Mike burns 392 calories when he walks 4 miles how many calories does he burn when he walks 1 mile?

Answer:

Step-by-step explanation:

x² + (x + 17)² = 25²

x² + x² + 34x + 289 = 625

2x² + 34x - 336 = 0

x² + 17x - 168 = 0

x = (-17 ±√(17² - 4(1)(-168))) / (2(1))

x = 7 or - 24   the negative distance makes no sense, but if we plug our good answer of 7 ft in for the base length, the height comes out to be + 24 ft

base = 7 ft

height = 24 ft

Answer:

Calculate the mass of a body that is applied with a force that pushes the right side of 230 N and another force that pushes the left side of - 150N. Consider that the acceleration it acquires is 2 m / s2.

Step-by-step explanation:

230 e dos

Answer:

Fertilizer puts nitrogen into the soil, so using fertilizer puts more nitrogen into the carbon cycle.

When you use fertilizer, its because a certain plant you are planting uses all the nitrogen in the soil, so it won't grow next time. Too much fertilizer, though, would burn up your plant (not literally). Some plants put their own nitrogen into the soil. I can't think of one off the top of my head, but I believe potatoes do. Anyways, this is where crop rotation came into play.

Things like corn take a lot of nitrogen, so the next time you had to plant whatever plant potatoes, which again may be wrong, in order to get nitrogen for the corn to grow next season. Today we have fertilizer, so we can give them nitrogen while they grow, instead of putting in other plants, taking more time.

So really, it doesn't do much, because your plant takes all the nitrogen that the Fertilizer adds.

Answer:

People have been converting atmospheric nitrogen into nitrogen fertilizers and then applying the fertilizers to plants in to grow more crops. This has previously been quite effective, allowing individuals to farm on previously unproductive lands, and provide adequate food for expanding populations of people. Unfortunately, fertilizers are frequently overused, which can lead to issues.

Nitrogen from fertilizers excretes into soils, typically promoting the growth of weeds rather than native vegetation. Nitrogen then washes into streams, resulting in a nutrient overload, a phenomenon known as eutrophication.

Eutrophication causes aquatic weeds to proliferate excessively in freshwater lakes. These aquatic weeds  occasionally occupy entire lakes, streams, or rivers. Green algae cloud the water, and gooey algal slime covers the shallow rocks. 

When nitrogen-rich waters flow down into the ocean, they worsen the situation. High nitrogen concentrations in the Mississippi River Delta have generated a 'dead zone' where the water flows into the Gulf of Mexico. This has occurred every summer for over 30 years. In 2001, this dead zone, where oxygen levels are too low for species to thrive, encompassed over 8000 square miles of water. It occurs when nitrogen in the water enables algae to quickly grow out of control.

Step-by-step explanation:

Great article to look at for more information -

https://www.nytimes.com/2017/07/27/climate/nitrogen-fertilizers-climate-change-pollution-waterways-global-warming.html

Im pretty sure the only prime number in between 90 and 100 is 97

Answer:

7/12

Step-by-step explanation:

1/2 + 1/12?

To add fractions, find the LCD and then combine.

Exact Form:

7 /12

Decimal Form:

0.583

Answer:

18/12 or 3/2

Hope this helps!

Answer:

it should be 2/12 and 9/11

Step-by-step explanation:

Answer:

Area: (3+√7) x (1+2√7) = 17+7√7 = 35.52

Perimeter: 2(3+√7) + 2(1+2√7) = 8+6√7 = 23.87

Answer:

81 - a

Step-by-step explanation:

Decreased

means to subtract

81 –

by an unknown number

means a variable such as a or x

therefor

81 – a

Answer:

156m^2

Step-by-step explanation:

label the shapes A and B) triangle=shape b and rectangle=shape a

shape a)10x12=120m^2

shape b)(12x6)/2=36m^2

add the values of shape a and b together to get the area of the shape)120+36=156m^2

Answer:

2142.30435

Step-by-step explanation:

The answer is 2142 and leaves remainder

In mathematics, an algebraic expression is an expression built up from integer constants, variables, and the algebraic operations (addition, subtraction, multiplication, division and exponentiation by an exponent that is a rational number). For example, 3x2 − 2xy + c is an algebraic expressio

Answer:

Algebra is a branch of mathematics that substitutes letters for numbers. Algebra is about finding the unknown or putting real-life variables into equations and then solving them. Algebra can include real and complex numbers, matrices, and vectors. An algebraic equation represents a scale where what is done on one side of the scale is also done to the other and numbers act as constants.

Expressions is a Numbers, symbols and operators (such as + and ×) grouped together that show the value of something.  

Examples:

• 2 + 3 is an expression

• 3 − x/2 is also an expression

there you go the answer is in the picture

Answer:

B

Step-by-step explanation:

HOPE IT HELPS <3

MARK as brainliest

Answer:

There is an outlier at 0, and a gap at 1,2, and 3. The peak is at 5, and the plot is more or less skewed left.

Step-by-step explanation:

rhombus opposite sides are equal.

So, CD = 15

Answer:

30 and 35

Step-by-step explanation:

Put this question into equation form:

Let x be the smaller number, if the larger number is 5 more and the total is 65:

x + 5 + x = 65

2x + 5 = 65

Subtract 5 from both sides

2x + 5 - 5 = 65 - 5

2x = 60

Divide both sides by 2:

2x ÷ 2 = 60 ÷ 2

x = 30

As the larger number is 5 bigger:

30 + 5 = 35

So the two numbers are 30 and 35.

Hope this helps!

Answer:

Small number 30

Large Number 35

Step-by-step explanation:

The sum of x and y is 65. In other words, x plus y equals 65 and can be written as equation A:

x + y = 65

The difference between x and y is 5. In other words, x minus y equals 5 and can be written as equation B:

x - y = 5

Now solve equation B for x to get the revised equation B:

x - y = 5

x = 5 + y

Then substitute x in equation A from the revised equation B and then solve for y:

x + y = 65

5 + y + y = 65

5 + 2y = 65

2y = 60

y = 30

Now we know y is 30. Which means that we can substitute y for 30 in equation A and solve for x:

x + y = 65

x + 30 = 65

X = 35

Therefore the large and small number us 35 and 30 respectively.

Answer:

(6p7q)²

Step-by-step explanation:

you have to square the length to find the area of a square

The area of the bedroom would be (6p7q)² square units.

The area of a rectangle is defined as the product of the length and width.

The area of a rectangle = L × W

Where W is the width of the rectangle and L is the length of the rectangle

A bedroom is in the shape of a square. The length of the room is 6p7q.

According to the given question, we can write the dimension as:

The width of the room = 6p7q units

The length of the room = 6p7q units

The area of the room = width of the room ×  length of the room

The area of the room = 6p7q × 6p7q

Apply the multiplication operation,

The area of the room = (6p7q)² square units

Therefore, the area of the room is (6p7q)² square units.

Learn more about the Area of the rectangle here:

brainly.com/question/20693059

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Answer:

10

Step-by-step explanation:

x = the whole pie.

well, Don ate (1/8)x, how much was it left?  [tex]x -\cfrac{1}{8}x\implies \cfrac{x}{1} -\cfrac{x}{8}\implies \cfrac{8x-x}{8}\implies \cfrac{7x}{8}[/tex]

well, so that's the remainder.

Then Ron ate 1/7 of the remainder [tex]\cfrac{7x}{8}\div 7\implies \cfrac{7x}{8}\div \cfrac{7}{1}\implies \cfrac{7x}{8}\cdot \cfrac{1}{7}\implies \cfrac{x}{8}[/tex]

well, how much is it left?  [tex]\stackrel{\textit{Don leftover}}{\cfrac{7x}{8}}-\stackrel{\textit{Ron's bite}}{\cfrac{x}{8}}\implies \cfrac{6x}{8}\implies \cfrac{3x}{4}[/tex]

well, there are 5 friends how much did each one get from the whole pie?

[tex]\cfrac{3x}{4}\div 5\implies \cfrac{3x}{4}\div \cfrac{5}{1}\implies \cfrac{3x}{4}\cdot \cfrac{1}{5}\implies \implies \cfrac{3x}{20}\implies \stackrel{\textit{each friend}}{\boxed{\cfrac{3}{20}x}}[/tex]

Answer:

PLEASE MARK ME AS BRANLIEST!!!!!

Step-by-step explanation:

a1 = first term; an= an-1 + d a1 = the first term in the sequence an = the nth term in the sequence an-1 = the term before the nth term n = the term number d = the common difference.

{10, 15, 20, 25, 30, 35, } first term = 10, common difference = 5 recursive formula: a1= 10; an= an-1 + 5

f(n) = f(n-1) + 12

f(1) = 7

f(2) = (7-1) + 12 = 18

f(3) = (18-1) + 12 = 29

f(4) = (29-1) + 12 = 40

f(5) = (40-1) + 12 = 51

7, 18, 29, 40, 51

Answer:

880 square meters

Step-by-step explanation:

You need to find the area of the rectangular board, which would be 1100x800=880000 square millimeters. 1 meter=1000 millimeters, so you divide 880000 by 1000, getting 880 square meters.

The area of the board is 880 square meters.

You need to find the area of the rectangular board, which would be 1100x800=880000 square millimeters.

1 meter=1000 millimeters, so you divide 880000 by 1000, getting 880 square meters.

Learn more about area of rectangle here https://brainly.com/question/25292087

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Answer:

Linear

Step-by-step explanation:

Answer:

Step-by-step explanation:

You have the system with two quadratic equations.

Both equations are of degree two.

This is therefore not linear.

Answer:

52.7%

Step-by-step explanation:

If I am correct it means to round the percentage, so it would be 58% if you are rounding it

Answer:

D

Step-by-step explanation:

Y2-Y1/x2-x-1

Answer:

D

Step-by-step explanation:

Formula for slope is (y2-y1)/(x2-x1).

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

Answer:

I dont know

Step-by-step explanation:

Can you type in the question please and ty

Answer:

A.1 B.2 E.5 F.6

Step-by-step explanation:

Hope it helps brainliest awnser pls