If 15% of the customers total is $98,880, then the sum total equals what

Answer:

208 units

Step-by-step explanation:

The first term is given as 16, which means a = 16.

The second term can be obtained by adding the common difference to the first term: 16 + d = 48.

The third term is obtained by adding the common difference to the second term: 48 + d = 80.

The fourth term is obtained by adding the common difference to the third term: 80 + d = 112.

We can solve these equations to find the value of 'd':

16 + d = 48

d = 48 - 16

d = 32

48 + d = 80

32 + 48 = 80 (valid)

80 + d = 112

32 + 80 = 112 (valid)

Therefore, the common difference is 32.

Now that we have the common difference, we can find the distance the body falls in the seventh second.

The formula for finding the nth term of an arithmetic progression is:

a_n = a + (n - 1) * d

where a_n is the nth term, a is the first term, n is the position of the term, and d is the common difference.

Plugging in the values, we can find the seventh term:

a_7 = 16 + (7 - 1) * 32

a_7 = 16 + 6 * 32

a_7 = 16 + 192

a_7 = 208

Therefore, the distance the body falls in the seventh second is 208 units.

The  expression represents the total surface area of the prism is

2 (5 * 7) + 2 (4 * 7) +  2  (4 * 5)

The term "TSA" stands for "Total Surface Area" of a prism. The Total Surface Area represents the  sum of the areas of all the faces (including the bases) of the prism.

for the rectangular prism, the Total Surface Area can be calculated using the formula:

TSA = 2lw + 2lh + 2wh

where

l = 5

w = 4

h = 7

plugging in the values gives

TSA = 2 (5 * 7) + 2 (4 * 7) +  2  (4 * 5)

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Answer:

-6

Step-by-step explanation:

If we convert the first function to the second form we get f(x) = -log2 (x+2) - 3. If we replace x with 6 we get ( -log2 8 ) -3. -log2 8 is equal to -3. -3 - 3 = -6.

Answer:

0.30

Step-by-step explanation:

To find the probability that a randomly selected individual would spend between 30 and 40 minutes on the treadmill, we need to calculate the z-scores corresponding to these values and then use the z-table or a statistical calculator to find the probability.

First, we calculate the z-scores using the formula:

z = (x - μ) / σ

where x is the value (in this case, 30 and 40), μ is the mean (42.5), and σ is the standard deviation (4.8).

For x = 30:

z = (30 - 42.5) / 4.8 ≈ -2.604

For x = 40:

z = (40 - 42.5) / 4.8 ≈ -0.521

Next, we look up the probabilities associated with these z-scores in the z-table or use a statistical calculator.

From the z-table or calculator, the probability corresponding to z = -2.604 is approximately 0.0047, and the probability corresponding to z = -0.521 is approximately 0.3015.

To find the probability between 30 and 40 minutes, we subtract the probability associated with z = -2.604 from the probability associated with z = -0.521:

P(30 ≤ x ≤ 40) = P(z = -0.521) - P(z = -2.604)

≈ 0.3015 - 0.0047

≈ 0.2968

Therefore, the probability that a randomly selected individual would spend between 30 and 40 minutes on the treadmill is approximately 0.2968, which is equivalent to 29.68%. Rounding up we will get 0.30.

Hope this helps!

To calculate the amount of trace element collected by Robert, we need to find the volume of the cylinder-shaped container. Rounded to the nearest tenth, Robert has collected approximately 211.4 grams of the trace element in the second sample.

To calculate the amount of trace element collected by Robert, we need to find the volume of the cylinder-shaped container and then multiply it by the concentration of the trace element.

The volume of a cylinder is given by the formula:

V = π * r^2 * h

where V is the volume, π is approximately 3.14159, r is the radius, and h is the height.

Given:

Radius (r) = 8.7 cm

Height (h) = 17.3 cm

Concentration of trace element = 0.052 grams/cm³

Substituting these values into the volume formula:

V = 3.14159 * (8.7 cm)^2 * 17.3 cm

V ≈ 4068.57196 cm³

Now, we can calculate the amount of trace element collected by multiplying the volume by the concentration:

Amount of trace element = V * concentration

Amount of trace element ≈ 4068.57196 cm³ * 0.052 grams/cm³

Amount of trace element ≈ 211.42941792 grams

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Answer:

An improper fraction for 1 3/4 is 7/4.

Step-by-step explanation:

[tex]\frac{7}{4}[/tex]

To find the improper fraction of a mixed number fraction. You first have to remove the whole number from the fraction (the big one bending the fraction)

Do this by multiplying the denominator (4) by the whole number (1)

4 x 1 = 4

Then add this number with the numerator (top number) which is 3.

4+3 = 7

Seven is our new numerator, our denominator stays the same (4)

So our new improper fraction is:

[tex]\frac{7}{4}[/tex]

Answer:

Jim needs to bike 64 miles on the last day to maintain an average of 59 miles per day.

Step-by-step explanation:

To find out how many miles Jim needs to bike on the last day to maintain an average of 59 miles per day, we can use the concept of averages.

The total distance Jim needs to bike over the 6 days to maintain an average of 59 miles per day can be calculated as follows:

Total distance = Average distance per day × Number of days

Total distance = 59 miles/day × 6 days = 354 miles

Jim has already biked a total of 59 + 52 + 66 + 45 + 68 = 290 miles over the first five days.

To find out how many miles Jim needs to bike on the last day, we subtract the distance he has already biked from the total distance needed:

Distance needed on the last day = Total distance - Distance already biked

Distance needed on the last day = 354 miles - 290 miles = 64 miles

Therefore, Jim needs to bike 64 miles on the last day to maintain an average of 59 miles per day over the 6-day cross-country biking challenge.

The length of segment OP, which represents the distance from the origin to point P on the unit circle, is always equal to 1.

To determine the length of segment OP on the unit circle, we need to use trigonometry. Let's break down the problem step by step:

Definition: The unit circle is a circle with a radius of 1 centered at the origin (0, 0) in the Cartesian coordinate system.

Initial Ray: The initial ray is a line segment that starts from the origin (0, 0) and extends to a point on the unit circle. It forms an angle with the positive x-axis.

Rotation: We are rotating the initial ray counterclockwise by θ degrees. This means we are essentially finding a new point on the unit circle based on the angle θ.

Trigonometric Functions: The trigonometric functions sine (sin) and cosine (cos) are particularly useful for calculating the coordinates of points on the unit circle.

sin(θ) gives the y-coordinate of a point on the unit circle.

cos(θ) gives the x-coordinate of a point on the unit circle.

Coordinates of Point P: Since we are rotating the initial ray counterclockwise by θ degrees, the coordinates of point P on the unit circle can be obtained as follows:

x-coordinate of P: cos(θ)

y-coordinate of P: sin(θ)

Distance from the Origin (Length of Segment OP):

Using the coordinates of point P, we can calculate the distance between the origin (0, 0) and point P using the distance formula.

The distance formula states that for two points (x1, y1) and (x2, y2), the distance between them is given by:

d = √((x2 - x1)² + (y2 - y1)²)

In this case, point P has coordinates (cos(θ), sin(θ)), and the origin is (0, 0). Thus, the distance (length of segment OP) is:

d = √((cos(θ) - 0)² + (sin(θ) - 0)²)

= √(cos²(θ) + sin²(θ))

= √(1) [Using the trigonometric identity: sin²(θ) + cos²(θ) = 1]

= 1

Therefore, the length of segment OP, which represents the distance from the origin to point P on the unit circle, is always equal to 1.

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Answer: To factor the expression -14 - (-8) completely using the distributive law, we need to simplify it first.

Remember that when we subtract a negative number, it is equivalent to adding the positive number. Therefore, -(-8) is the same as +8.

So the expression becomes:

-14 + 8

To factor it further using the distributive law, we can rewrite the addition as multiplication by distributing the -14 to both terms:

(-14) + (8) = -14 * 1 + (-14) * 8

This can be simplified as:

-14 + 8 = -14 * 1 + (-14) * 8 = -14 + (-112)

Finally, we can add the two negative numbers to get the result:

-14 + (-112) = -126

Therefore, the expression -14 - (-8) factors completely as -126.

The solution to the equation 3x = 8 - 2x is x = 1.6.

To solve the equation 3x = 8 - 2x by graphing, we can plot the two sides of the equation as functions of x and find the point(s) where they intersect. Here's a step-by-step explanation:

Express the equation in the form of y = f(x). Rearrange the equation:

3x + 2x = 8

5x = 8

x = 8/5 or 1.6

Graph the functions y = 3x and y = 8 - 2x on the same coordinate plane. The line represented by y = 3x is upward sloping, and the line represented by y = 8 - 2x is downward sloping.

Plot the points (1.6, 3(1.6)) and (1.6, 8 - 2(1.6)) on the graph.

The point of intersection represents the solution to the equation. In this case, the lines intersect at (1.6, 4.8).

Therefore, the solution to the equation 3x = 8 - 2x is x = 1.6.

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Answer: [tex]3x^4yz^3[/tex]

I'm hoping this is your equation: [tex](9x^{8}y^{2}z^{6})^{1/2}[/tex]

and not: [tex](9x^{8y^{2z^{z^6}}})[/tex]

Step-by-step explanation:

The square root of a number can be shown as a 1/2 power

We'll use the exponent rule:

= [tex]9^{1/2}(x^8 )^{1/2}(y^2)^{1/2}(z^6){1/2}[/tex]

Then we'll do each term individually

the square root of 9 is 3

for [tex](x^8)^{1/2}[/tex] the exponents multiply which give us [tex]x^4[/tex]

[tex](y^2)^{1/2}[/tex] gives us y

[tex](z^6)^{1/2}[/tex] gives us z^3

After doing all this we get [tex]3x^4yz^3[/tex]

Options 2, 3, and 5 are correct representations of the line passing through the given points.

The equation y = -5/3(x - 2) represents a line passing through the points (-4, 10) and (-1, 5).

Let's verify each option:

y = -5/3x - 2: This equation does not represent the same line. The constant term is different (-2 instead of +10/3).

y = -5/3x + 10/3: This equation represents the same line. It has the same slope (-5/3) and the same y-intercept (10/3).

3y = -5x + 10: This equation represents the same line. It can be simplified by dividing both sides by 3, resulting in the same slope (-5/3) and the same y-intercept (10/3).

3x + 15y = 30: This equation does not represent the same line. The coefficients of x and y are different, resulting in a different slope.

5x + 3y = 10: This equation represents the same line. It has the same slope (-5/3) and the same y-intercept (10/3).

Therefore, options 2, 3, and 5 are correct representations of the line passing through the given points.

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Answer:

Step-by-step explanation:

The possible lengths of the tree lot are 25 + 5√5 yards and 25 - 5√5 yards.

Let's denote the length of the rectangular tree lot as "l" and the width as "w".

We know that the perimeter of a rectangle is given by the formula:

Perimeter = 2(l + w)

Given that the perimeter of the tree lot must be 100 yards, we can write the equation as:

2(l + w) = 100

Next, we know that the area of a rectangle is given by the formula:

Area = l × w

Given that the area of the tree lot must be at least 500 square yards, we can write the inequality as:

l × w ≥ 500

Now, let's solve the equations simultaneously to find the possible lengths of the tree lot.

Perimeter equation:

2(l + w) = 100

l + w = 50

w = 50 - l

Area inequality:

l × w ≥ 500

Substituting the value of w from the perimeter equation into the area inequality, we have:

l × (50 - l) ≥ 500

50l - l^2 ≥ 500

l^2 - 50l + 500 ≥ 0

Now, we need to find the values of l that satisfy the inequality. Since the coefficient of the squared term is positive, the graph of this quadratic opens upward. This means that the values of l that satisfy the inequality will be either the entire range of possible values or a portion of it.

To find the possible lengths, we can either factor the quadratic or use the quadratic formula. Let's use the quadratic formula:

l = (-(-50) ± √((-50)^2 - 4(1)(500))) / (2(1))

l = (50 ± √(2500 - 2000)) / 2

l = (50 ± √500) / 2

l = (50 ± 10√5) / 2

l = 25 ± 5√5

Therefore, the possible lengths of the tree lot are 25 + 5√5 yards and 25 - 5√5 yards.

In summary, the possible lengths of the rectangular tree lot are 25 + 5√5 yards and 25 - 5√5 yards, respectively.

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a) The  two equations in terms of x and y: one for the perimeter and one for the area of the rectangle are:

y = 0.5x + 3.5

6y + 3 = x² + 14x + 48

b) The area and perimeter of the rectangle are:

Perimeter = 30 m

Area = 15 m²

The formula to find the area of a rectangle is:

Area = Length * Width

The formula to find the perimeter of a rectangle is:

Perimeter = 2(Length + Width)

We are given that:

Perimeter = 8y meters

Area = (6y + 3) square meters

From the image, we see that:

Length = x + 6

Width = x + 8

Thus:

Perimeter equation is:

8y = 2(x + 6 + x + 8)

8y = 4x + 28

y = 0.5x + 3.5

Area equation is:

6y + 3 = (x + 6)(x + 8)

6y + 3 = x² + 14x + 48

Thus:

6(0.5x + 3.5) + 3 = x² + 14x + 48

3x + 24 = x² + 14x + 48

x² + 11x + 24 = 0

Using quadratic equation calculator gives:

x = -8 or -3

Thus, we will use x = -3 and we have:

Length = -3 + 6 = 3 m

Width = -3 + 8 = 5 m

Perimeter = 2(3 + 5) = 30 m

Area = 3 * 5 = 15 m²

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Point A will have coordinates (-2, -3), which overlaps with the coordinates of Point B (3, -1).

To determine the new coordinates of Point A after the translation, we can start with the coordinates of Point B and apply the inverse translation.

Given that Point B has the coordinates (3, -1), we know that Point A after translation will have the same coordinates. We need to determine the inverse translation that will bring Point B back to its original position, and then apply that inverse translation to Point B.

The inverse translation of moving 2 units up and 5 units to the right is moving 2 units down and 5 units to the left. Therefore, we need to subtract 2 from the y-coordinate and subtract 5 from the x-coordinate of Point B.

Applying this inverse translation to Point B (3, -1), we have:

New x-coordinate of Point A = 3 - 5 = -2

New y-coordinate of Point A = -1 - 2 = -3

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Subtraction and Division

Inverse operations help find the solution to equations.

Defining Inverse Operations

Firstly, let's define an operation. An operation in math is a function that can manipulate a value. Inverse operations are operations that are opposite operations that undo each other. For example, addition and subtraction are inverse operations because subtraction undoes addition. Multiplication and division are also inverse operations.

Solving the Equation

The equation 16 = 3x + 1 involves both addition and multiplication. So, to solve this, we can use the inverse operations of subtraction and division. First, subtract 1 from both sides.

Then, divide both sides by 3.

This shows that by using subtraction and division, we can undo the addition and multiplication used in the equation. This allows us to find the value of x.

The minimum value of [tex]f(x) = -2^3 \sqrt\(5-4x+3)[/tex] on the interval [1, 8] is -3 and the maximum value is 5. To find the minimum value, we can start by finding the critical points of the function.

The critical points are the points where the derivative of the function is equal to zero. In this case, the derivative of the function is

[tex]f'(x) = -2^3 \times (5-4x+3) ^(-3/2) \times (-4)[/tex]

The critical points of the function are x = 1 and x = 5.

We can now evaluate the function at each critical point and at the endpoints of the interval to find the minimum and maximum values. The values of the function at the critical points and at the endpoints are

x | f(x)

-- | --

1 | -3

5 | 5

8 | 9

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There are 52 students taking none of the three languages.

There are 14 students taking both Arabic and Bulgarian. Of these, some may also take Chinese. We can find out how many by subtracting the students taking only Arabic or only Bulgarian from the total number of students taking Arabic and Bulgarian (14 + 15 + 19 = 48). So, 48 - 30 - 19 = 15 students are taking both Arabic and Bulgarian, and some of them may also take Chinese.

Next, we can subtract the students taking only Arabic, only Bulgarian, and only Chinese from the total number of students taking each language to find out how many students are taking all three languages.

From the students taking Arabic, we subtract the 15 students taking only Arabic: 30 - 15 = 15 students who may also be taking Bulgarian and Chinese.

From the students taking Bulgarian, we subtract the 19 students taking only Bulgarian: 36 - 19 = 17 students who may be taking Arabic and Chinese.

From the students taking Chinese, we subtract the 19 students taking only Chinese: 35 - 19 = 16 students who may be taking Arabic and Bulgarian.

So, there are 15 + 17 + 16 = 48 students who are taking some combination of the three languages.

Finally, to find out how many students are taking all three languages, we subtract the students taking only two of the languages from the total number of students taking some combination of the three languages (48 - (15 + 19 + 17) = 48 - 51 = -3). This means there are no students taking all three languages.

To find out how many students are taking none of the three languages, we subtract the total number of students taking some combination of the three languages from the total number of students at the school (100 - 48 = 52).

Hence, there are 52 students taking none of the three languages.

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Step-by-step explanation:

7! = 5040 ways

The function A(x) = 100 + 4x describes the scenario of an ant colony that starts with an initial population of 100 and experiences a constant rate of increase of 4 ants per year.

We have,

The function A(x) = 100 + 4x represents a linear relationship between the variable x (representing time in this case) and the variable A(x) (representing the population of the ant colony).

The term 100 in the function represents the initial population of the ant colony.

It indicates that at the starting point (x = 0), the population is 100.

The term 4x in the function represents the rate at which the population increases over time. Since the coefficient of x is positive (4), it indicates that the population is increasing.

For every unit increase in x (in this case, for every year that passes), the population increases by 4.

Therefore,

The function A(x) = 100 + 4x describes the scenario of an ant colony that starts with an initial population of 100 and experiences a constant rate of increase of 4 ants per year.

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May Kawasaki's required minimum distribution (RMD) is $3,808. This is calculated by dividing her IRA balance of $98,000 by the distribution period of 26.2, which is found in the Uniform Life Table on page 45 for a 72-year-old.

b) If May Kawasaki fails to take her RMD, she will incur a 50% penalty on the amount she should have withdrawn. In this case, the penalty would be $1,904.

c) If May Kawasaki had made an early withdrawal of $10,000 to take a vacation, she would have paid a 10% penalty on the amount withdrawn. In this case, the penalty would have been $1,000.

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1. May Kawasaki is 72 and has an IRA with a fair market value of $98,000. a) Use the Uniform Life Table on p. 45 to determine her required minimum distribution. b) What penalty would she incur if she failed to take the distribution? c) What penalty would she have paid if she had made an early withdrawal of $10,000 to take a vacation?

Answer:

approximately 4.2667%

Step-by-step explanation:

To calculate the percentage above the website's estimate that Jerrold set his asking price, we can use the following formula:

Percentage above = ((Asking price - Website estimate) / Website estimate) * 100

Percentage above = (($750,000 - $715,000) / $715,000) * 100

Percentage above ≈ 4.895

Therefore, Jerrold set his asking price approximately 4.895% above the website's estimate.

To calculate the percentage below his asking price that Jerrold sold for, we can use the following formula:

Percentage below = ((Selling price - Asking price) / Asking price) * 100

Percentage below = (($718,000 - $750,000) / $750,000) * 100

Percentage below ≈ -4.2667

Therefore, Jerrold sold his house approximately 4.2667% below his asking price.

a. It will take 7 months to pay off the credit card.

b. it will take 4 months to pay off the credit card.

Since, APR stands for Annual Percentage Rate. It is the interest rate charged on a loan or credit card, expressed as a yearly percentage rate. The APR takes into account not only the interest rate, but also any fees or charges associated with the loan or credit card.

a. If you put half of the available money each month toward the credit card, then you are paying $150.00 per month towards the credit card balance.

We can use the formula for the present value of an annuity to find how many months it will take to pay off the credit card:

PV = PMT × ((1 - (1 + r)⁻ⁿ) / r)

where:

PV is the present value of the debt

PMT is the payment amount per period

r is the monthly interest rate

n is the number of periods

Substituting the values, we get:

754.43 = 150 × ((1 - (1 + 0.011333)⁻ⁿ) / 0.011333)

Simplifying and solving for n, we get:

n = log(1 + (PV ×r / PMT)) / log(1 + r)

n = log(1 + (754.43×0.011333 / 150)) / log(1 + 0.011333)

n = 6.18

Therefore, it will take 7 months to pay off the credit card if you put half of the available money each month toward the credit card.

b. If you put all of the available money each month toward the credit card, then you are paying $300.00 per month towards the credit card balance.

754.43 = 300 ×((1 - (1 + 0.011333)⁻ⁿ) / 0.011333)

Simplifying and solving for n, we get:

n = log(1 + (PV × r / PMT)) / log(1 + r)

n = log(1 + (754.43× 0.011333 / 300)) / log(1 + 0.011333)

n = 3.43

Therefore, it will take 4 months to pay off the credit card if you put all of the available money each month toward the credit card.

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A) Two equations are,

S = 18 + 4t

L = 30 + 3t

Where, "t" represents the number of weeks that have passed.

B)  It will take 12 weeks for Samuel and Lewis to have the same number of rocks in their collections.

C) when the amount of rocks in their collection is equal, Samuel and Lewis will have 66 rocks each.

Part A:

For a system of equations to represent the number of rocks in each person's collection.

Let "S" be the number of rocks in Samuel's collection and "L" be the number of rocks in Lewis's collection.

Hence, We can represent the situation as follows:

Equation 1:

S = 18 + 4t

Equation 2:

L = 30 + 3t

Where, "t" represents the number of weeks that have passed.

Part B:

To find out how many weeks it will take for Samuel and Lewis to have the same number of rocks in their collections, we need to set Equation 1 equal to Equation 2 and solve for "t".

This gives us the following:

S = L

18 + 4t = 30 + 3t

1t = 12

t = 12 weeks

Hence, It will take 12 weeks for Samuel and Lewis to have the same number of rocks in their collections.

Part C:

For number of rocks Samuel and Lewis will have when the amount of rocks in their collection is equal, we can substitute the value of "t" that we found in Part B into either Equation 1 or Equation 2.

Hence, substituting "t = 12" into Equation 1 gives,

S = 18 + 4(12)

S = 18 + 48

S = 66 rocks

Therefore, when the amount of rocks in their collection is equal, Samuel and Lewis will have 66 rocks each.

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Answer:

         m∠RQS = 102°

         m∠TQS = 78°

Step-by-step explanation:

    A straight angle is equal to 180 degrees. We will create an equation to solve for x.

         9x° + 3° + 7x° + 1° = 180°

         16x° + 4° = 180°

         16x° = 176°

         x = 11

    Next, we will substitute this value into the expressions representing the angles.

         m∠RQS = 9x° + 3° = 9(11)° + 3° = 102°

         m∠TQS = 7x° + 1° = 7(11)° + 1° = 78°

This problem is relatively simple. Before we begin, it might be beneficial to imagine the graph as a vertical number line. Imagining it this way makes it easy to count the units between them and gives you the answer: [tex]$\boxed{4}$[/tex].

Here's a slightly more advanced way to think about it:

The example question tells us to subtract the distance between the two points. The formula for this is [tex]\sqrt{\big{(}(x_{2}-x_{1})+(y_{2}-y_{1})\big{)}^2[/tex], but for this question, let's say that it is [tex]\sqrt{(y_{2}-y_{1})^2[/tex], or, to simplify it even more, [tex]$|y_{2}-y_{1}|$[/tex]. Now that we know the formula, we can substitute our y-values into the last formula and solve. Let's say that Point C is our first point and Point D is our second.

[tex]\big{|}(-8)-(-4)\big{|} = \big{|}-8+4\big{|} = \big{|}-4\big{|} = \boxed{4}[/tex] , so [tex]$4\text{ units}$[/tex] is our answer.

Disclaimer: Neither of the last two formulas I provided is the actual formula, just a version of the Distance Formula that might be easier to understand. The first formula is the actual thing, but you will encounter this in math later in life, probably around 8th or 9th grade.