Answer:
B
Step-by-step explanation:
cause on T4L you have to round it to the nearest whole and I put B and it was correct.
The options are: 3/10, 65%, 3/7, 70%
Answer:
70%
Step-by-step explanation:
there are 20 total marbles and only 14 are not blue so 14/20 = 7/10 = 70%
Is 5.14 rational or irrational
Answer:
5.14 is irrational
Step-by-step explanation:
This is irrational because it is a decimal and/or a fraction, and a rational number is a whole number such as 1, 7, 32.
Help me with this plz
Answer:
all of them are except for the first one
Step-by-step explanation:
In mathematics, a rational number is a number that can be expressed as the quotient or fraction p/q of two integers, a numerator p and a non-zero denominator q. Since q may be equal to 1, every integer is a rational number.
Rachel types a 162 words in 18 minutes. Rachel types at a constant rate. How many words does Rachel type per minute
Hi!
Your answer Would be: about 20 words per minute.
Reason Being: 162 divided by 18 is 20.25, which is about 20 if you round to the nearest number.
162 divided by 18 is 20.25, which is about 20 if you round to the nearest number.162 divided by 18 is 20.25, which is about 20 if you round to the nearest number.also, 20.25 x 15 = 162.
162 divided by 18 is 20.25, which is about 20 if you round to the nearest number.162 divided by 18 is 20.25, which is about 20 if you round to the nearest number.also, 20.25 x 15 = 162.162 divided by 18 is 20.25, which is about 20 if you round to the nearest number. Also, 20.25 x 15 = 162.Therefore, the answer is 20.
Hope this helps!
Let me know if you need any more help, Id be delighted to!
Yours Truly,
~~~PicklePoppers~~~
10 times as many as 1 hundred is _____ hundreds are _____thousands.
10 hundreds or 1 thousand.
Further explanation
This question is related to place values.
10 times as many as a number is 10 multiplies the number.
Hence, 10 times as many as 1 hundred is
\boxed{ \ 10 \times 1 \ hundred \rightarrow \boxed{ \ 10 \ hundreds \ } \ }
Furthermore, 10 hundreds have the same meaning as 1 multiplies 10 hundreds which can produce 1 thousand.
\boxed{ \ 1 \times 10 \ hundred \rightarrow \boxed{ \ 1 \ thousand \ } \ }
Quick steps
Part-1
\boxed{ \ 10 \times 1 \ hundred = X \ hundred \ }
\boxed{ \ 10 \ hundred = X \ hundred \ }
Thus, \boxed{\boxed{ \ X = 10 \ }}
Part-2
\boxed{ \ 10 \times 1 \ hundred = Y \ thousand \ }
\boxed{ \ 10 \times 100 = Y \ thousand \ }
\boxed{ \ 1,000 = Y \ thousand \ }
\boxed{ \ 1 \ thousand = Y \ thousand \ }
Thus, \boxed{\boxed{ \ Y = 1 \ }}
- - - - - - -
Conclusions
10 times as many as 1 hundred is _10_ hundreds or _1_ thousand.
Learn more
9 ten thousands divided by 10 (in unit form) brainly.com/question/4786449
How do you write 770,070 in expanded form? brainly.com/question/4725342
100 is ¹/₁₀ of what? brainly.com/question/96535
Keywords: 10 times as many as 1 hundreds, hundreds, thousands, place value, operations, multiply, equal, blank, quick steps
Demostración de cada una de las conclusiones de los siguientes razonamientos Por medio de inferencias lógicas. Si los secuestradores se cansan, se ponen nerviosos. Si los secuestradores están armados y se ponen nerviosos, la vida de los rehenes corre peligro. Los secuestradores están cansados y armados. Por consiguiente, la vida de los rehenes corre peligro.
Answer:.
Step-by-step explanation:Z
Seventh grade
Which of the following describe 16.2? Select all that apply.
natural
number
whole number
integer
rational
number
Mendel crossed peas having round seeds and yellow cotyledons (seed leaves) with peas having wrinkled seeds and green cotyledons. All the F1 plants had round seeds with yellow cotyledons. Based on this cross, what is the probability that an organism in the F2 generation will have round seeds and green cotyledons and be true breeding? Mendel crossed peas having round seeds and yellow cotyledons (seed leaves) with peas having wrinkled seeds and green cotyledons. All the F1 plants had round seeds with yellow cotyledons. Based on this cross, what is the probability that an organism in the F2 generation will have round seeds and green cotyledons and be true breeding? 1/16 1/32 1/8 1/4
Answer:
1/16
Step-by-step explanation:
This question involves two distinct genes; one coding for seed shape and the other for cotyledon color. The alleles for round seeds (R) and yellow cotyledons (Y) are dominant over the alleles for wrinkled seed (r) and green cotyledon (y) respectively.
In a cross between a truebreeding (i.e. same alleles for both genes) pea having round seeds and yellow cotyledon (RRYY) and a truebreeding pea having wrinkled seeds and green cotyledon (rryy), the F1 offsprings will all possess a heterozygous round seed and yellow cotyledon (RrYy).
The F1 offsprings (RrYy) will produce the following gametes: RY, Ry, rY, and ry. Using these gametes in a punnet square (see attached image), 16 possible offsprings will be produced in a ratio 9:3:3:1.
According to the question, 3/16 of the F2 offsprings will possess round seeds and green cotyledons, however, only 1 of them will be truebreeding i.e. RRyy. Hence, 1/16 of the F2 offsprings will be truebreeding for round seeds and green cotyledons.
Evaluaters rs + 14s when r = 6 and s 1/4
Answer:
5
Step-by-step explanation:
Plug is 6 for r and 0.25 for s
6(0.25)+14(0.25)
distribute
1.5+3.5=5
Hope this helps
number 3 please solve and explain
Answer: -12.5
Step-by-step explanation:
x(2y-3) and x=2.5 and y=-1
so you fix in the figures so it will turn to
2.5(-2-3)
so then you open the brackets with 2.5
-5-7.5
Answer: -12.5
what is the answer
Answer:
C
Step-by-step explanation:
Just re-draw the triangle reflecting the y-axis
M = { }
N = {6,7,8,9,10}
M n N =
Is this correct? Thanks.
Answer:
yes it is
Step-by-step explanation:
hope it will help you if yes so make brainlist
Garrett must inspect a bridge that goes over a river. He begins 18 feet above water level to inspect the lighting, descends 32 feet to inspect the base of the bridge underwater, then descends another 4 feet to check on the concrete anchoring the base. Which best represents Garrett’s position with respect to the water level?
Answer:
–18 feet
Step-by-step explanation:
Answer:
-18
Step-by-step explanation:
Is the square root of 85 a rational number
Can someone teach me how to do number 16???
Answer:
x=0
Step-by-step explanation:
it tells you that
∠LKJ=169
∠SKJ=x+95
∠LKS=74+2x
and by the figure we know that
∠LKJ=∠LKS+∠SKJ
so we have
[tex]169=x+95+74+2x\\\\169=3x+169\\\\169-169=3x\\\\0=3x\\\\x=0[/tex]
LKS + SKJ = LKJ
Substitute the numbers into the equation above.
74 + 2x + x + 95 = 169
Combine like terms
3x + 169 = 169
Subtract 169 from both sides
3x = 0
Divide both sides by 3
x = 0
SKJ = x + 95 = 0 + 95 = 95
LKS = 74 + 2x = 74 + 2(0) = 74 + 0 = 74
LKJ = 169
LKS + SKJ = LKJ
74 + 95 = 169. This proves that x = 0
Identify the common difference. -6, -3, 0, 3, 6....
Free Brainliest 2
a;ljdk;lajk;lsdjf;laj;sdkjad;fdj;j;dsj;f
Answer:
Hi, the answer is a;ljdk;lajk;lsdjf;laj;sdkjad;fdj;j;dsj;f equaling 21
Step-by-step explanation:
Ray orders a sandwich at the deli. He needs to choose one type of bread, one type of meat, and one type of cheese from the given menu.
Bread: white or wheat
Meat: beef, ham, or turkey
Cheese: swiss or cheddar
How many different types of sandwiches could Ray choose?
A. 7
B. 8
C. 9
D. 12
E. 27
Answer: D. 12
Step-by-step explanation:
The first step here is to find all the possible selections and the number of options for each selection:
bread: 2 options (white or wheat)
meat: 3 options (beef, ham or turkey)
cheese: 2 options (swiss or cheddar)
The total number of combinations (of different possible sandwiches that Ray can order) is equal to the product between the numbers of options for each selection, so we have:
Combinations = 2*3*2 = 12
So the correct option is D.
Answer:
D. 12
Step-by-step explanation:
37.44 +3.79 + 24.1
37.44
3.79
+ 24.1
37.44
3.79
+ 24.1
(Type a whole number or a decimal.)
Solve for x in the equation x^2- 10x+ 25=35
Answer:
[tex]x = 5 + \sqrt{35} \: \: \:or \: \: \: x = 5 - \sqrt{35} \\[/tex]Step-by-step explanation:
x² - 10x + 25 = 35
Move 35 to the left side of the equation
That's
x² - 10x + 25 - 35 = 0
x ² - 10x - 10 = 0
Using the quadratic formula solve the equation
That's
[tex]x = \frac{ - b\pm \sqrt{ {b}^{2} - 4ac } }{2a} [/tex]From the question
a = 1 , b = - 10 , c = - 10
Substitute the values into the above formula and solve
That's
[tex]x = \frac{ - - 10\pm \sqrt{( { - 10})^{2} - 4(1)( - 10) } }{2(1)} \\ = \frac{10\pm \sqrt{100 + 40} }{2} \\ = \frac{10\pm \sqrt{140} }{2} \\ = \frac{10\pm2 \sqrt{35} }{2} \\ = \frac{10}{2} \pm \frac{2 \sqrt{35} }{2} \\ = 5\pm \sqrt{35} [/tex]
We have the final answer as
[tex]x = 5 + \sqrt{35} \: \: \:or \: \: \: x = 5 - \sqrt{35} \\ [/tex]Hope this helps you
A child has a bottle full of pennies, nickels,dimes and quarters. There are twice as many quarters as pennies, four times as many nickels as pennies, and five times as many dimes as nickels. How many more dimes does the child have than quarters?
Answer:19x
Step-by-step explanation:
Take x as the value of pennies
If there are twice as many quarters as pennies then the explanation should be
Pennies =x
Quarters =2x
If there are 4 times as many nickels as pennies then the explanation is
Pennies =x
Nickels =4x
If there are 5 times as many dimes as nickels then the explanation is
Nickels =4x
Dimes=20x
So the values of them all is
Pennies =x
Nickels =4x
Dimes =20x
Quarters =2x
So to get how many more dimes does the child have than quarters you subtract
20x-2x=19x
The Number of dimes the child has more than quarters is; 10 times more.
Let number of pennies be P
Since he has twice as many quarters as pennies, then;
Number of quarters; Q = 2P
Four times as many nickels as pennies. Then;
Number of nickels; N = 4P
five times as many dimes as nickels. Then;
Number of dimes; D = 5N = 5(4P) = 20P
Since number of quarters = 2P
And number of dimes = 20P
Then;
Number of dimes the child has more than quarters is; 20P/2P = 10
Thus, the child has ten times as many dimes as quarters
Read more on proportion at; https://brainly.com/question/25640375
1) (−12) + 7 what is the answer to this problem
In the function y = a(x – h)2 + k
which variable controls the horizontal shift?
1)H
2)K
3)A
4)X
Answer:
h is the horizontal shift
Step-by-step explanation:
y = a(x – h)^2 + k
This is the equation for a parabola in vertex form
The vertex is ( h,k) and it is shifted from (0,0)
h is the horizontal shift and k is the vertical shift
Answer:
H
Step-by-step explanation:
y=a(x-h)2+ka= Vertical stretch or shrinkage(IaI>1) or (0<a<1) h= Horizontal shift(x-h=0)x=hK= Vertical shifty-value* a+kadd k to the "new: values of ywhat is 1.584x10 to the seventh power is in standard notation.
a.1.584
B.1,584
C.15,840,400
D.158,400,00
Answer:
None
Step-by-step explanation:
Thats not how math works
The proper answer would be 15,840,000,000
93 + (68 + 7) I really need the whole thing explained.
Answer:
168
Step-by-step explanation:
93+(68+7)=100+68=168
There are five digits in the number 35,024
A line is drawn so that it passes through the points (3, 4) and (0, 5) . What is the slope of the line?
Answer:
-1/3
Step-by-step explanation:
Y2-Y1 plug in 5-4. 1
---------- ------- = --
X2-X1 plug in 0-3 -3
The measue of the supplement of an angle 20° more than three times the measure of the original angle. Find the measures of the angles.
1. The sum of the measures of the two angles is:
Answer:
x = orgininal angle
3x +20 = supplementary angle
1. x + (3x+20) = 180
2. 4x + 20 = 180
3. 4x = 160
4. x = 40
The orginial angle is 40
The supplementary angle is 140
Step-by-step explanation:
1. define your varibles using the words given
2. add them together to equal 180, because they are supplmentary.
3. combine like terms.
4. subtract 20
5. divide by 4
6. you find x, now plug it back into your variables at the top:
x = 40
3(40) + 20 = 140
h(x) = 4x + 5
g(x) = 3x + 5
Find (h + g)(-2)
Answer:
[tex]-4[/tex]
Step-by-step explanation:
So we have the two functions:
[tex]h(x)=4x+5\text{ and } g(x)=3x+5[/tex]
And we want to find:
[tex](h+g)(-2)[/tex]
This is the same as:
[tex]h(-2)+g(-2)[/tex]
Let's substitute them for their functions:
[tex]=(4(-2)+5)+(3(-2)+5)[/tex]
Multiply:
[tex]=(-8+5)+(-6+5)[/tex]
Add:
[tex]=-3-1[/tex]
Subtract:
[tex]=-4[/tex]
And we're done!
