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The Number which is more than 99 is 100.

Number:

Numbers are mathematical objects used for counting, measuring, and labeling. The original example is the natural numbers 1, 2, 3, 4, etc. [1] Numbers can be linguistically represented by numerals. More generally, individual numbers can be represented by symbols called digits. For example, "5" is the number representing the number five. Since only a relatively small number of symbols can be remembered, basic numbers are usually organized into number systems, which are systematic ways of representing each number. The most common number system is the Hindu-Arabic number system, which can represent any number using combinations of 10 basic numeral symbols called digits.

Greater than Number:

Greater than or equal to in mathematics is an inequality used to compare two or more numbers, quantities, or values. Used when one quantity or number is greater than or greater than the second or remaining quantity or number. This indicates that one value is greater than or greater than or greater than the other. The above symbol is ">". This is also called greater than.  For example, Bella has a red pencil that is 5 cm long and a blue pencil that is 3 cm long.

According to the Question:

1 more than 99 is:

adding 1 +99 = 100.

Therefore,

1 more than 99 is 100.

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Answer: Alyssa is charged $0.15 for each text message.

Step-by-step explanation: 5-star

the answer should be 35 songs in total

La cantidad máxima de niños que pueden invitar Enrique y Silvia a la fiesta de su nieta, Sofía, es x = 10.

Enrique y Silvia van a dar una fiesta a su nieta Sofía y desean saber cuántos niños como máxi-mo deben invitar; el dinero que tienen está re-

presentado por D= $ 7 500x y los gastos están representados por G = $ 5 900x + 25. ​

Establecer la ecuación.

D = 7500x  -  G

7 500x - 5 900x - 25 = 0

Resolver la ecuación.

1 500x = 25

x = 10

Interpretar la solución.

La cantidad máxima de niños que pueden invitar Enrique y Silvia a la fiesta de su nieta, Sofía, es x = 10.

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Therefore , the solution of the given problem of surface area comes out to be 160 peoples can be fit in that region.

Its surface area is a good indicator of how much space it takes up overall. When estimating the surface area of a three-dimensional shape, the entire environment is taken into consideration. Its surface area determines how big something is overall. The sum of the faces on any and all six of a cuboid's rectangular sides yields the amount of water contained within.

Here,

Given : one person occupies 360 square inches

is 2.5 square foot.

So,

The given dimension of region are :

length = 20 feet and width 20 feet.

Thus,

=> Area = 20*20

=> Area = 400 square foot.

So , number of people in that area will be :

=> 400/2.5

=> 160 peoples.

Therefore , the solution of the given problem of surface area comes out to be 160 peoples can be fit in that region.

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To plot a graph an equation starts by determining the equation's variables. Select the variables' possible ranges of values.  

Plot the equation using a graphing calculator or graphing software.

Enter the equation into the graphing calculator if you're using one. Enter the equation in the graphing software if you're using one. Modify the scale and labels of the graph to your specifications.

Draw the points on the graph by inputting the variables' values. Join the points together to create a graph.

All you have to do is change the variables in this formula to graph a linear equation. A linear equation is the simplest form of graph to create because no computations are required before drawing the graph. Draw a simple Cartesian coordinate plane.

Start at the y-intercept to plot the slope. The fraction's numerator is the rise (the number of spaces up), and its denominator is the run (the number of spaces to the side).

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Answer:

see attachement

Step-by-step explanation:

Step-by-step explanation:

Isolate the variable by dividing each side by factors that don't contain the variable.

The graphing of linear functions can be done in three basic ways. Plotting points and then drawing a line through them is the first method. The second method makes use of the slope and y-intercept.

Transformations of the identity function f(x)=x f (x) = x are the third option.

There is a single solution, an infinite number of solutions, and there is no solution in an equational system. The number of solutions to a system can be determined algebraically and graphically.

Linear equations can take one of three main forms: the standard form, the point-slope form, and the slope-intercept form.

The term "linear" refers to the graph of a linear equation with two variables. Plotting these two points and drawing the line that connects them are (x1,y1) and (x2,y2).

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No, 1/3 and 2/7 are not the equivalent fractions.

In mathematics, equivalent fractions are those with the same denominator and differing numerators. For instance, because 2/4 and 3/6 are both equal to 1, they are both comparable fractions. Part of a whole is a fraction. Identical portions of the whole are represented by equivalent fractions.

Every fraction has an equivalent fraction, which can be found by multiplying the numerator and denominator by the same integer. In spite of their visual differences, equivalent fractions are those that indicate the same value. For instance, if you take a piece of cake, divide it into two equal pieces, then eat one of them, you will have consumed half of the cake.

let us consider,

1/3 = 2/7

0.33 = 0.29

so, it is not equals.

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Correct Question:

Are 1/3 and 2/7 equivalent fractions?.

The types of multiplication method: addition method, long multiplication, grid method, drawing lines and by splitting two digit numbers into Tens and Ones

We know that the multiplication is nothing but a method of finding the product of two or more numbers.

In case of small numbers a multiplication is considered repeated addition, and we can solve simple multiplication problems by adding repeatedly.

But in case of larger numbers, we need to do long multiplication.

Multiplication methods:

1) by Repeated Addition

Consider example 4 × 5

This means, we can solve it as by adding 4 repeatedly five times 4  4 + 4 + 4 + 4 + 4 OR by adding 5 repeatedly four times 5 + 5 + 5 + 5

2) Long Multiplication

3) grid method,

4) by drawing lines

3) by splitting two-Digit Numbers into Tens and Ones

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The product of 2x2x2 is 8.

A product is the outcome of multiplication in mathematics, or an expression that specifies the factors (numbers or variables) to be multiplied. For instance, the sum of 6 and 5 is 30. (the result of multiplication).

So 2x2x2 = 4x2= 8

Integers, natural numbers, fractions, real numbers, complex numbers, and quaternions are examples of typical special instances where it is possible to define the product of two numbers or the multiplication of two numbers.

In linear algebra, there are numerous different types of products. Some of them have names that sound confusingly close but have very distinct meanings (outside product, external product), while others have names that sound completely different but basically imply the same thing (outer product, tensor product, Kronecker product). These are briefly discussed in the sections that follow.

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Answer: The right side of the first equation is 78, and the right side of the second equation is -72. Both equations are correct.

In the first equation, 2(3b+6) = 78, if we solve for b we get b= 11.

In the second equation, -2(6c-3) = -72, if we solve for c we get c = 6.5.

Step-by-step explanation:

The value of X will be 96 [tex]ft^{2}[/tex].

From the question, we can conclude that the shape is Triangle.

What is Triangle?

A triangle is a polygon with three vertices and three sides. The angles of the triangle are formed by the connection of the three sides end to end at a point. The triangle's three angles add up to 180 degrees in total.

Hence we will use the formula of the area of a triangle.

Area of Triangle = bh/2.

In question, it's given that our Base is 12 ft and our Height is 16 ft.

Area = (12*16)/2

Area = 96 [tex]ft^{2}[/tex]

Therefore our value of area i.e. X will be 96 [tex]ft^{2}[/tex].

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The graph of the entire function f has a domain of (-3 < x < -2) ∪ (0 < x < 1) and the range of (-5 < y < 5).

The set containing all input values is known as a function's domain.

A function's range is the collection of all possible output values.

In a graph:

The x-values, or horizontal axis, define the domain.

The y-values, or vertical axis, define the range.

The domain of the graph is given by the coordinates of x. For the given graph the x- coordinates are:

(-3 < x < -2) ∪ (0 < x < 1)

The range of the graph is given by the y-coordinates of the graph. For the given graph the y-coordinates are:

(-5 < y < 5).

Hence, the graph of the entire function f has a domain of (-3 < x < -2) ∪ (0 < x < 1) and the range of (-5 < y < 5).

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The price of one coat is $46.

Percentage is defined as the parts of a number per fraction of 100. We have to divide a number with it's whole and then multiply with 100 to calculate the percentage of any number. So the percentage actually means a part per 100.

Given that,

a store has 25% off sale on coats.

Discounted price of one coat = $34.50

We have to find the original price of the coat. Let it be x.

x - (25% x) = 34.5

x - 0.25x = 34.5

0.75x = 34.5

x = 46

Hence the original price of the coat is $46.

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The measure of an angle if it is five times its complement: 75 degrees

Let us assume that the complement of the angle measures m degrees.

we have been given the measure of the angle is five times its complement.

So we get the measure of the angle = 5 × m

We know that two angles are complementary when their measures add to 90 degrees.

So we get an equation, m + 5m = 90

We solve above equation to find the value of m.

m + 5m = 90

6m = 90

m = 90/6

m = 15 degrees

This means, the measure of complement of the angle is 15 degrees.

And the required angle would be,

5 × 15 = 75 degrees

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The comple question is:

What is the measure of an angle if it is five times its complement?.

Answer:

I'm rlly bad at these so I'll try and good luck lol

they are the superintendent

assistance superintendent: Mr Wilson

director: Mr Jones

accountant: Ms bigge

assistants: Mr Smith and Mrs jones

Step-by-step explanation:

good luck yay -14 year old

(i) The required frequency is 12 for the class interval 50-60.

(ii) The mean height of students in a class is 155.3.

(iii) The median of the given data is 33.

(i)

Class Interval    Frequency f   Mid-value x         fx

0-10                          22                  5                    110

10-20                        24                  15                  360

20-30                       35                  25                  875

30-40                       30                  35                  1050

40-50                       27                  45                  1215

50-60                        m                  55                  55m

60-70                        6                   65                  390

70-80                        4                   75                  300

                            ∑f = 148+m                  ∑fx = 4300+55m

The mean of the data set shown in the table above is 31.

mean = ∑fx/∑f

Substitute the known values in the above formula, and we get

31 = (4300+55m)/(148+m)

31(148+m) = 4300+55m

4588 +31m = 4300+55m

55m - 31m = 4588 - 4300

24m = 288

m = 288/24

m = 12

Thus, the required frequency is 12 for the class interval 50-60.

(ii)The table below summarizes the data about the heights of students in a class.

Height (in cm)   (x)    d = (x -A)/10  Number of students (f)       fd

130-140            135       -2                   8                                     -16  

140-150            145       -1                    6                                      -6

150-160            155        0                   14                                      0

160-170             165        1                   20                                    20

170-180             175        2                   12                                     24

                                                           ∑f = 60                        ∑fd = 22

Mean = A + ∑fd/∑f

Mean = 155 + 22/60

Mean = 155 + 0.3

Mean = 155.3

So, the mean height of students in a class is 155.3.

(iii) Given that the mean of data is 27 and the mode is 45

Mode = 3Median - 2Mean

45 = 3Median - 2(27)

45 = 3Median - 54

3Median = 54 + 45

Median = 99/3

Median = 33

Thus, the median of the given data is 33.

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We can solve systems of equations with 3 variables using substitution by finding the value of one variable from one equation then putting the value of that variable in second equation and 3 equation then solving them properly.

The algebraic approach for system can significantly systems of equations at once is called the substitution method. As the name implies, this method involves substituting a variable's value from one equation into another. In this manner, a pair of linear equations are combined into a single, simple linear equation with just one variable.

Equations linear in three variables:

1. Use all but one of your equations to find all the variables that can be expressed in terms of one of the variables.

2. Determine the variable's numerical value using the one remaining equation.

3. Using that figure, determine the answers to all of the other variables.

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Answer:34

Step-by-step explanation:

ad divided by 79=34

The first, fourth and eight terms of the given sequence are the ones in the last option.

-2, -250, -156,250

We know that the n-th term of the given sequence is given by the formula:

A(n) = -2*5ˣ⁻¹

The first term is what we get when x = 1, then the first term is:

A(1) = -2*5⁰ = -2

The fourth term is what we get when we use x = 4, we will get:

A(4) = -2*5⁴⁻¹ = -2*5³ = -250

The eight term is what we get when x = 8

A(8) = -2*5⁸⁻¹ = -2*5⁷ = -156,250

Then the correct option is the last one.

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The numbered choice 7 represents a value for x which will make B a function.

A relation between a collection of inputs and outputs is known as a function. A function is a connection between inputs in which each input is connected to precisely one output. Each function has a range, co-domain, and domain.

Given:

A relation B =  {(4,2), (5,-3), (12,4), (-3,6), (x, 7)}.

To prove that the relation is a function:

Each input value gives only one output value.

Input →  output

4 →  2

5 →  -3

12 →  4

-3 →  6

x  → 7.

So, the value of x can not be 4, 5, 12, -3.

From the options, the value of x is 7.

Therefore, the value of x is 7.

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An angle has a length of 166.7°. The extra degree at 166.7 is 13.3

Given,

The measure of an angle is 166.7°.

The supplement of 166.7 degrees is 180 - 166.7  = 13.3

Therefore the answer is 13.3°

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Answer:50.00

Step-by-step explanation:

First you need to find what 15% of 39.62 is 5.94 or 6 so you would add 6 to 39.62 and get 34.62 then you round it all and get 35 and it is closer to 50 than 40.

We can fill in the fields as:

a) %6.50 shipping fee: x >= $0.01 and x < $20.

b) %9.00 shipping fee: x >= $20 and x < $50.

c) %11.00 shipping fee: x >= $50 and x < $75.

d) %12.25 shipping fee: x >= $75 and x < $100.

e) %13.10 shipping fee: x >= $100.

What is inequality?

An inequality is a mathematical statement that describes the relationship between two values, where one value is not equal to the other.

a) %6.50 shipping fee: x >= $0.01 and x < $20.

b) %9.00 shipping fee: x >= $20 and x < $50.

c) %11.00 shipping fee: x >= $50 and x < $75.

d) %12.25 shipping fee: x >= $75 and x < $100.

e) %13.10 shipping fee: x >= $100.

Each inequality represents a different shipping fee category at GoodSportsBuys.com, with the total cost of items purchased (x) falling within a certain range. The inequality symbol used in each statement represents the range of values that correspond to a particular shipping fee.

Hence, we can fill in the fields as:

a) %6.50 shipping fee: x >= $0.01 and x < $20.

b) %9.00 shipping fee: x >= $20 and x < $50.

c) %11.00 shipping fee: x >= $50 and x < $75.

d) %12.25 shipping fee: x >= $75 and x < $100.

e) %13.10 shipping fee: x >= $100.

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Answer:

13.43

Step-by-step explanation:

Answer:

the 18 ounce bottle by 0.05

Step-by-step explanation:

the 18 ounce bottle costs 0.2

the 12 ounce bottle costs 0.25

To find the first term can be calculated an = a1 + d(n - 1).

The difference between every two successive terms in a sequence is the same; this is known as an arithmetic progression (AP). It is possible to obtain a formula for the nth term of the AP using this kind of development. A good example of an arithmetic progression (AP) is the series 2, 6, 10, 14,..., which follows a pattern in which each number is created by adding 4 to the previous term. The nth term in this series equals 4n-2. You may get the terms of the series by changing the nth term to n=1,2,3,... i.e.,

first term = 4n-2 = 4 when n = 1 (1)

-2 = 4-2=2

Second term for n = 2 is 4n-2 = 4. (2)

-2 = 8-2=6

When n is 3, the third term is 4n-2 (3)

-2 = 12-2=10

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The vertical values or points lying on y-axis are - 0, 3, 6, 9, -3, -6.

The ordinate of a typical two-dimensional graph is referred to as the (y) coordinate, while the (x) coordinate is referred to as the abscissa.

The abscissa, also known as the x coordinate of the point, is the distance between a point and the y-axis, scaled with the x-axis. The term "ordinate" refers to a point's separation from the x-axis when scaled with the y-axis. The first coordinate in the plane (x) is referred to as the abscissa and the second coordinate (y) is the ordinate, for instance, if (x, y) is an ordered pair in the Cartesian plane.

The coordinates of the given graph are -

(0,3) (1,6) (2,9)

(-1,0) (-2,-3)(-3,-6)

From the above coordinates, the vertical values or points lying on y-axis are - 0, 3, 6, 9, -3, -6.

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