537.05 is what percent of 467​

Answer:

It would cost $580.8 to carpet every room except the kitchen

Step-by-step explanation:

* Lets explain how to find the area which will covered by carpet

- From the graph we can find the dimension of each room

# Enclosed porch

- It is shaped a square with side length 10 feet

∵ Area of the square = L² , L is the length of the side of the square

∴ A = 10² = 100 feet²

∴ The area of the Enclosed porch is 100 feet²

# Living room

- It is shaped L letter, so we can find its area by divide it into two

rectangles

- Rectangle 1 with dimensions 12 by 10

- Rectangle 2 with dimensions [(14 - 10) + 12] and [(5 + 10) - 8]

∵ Area of rectangle = l × w , where l , w are its dimensions

∴ Area of rectangle 1 = 12 × 10 = 120 feet²

∵ The dimension of rectangle 2 are 16 and 7

∴ Area of rectangle 2 = 16 × 7 = 112 feet²

∵ Area of the living room = Area rectangle 1 + area rectangle 2

∴ Area of the living room = 120 + 112 = 232 feet²

∴ The area of the living room is 232 feet²

# Dining room

- It is shaped a rectangle of dimensions (35 - 16) and 8

∵ The area of the dining room = l × w

∵ l = 19 and w = 8

∴ The area of the dining room = 19 × 8 = 152 feet²

∴ The area of the dining room is 152 feet²

* Lets find the total area to carpet

∵ The dining room , living room and enclosed porch would carpet

∴ The total area to carpet = 100 + 232 + 152 = 484 feet²

- Suppose that carpeting costs $1.20 per square foot

∵ The cost of the carpet is $1.20 per foot²

∵ The area will covered = 484 feet²

∴ The cost of the carpet = 484 × 1.2 = $580.8

* It would cost $580.8 to carpet every room except the kitchen

- Look to the attached figure for more understand

Answer:

203.5 grams

Step-by-step explanation:

50 x 5.67 = 203.5

Answer:

I think its A because with B and C your reflecting it across the y-axis and its asking to reflect it over the x-axis while D, is a reflection and a translation

Hope I helped :)

Answer:

$189

Step-by-step explanation:

Let their total amount of spending money be x

given that $135 they spent is 5/7 of their total spending money,

mathematically:

135 = (5/7) x     (multiply both sides by 7)

135 (7) = 5x

945 = 5x

5x = 945  (divide both sides by 5)

x = 945 / 5

x = 189

Shannon and Kelly originally had $189 as their spending money.

Let x be the original amount of spending money.

According to the problem, Shannon and Kelly spent $135 on gift certificates, which is 5/7 of the total spending money.

This can be represented by the equation: 5/7 * x = $135.

To solve for x, we can multiply both sides of the equation by 7/5 to get x = $135 * 7/5 = $189.

Therefore, Shannon and Kelly originally had $189 as their spending money.

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Answer:

854,607,250 > 854,606,250

Step-by-step explanation:

Follow PEMDAS

(18 — 3) ÷ (6 — 1) __ 4 • (10—3) — 4 • 2

First do everything in parentheses

15 ÷ 5 __ 4 • 7 — 8

Then multiply and divide

3 __ 28 —8

Subtract

3 __ 20

Determine if it is <, >, or =

3 < 20

Answer:

There are 8, 5$ bills. And there are 10, 1$ bills.

Step-by-step explanation:

1 - 5

2 - 10

3 - 15

4 - 20

5 - 21

6 - 22

7 - 23

8 - 24

9 - 25

10 - 30

11 - 35

12 - 40

13 - 45

14 - 46

15 - 47

16 - 48

17 - 49

18 - 50

Answer:24

Step-by-step explanation:

any thing that is 5 and above rouned up

Answer:

24

Step-by-step explanation:

you look at 3, look at the right and you have to round up so its 24

Answer:

120*2.75*60/5280

= 3.75

Step-by-step explanation:

So James is walking at 120 steps a minute, there are 60 minutes in one hour, and 5,280 feet in a mile. So, to find how quickly James is walking, we multiply how many steps he is taking a minute by how much distance each step is (120 * 2.75) that gives us how much distance in one minute, so we then multiply by 60 because there are 60 minutes in one hour. Then divide the entire equation by how many feet are in one mile (5,280) giving us the answer 3.75 miles per hour. And the equation 120*2.75*60/5280

Answer:

120 steps/1 minute  • 2.75 feet/1 step • 1 mile/5,280 feet • 60 minutes/1 hour

Step-by-step explanation:

Answer:

[tex]\large\boxed{x=-\dfrac{1}{2}=-0.5}[/tex]

Step-by-step explanation:

[tex]6-6x=2(x+5)\qquad\text{use the distributive property}\ a(b+c)=ab+ac\\\\6-6x=(2)(x)+(2)(5)\\\\6-6x=2x+10\qquad\text{subtract 6 from both sides}\\\\6-6-6x=2x+10-6\\\\-6x=2x+4\qquad\text{subtract}\ 2x\ \text{from both sides}\\\\-6x-2x=2x-2x+4\\\\-8x=4\qquad\text{divide both sides by (-8)}\\\\\dfrac{-8x}{-8}=\dfrac{4}{-8}\\\\x=-\dfrac{4:4}{8:4}\\\\x=-\dfrac{1}{2}[/tex]

Answer:

x = 84

Step-by-step explanation:

The sum of the interior angles of a polygon is

sum = 180° (n - 2) ← n is the number of sides

Here n = 5, thus

sum = 180° × 3 = 540°

Sum the given angles and equate to 540 to find x

x + 131 + 108 + 107 + 110 = 540, that is

x + 456 = 540 ( subtract 456 from both sides )

x = 84

Answer:

84 degrees.

Step-by-step explanation:

This is a pentagon . The sum of the 5 angles is 540 degrees.

x = 540 - (131 + 108 + 107 + 110)

= 84 degrees.

Answer:

8 rows and 8 columns

Step-by-step explanation:

8x8=64

Have a nice day!!!!!!! :-)

KA

There are 8 squares in each row of a standard checkers board, resulting in a total of 64 squares on the board.

We have,

A standard checkers board has 8 squares in each row.

It consists of 8 rows and 8 columns, for a total of 64 squares.

Each row has 8 squares, and each column also has 8 squares.

The rows are labelled with numbers from 1 to 8 (1 through 8), and each row contains 8 squares.

The columns are labelled with letters from A to H (A through H), and each column also contains 8 squares.

So, in each row, you have 8 squares, and since there are 8 rows in total, you have a total of:

=  8 rows * 8 squares per row

= 64 squares on the entire checkers' board.

Thus,

There are 8 squares in each row of a standard checkers board, resulting in a total of 64 squares on the board.

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Answer:

Step-by-step explanation: Would the answer be y=0.80x because the x=10 and y=8??

Answer:

[tex]y=0.80x[/tex]

Step-by-step explanation:

Let x represent number of hours spent writing and y represent total pages written.

We have been given a graph that represents how the length of Julia's essay depends on the number of hours she spends writing.        

First of all, we will find slope of the line using point (0,0) and (5,4).

[tex]m=\frac{y_2-y_1}{x_2-x_1}[/tex]

[tex]m=\frac{4-0}{5-0}[/tex]

[tex]m=\frac{4}{5}[/tex]

[tex]m=0.80[/tex]

Now, we will substitute the slope in the slope-intercept form of equation [tex]y=mx+b[/tex], where,

m = Slope,

b = The y-intercept.

We can see that y-intercept is 0.

Therefore, our required equation would be [tex]y=0.80x[/tex].

Answer:

21000

Step-by-step explanation:

We are given that

1 candy  making machine can produce Swedish jelly candies per minute=350

We have to find the number of Swedish jelly fish candies could  6 identical machines produce in 10 minutes.

In 10 minutes, 1 candy making machine can produce candies=[tex]350\times 10=3500[/tex]

1 candy making machine can produce candies in 10 minutes=3500

If the rate same then

6 identical candy machine can produce candies in 10 minutes=[tex]3500\times 6=21000[/tex]

Hence, 6 identical machines can produce  Swedish jelly fish candies in 10 minutes=21000

Answer:

366

Step-by-step explanation:

ADD

Answer:

Step-by-step explanation:

They let you see how one fraction compares to another for one.  Say you had 2/5 and 3/7 it may be tricky to tell which is bigger, but having the tiles will let you see that 3/7 is slightly bigger.  And there are many many more complicated  examples.  So if you know which is bigger you will know subtracting the smaller one will keep it positive, while if you subtract the larger from the smaller one it will be negative.

Also, you can then find equivalent tiles.  In the example I gave you would be able to see 2/5 = 14/35 and 3/7 = 15/35.  Which are like fractions you can subtract simply.  

Final answer:

Fraction tiles are a useful tool for subtracting unlike fractions by helping you visualize the process and find a common denominator, making the subtraction of different sized pieces understandable and accurate.

Explanation:

Fraction tiles are a visual and intuitive tool to help you understand how to subtract unlike fractions. When subtracting fractions with different denominators (unlike fractions), you cannot simply subtract the numerators because they represent different sized pieces. Fraction tiles help by providing a visual representation of different fractions and showing how they can be combined or separated into equivalent amounts with a common denominator.

To subtract unlike fractions effectively using your intuition and fraction tiles, first make sure that each fraction is represented by tiles that are all of the same size, which represent the common denominator. Once you have the common denominator for both fractions, you can easily remove the number of tiles corresponding to the smaller fraction from the larger one. The remaining tiles will show you the difference between the two fractions.

This approach will guide you in constructing the right rules for subtraction. Remember, the denominators in a fraction tell us how many equal parts the whole is divided into, while the numerators tell us how many parts we have. By using fraction tiles and aligning them to a common denominator, our intuition helps us understand the process mathematically, giving us confidence in the rules of subtracting fractions.

Answer:

4 is the answer

Step-by-step explanation:

Parenthesis

Exponents

Multiply

Division

Add

Subtract

or PEMDAS

The range is 12 because range means is finding the distance of the numbers which is 0-12 so our answer is 12.

Hey!

----------------------------------

Range - is the value of subtracting the highest number by the lowest number.

----------------------------------

Highest Number: 12

Lowest Number: 0

Subtract: 12 - 0 = 12

----------------------------------

Answer:

12 is the range of this data.

----------------------------------

Hope This Helped! Good Luck!

Answer: $31

Step-by-step explanation:

155/5 = 31

To compare two fraction you need to rewrite the fractions so they have a common denominator.

1/2 should have been rewritten as 4/8

The answer is:

D. The fraction 1/2 should have been rewritten as 4/8.

Answer:

D.The fraction [tex]\frac{1}{2}[/tex] should have been rewritten as [tex]\frac{4}{8}[/tex].

Step-by-step explanation:

We are given that ratios as fraction

[tex]\frac{3}{8}[/tex] and [tex]\frac{1}{2}[/tex]

Colleen compared between given ratios

We have to find the first mistake of Colleen in her work.

First we make denominator of both fraction same

Therefore, we will divide and multiply by 4 in second fraction number

[tex]\frac{1}{2}\times \frac{4}{4}=\frac{4}{8}[/tex]

The numerator of [tex]\frac{4}{8}[/tex] is greater then the numerator [tex]\frac{3}{8}[/tex].

Hence, the [tex]\frac{4}{8} >\frac{3}{8}[/tex]

Therefore, option D is true.

Answer:D.The fraction [tex]\frac{1}{2}[/tex] should have been rewritten as [tex]\frac{4}{8}[/tex].

Answer:

A.) = 40°   B.) = 90°   C.) = 53.5°   D.) = 34°   E.) = 90°   F.) = 52.9°   G.) = 90°

H.) = 59.6°   I.) = 119.1°  J.) = 30.4°   K.) = 90°   L.) = 72°   M.) = 107.3°

N.) = 47.7°  O.) = 36°   P.) = 90°

Step-by-step explanation:

All triangles are 180°

So:

A.) 72 + 68 = 140     180 - 140 = 40

The little boxes in the triangle indicates that the angle is a right angle. Right angles are 90°

B.) Is a right angle

C.) 36.5 + 90 = 126.5    180 - 126.5 = 53.5

D.) 56 + 90 = 146    180 - 146 = 34

E.) Is a right angle

F.) 95 + 32.1 = 127.1        180 - 127.1 = 52.9

G.) Is a right angle

H.) 30.4 + 90 = 120.4   180 - 120.4 = 59.6

To find angle I you have to find angle J first. So, because there is a box. That indicates that both angle equal 90°.

So you have to subtract H from 90° H = 59.6

J.) 59.6 - 90 = 30.4

I.) 30.5 + 30.4 = 60.9    180 - 60.9 = 119.1

K.) 45 + 45 = 90  180 - 90 = 90

L.) 33 + 75 = 108   180 - 108 = 72

M.) 37 + 35.7 = 72.7  180 - 72.7 = 107.3

N.) 92.3 + 40 = 132.3  180 - 132.3 = 47.7

O.) 54 + 90 = 144  180 - 144 = 36

P.) Is a right angle

Hope this helps : )

The missing angles are

A = 40°, B = 90°

C = 53.5°, D  = 34°

E = 90°, F = 52.9°

G = 90°, H = 59.6°

I = 119.1°, J = 30.4 °

K = 90°, L  = 72°

M = 107.3°, N =  47.7°

O = 36°, P = 90°

The Sum of angles in a triangle is 180 degrees. Therefore,

A = 180 - 72 - 68 = 40 degrees(sum of angles in a triangle)

B = 90 degrees(right angle)

C = 180 - 90 - 36.5 = 53.5 degrees(sum of angles in a triangle)

D = 180 - 90 - 56 = 34 degrees(sum of angles in a triangle)

E = 90 degrees(right angle)

F =  180 - 95 - 32.1 = 52.9 degrees(sum of angles in a triangle)

G = 90 degrees(right angle)

H =  180 - 90 - 30.4 = 59.6 degrees(sum of angles in a triangle)

I = 180 - 30.4 - 30.5 = 119.1 degrees(sum of angles in a triangle)

J =90 - 59.6 = 30.4 degrees

K = 180 - 45 - 45 = 90 degrees(sum of angles in a triangle)

L = 180 - 75 - 33 = 72 degrees(sum of angles in a triangle)

M = 180 - 35.7 - 37 = 107.3 degrees(sum of angles in a triangle)

N =  180 - 40 - 92.3= 47.7 degrees(sum of angles in a triangle)

O =  180 - 90 - 54 = 36 degrees(sum of angles in a triangle)

P = 90 degrees(right angle)

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Answer:

A relation is a set of ordered pairs.

Step-by-step explanation:

The set of all first components of the ordered pairs is called the domain of the relation and the set of all second components of the ordered pairs is called the range of the relation.

Answer: postive

Step-by-step explanation:

To find out how much Luis would pay for 900 messages, we first determine the cost per message using the given plan ($2.00 for 80 messages) and then multiply by the number of desired messages. Luis would pay $22.50 for 900 text messages.

To solve this, first, find the cost per message by dividing the total cost by the number of messages in the plan. Then, multiply the cost per message by the total number of desired messages.

Step 1: Calculate the cost per message.
Cost per message = $2.00 / 80 messages = $0.025 per message.

Step 2: Multiply the cost per message by the total number of messages Luis wants to send.
Total cost for 900 messages = 900 messages * $0.025 per message = $22.50.

Therefore, Luis would pay $22.50 for 900 text messages in one month using this plan.

Answer:

1 times 47

Step-by-step explanation:

Final answer:

The number 47 is a prime number; therefore, its prime factorization is the number 47 itself.

Explanation:

The prime factorization of a number is breaking it down into prime numbers that, when multiplied together, give the original number. For the number 47, it is actually a prime number itself, which means its prime factorization is simply 47. Prime numbers are numbers greater than 1 that have no divisors other than 1 and themselves. Therefore, since 47 cannot be divided evenly by any other numbers aside from 1 and 47, it does not have a prime factorization other than being considered a factor of itself.

The answer is 295.84!

Answer:

x = 10

Step-by-step explanation:

Two less than three times a number is 28

Let's break it up.

2 less than: -2

3 times a number: 3x (x is representing a number")

is 28: = 28

So, let's put that together.

Two less than three times a number is 28

3x - 2 = 28

Now, let's solve this.

First, let's isolate the x.

To do this, we must add 2 to each side.

3x - 2 = 28

+2           +2

3x - 2 + 2 = 3x

28 + 2 = 30

We have 3x = 30

Now, we must simplify.

To do this, we must divide each side by 3.

This, in term, will tell us what x equals.

3x = 30

---    ----

3      3

3x/3 = x

30/3 = 10

x = 10

Final answer:

The answer to the algebraic equation 'Two less than three times a number is 28' is 10. This is solved by setting up the equation 3x - 2 = 28 and solving for x.

Explanation:

The student's question involves solving a basic algebraic equation. To find the number in question, we can set up the equation 3x - 2 = 28, where x represents the unknown number. By adding 2 to both sides of the equation, we get 3x = 30, and then by dividing both sides by 3, we arrive at x = 10. Thus, the number that the student is looking for is 10.

Step-by-step-explanation:

Two less than three times a number is 28.

Let's define the unknown number as x.

Translate the given sentence into an equation: 3x - 2 = 28.

Solve for x: 3x = 30, x = 10.

Answer:

"A number decreased by 4 is less than 14" written as an inequality is [tex]x[/tex] - 4 < 14

Step-by-step explanation:

First: Figure out what a number decreased by 4 is.

Well, a number decreased by 4, how would that look like? To find out, we should look for some key words in the term. So, I will bold out the keywords in the term this time:

A number decreased by 4

That word 'decreased' gives us a hint. Out of the four basic operations (addition, subtraction, multiplication and division), 'decreased' fits into the subtraction category best. So we can replace 'decreased' with a minus sign. Since we don't know the specific value of 'A number', we will assign it a variable, the variable [tex]x[/tex]. 4 is just 4 so we can leave that number alone. So the first term would look like this:

A number decreased by 4 = [tex]x[/tex] - 4

Second: Since we know what the first term is, we need to find out what the second term is and the inequality sign.

This step is quite easy. Let's tackle the inequality sign first:

A number decreased by 4 is less than 14

The only words that would describe an inequality sign are the words: 'less than'. The less than sign looks like this: <

Fourteen [just like four] is just a number so we don't need to change that

So our final product is this: [tex]x[/tex] - 4 < 14

Thank you for reading.

Topic: Inequalities

which people and businesses with higher incomes have higher tax rates is known as Progressive tax

Answer:

Parallel

Step-by-step explanation:

-y₁ + y₂\-x₁ + x₂ = m

[tex] \frac{2 + 7}{ -5 + 8} = \frac{9}{3} = 3[/tex]

[tex] \frac{0 + 6}{6 - 4} = \frac{6}{2} = 3[/tex]

Both rate of changes [slopes] result in three, therefore both lines are parallel.

I am joyous to assist you anytime.

Lines can be parallel, perpendicular or neither

Both lines are neither perpendicular nor parallel

The first line passes through (-6,0) and (-4,6)

The slope (m1) of the first line is:

[tex]m_1 = \frac{y_2 - y_1}{x_2 - x_1}[/tex]

So, we have:

[tex]m_1 = \frac{6-0}{-4--6}[/tex]

[tex]m_1 = \frac{6}{2}[/tex]

[tex]m_1 = 3[/tex]

The second line passes through (5,-2) and (8,7)

The slope (m2) of the second line is:

[tex]m_2 = \frac{y_2 - y_1}{x_2 - x_1}[/tex]

So, we have:

[tex]m_2 = \frac{7--2}{8-5}[/tex]

[tex]m_2 = \frac{5}{3}[/tex]

None of the above conditions is true.

Hence, the lines are neither perpendicular nor parallel

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