four toys for $1.5, which means you pay $1.5 * 4, or $6.

Then, you calculate the sales tax, which is 6%, which means you multiply $6 by (100% + 6%), or $6*(1.06) which is $6.36.

Finally, if you hand the cashier $10, and you spent $6.36, your change is $10 - $6.36, which is $3.64.

Answer:

3 pounds of coffee.

Step-by-step explanation:

Equation

y = -7.37x + 80  

substitute 57.89 for y

57.89 = -7.37 + 80   Subtract 80 from both sides

57.89 - 80 = -7.37 + 80 - 80

-22.11 = -7.37x  Divide both sides by -7.37

3 = x

3 pound of coffee

Helping in the name of Jesus.

Answer:

rita received a $80 gift card for a coffee store. she used it in buying some coffee that cost $7.37 per pound. after buying the coffee, she had $57.89 left on her card. How many pounds of coffee did she buy?​

Step-by-step explanation:

Let's first find out how much money Rita spent on coffee:

$80 (initial balance) - $57.89 (remaining balance) = $22.11 spent on coffee

Now, let x be the number of pounds of coffee that Rita bought. Since the coffee costs $7.37 per pound, we can set up the equation:

$7.37x = $22.11

Solving for x, we can divide both sides by $7.37:

x = 3

Therefore, Rita bought 3 pounds of coffee.

The shape that results from connecting the points (-4, 1), (-4, -4), (0, 3), and (0, 6) is a trapezoid.

A trapezoid is a geometric form that has four sides, two of which are parallel and two of which are nonparallel (or skew lines). A trapezoid is also known as a trapezium (UK) or a trapeze (US).

The trapezoid's parallel sides are known as the bases, and the two nonparallel sides are known as the legs or lateral sides. The trapezoid is also sometimes referred to as the irregular quadrilateral.

A quadrilateral is a shape that has four sides, four vertices, and four angles. The following are the characteristics of a trapezoid:

The formula for the area of a trapezoid is as follows:

Area of a trapezoid = [ (base 1 + base 2) / 2 ] x height

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The smallest value of `n` for which `S_n` has an element of order greater than or equal to 100 is 101.

To determine the smallest value of n for which S_n has an element of order greater than or equal to 100, we can use the formula

S_n = n!/r!(n - r)!,

where n is the number of elements in the set, and r is the number of elements being chosen at a time.

Given, S_n has an element of order greater than or equal to 100. The smallest value of n should be determined.

The formula for the number of permutations in a set with n elements is given by, `S_n = n!/r!(n - r)!`

where `n` is the number of elements in the set and `r` is the number of elements being chosen at a time.

The element of order `n` in `S_n` is an `n` cycle. For `n = 100`, we have an element of order 100.

This element can be expressed as `(1 2 3 ... 99 100)`. Thus, `r = 100`.

Substituting these values in the formula of S_n we get, S_n = n!/r!(n - r)! => n!/(100!(n - 100)!)

Now, we have to find the smallest value of n for which S_n has an element of order greater than or equal to 100. If we substitute `n = 100`, then we will have an element of order 100. But the question asks for the smallest value of n. So, if we substitute `n = 101`, we will have an element of order `101`. Hence, the smallest value of `n` for which `S_n` has an element of order greater than or equal to 100 is 101.

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This principle is validated by the data shown in the table.

Tests and measurements is an essential aspect of the education process as it enables educators to gauge the level of knowledge and skills their students have acquired. The principle that longer tests tend to be more reliable than shorter ones has some merit because it allows educators to assess a broader range of skills and knowledge, which increases the validity of their assessments.In my opinion, the principle that longer tests tend to be more reliable than shorter ones is illustrated in the reliability coefficients shown in the table. This is because the data shows that the reliability coefficients for longer tests are consistently higher than those for shorter tests. Additionally, the results for the 10-item test indicate a higher reliability coefficient compared to the 5-item test, which supports the notion that longer tests are more reliable than shorter ones.The table displays that the longer tests have higher reliability coefficients compared to the shorter tests. For example, in the 5-item test, the reliability coefficient is .45, while the 10-item test's reliability coefficient is .73. This shows that the 10-item test is more reliable than the 5-item test, as the higher reliability coefficient indicates that the assessment is consistent in measuring the skill or knowledge it is intended to measure. As a result, this principle is validated by the data shown in the table.

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Answer: 100:3

Step-by-step explanation:

Answer:

the ratio of first-year college basketball players to high school seniors playing basketball is 3:100.

Step-by-step explanation:

The problem states that for every 75,000 high school seniors playing basketball, about 2,250 play college basketball as first-year students. To write the ratio of first-year college basketball players to high school seniors playing basketball, we need to compare the two quantities.

The ratio is a way of expressing the relationship between two numbers as a fraction or a pair of numbers separated by a colon (:). In this case, we want to express the ratio of the number of first-year college basketball players to the number of high school seniors playing basketball.

To write the ratio, we start by putting the number of first-year college basketball players (2,250) in the numerator of a fraction. We put the number of high school seniors playing basketball (75,000) in the denominator of the same fraction.

So the ratio can be expressed as:

2,250/75,000

To simplify this fraction, we can divide both the numerator and denominator by a common factor. In this case, both 2,250 and 75,000 are divisible by 750. Dividing both numbers by 750 gives:

2,250/75,000 = 3/100

Answer:

The perimeter of a rectangle is given by:

P = 2(L + W)

where P is the perimeter, L is the length, and W is the width.

In this case, we know that P = 270 cm and L = 90 cm, so we can solve for W as follows:

270 = 2(90 + w)

Divide both sides by 2:

135 = 90 + w

Subtract 90 from both sides:

w = 45

Therefore, the width of the map is 45 cm.

Step-by-step explanation:

The rounding of the number to 1 significant figure is-

216 × 876 = 180000

216 × 876

This number can be written in form of rounding to 1 significant figure as;

200 × 900 = 180000

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To understand why b = d = 0 if the function is even, we need to consider the definition of an even function.Therefore If P(x) is an even function, then b = d = 0.

A polynomial is a mathematical expression that consists of variables and coefficients, combined using the operations of addition, subtraction, and multiplication. It can have one or more terms and can be of any degree.

An even function is a function that satisfies the condition f(x) = f(-x) for all x in the domain of the function.

If P(x) is an even function, then we have P(x) = P(-x) for all x. Substituting -x for x in the expression for P(x), we get:

P(-x) = a(-x)⁴ + b(-x)³ + c(-x)² + d(-x) + e

= a(x⁴) - b(x³) + c(x²) - d(x) + e

Since P(x) = P(-x), we can equate the two expressions for P(x) and P(-x) to get:

a(x⁴) + b(x⁴) + c(x²) + d(x) + e = a(x⁴) - b(x³) + c(x²) - d(x) + e

Simplifying this equation, we get:

2b(x³) + 2d(x) = 0

Since this equation holds for all values of x, we can set x = 0 to get:

2d(0) = 0

which implies that d = 0. Similarly, setting x = 1, we get:

2b(1³) + 2d(1) = 0

2b = 0

b = 0

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The statement that is correct is (D) We can use the binomial distribution with n = 100, k = 10, and p = 0.24 to calculate this probability.

The binomial distribution can be used to calculate the probability of a certain number of successes in a given number of trials, where each trial has a fixed probability of success.

The probability of a flight being delayed is 0.24, and the probability of a flight not being delayed is 0.76. Therefore, the probability of exactly 10 flights out of 100 being delayed can be calculated using the binomial distribution with n = 100, k = 10, and p = 0.24.

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If f(x,y) > 0 and is a continuous function defined over a rectangle R=[a,b]x[c,d], then the double integral over R of f(x,y) can be interpreted as the volume of a solid that lies in the first octant and under the graph of the function f(x,y) over the region R.

The geometric interpretation of the double integral over R of f(x,y) if f(x,y) > 0, where f is a continuous function defined on a rectangle R = [a,b] × [c,d] is given as follows:

The double integral of f(x,y) over R, if f(x,y) > 0, gives the volume under the graph of the function f(x,y) over the region R in the first octant.

Consider a point P (x, y, z) on the graph of f(x, y) that is over the region R, and let us say that z = f(x,y). If f(x,y) > 0, then P is in the first octant (i.e. all its coordinates are positive).

As a result, the volume of the solid that lies under the graph of f(x,y) over the region R in the first octant can be found by integrating the function f(x,y) over the rectangle R in the xy-plane, which yields the double integral.

The following formula represents the double integral over R of f(x,y) if f(x,y) > 0:

∬Rf(x,y)dydx

The geometric interpretation of the double integral over R of f(x,y) if f(x,y) > 0 is given by the volume of the solid that lies under the graph of the function f(x,y) over the region R in the first octant.

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To create opposite x terms, we need to multiply the first equation by -5.

How to choose what term to multiply the first equation?

To choose what term to multiply the first equation, we need to consider the coefficients of the variable that we want to eliminate (in this case, the x variable) in both equations. Our goal is to create opposite terms for that variable in the two equations, so that when we add or subtract the equations, that variable will be eliminated.

Determining the number to multiply the first equation by to form opposite terms for the x-variable :

In this case, the coefficient of x in the first equation is 2/5, and the coefficient of x in the second equation is -2.

To create opposite terms for x, we need to find a constant that, when multiplied by the first equation, will result in a coefficient of x that is the negative of the coefficient of x in the second equation (i.e., -2).

To do this, we can divide the coefficient of x in the second equation by the coefficient of x in the first equation, and then multiply the entire first equation by the resulting constant.

In this case, we have:

[tex](-2)/(2/5) = -5[/tex]

Multiplying the first equation by -5 gives:

[tex]-5(2/5)x + (-5)6y = -5(-10)[/tex]

which simplifies to:

[tex]-2x - 30y = 50[/tex]

Now we have two equations with opposite x terms:

[tex]-2x - 4y = 40[/tex]

[tex]-2x - 30y = 50[/tex]

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According to the circle theorem, we can find the length of the cord, x = 4 units.

Geometrical assertions known as "circle theorems" set forward significant conclusions pertaining to circles. These theorems provide significant information regarding several aspects of a circle.

A circle's chord is a line segment that hits the circle twice on its edge, separating it into two equal pieces. The circle is divided into two equal pieces by the longest chord of the circle, which runs through its centre.

Here in the given circle,

As per the intersecting chords theorem,

AB × CB= BE × BD

⇒ 6 × 6 = 9× x

⇒ x = 36/9=4

Therefore, the length of the chord, x = 4 units.

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Answer:

The equation of a line perpendicular to y=3 that goes through the point (-5, 3) is: x = -5.

Step-by-step explanation:

To find the equation of a line perpendicular to y=3 that goes through the point (-5, 3), we need to remember that the slope of a line perpendicular to another line is the negative reciprocal of the slope of the original line.

The equation y=3 is a horizontal line that goes through the point (0,3), and its slope is zero. The negative reciprocal of zero is undefined, which means that the line perpendicular to y=3 is a vertical line.

To find the equation of this vertical line that goes through the point (-5, 3), we can start with the point-slope form of a linear equation:

y - y1 = m(x - x1)

where m is the slope of the line and (x1, y1) is a point on the line. Since the line we want is vertical, its slope is undefined, so we can't use the point-slope form directly. However, we can still write the equation of the line using the point (x1, y1) that it passes through. In this case, (x1, y1) = (-5, 3).

The equation of the vertical line passing through the point (-5, 3) is:

x = -5

This equation tells us that the line is vertical (since it doesn't have any y term) and that it goes through the point (-5, 3) (since it has x=-5).

So, the equation of a line perpendicular to y=3 that goes through the point (-5, 3) is x = -5.

Answer:

x= -5

Step-by-step explanation:

The perpendicular line is anything with x= __.

x= -5 however, will go through the point (-5, 3) and that is our answer.

The total resistance of the circuit is  6 + 2i.

Resistance is a unit of measurement for the resistance to current flow in an electrical circuit. The Greek letter omega () represents the unit of measurement for resistance, which is ohms.

Georg Simon Ohm (1784–1854), a German physicist who investigated the connection between voltage, current, and resistance, is the name given to the unit of resistance known as an ohm.

The amount of opposition any object applies to the flow of electric current is known as resistance. A resistor is an electrical component utilised in the circuit to provide that particular level of resistance. R = V I is a formula used to calculate an object's resistance.

given :

R1 =  (4 + 6i)

R2 = (2 - 4i)

total resistance of the circuit is

R = R1 + R2

= (4 + 6i) + (2 - 4i)

= 6 + 2i

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The equation RT = + R1 = 4 + 6i ohms and R2 = 2 4i ohms, RT = 6 - 2i ohms, determines the circuit's total resistance.

R1 and R2 are added to determine RT: RT = R1 + R2.

The actual components added together give us 4 + 2 = 6.

When we add the fictitious parts, we obtain 6i - 4i = 2i.

RT is thus equal to 6 - 2i ohms.

To put it another way, the circuit's total resistance is a complex number containing a real component of 6 ohms and an imaginary component of -2 ohms. This shows the combined impact of the circuit's resistances R1 and R2. When a constant voltage differential of one volt (V) is supplied to two conductor points and a current of one ampere (A) results, the resistance between those points is measured in ohms. It is comparable to one volt for every ampere (V/A), to put it simply.

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Answer:

Solve the problems. a) The number a is 4/5 of the number b. What part of number a is number b?

Step-by-step explanation:

a) If a is 4/5 of b, then b is 5/4 of a.

To find what part of a is b, we divide b by a:

b/a = 5/4

This means that b is 5/4 times larger than a, or b is 125% of a.

To find what part of a is b, we subtract 1 from this fraction:

b/a - 1 = 5/4 - 1

b/a - 1 = 1/4

So, b is 1/4 of a, or b is 25% of a.

The dimensions of the open rectangular box of maximum volume that can be made from a sheet of cardboard 19 in. by 11 in. by cutting congruent squares from the corners and folding up the sides are 6.33 in. x 3.33 in. x 5.33 in. The volume of the box is 113.78 in³.

The dimensions of the box can be found with the following steps:

First, determine the side length of the square that is to be removed from each corner of the cardboard box. Since this will be done uniformly on all four corners, let the side length be x. The dimensions of the cardboard box can then be written as:

Length = 19 in. - 2x

Breadth = 11 in. - 2x

Height = x

After folding the cardboard along the creases, the base of the rectangular box will be (19 - 2x) in. by (11 - 2x) in. with the height of the box being x in. The volume of the box can then be found by multiplying the base and height of the box, i.e.,

Volume = (19 - 2x) (11 - 2x) x

Let V(x) be the volume of the rectangular box in terms of x. Then:

V(x) = (19 - 2x) (11 - 2x) x

Simplifying,

V(x) = 4x³ - 60x² + 209x

The maximum value of V(x) can be found by differentiating V(x) with respect to x and equating the result to zero. Therefore,

V'(x) = 12x² - 120x + 209 = 0

Solving, V(x) has a maximum value when x = 19/3 - 2(2/3)√14 or x = 19/3 + 2(2/3)√14. The value x = 19/3 - 2(2/3)√14 is the maximum value because x must be less than 5.5, which is the minimum of 11/2 and 19/2 divided by 3, the upper bound for x. Therefore, the dimensions of the box are

Length = 19 - 2(19/3 - 2(2/3)√14) = 6.33 in.

Breadth = 11 - 2(19/3 - 2(2/3)√14) = 3.33 in.

Height = 19/3 - 2(2/3)√14 = 5.33 in.

Thus, the dimensions of the box are 6.33 in. x 3.33 in. x 5.33 in. The volume of the box is:

V = 6.33 x 3.33 x 5.33 = 113.78 in³.

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Answer:

k

Step-by-step explanation:

2x+13<5x−20

Subtract 5x from both sides.

Combine 2x and −5x to get −3x.

Subtract 13 from both sides.

Subtract 13 from −20 to get −33.

Divide both sides by −3. Since −3 is negative, the inequality direction is changed.

​

x>11

Answer:

576 books.

Step-by-step explanation:

134+254+188=576 books in total.

Answer:

576

Step-by-step explanation:

This is literally easy!

Checked books are 134 + 254 + 188 = 576

The required percentage of values that should fall in the interval 56-88 is approximately 74.37%.

Chebyshev’s Theorem:Chebyshev's Theorem states that, for any given data set, the proportion (or percentage) of data points that lie within k standard deviations of the mean must be at least (1 - 1/k2), where k is a positive constant greater than 1.Calculation:Given,Mean (μ) = 72N (Total number of values) = 387Interval (x) = 64-80 and 56-88Minimum values (n) = 344Minimum percentage (p) = (344 / 387) x 100 = 88.85%From the given data we have,1. Calculate the variance of the distribution,Variance = σ2 = [(n × s2 ) / (n-1)]σ2 = [(344 × 42) / 386]σ2 = 18.732. Calculate the standard deviation of the distribution,σ = √(18.73)σ = 4.33. Calculate k = (|x - μ|) / σ for the given interval 56-88,Here, x1 = 56, x2 = 88, k1 = |56-72| / 4.33 = 3.7, k2 = |88-72| / 4.33 = 3.7Thus, k = 3.74. Calculate the minimum percentage of values within the interval 56-88 using Chebyshev's Theorem,p = [1 - (1/k2)] x 100p = [1 - (1/3.7)2] x 100p = 74.37% (approximately)Therefore, the required percentage of values that should fall in the interval 56-88 is approximately 74.37%.

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Answer:

[tex]{ \sf{ = 41 \times 100 + 41 \times { \boxed{2}}}} \\ \\ = { \sf{ \boxed{4100} + { \boxed{82}}}} \\ \\ = { \sf{ \boxed{4182}}}[/tex]

Answer:

A- 2

B- 4,100

C- 82

D- 4,182

The probability mass function of X( -3, -1, 1 ,3)  is P(X) 1/8 3/8 3/8 1/8.

A fair coin is flipped 3 times and the random variable X is defined as follows:

   X = 3 times the number of heads - 2 times the number of tails

To find the probability mass function of X, we can list all the possible outcomes and calculate their probabilities.

The Possible outcomes are as shown:

   3 heads (X = 3)

   2 heads, 1 tail (X = 1)

   1 head, 2 tails (X = -1)

   3 tails (X = -3)

And the Probabilities are:

   P(X = 3) = 1/8

   P(X = 1) = 3/8

   P(X = -1) = 3/8

   P(X = -3) = 1/8

Therefore, the probability mass function of X is:

X( -3, -1, 1 ,3)  is  P(X) 1/8 3/8 3/8 1/8

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Answer: Associative property

Step-by-step explanation:

The definition of the associative property is the answer is the same no matter how the terms are grouped. Hope this helped!

Smallest number in the data set that is not an outlier is 15, Median of the first half is 17, Median of the entire data set is 20.5. Median of the second half is 22. Largest number in the data set that is not an outlier is 35.

Give a short note on Median?

In statistics, the median is a measure of central tendency that represents the middle value in a dataset. To find the median, the data must first be sorted in ascending or descending order. If the dataset contains an odd number of values, the median is the middle value. If the dataset contains an even number of values, the median is the average of the two middle values.

The median is a useful measure of central tendency in datasets that are skewed or have outliers, as it is less sensitive to extreme values than the mean. It is also useful in datasets with non-numeric values, such as rankings or survey responses.

To create a modified box plot, we need the following values:

The smallest number in the data set that is not an outlier: 15

The median of the first half of the data set: 17

The median of the entire data set: 20.5

The median of the second half of the data set: 22

The largest number in the data set that is not an outlier: 35

So the values needed to create a modified box plot for this data set are: 15, 17, 20.5, 22, 35.

In the given system of equations one taco costs $0.80 and one burrito costs $0.72.

An equation system is a finite collection of equations for which we searched for the common solutions. It is sometimes referred to as a set of simultaneous equations or an equation set. The classification of a system of equations is similar to that of a single equation. In modelling issues where the unknown values may be expressed in the form of variables, a system of equations finds use in everyday life.

Let us suppose the cost of one taco = x.

Let us suppose the cost of one burrito = y.

Then, for Emma we have:

3x + y = 3.65

For Cooper we have:

x + 2y = 3.30

Using elimination, multiply the first equation by 2 and subtract it from the second equation:

(2)(3x + y = 3.65)

6x + 2y = 7.30

x + 2y = 3.30

-5x = -4

x = 4/5

Substituting this value of x into either equation:

3(4/5) + y = 3.65

y = 2.15/3 ≈ 0.72

Therefore, one taco costs $0.80 and one burrito costs $0.72.

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Answer:

Step-by-step explanation:

The given line is y = 5x + 2. We know that any line perpendicular to this line will have a slope that is negative reciprocal of 5. The negative reciprocal of 5 is -1/5.

Line A is perpendicular to y = 5x + 2, so it has a slope of -1/5. We also know that the y-intercept of line A is 3. Therefore, the equation of line A can be written as:

y = (-1/5)x + 3

or in the form y = mx + c, where m = -1/5 and c = 3.

Answer:

h = 15 cm

Step-by-step explanation:

Area of triangle equals the area of rectangle. As the dimensions of the rectangle is given, we can first find the area of the rectangle.

      [tex]\boxed{\bf Area \ of \ the \ rectangle = length * width}[/tex]

                                               = 10 * 9

                                               = 90 cm²

Area of triangle = area of rectangle

                          = 90 cm²

base of the triangle = b = 12 cm

 [tex]\boxed{\bf Area \ of \ triangle = \dfrac{1}{2}bh}[/tex]  where h is the altitude and b is the base.

         [tex]\bf \dfrac{1}{2} b* h = 90 \\\\\dfrac{1}{2}*12* h = 90[/tex]

                      [tex]\bf h = \dfrac{90*2}{12}\\\\\boxed{\bf h = 15 \ cm}[/tex]

Answer:

a. Jason's equation in y = mx + b form is y = 15x + 1.

b. Scott's equation in y = mx + b form is y = 15x.

Since both are moving at the same speed, they will meet at the point where their distances from the starting point are the same. Let d be the distance from Scott's starting point to the store. Then, the distance from Jason's starting point to the store is d + 1. Using the formula distance = rate × time, we can set up an equation:

15t = d

15t - 1 = d + 1

Solving for t in both equations, we get t = d/15 and t = (d+2)/15, respectively. Equating these expressions for t, we get d/15 = (d+2)/15, which simplifies to d = -2. This means that they will not meet before reaching the store, as Jason is already 1 mile ahead of Scott and will stay ahead throughout the trip.

If we were to graph both lines on the same coordinate plane, we would have two parallel lines with a slope of 15, where Jason's line would intersect the y-axis at 1.