Answer:
16 groups
Step-by-step explanation:
Add all the people up then divided it by 8 so now it will be 8 people in each group and there will be a total of 16 groups
30+32+29+28+9=128/8=16
The number of groups will be needed so everyone can see the exhibition is 16.
Given that, the fourth graders are going to the science museum.
What is the unitary method?The unitary method is a technique for solving a problem by first finding the value of a single unit, and then finding the necessary value by multiplying the single unit value.
Here,
Total number of people
=30+32+29+28+9
= 128
Groups of 8 people can see a special exhibit on space travel.
Number of groups = Total number of people/Number of groups
= 128/8
= 16
Therefore, the number of groups will be needed so everyone can see the exhibition is 16.
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Factor the expression X2+4X +4
Answer:
2(3+2x)
Step-by-step explanation:
Answer:
(X + 2)^2
Step-by-step explanation:
Factor using the perfect square rule
Hope this helps.
PLEASE, consider brainliest. I only have one left and then my rank will go up.
Select the correct answer.
Which of the following correctly matches the banking term with the appropriate definition?
A. A deposit is the total amount of money you have in the bank.
B. A withdrawal is an amount of money you take out of the bank.
C.
Your balance is the money you put into the bank.
D.
All of the above
Reset
Next
Answer:
B. A withdrawal is an amount of money you take out of the bank.
Simplify this expression.
m13 × m6 =
Answer: 78m^2
Step-by-step explanation:
multiply coefficients and variables
m13 x m6 = 78m^2
Answer:
78m
Step-by-step explanation:
Since the variables are alike, you would just multiply them as you would do a normal multiplication problem! I used to have so much trouble with this omg. Anyway, 13x6=78 so the answer would be 78m
What information can be used to compare linear
relationships? Explain why.
Answer:
Step-by-step explanation:
The slope and the y intercept (you can tell there linear if the slope is the same and the y-intercepts are different).
Answer:
Information from dependent and independent variables.
Step-by-step explanation:
Information from dependent and independent variables and how they are related to each other. A relationship is linear only is every ordered pair is related by the same number, which is represented by the slope.
The perimeter of a rectangle can be found using the equation P = 2L + 2W, where P is the perimeter, L is the length, and W is the width of the rectangle. Can the perimeter of the rectangle be 60 units when its width is 11 units and its length is 24 units?
No. If the length is 24 units and the width is 11 units, the perimeter would be P = 48 + 22 = 70 units, not 60.
No. If the length is 24 units and the width is 11 units, the perimeter would be P = 24 + 22 = 66 units, not 60.
Yes. If the perimeter is 60 units and the width is 11 units, then P + W is greater than 48.
Yes. If the length is 24 units and the width is 11 units, then P = 2L + 2W = 60.
Answer:
No. if the length is 24 units and the width is 11 units, the perimeter would be p=48+22=70
Step-by-step explanation:
w=11 and l=24
P=2l+2w
P=2(24)+2(11)
P=48+22
P=70
The perimeter of the rectangle be 60 units when its width is 11 units and its length is 24 units; No. If the length is 24 units and the width is 11 units, the perimeter would be P = 48 + 22 = 70 units, not 60.
What is perimeter?Its the sum of length of the sides used to made the given figure.
Given that the perimeter of a rectangle can be found using the equation P = 2L + 2W.
where P is the perimeter, L is the length, and W is the width of the rectangle.
Thus, w=11 and l=24
P=2l+2w
P=2(24)+2(11)
P=48+22
P=70
Hence, The perimeter of the rectangle be 60 units when its width is 11 units and its length is 24 units;
No. If the length is 24 units and the width is 11 units, the perimeter would be P = 48 + 22 = 70 units, not 60.
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I need the answer pls
Answer:
A
Step-by-step explanation:
To rite the equation of the function, take two points from the table. Let them be (1,21) and (3,15).
The slope of the function is
[tex]\dfrac{21-15}{1-3}=\dfrac{6}{-2}=-3[/tex]
Thus, the equation of the function in slope-intercept form is
[tex]f(n)=-3n+b[/tex]
Find b by substituting coordinates of the first point into the function expression:
[tex]21=-3\cdot 1+b\\ \\b=21+3\\ \\b=24[/tex]
Therefore,
[tex]f(n)=-3n+24[/tex]
6x − y + z = −3
4x − 3z = −13
2y + 5z = 15
Find the solutions?
Answer:
The solution of the equation are x = - 1 , y = 0 and z = 3
Step-by-step explanation:
Given three linear equation as :
6 x - y + z = - 3 ......A
4 x - 3 z = - 13 ......B
2 y + 5 z = 15 ......C
Solving eq A and C
I.e 2× (6 x - y + z ) = -3 ×2
or, 12 x - 2 y + 2 z = - 6
So, ( 12 x - 2 y + 2 z ) + ( 2 y + 5 z) = - 6 + 15
Or, 12 x + 7 z = 9 ......D
Solving eq B and D
I.e 3 × ( 4 x - 3 z ) = - 13 × 3
or, 12 x - 9 z = - 39
So, ( 12 x + 7 z ) - ( 12 x - 9 z ) = 9 + 39
or, 16 z = 48
∴ z = [tex]\frac{48}{16}[/tex]
i.e z = 3
put the value of z in eq D
So, 12 x + 7×3 = 9
Or, 12 x = 9 - 21
or, 12 x = - 12
∴ x = - [tex]\frac{12}{12}[/tex]
I.e x = - 1
Now, Put The value of z in eq C
or, 2 y + 5 z = 15
or, 2 y + 5 × 3 = 15
Or, 2 y = 15 - 15
or, 2 y = 0
∴ y = 0
Hence The solution of the equation are x = - 1 , y = 0 and z = 3 Answer
realize the following operations in order for the response to be in a+bi:
[tex] \frac{4 + 2i}{1 - 3i} [/tex]
Answer:
(7i-1)/5
Step-by-step explanation:
(4+2i)/(1-3i)
the opposite of 1-3i is 1+3i
multiply that
[(4+2i)(1+3i)]/[(1-3i)(1+3i)]
=[(4+2i+12i+6i^2)]/[(1-3i+3i-9i^2)]
=[(4+14i+6(-1))]/[(1-9(-1))]
=(4+14i-6)/(1+9)
=(-2+14i)/10
factor out the 2,
[-2(1-7i)]/10
-(1-7i)/5
(-1+7i)/5
(7i-1)/5
Remember that i^2=-1, because sqrt(-1)*sqrt(-1)=-1.
Determine the value of y in proportion 6 y - 10 / 5 + 7 y equals 1/2
Answer:
The value of y is [tex]\frac{5}{26}[/tex] .
Step-by-step explanation:
Given expression as :
6 y - [tex]\frac{10}{5}[/tex] + 7 y = [tex]\frac{1}{2}[/tex]
or, 6 y - 2 + 7 y = [tex]\frac{1}{2}[/tex]
Or, 13 y = [tex]\frac{1}{2}[/tex] + 2
Or, 13 y = [tex]\frac{5}{2}[/tex]
So, y = [tex]\frac{5}{2\times 13}[/tex]
Or, y = [tex]\frac{5}{26}[/tex]
Hence the value of y is [tex]\frac{5}{26}[/tex] . Answer
HOBBIES Tawa wants to increase her rock collection by a power of three this year and
then increase it again by a power of two next year. If she has 2 rocks now, how many
rocks will she have after the second year?
Answer:
64
Step-by-step explanation:
Multiply 2 by itself three times, which gives you 8. Multiply 8 by itself twice, which gives you 64.
Tawa will multiply her initial 2 rocks by 3 in the first year, giving her 6 rocks.
In the second year, she multiplies the 6 rocks by 2, which results in a total of 12 rocks after two years.
Explanation:To solve how many rocks Tawa will have after two years, we follow two steps of exponential growth.
Initially, she has 2 rocks.
After the first year, her collection will increase by a power of three, which means we will multiply 2 by 3 to find the new total:
2 rocks × 3 = 6 rocks.
After the second year, the number of rocks is going to increase by a power of two.
We then take the new total from the first year and multiply it by 2:
6 rocks × 2 = 12 rocks.
So after increasing her collection by a power of three in the first year, and then by a power of two in the second year, Tawa will have a total of 12 rocks
describe the location of the point having the following coordinates
Answer:
Step-by-step explanation:
What are the coordinates????
** sum of 3 elevens and 4 fives
Eighty minus the product of 10 and 4
Write the expressions in numerical form. Then, compare the expressions using >, < =
The difference between 60 - 50
3x10
5 fifteens
50 + 20
The sum of 1 eleven and 3 elevens
35 x 15
42 + 35
The product of 9 and 8
Answer:
hope this helped i was kinda confused by the question
Step-by-step explanation:
3 x 11 = 33
4 x 5 = 20
33 + 20 = 53
10 x 4 = 40
80 - 40 = 40
53 > 40
60 - 50 = 10
3 x 10 = 30
5 x 15 = 75
50 = 20 = 70
11 + 33 = 44
35 x 15 = 525
42 + 35 = 77
9 x 8 = 72
The circumference of a circle is 44 inches. What is the area? (Use 22 for pie.)
please help wit all the questions!! leave explanation below thanks!
Answer:
4. The relationship is proportional because, for every 12 students, there is one chaperone and when you multiply 12 by the number of chaperones you get the same numbers that the table shows.
1. the relationship is proportional.
45/1= 45
45/2 = 90
45/3 = 135
45/3 = 180
2. the constant of 2 is 10. the constant of 3 is 2.
the relationship between x and y is that x divided by y equals the constant.
4. x divided by y equals the constant, or
x÷y=c(constant)
hope that helps and sorry for taking so long
David bought a 20 ounce bottle of soda. How many quarts of soda are in the bottle?
A
5/32 quarts
B
5/8 quarts
C
1 1/4 quarts
D
2 1/2 quarts
Answer:
The answer is B. 5/8 quarts
Step-by-step explanation:
1 ounce is equal to .03125 quarts so to find the amount of quarts, you multiply 20 times .03125 to get .625 or 5/8.
Final answer:
There are 5/8 quarts of soda in a 20 ounce bottle, which is found by dividing 20 by the conversion factor of 32 ounces per quart.
Explanation:
The student has asked how many quarts of soda are in a 20 ounce bottle. To convert ounces to quarts, we use the conversion factor that there are 32 ounces in a quart. To find the number of quarts in 20 ounces, we divide 20 by 32.
20 oz ÷ 32 oz/qt = 0.625 qt
This can also be written as 5/8 quarts, which is option B. Therefore, there are 5/8 quarts of soda in a 20 ounce bottle.
WILL POSSIBLY MARK BRAINLIEST IF GOOD ANSWER!!!
The table shows the number of desks in each classroom
at three different schools. Which expressions represent the total number of desks? Select all that apply.
Thanks**!
Answer:
Hahahahahaha how we Answer without any options
Answer: a, c, and d
Step-by-step explanation:
for anybody that needs it now ^^
it says the total number of all the desks from all classrooms and schools
a. 2 x (12 x 35) + 15 x 20) -- correct
b. 2 x (12 + 12 + 15) -- incorrect
c. (2 x 12) x 25 + 15 x 20 -- correct
d. 15 x 20 + (2 x 12) x 25 -- incorrect
why is b incorrect?
b says 2 times 12 + 12 + 15 --- 2 x (12 + 12 + 15) only shows two times the number of classrooms -- not the total number of desks from each classroom in each school (i cant english im sorry)
the ratio to staff to guests at the gala was 3 to 5 . there was a total of576 oeople in the ball room .how many guests were at the gala
A student memorized the statement the product of any rational number and an irrational number is irrational label this statement as true or false and explain your reasoning
A student memorized the statement the product of any rational number and an irrational number is irrational holds true for non-zero rational number
Solution:
A rational number is a number that can be written as a fraction.
When a rational number fraction is divided to form a decimal value,
it becomes a terminating or repeating decimal.
An Irrational Number is a real number that cannot be written as a simple fraction. It cannot be expressed as a fraction with integer values in the numerator and denominator.
When an irrational number is expressed in decimal form, it goes on forever without repeating.
"The product of a rational number and an irrational number is SOMETIMES irrational."
If you multiply any irrational number by the rational number zero, the result will be zero, which is rational.
Any other situation, however, of a product of rational and irrational will be irrational.
A better statement would be:
"The product of a non-zero rational number and an irrational number is irrational."
Let us understand this with a example
[tex]\text { non - zero rational number } \times \text { irrational number }=\text { irrational number }[/tex]
Consider [tex]\frac{1}{2} \rightarrow rational number[/tex]
[tex]\frac{\sqrt{3}}{4} \rightarrow irrational number[/tex]
Now multiply both,
[tex]\frac{1}{2} \times \frac{\sqrt{3}}{2}=\frac{\sqrt{3}}{4}=0.433012701[/tex]
We got 0.433012701 which is a irrational number because in decimal form, it goes on forever without repeating.
Thus we can frame two statements:
"The product of a rational number and an irrational number is SOMETIMES irrational." "The product of a non-zero rational number and an irrational number is irrational."Answer:
True.Step-by-step explanation:
"The product of any rational number and an irrational number is irrational"
To know if the statement is true or false, we can test an example. Lets use the rational number [tex]\frac{3}{2}[/tex] and the irrational number [tex]\pi[/tex]. Id we calculate the product of these two we would have:
[tex]\frac{3}{2}\pi= 4.71238898038469...[/tex]
As you can observe, the product is an irrational number, because it's infinite and not periodic, it doesn't have any pattern.
Therefore, the statement is true.
A salesperson earns 4% commission on furnace sales. What is the commission that the salesperson earns on the sale of $33,000 worth have furnaces? Suppose the salesperson doubles his sales of furnaces. What would be true about the commission? Explain without using any calculations.
The commission that the salesperson earns on the sale is $1320
The commission would be double when he doubles his sales of furnaces
Step-by-step explanation:
The given is:
A salesperson earns 4% commission on furnace salesThe furnace sales have worth $33,000We need to find the commission that the salesperson earns
∵ The salesperson earns 4% commission on furnaces sale
∵ The furnaces sale have worth $33,000
- Find the 4% of 33,000
∴ The salesperson earns 4% of 33,000
∵ 4% × 33,000 = [tex]\frac{4}{100}[/tex] × 33,000 = 1320
∴ The salesperson earns $1320
The commission that the salesperson earns on the sale is $1320
∵ The salesperson doubles his sales of furnaces
∴ The commission would be double
That because the commission is a constant percent from his sales of furnaces, so if the amount of his sales of furnaces doubles , then his commission also doubles, it is a direct proportion relationship
Commission = constant (4%) × amount of furnaces sale
The commission would be double when he doubles his sales of furnaces
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In the lab, Teresa has two solutions that contain alcohol and is mixing them with each other. She uses 4 times as much
Solution A as Solution B. Solution A is 17% alcohol and Solution B is 12% alcohol. How many milliliters of Solution B does
she use, if the resulting
mixture has 560 milliliters of pure alcohol?
Number of milliliters of Solution B:
Help
By setting up a system of equations to represent the mixing of solutions and the amount of alcohol present, we find that Teresa uses approximately 80 milliliters of Solution B.
Explanation:In the lab, Teresa is mixing two solutions, A and B, with Solution A used 4 times as much as Solution B. Solution A consists of 17% alcohol and Solution B consists of 12% alcohol. In the question, we know that the resulting mixture contains 560 milliliters of pure alcohol. To find out how many milliliters of Solution B we need, we can set up a system of equations based on the given situation:
The total volume of Solution A and B is x + 4x = 5x The amount of alcohol comes from: 0.17*4x (from Solution A) + 0.12*x (from Solution B) = 560ml
From these two equations, we can solve for x, which represents the amount of Solution B. This gives us x ~= 80 milliliters. This means Teresa uses approximately 80 milliliters of Solution B.
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Final answer:
To find the volume of Solution B that Teresa uses, we set up an equation using the given alcohol percentages and the total alcohol volume in the mixture. Solving the equation, we find that Teresa uses 700 milliliters of Solution B.
Explanation:
To solve this problem, we can use the concept of proportions and weighted averages to determine the quantity of Solution B. Let's denote the volume of Solution B as VB and therefore, the volume of Solution A is 4VB because we are given that Teresa uses 4 times as much Solution A as Solution B.
According to the alcohol percentages, we can write the following equations:
Solution A (17% alcohol): 0.17 × 4VB
Solution B (12% alcohol): 0.12 × VB
The total volume of alcohol in the resulting mixture is 560 milliliters, which is the sum of alcohol from both solutions:
0.17 × 4VB + 0.12 × VB = 560
Combining like terms, we obtain a single equation:
0.68VB + 0.12VB = 560
This simplifies to:
0.80VB = 560
Now, solving for VB:
VB = 560 / 0.80
After calculating, we get:
VB = 700 milliliters
Hence, Teresa uses 700 milliliters of Solution B.
Select the correct answer.
What is the product of 3
-
2
0
0
Answer:
I think it's supposed to be 200-3=? from what it looks like... the answer would be 197 if that is the case.
Step-by-step explanation:
Answer:
3-200= -197
Step-by-step explanation:
you can use a calculator, but you can also subtract 200 by 3 which equals 197. then add a negative sign to the left of the number :
-197Select all of the ratios that are equivalent to 4 to 7
Answer:
4/7= 12/21- mutiply the fraction by 3
(4)(3)/(7/(3)= 12/21
4/7= 16/28 - mutiply by 4
4/7= 20/35- mutiply by 5
Equivalent ratios are those that when reduced yield the same value. Any ratios that when reduced become 4/7 are equivalent to the ratio 4 to 7. An example is 8 to 14.
Explanation:In mathematics, two ratios are equivalent if the fractions they represent are equal. For your question, you are asked to find all ratios that are equivalent to the ratio 4 to 7. Essentially, you need to find ratios where when reduced will become 4/7 or we can upscale the values while maintaining proportions. For instance, if we multiply both numbers in the ratio 4 to 7 by 2, we get the ratio 8 to 14. These two ratios are equivalent because 4/7 = 8/14.
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Mr. Rivona bought 5 pounds of
bananas for $0.45 per pound
How much did she spend in all
Answer:
2.25
Step-by-step explanation:
5*.45=2.25
The expression 4x^2-px-7 leaves a remainder of -2 when divided by (x-3) find the value of p
The expression 4x^2-px-7 leaves a remainder of -2 when divided by (x-3). Then the value of p is 10.33
Solution:Given the expression is [tex]4x^2 - px - 7[/tex] leaves a remainder of -2 when divided by (x-3)
To find: value of p
x - 3 = 0
x = 3
Let [tex]g(x) = 4x^2 - px - 7[/tex]
Hence we can say,
g(3) = -2
Substitute x = 3 in g(x) we get,
[tex]g(3) = 4(3)^2 - p(3) - 7\\\\-2 = 4(3)^2 - p(3) - 7[/tex]
On solving we get,
-2 = 4(9) - 3p - 7
-2 = 36 - 3p - 7
3p = 36 - 7 + 2
3p = 31
[tex]p = \frac{31}{3} = 10.33[/tex]
Thus the value of p is 10.33
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< BACK TO HOMEPAGE - NORTHWEST CLASSEN NS ALGEBRA I S1 CR 2019-2020
What is the value of
What is the value of g( – 3) when g(x) = 2x – 22
when
Enter your answer in the box.
g(-3) =
Answer: [tex]g(-3)=-28[/tex]
Step-by-step explanation:
For this exercise it is important to remember the multiplication of signs:
[tex](+)(+)=+\\(-)(-)=+\\(-)(+)=-\\(-)(+)=-[/tex]
You have the following function g(x) provided in the exercise:
[tex]g(x) = 2x - 22[/tex]
The problem asks to find the value of [tex]g(-3)[/tex]. In order to find it, you need to substitute [tex]x=-3[/tex] into the function g(x):
[tex]g(-3) = 2(-3) - 22[/tex]
The final step is to evaluate.
Applying this procedure, you get that the value of [tex]g(-3)[/tex] is:
[tex]g(-3) = -6 - 22\\\\g(-3)=-28[/tex]
Need help with this math problem
Answer:
X=13
Step-by-step explanation:
15x-15= 180
15x-15+15=180+15
15x/15=195/15
X=13
Now just plug X in to every equation
(Q) 4(13)-22= 30
(P) 10(13)-4= 126
(R) 1(13)+11=24
Denita has 4 coins. If Denita flips all the coins at once, how many outcomes are in the sample space?
Answer:
16
Step-by-step explanation:
2.The diagonals of a rhombus are in the ratio 5:12. If its perimeter is 104 CM, findthe lengths of the sides and the diagonals.
Answer:
Lenghts of the sides: [tex]26\ cm[/tex]
Lenghts of the diagonals: [tex]48\ cm[/tex] and [tex]20\ cm[/tex]
Step-by-step explanation:
Look at the rhombus ABCD shown attached, where AC and BD de diagonals of the rhombus.
The sides of a rhombus have equal lenght. Then, since the perimeter of this one is 104 centimeters, you can find the lenght of each side as following:
[tex]AB=BC=CD=DA=\frac{104\ cm}{4}= 26\ cm[/tex]
You know that the diagonals are in the ratio [tex]5:12[/tex]
Then, let the diagonal AC be:
[tex]AC=12x[/tex]
This means that AE is:
[tex]AE=\frac{12x}{2}=6x[/tex]
And let the diagonal BD be:
[tex]BD=5x[/tex]
So BE is:
[tex]BE=\frac{5x}{2}=2.5x[/tex]
Since the diagonals of a rhombus are perpendicular to each other, four right triangles are formed, so you can use the Pythagorean Theorem:
[tex]a^2=b^2+c^2[/tex]
Where "a" is the hypotenuse and "b" and "c" are the legs.
In this case, you can choose the triangle ABE. Then:
[tex]a=AB=26\\b=AE=6x\\c=BE=2.5x[/tex]
Substituting values and solving for "x", you get:
[tex]26^2=(6x)^2+(2.5x)^2\\\\676=36x^2+6.25x^2\\\\\sqrt{\frac{676}{42.25}}=x\\\\x=4[/tex]
Therefore, the lenghts of the diagonals are:
[tex]AC=12(4)\ cm=48\ cm[/tex]
[tex]BD=5(4)\ cm=20\ cm[/tex]
11,12,15 please I am confuuuuused
Answer:
11.x>50
12.y is greater than or equal to 8
15. z<8
Step-by-step explanation:
In Exercises 26-28, write an equation. Then solve.
26. DRY ICE The temperature of dry ice is - 109.3°F. This is 184.9°F less than
the outside temperature. What is the outside temperature?
Answer:
The temperature outside is 75.6°F
Step-by-step explanation:
We are given the following in the question:
The temperature of dry ice = - 109.3°F
Let x be the temperature outside in Fahrenheit.
It is given that the temperature of dry ice is 184.9°F less than the outside temperature.
Thus, we can write the equation:
[tex]x - 184.9 = -109.3[/tex]
Solving, the above equation, we get:
[tex]x - 184.9 = -109.3\\x = -109.3 + 184.9\\x = 75.6[/tex]
Thus, the temperature outside is 75.6°F