a ring is now reduced to £840
this is saving 40% of the original price
work out the original price of the ring
Answer:
The original price of the ring is 1400 pounds. So, 100 pounds is equivalent to= (840/60)* 100 = 1400 pounds.
Answer:
1400 pounds
Step-by-step explanation:
the ring is now worth 60% of its original price
the percentage in decimal is equal: 60% = 0.6
[tex]\frac{840}{0.6} =1400[/tex]
Hope this helps
How many 3/4s are in 2? Draw a tape diagram
Answer:
8/3, or 2 if you want a whole number
Step-by-step explanation:
Well, the simple answer is 2/(3/4). This is nothing but 2*4/3, which is just 8/3. (I used the theorem that states that dividing is the same as multiplying by the reciprocal)
Rearrange v=u+at to make t the subject of formula.
A. t=(u-v)/(a)
B. t=(v-u)/(a)
C. t=(u+v)/(a)
D. t=(v+u)/(a)
Answer:
t=(v-u)/a
hope it will help you
what is 10/13 as a decimal rounded to the nearest hundredth
Answer:
.770
Step-by-step explanation:
William Kamkwamba, the author of The Boy Who Harnessed the Wind, structured his memoir by first telling about the day the windmill he built first generated electricity, then by telling about the events that led him to build the windmill, and finally by telling about what happened to him after he built the windmill.
This is an example of which type of text structure?
Why does Kamkwamba begin with the day the windmill first generated electricity?
The kind of text structure that was utilized by William Kamkwamba in the story, "The Boy Who Harnessed the Wind" is the Sequential text structure.
William Kwakwamba began with the day the windmill first generated electricity because it was remarkable and is, therefore, the first detail to note in the story.
To understand why this is the right text structure, we need to first understand what text structure is and the characteristics of a sequential structure.
What is Text Structure?Text structure refers to the organization of writing to convey intended meanings.
The sequential text structure follows these processes:
It is a step-by-step account of the events in the story.It can be identified by words such as first, then, and finally.Thus given these explanations of what the sequential text structure is, we can classify the excerpt from William Kamkwamba's "The Boy Who Harnessed the Wind" as sequential.
Learn more about text structure here:
https://brainly.com/question/12053427
Divide using the division algorithm 392,196 divided by 87
(No long division)
Greg's garden shop sells oak tree saplings for 24.90 dollars. Employees receive a discount of 30 percent off the regular price. How much would an employee pay for an oak tree sapling?
Answer:
$17.43
Step-by-step explanation:
30% of 24.9 is 7.47, subtract 7.47 from 24.9 and you get 17.43
Answer this please I really need help with this i can't do it
Answer:
A 6 km per hour
B 10 min.
Step-by-step explanation:
I just need to fill the 20 character limit
8. Makayla and Haylee are selling oranges for a school fundraiser. Customers can buy small boxes of oranges and large boxes of oranges. Haylee sold 6 small boxes and 12 large boxes for a total of $330. Makayla sold 12 small boxes and 4 large boxes for a total of $280. a. Write a system of equations that gives the cost of one small box of oranges and one large box of oranges.
b. Find the cost of a small box of oranges and the cost of a large box of oranges
Answer:
x = 55 - 2y
y = 70 - 3x
x = 17
y = 19
Step-by-step explanation:
let x = small box
y = large box
6x + 12y = 330
12x + 4y = 280
6x + 12y = 330
6x = 330 -12y
6x/6 = (330-12y)/6
x = 55 - 2y
12x + 4y = 280
4y = 280 -12x
4y/4 = (280 -12x)/4
y = 70 - 3x
small box cost:
x = 55 - 2y
x = 55 - 2(70-3x)
x = 55 -140 + 6x
x - 6x = -85
-5x = -85
x = 17
large box
y = 70 - 3x
y = 70 - 3(17)
y = 70 - 51
y = 19
Math help because I forget
Answer:
R.I.P
Step-by-step explanation:
goodluck doing that
Which conditional statement is always logically equivalent to the inverse?
Converse
Conditional
Conjecture
Contrapositive
Answer:
Converse
Step-by-step explanation:
Converse
Ghhhhhhhnbb tggy
A group of 100 students were asked if they study French Which statements are correct? Check all that apply.
or Spanish in school. The results are shown in this two-
way table.
5 students study both French and Spanish.
63 students study French.
Not
French
French
Total
2 students study neither French nor Spanish.
30 students study French, but not Spanish.
Spanish 5
63
68
63 students study Spanish.
תס
Not
Spanish
30
N
32
Total
35
65
100
Answer:
2 students study neither french or Spanish
The quotiont of a number and 12 - 3 = -4
i need to find the equation
Answer:
x ÷ (12 - 3) = -4
x = -36
Step-by-step explanation:
x ÷ (12 - 3) = -4
x = -4(12 - 3)
x = -48 + 12
x = -36
Another Way:
x ÷ (9) = -4
x = -36
-Chetan K
please help what is #4?
To Prove:-
JK=IJ
JK= ½IK = IJ= ½IK
JK= IJ(Equal Distance)
GK//HI (Parallel)
Therefore, JK congruent IJ
Hope This Helps
If 40% of a number is 24, find 10% of that number.
Answer:
6
Step-by-step explanation:
is %
of 100
24 40
x 100
2400/40 equals 60
60 divided by 10 equals 6
How did the equation shift from the parent function? y = f(x - 4).
Answer:
x
=4
y=0 and x=4
x=
f
y
+4
Step-by-step explanation:
Meshal earns $750 per week. He has 1/5 of his income withheld for federal taxes, 1/15 of his income withheld for state taxes, and 3/25 of his income withheld for medical coverage. How much income is left each week after those deductions?
Answer:
$460 is the Income Left.
Step-by-step explanation:
1/5 of $750 is $150 so after Federal Taxes he has $600
1/15 of $750 is $50 so after State Taxes he has $550
3/25 of $750 is $90 so after Medical Coverage he has $460
Therefore after the Income that’s left after those deductions would be $460.
Functions or Not a Function? Explain?
Answer:
not a function
Step-by-step explanation:
the last box (3-5) does not follow the rule +5
1) d= rt; t=8, d = 32
A) 24
B)0.3
C)4
D)40
Answer:
C) 4
Step-by-step explanation:
d = rt
plug in
t = 8, d = 32
32 = t(8)
Divide both sides by 8
4 = t
C) 4
18. Write the equation of the following line in function notation
Answer:
[tex]\LARGE\mathsf{f(x)\:=-\frac{3}{4}x\:+\:-\frac{5}{4}}[/tex]
Step-by-step explanation:
Slope:Given the two points from the graph, (-3, 1) and (1, -2). Use these points to solve for the slope using the following formula:
[tex]\LARGE\mathsf{m = \frac {(y_2\: -\: y_1)}{(x_2\: -\: x_1)}}[/tex]
Let (x₁, y₁) = (-3, 1)
(x₂, y₂) = (1, -2)
Substitute these points into the formula:
[tex]\LARGE\mathsf{m = \frac {(y_2\: -\: y_1)}{(x_2\: -\: x_1)}}[/tex]
[tex]\LARGE\mathsf{m = \frac {-2\: -\: 1}{1\: -\: (-3)}\:=\:\frac {-2\: -\: 1}{1\: +\:3}\:=\frac{-3}{4}}[/tex]
m = -¾
Therefore, the slope of the given line is -¾.
Y-intercept:Next, we need to determine the y-intercept, which is the point on the graph where it crosses the y-axis. In order to solve for the y-intercept, we must use the slope, m = -¾, and one of the given points, (1, -2), and substitute these values into the slope-intercept form, f(x) = mx + b:
f(x) = mx + b
-2 = -¾( 1 ) + b
-2 = -¾ + b
Add ¾ to both sides to solve for b:
-2 + ¾ = -¾ + ¾ + b
[tex]\LARGE\mathsf{y-intercept\:(b)\:=\:-\frac{5}{4} }[/tex]
Equation of the Line in Function Notation:Given the slope, m = -¾, and y-intercept, b = [tex]\LARGE\mathsf{-\frac{5}{4}}[/tex], the equation of the line in function notation is:
[tex]\LARGE\mathsf{f(x)\:=-\frac{3}{4}x\:+\:-\frac{5}{4}}[/tex]
What is the simplest form of
(2p + 1)(2p - 5)?
Answer:
4p^2-8p-5
Step-by-step explanation:
Answer:
4p^2-8p-5
Step-by-step explanation:
Hope this helps :)
I dont know what this is no links please
Answer:
Hamm i think si r or q mm sorry if it's wrong
Step-by-step explanation:
I think the answer would be q
15/32×16/27 The / stands for a fraction i would just like help please :)
Answer:
(24 × 3 × 5) / (25 × 33) =
((24 × 3 × 5) ÷ (24 × 3)) / ((25 × 33) ÷ (24 × 3)) =
(24 ÷ 24 × 3 ÷ 3 × 5)/(25 ÷ 24 × 33 ÷ 3) =
(2(4 - 4) × 1 × 5)/(2(5 - 4) × 3(3 - 1)) =
(20 × 1 × 5)/(2 × 32) =
(1 × 1 × 5)/(2 × 32) =
5/(2 × 32) =
5/(2 × 9) =
5/18
Can you help me i dont know thw anwser
[tex]\text{Let the side of square 1, square 2 and square 3 be x, y and z respectively.}\\\\\text{Given that,}\\\\\text{Perimeter of square 1,~~ p =100 units.}\\\\\text{So}~ x=\dfrac p 4 = \dfrac{100}4 =25~\text{units.}\\\\\\\text{Area of square 2, a = 225 units}^2\\\\\text{So}~y = \sqrt{a} = \sqrt {225} = 15~ \text{units.}\\\\\text{Use Pythagorean theorem to find z}^2\\\\x^2 =y^2 +z^2 \\\\\implies 25^2 = 15^2 +z^2\\\\\implies z^2 = 625 - 225 = 400\\\\\\[/tex]
[tex]\text{Hence the area of square 3 is 400 units}^2.[/tex]
Answer:
400 square units
Step-by-step explanation:
The side length of square 1 is 1/4 of its perimeter, so is 100/4 = 25 units. The area of square 1 is the square of the side length, so is 25² = 625 square units.
The area of square 3 is the difference in the areas of squares 1 and 2. This is due to the Pythagorean theorem.
area 3 = area 1 - area 2
area 3 = 625 -225
area 3 = 400 . . . . square units
In the mystery number problem below, Rosa identified the missing number as 4. Is she correct? How can you check her answer?
(pls help) (pls no link i need to know its real and not a scam)
Answer:
Step-by-step explanation:
she is wrong the right answer is 15.98
Solve with Indirect proof logic
1. A ) C
2. ~[~D•C]
3. E v A
4. ~ D /:. E
Answer:
i dont know
Step-by-step explanation:
what am i suppost to do with the remainder when dividing fractions
1. Which is the counterexample to the following conjecture?
If a number is divisible by 3, it must also be divisile by 9.
18
21
27
O
54
Find the perimeter. Simplify your answer.
Answer:
30s-18
Step-by-step explanation:
(10s-8)+(10s-8)+(7s-1)+(3s-1)=?
Combine like terms.
2(10s-8)+(7s-1)+(3s-1)
Remove parentheses.
2(10s-8)+7s-1+3s-1
Collect like terms.
2(10s-8)+10s-1-1
Subtract.
2(10s-8)+10s-2
Factor out 2 from the expression.
2(10s-8+5s-1)
Collect like terms.
2(15s-8-1)
Subtract.
2(15s-9)
Factor out 3 from the expression.
2x3(5s-3)
Multiply.
6(5s-3)
Simplified=30s-18
Hope this helps :)
There are 380 female students in a class. Male students make up 60% of the class. What is the total number of students in the class
Answer:
Step-by-step explanation:
If the males make up 60% of the class then
The females make up 100 - 60 = 40% of the class.
Females = 40% * x where x = the class size.
380 = 40/100 * x
380*100 =38000
38000 = 40 x
38000/40 = x
x =950
