Answer:
A) Sheri has the faster commute by 6.2 miles/hr.
Step-by-step explanation:
Given
John's commute to work
Sheri's commute to work

John's commute to work in miles per hour = 
Sheri's commute to work in miles per hour =
We can see that Sheri has a faster commute.
Difference between the rates =
∴ Sheri has the faster commute by 6.2 miles/hr.
Answer:
369 students have taken a course in either calculus or discrete mathematics
Step-by-step explanation:
I am going to build the Venn's diagram of these values.
I am going to say that:
A is the number of students who have taken a course in calculus.
B is the number of students who have taken a course in discrete mathematics.
We have that:

In which a is the number of students who have taken a course in calculus but not in discrete mathematics and
is the number of students who have taken a course in both calculus and discrete mathematics.
By the same logic, we have that:

188 who have taken courses in both calculus and discrete mathematics.
This means that 
212 who have taken a course in discrete mathematics
This means that 
345 students at a college who have taken a course in calculus
This means that 
How many students have taken a course in either calculus or discrete mathematics

369 students have taken a course in either calculus or discrete mathematics
So by definition, area is equal to the length (x) times the width (y). The area of the square mat is = x × y, or xy
If the area of<span> the rectangular mat is twice that of the square mat, the area of the rectangular mat would have to be = 2 </span>× x × y<span>
This can be written as 2x </span>× y, making the length of the rectangular mat twice that of the square mat's length, and the width the same as the square mat's width.<span>
</span>
7 plus 3 first than plus 2 my strategy is to look at the easier thing to add than add the second one
80%=.8
40*.8=32
32 people made their purchases with credit cards.