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Related Questions
Can someone help me out
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Answer:
1) -6/-10=3/5
2) -27/10x75/18 = -2025/180 = -135/12 (or) -11 1/4 (or) -11.25
3) 7+8-9=6
4) Billions
5) No, because you can't take a negative number of classes
Step-by-step explanation:
1) -6/-10=3/5
2) -27/10x75/18 = -2025/180 = -135/12 (or) -11 1/4 (or) -11.25
3) 7+8-9=6
4) Billions
5) No, because you can't take a negative number of classes
0.15 + 0.1x = 1.1 ÷ 3 · 5.1 − 1.2
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No way I’m going to type all that in lol
Factor 4x+16y using the gcf
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2 x 2x=4x
2 x 8y=16y
The question is in the attachment
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Answer:
120
10 12
2 5 2 6
2 3
150
10 15
2 5 3 5
Step-by-step explanation:
120= 2x2x2x3x5
150= 2x3x5x5
Multiply all the common prime factors.
2x3x5
HCF= 30
find product of 5/12×6
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so the answer is 30/12
which is 5/2
Answer:
2 and 1/2
Result in decimals: 2.5
Step-by-step explanation:
5/12 × 6/1 = 5/2 = 2 and 1/2
Result in decimals: 2.5
Calculation steps:
5/12 × 6/1 = (5 × 6)/(12 × 1) = 30/12
30 ÷ 6 = 5
12 ÷ 6 = 2
= 5/2
= 2 and 1/2
The tables show the amount earned by James and Paco working at the same store.
James's Hours Amount Earned
3 $35.40
5 $59.00
8 $94.40
Paco's Hours Amount Earned
2 $24.00
4 $48.00
7 $84.00
What are the two equations that can represent James and Paco's hourly wages, where h is the number of hours worked and d is the amount of money earned?
Compare the equations to determine if there is any difference between what James and Paco make each hour.
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its pacos hour because as you can see he makes more i just know trust me its pacos
A survey shows that three out of every five teenagers at a particular school with cell phones use text messaging. In a group of 90 teenagers, how many would you expect use text messaging? 34 54 56 150
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Answer:
Out of a group of 90 there would be 54 messaging
Step-by-step:
messaging is a weird word
Combine like terms in expression below
2f + 9e - f + 3e
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Answer:
12e + f
Step-by-step explanation:
2f - f = f
9e + 3e = 12
....
Answer:
f + 12e
Step-by-step explanation
(+2f) + (+9e) + (-f) + (+3e)
(2f) + (-f) = 1f or f
9e + 3e = 12e
f + 12e
Every year, Jada's scout troop makes and sells tie-dyed shirts to raise money for charity. Short-sleeved shirts are easier to make, so they try to sell more short-sleeved shirts than long-sleeved shirts. Last year, her troop sold 20 short-sleeved shirts and 25 long-sleeved shirts. This year, her troop sold 35 short-sleeved shirts and 50 long-sleeved shirts. Which year's sales had a greater ratio of short-sleeved shirts to long-sleeved shirts?
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Answer:
long-sleeved
Step-by-step explanation:
long-sleeved shirt has gained 25 more sales than last year while short sleeved shirt sales only gained 15 more sales than last year.
Answer:
Last year's sales had a greater ratio.
Step-by-step explanation:
I'm sorry if it's wrong
The line across which a figure is flipped is called the line of transformation.
True
False
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Answer:
True
Step-by-step explanation:
Answer:
False
Step-by-step explanation:
(x - 5)2 + (y-(-3))2 = 34 (x - 5)2 + ( + 3)2 = 34 Exercises 12.2 Complete the following: 1. Find the equation of the circle having the given center and ra (a) C(0,0), r= 3 (c) C(4, 3), r = 5 (d) C(2, (b) C(-2.
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Answer:
Step-by-step explanation:
The general equation of the circle
[tex](x-h)^2+(y-k)^2=r^2[/tex]
Center = c = (h,k) , radius = r
if C = (0,0) , r = 3
The equation will be :
(x-0)^2+(y-0)^2=3^2
[tex]x^2+y^2=9[/tex]
Solve.
−8y ≥ 56
y ≤ 7
y ≥ 7
y ≥ –7
y ≤ −7
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9514 1404 393
Answer:
(d) y ≤ -7
Step-by-step explanation:
The solution is found by dividing by the coefficient of y. Since that is a negative number, the sense of the comparison is reversed.
-8y ≥ 56
(-8y)/(-8) ≤ 56/(-8)
y ≤ -7
Amy is x years old. Jennifer is 5 years older than Amy. Their father is 4 times as old as Jennifer. Write an expression to represent the fathers age. Then write an expression to represent the sum of their ages. Make sure your final expresson is simplifed.
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Answer:
Refer to explanation below^
Step-by-step explanation:
Amy = x
Jennifer = x + 5
Father = x + 5 x 4 = 4x + 5
Total = 4x + 5 + x + 5 + x = 6x + 10
4/5 times 1/2 WHOEVER ANSWERS IN UNDER 2 MINUTS I WILL MARK BRAINLIEST
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Answer:
2/5
Step-by-step explanation:
4/5*1/2
=2/5
Please, please, please, please help
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It’s C
Which of the following is not a function
{(-1,-2), (0, -3),(1,-2), (2,1)}
{(-1,-2), (0, -3), (1, -2), (2, 1)
{(-2, 2), (-1,1),(0,0),(1,1)}
{(-2,0), (2,2), (2, -2), (7,3)}
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Answer:
The final set is not a function.
Step-by-step explanation:
There are two x-values that are the same, making it not a function. Notice, this is not the same in the other sets, because each x corresponds to exactly one y-value in the other functions.
Use mental math, estimation, and the division algorithm to evaluate the expressions.
What is the answer ?
118.4 divided by 6.4 ?
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Answer:
18.5
Step-by-step explanation:
Express the terms of the following sequence by giving an explicit formula.
9, 12 15, 18, 21
A. u(n) = n + 3, where n = 1, 2, 3, 4, . . .
B. u(n) = 6 + 3n, where n = 1, 2, 3, 4, . . .
C. u(n) = 3 + n, where n = 1, 2, 3, 4 . . .
D. u(n) = 3n, where n = 1, 2, 3, 4, . . .
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Answer:
B.
Step-by-step explanation:
The common difference is + 3 so we have an arithmetic sequence.
u(n) = a1 + d(n - 1)
= 9 + 3(n - 1)
= 9 + 3n - 3
= 6 + 3n.
A farmer planted corn in a square field. One side of the field measures 33 yards. What is the area of the cornfield?
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Answer:
the answer is 1,089 since 33x33=1,089.
Step-by-step explanation:
A= x^2 x being the length of one of the sides, since all sides are the same.
Solve for X
-8 - x = x - 4x
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Answer:
−8−x=x−4x
Step 1: Simplify both sides of the equation.
−8−x=x−4x
−8+−x=x+−4x
−x−8=(x+−4x)(Combine Like Terms)
−x−8=−3x
−x−8=−3x
Step 2: Add 3x to both sides.
−x−8+3x=−3x+3x
2x−8=0
Step 3: Add 8 to both sides.
2x−8+8=0+8
2x=8
Step 4: Divide both sides by 2.
2x
2
=
8
2
x=4
Answer:
x=4
x = 4
Hope I helped!!!!!!!
Which of the following is an arithmetic sequence?
O 0, 2, 4, 6, ...
1, 2, 4, 8,...
1,4, 8, 13,...
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Answer:
0,2,4,6
Step-by-step explanation:
it adds 2 each time
-|3| and |-3| are the same they both equal 3
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To ride a horse at the state fair costs $2 per minute. Paolo buys a 16-minute ride. Next time, he plans to ride 25% longer. How much will he pay?
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Answer: $2.50
Step-by-step explanation: 2/16 to find what it cost for one minute. 16*1.25 because he is riding 25% more. (16*1.25) *.125
.125 if the amount for 1 minute
–9x + 9y = 9
y = –7
(
,
)
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Answer:
x=-8
(-8,-7)
Step-by-step explanation:
–9x + 9y = 9
–9x + 9(-7) = 9 (y=-7)
-9x-63=9
Both side +63
-9x=63+9
-9x=72
Both side divide -9
x=-8
y=-7
(-8,-7)
3k - 14 = 3(k – 5) +1 one solution, no solution, or infinite solution
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What is the measure of ZABD?
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Answer:
39
Step-by-step explanation:
Here is a pattern of squares:
Step 1
Step 2
Step 3
Write an equation to represent the relationship between the step number and the
number of squares in the pattern.
Briefly describe how each part of the equation relates to the pattern.
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9514 1404 393
Answer:
y = n^2 +nupper left corresponds to n^2; lower right corresponds to nStep-by-step explanation:
The number of squares in the upper left portion of the figure is the number in a square n on a side, so is n^2. The number of squares in the lower right portion of the figure is equal to the step number, n. A suitable equation adds these numbers together.
y = n^2 +n . . . . where y is the number of squares in the pattern of Step n.
Answer:Your answer is...
Step-by-step explanation:
y = n^2 +n
At the beginning of the semester, a professor tells students that if they study for the tests, then there is a 55% chance they will get a B or higher on the tests. If they do not study, there is a 20% chance that they will get a B or higher on the tests. The professor knows from prior surveys that 60% of students study for the tests. The probabilities are displayed in the tree diagram.
A tree diagram. Random student studies for test is 0.6, and does not study for test is 0.4. Studies for test to Gets B or higher is 0.55; does not get B or higher is 0.45. Does not study for test to Gets B or higher is 0.20; does not get B or higher is 0.80.
The professor informs the class that there will be a test next week. What is the probability that a randomly selected student passes the test with a B or higher?
0.33
0.41
0.55
0.75
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Answer:
i think it is 0.33 probably wrong
Step-by-step explanation:
i am proably wrong
1.Encuentra de dos formas diferentes el área de las figuras mostradas en cada literal:
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Answer:
Cuadrilátero A: [tex]A = y^{2}+4\cdot y +4[/tex]
Cuadrilátero B: [tex]A = a^{2}+6\cdot a + 9[/tex]
Step-by-step explanation:
Existen dos formas distintas de determinar las áreas de cada cuadrilátero:
(i) Obtener el área de cada cuadrado y sumar los resultados.
(ii) Calcular los lados del cuadrilátero grande y determinar el área.
Cuadrilátero A
Método (i)
[tex]A = y^{2}+2\cdot y +4+2\cdot y[/tex]
[tex]A = y^{2}+4\cdot y +4[/tex]
Método (ii)
[tex]A = (y+2)\cdot (y+2)[/tex]
[tex]A = y^{2}+4\cdot y + 4[/tex]
Cuadrilátero B
Método (i)
[tex]A = a^{2}+3\cdot a +9 + 3\cdot a[/tex]
[tex]A = a^{2}+6\cdot a +9[/tex]
Método (ii)
[tex]A = (a+3)\cdot (a+3)[/tex]
[tex]A = a^{2}+6\cdot a + 9[/tex]
NEED HELP WITH GEOMETRY
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Answer:
Please look down below
Step-by-step explanation:
∠1 + 69 + 47 = 180 (because straight line)
∠1 = 180 - 116
∠1 = 64
∠2 + ∠1 + 63 = 180 (because triangle)
∠2 + 64 + 63 = 180
∠2 = 180 - 127
∠2 = 53
∠3 + ∠1 = 180 (because straight line)
∠3 + 64 = 180
∠3 = 116
∠5 = ∠4 (given)
∠5 + ∠4 + ∠3 = 180
Denote ∠5 and ∠4 as x, so 2x
2x + ∠3 = 180
2x + 116 = 180
2x = 64
x = 32
∠5 = 32, ∠4 = 32
∠6 + 136 = 180 (because straight line)
∠6 = 44
∠7 + ∠6 + 47 = 180 (because triangle)
∠7 + 44 + 47 = 180
∠7 = 180 - 91
∠7 = 89
