Can anyone give me the variables

30 miles from your home

Step-by-step explanation:

You will meet at distance d from your home.

You will drive distance d at 30 mph until you meet them for t time.

Your uncle and aunt already traveled 5 miles before you start, so when you meet them, they will have traveled d - 5 miles from the moment you start. They travel d - 5 miles in the same time t you travel d miles.

speed = distance/time

time = distance/speed

Your uncle and aunt:

t = (d - 5)/25

You:

t = d/30

The t is the same for both, so we equate the right sides of the equations above.

(d - 5)/25 = d/30

Multiply both sides by the LCD of 25 and 30 which is 150.

150 * (d - 5)/25 = 150 * d/30

6d - 30 = 5d

d = 30

30 miles from your home

9514 1404 393

  the variables are the time and/or distance "you" traveled.

Step-by-step explanation:

The problem gives two relations between speed, time, and distance. The speeds are given, so you could define variables for the time and distance of travel.

Since the question asks only for the distance until the parties meet, only one variable is necessary. That variable could represent either the time or the distance to the meeting point. (It more directly answers the question if it represents the distance, but it may make the equation more difficult to write.)

In every case, distance = speed × time.

Here are three ways to set up the problem.

__

Using d for distance (miles), t for time (hours) since "you" started.

  d = 5 + 25t . . . . . distance traveled by aunt and uncle

  d = 30t . . . . . . . . distance traveled by you

__

Using t for time (hours) since "you" started.

  5 +25t = 30t . . . . time until the distances traveled are the same

  for this, the answer to the question is 5+25t or 30t, as you wish

__

Using d for distance (miles) until the parties meet

  d = 5 +(d/30)(25) . . . . . aunt and uncle traveled (d/30) hours at 25 mph

c is the correct answer

step-by-step explanation:

the results from a pre-test for students for the year 2000 and the year 2010 are illustrated in the box plot. what do these results tell us about how students performed on the 29 question pre-test for the two years?

if we compare only the lowest and highest scores between the two years, we might conclude that the students in 2010 did better than the students in 2010. this conclusion seems to follow since the lowest score of 8 in 2010 is greater in value than the lowest score of 6 in 2000. also, the highest score of 28 in 2010 is greater in value than the highest score of 27 in 2000.

but the box portion of the illustration gives us more detailed information. the middle bar in each box shows us that the median score of 20 in 2000 is greater in value than the median score of 17 in 2010. further, we note that the box and whiskers divide the illustration into four pieces. each of these four pieces represents the same portion of students. so, the upper half of the students in 2000 scored in the same score range as the upper one-fourth of the students in 2010, see the illustration at a score of 20.

by considering the upper one-fourth, upper half, and upper three-fourths instead of just the lowest and highest scores, we would conclude that the students as a whole did much better in 2000 than in 2010. we would conclude that as a whole the students in 2010 are less prepared than the students in 2000.

in this section, we discuss box-and-whisker plots and the five key values used in constructing a box-and-whisker plot. the key values are called a five-number summary, which consists of the minimum, first quartile, median, third quartile, and maximum.

step-by-step explanation: