Allie has a coupon for $0.85 off two tubes of toothpaste. Each tube of toothpaste costs $1.39. What is the price after Allie uses the coupon?
$2.78
$1.39
$1.93
$0.54

Answer:

D.) In the first 3 hours she had traveled a total of 200 miles

Step-by-step explanation:

By looking at the graph you can just go to the 3 hours mark and go upwards until you land on a whole number, in this case 200!

Hope I helped :)

Answer:

|10.5-(-6.1)|    I JUST took this on k-12!!!!

Step-by-step explanation:

Answer:

Option c - |10.5-(-6.1)|

Step-by-step explanation:

Given : A weather station records the morning low temperature as −6.1°F and the afternoon high temperature as 10.5°F .

To find : Which expression represents the total temperature change, in degrees Fahrenheit, from the morning low to the afternoon high?

Solution :

A weather station records the morning low temperature as −6.1°F.

A weather station records the afternoon high temperature as 10.5°F .

The total temperature change, in degrees Fahrenheit, from the morning low to the afternoon high is given by,

Change in temperature = |Temperature at high - Temperature at low|

Change in temperature = |10.5-(-6.1)|

Therefore, Option c is correct.

Answer:

4x^2-5y

Step-by-step explanation:

4x^2-5y

Final answer:

The question involves using algebraic expressions to square a number by multiplying it by itself and then subtracting the product of another number multiplied by five. it could be represented as 4a2 - 5b.

Explanation:

The question involves understanding how to manipulate algebraic expressions with integers and variables. When we talk about raising a number to a power, such as squaring a number, we are multiplying that number by itself. For example, the exponent is '2' and the base is the number '5', so squaring it would give us 52 = 5x5 = 25. When we consider an equation involving the square of one number and the multiplication of another, we have to apply these rules of exponents and multiplication.

In mathematics, we often encounter expressions where we square a number by raising it to the power of '2'. This also applies to variables. For instance, (2x)2 = 4x2. Remember, whether numbers are positive or negative, squaring them will always give a positive result because multiplying two negative numbers yields a positive product.

If a question involves subtracting five times one number from four times the square of another number, it could be represented as 4a2 - 5b. Here, a is being squared while b is simply being multiplied by five.

Answer:

Associative  

Step-by-step explanation:

The associative property of addition states that you can add numbers however they are grouped inside parentheses.  

It doesn't matter where you put the parentheses. You will always get the same answer.

For example,

[tex]\begin{array}{rcl}(5 + 3) + 7 & = & 5 + (3 + 7)\\8 + 7& = & 5 + 10\\15 & = & 15\\\end{array}[/tex]

Answer:

Step-by-step explanation:

so what your gonna do is you are going to add 81 to 360 and then sum it up. after you are going to divide it by 3.5.

This might be wrong but there is always a point where you have to try :)

Answer:

This is how you could anwser

283.5 or 283 1/2

Answer:

undefined

Step-by-step explanation:

The formula for a slope is m=[tex]\frac{y_{2}-y_{1} }{x_{2}-x_{1}}[/tex]

Let's say (8,1) represents [tex]x_{1}[/tex] and [tex]y_{1}[/tex],

and (8,-6) represents [tex]x_{2}[/tex] and [tex]y_{2}[/tex]

m= [tex]\frac{(-6)-1}{8-8}[/tex]

m= [tex]\frac{-7}{0}[/tex]

A number can't be divided by 0, so the answer would be undefined.

m= undefined

Answer:

Step-by-step explanation:

Lines are considered to be perpendicular if the angle between at the point they intersect is 90°, or a right angle.

If you have the equations of two lines, you can determine if they are perpendicular by looking at their slope. For the slope-intercept form of a line,

[tex]y = mx + b[/tex]

[tex]m[/tex] is the slope of the line.

Two lines are considered perpendicular, if the slope of one line is [tex]m[/tex], and the slope of the other line is [tex]\frac{1}{-m}[/tex].

For example, if a line had a slope of 4, say [tex]y = 4x + 2[/tex], then a line that would be perpendicular to this line would have a slope of [tex]\frac{-1}{4}[/tex], say [tex]y = \frac{-1}{4} + 7[/tex].

Answer:

You would do $1.25 multiplied by 2.4 and the answer will be $3.

Step-by-step explanation:

Answer:

3

Step-by-step explanation:

okay first you multiply 1.25*2.4

1.25*2.4

Now you solve it

3

Answer:

(-1, -1.5)

Step-by-step explanation:

A coordinate is a point (a single place) on a graph. Coordinates can be recorded as (#, #).

The first number is the one on the x-axis (left/right) and the second number is the one on the y-axis (up/down). (x, y) The middle point, where the x-axis and y-axis meet is called the origin, and is at (0,0).

The point that marks the campground is at -1 on the x-axis and -1.5 on the y axis.

Because the y-axis has two lines for every whole number, the line in between is the halfway mark and counts as a 0.5 increment.

Answer:

y - 2 = [tex]\frac{1}{3}[/tex](x - 3)

Step-by-step explanation:

The equation of a line in point- slope form is

y - b = m(x - a)

where m is the slope and (a, b) a point on the line

here m = [tex]\frac{1}{3}[/tex] and (a, b) = (3, 2), thus

y - 2 = [tex]\frac{1}{3}[/tex](x - 3) ← in point- slope form

We want to find the equation of a line in the point-slope form, such that we know the slope and a point on the line.

The line will be: y - 2 = (1/3)*(x - 3)

Let's see how to find that line:

We know that our line has a slope equal to 1/3, and that it passes through the point (3, 2).

First, a general line in the point-slope form is:

y - y₁ = a*(x - x₁)

Where a is the slope and (x₁, y₁) is the point on the line.

Then, by using that general form and the given information, we can see that our line is:

y - 2 = (1/3)*(x - 3)

If you want to learn more, you can read:

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Answer:

144

Step-by-step explanation:

Data:

Emily's age : 46 years old

Find Colin's age

Colin's age: 11 years older than Emily

                    Emily's age + 11

                    46 + 11 = 57 years old

Find Dan's age

Dan's age: 5 years younger than Emily

                  Emily's age - 5

                  46 - 5 = 41 years old

Find their combined ages

Combined ages: Emily's age + Colin's age + Dan's age

Combined ages = 46 + 57 + 41

Total = 144

Therefore, the total of their combined ages is 144.

Answer:

15 students

Step-by-step explanation:

5 DIVIDED by 8

You then multiply by 24

The method i just explained is known as cross multiplication

By multiplying the total number of students (24) by the fraction (5/8), we find that 15 students earned an A on their geometric unit assessment in Mr. Bonogofsky's class.

In Mr. Bonogofsky's math class, there are 24 students. If 5/8 of the students earned an A on the geometric unit assessment, we would need to multiply the total number of students by 5/8 to determine how many got an A.

Here's how to do it: 5/8 * 24 = 15

So, 15 students in Mr. Bonogofsky's class earned an A on the geometric unit assessment.

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Answer:

5.9

Step-by-step explanation:

The answer should be 5.9, is it multiple choose or type in your answer? But it should be 5.9

Answer:

4/9.1

Step-by-step explanation:

Answer:

7000 - 24x = y(the amount he can sell the car for)

Step-by-step explanation:

Answer:

7000 - 24x

Step-by-step explanation:

Johnny bought a car for $7000  about 2 years ago.

He wants to sell his car now.

The monthly depreciation amount = $x

2 years = 2 x 12 = 24 months.

The amount of depreciation for 2 years = 24x.

The expression that shows how much money he can get now by selling the car = Amount paid 2 years ago - depreciation for 2 years

= 7000 - 24x

Therefore, the answer is 7000 - 24x

Answer:

Mean = 93.3 ( to nearest tenth).

Median = 97.

Mode = 97.

Step-by-step explanation:

Arrange the data in ascending order:

79 82 87 91 93 97 97 98 99 101 102

There are 11 numbers.

The Median is the center value (= the 6th number) = 97.

The mode = highest occurring value = 97.

The mean = sum / 11 = 93.3.

The expression with the greatest value among the options is |-14|, which equals 14. This is because absolute value operation gives always a positive result and ignores the negative sign in front of the number.

This is a question about absolute value, which is a mathematical operation that measures distance from zero on the number line. Regardless of direction, an absolute value always yields a positive result. In the absolute value operation | -14 |, the negative sign is disregarded and the result is 14. Similarly, | -8 | equals 8, | 3 | equals 3, and | 12 | equals 12. Thus, the greatest value among these options is | -14 |, which equals 14.

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The product of 2 and the sum of a number and 8 is equivalent to 16 is 2(n + 8) = 16 which is the correct answer would be an option (B)

Arithmetic operations can also be specified by subtracting, dividing, and multiplying built-in functions.

* Multiplication operation: Multiplies values on either side of the operator

For example 4*2 = 8

To determine the product of 2 and the sum of a number and 8 is equivalent to 16

Let the number n

According to the problem,

The sum of a number and 8 is

⇒ n + 8

So,  n + 8

Now, the product of 2 and the sum of a number and 8 is

⇒ 2*(n + 8)

Now, the product of 2 and the sum of a number and 8 is equivalent to 16

So,  2(n + 8) = 16

Hence, the product of 2 and the sum of a number and 8 is equivalent to 16 is 2(n + 8) = 16

Learn more about Arithmetic operations here:

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The correct equation modeling the problem is B. 2(n + 8) = 16. This represents the product of 2 and the sum of a number and 8 being equivalent to 16.

The problem states: 'The product of 2 and the sum of a number and 8 is equivalent to 16.' To model this sentence mathematically, consider the steps involved:

Hence, the correct equation that models this sentence is B. 2(n + 8) = 16.

Answer:

9

Step-by-step explanation:

its difficult to explain but I found that there is a 10.3%Tax so 10.3% of 93 is 9

The sales tax on the second item, which cost $93 before tax, would be approximately $8.99 based on the tax rate of the first item.

To determine the amount of sales tax on the second item, we first need to understand the rate of sales tax applied to the first item. The sales tax on the first item was $21 on a pre-tax cost of $217. So, the tax rate would be 21 divided by 217, which is approximately 0.0967, or 9.67%.

If we apply this tax rate to the second item, which costs $93 before tax, we get 93 times 0.0967, or $8.99. Therefore, the amount of sales tax on the second item would be approximately $8.99.

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Answer: she would make $100 after 10 hours

Step-by-step explanation:

if you divide 240 by 24 you get 10 which stands for the dollar amount per hour so 10 x 10 =100

Answer:832,719

Step-by-step explanation:

For this problem it wants you to subtract 10,000 from 842,719, or 842,719-10,000, which gives you 832,719.

Answer: 1 hour and 45 min

Step-by-step explanation:

From 5:30 to 6 is 30 min

From 6 to 7 is 1 hour

And finally from 7 to 7:15 if 15 min

If we add all of the times up, we get 1 hour and 45 min, so it took them an hour and 45 min to eat dinner

Answer:

18

Step-by-step explanation:

18 x 8.3 = 149.4

Answer:

B:18 as you divide the 149.4 by 8.3

Step-by-step explanation:

Answer:

Step-by-step explanation:

Law of sines is:

(sin A) / a = (sin B) / b = (sin C) / c

Law of cosines is:

c² = a² + b² − 2ab cos C

Note that a, b, and c are interchangeable, so long as the angle in the cosine corresponds to the side on the left of the equation (for example, angle C is opposite of side c).

Also, angles of a triangle add up to 180° or π.

(i) sin(B−C) / sin(B+C)

Since A+B+C = π, B+C = π−A:

sin(B−C) / sin(π−A)

Using angle shift property:

sin(B−C) / sin A

Using angle sum/difference identity:

(sin B cos C − cos B sin C) / sin A

Distribute:

(sin B cos C) / sin A − (cos B sin C) / sin A

From law of sines, sin B / sin A = b / a, and sin C / sin A = c / a.

(b/a) cos C − (c/a) cos B

From law of cosines:

c² = a² + b² − 2ab cos C

(c/a)² = 1 + (b/a)² − 2(b/a) cos C

2(b/a) cos C = 1 + (b/a)² − (c/a)²

(b/a) cos C = ½ + ½ (b/a)² − ½ (c/a)²

Similarly:

b² = a² + c² − 2ac cos B

(b/a)² = 1 + (c/a)² − 2(c/a) cos B

2(c/a) cos B = 1 + (c/a)² − (b/a)²

(c/a) cos B = ½ + ½ (c/a)² − ½ (b/a)²

Substituting:

[ ½ + ½ (b/a)² − ½ (c/a)² ] − [ ½ + ½ (c/a)² − ½ (b/a)² ]

½ + ½ (b/a)² − ½ (c/a)² − ½ − ½ (c/a)² + ½ (b/a)²

(b/a)² − (c/a)²

(b² − c²) / a²

(ii) a (cos B + cos C)

a cos B + a cos C

From law of cosines, we know:

b² = a² + c² − 2ac cos B

2ac cos B = a² + c² − b²

a cos B = 1/(2c) (a² + c² − b²)

Similarly:

c² = a² + b² − 2ab cos C

2ab cos C = a² + b² − c²

a cos C = 1/(2b) (a² + b² − c²)

Substituting:

1/(2c) (a² + c² − b²) + 1/(2b) (a² + b² − c²)

Common denominator:

1/(2bc) (a²b + bc² − b³) + 1/(2bc) (a²c + b²c − c³)

1/(2bc) (a²b + bc² − b³ + a²c + b²c − c³)

Rearrange:

1/(2bc) [a²b + a²c + bc² + b²c − (b³ + c³)]

Factor (use sum of cubes):

1/(2bc) [a² (b + c) + bc (b + c) − (b + c)(b² − bc + c²)]

(b + c)/(2bc) [a² + bc − (b² − bc + c²)]

(b + c)/(2bc) (a² + bc − b² + bc − c²)

(b + c)/(2bc) (2bc + a² − b² − c²)

Distribute:

(b + c)/(2bc) (2bc) + (b + c)/(2bc) (a² − b² − c²)

(b + c) + (b + c)/(2bc) (a² − b² − c²)

From law of cosines, we know:

a² = b² + c² − 2bc cos A

2bc cos A = b² + c² − a²

cos A = (b² + c² − a²) / (2bc)

-cos A = (a² − b² − c²) / (2bc)

Substituting:

(b + c) + (b + c)(-cos A)

(b + c)(1 − cos A)

From half angle formula, we can rewrite this as:

2(b + c) sin²(A/2)

(iii) (b + c) cos A + (a + c) cos B + (a + b) cos C

From law of cosines, we know:

cos A = (b² + c² − a²) / (2bc)

cos B = (a² + c² − b²) / (2ac)

cos C = (a² + b² − c²) / (2ab)

Substituting:

(b + c) (b² + c² − a²) / (2bc) + (a + c) (a² + c² − b²) / (2ac) + (a + b) (a² + b² − c²) / (2ab)

Common denominator:

(ab + ac) (b² + c² − a²) / (2abc) + (ab + bc) (a² + c² − b²) / (2abc) + (ac + bc) (a² + b² − c²) / (2abc)

[(ab + ac) (b² + c² − a²) + (ab + bc) (a² + c² − b²) + (ac + bc) (a² + b² − c²)] / (2abc)

We have to distribute, which is messy.  To keep things neat, let's do this one at a time.  First, let's look at the a² terms.

-a² (ab + ac) + a² (ab + bc) + a² (ac + bc)

a² (-ab − ac + ab + bc + ac + bc)

2a²bc

Repeating for the b² terms:

b² (ab + ac) − b² (ab + bc) + b² (ac + bc)

b² (ab + ac − ab − bc + ac + bc)

2ab²c

And the c² terms:

c² (ab + ac) + c² (ab + bc) − c² (ac + bc)

c² (ab + ac + ab + bc − ac − bc)

2abc²

Substituting:

(2a²bc + 2ab²c + 2abc²) / (2abc)

2abc (a + b + c) / (2abc)

a + b + c

Answer:

Step-by-step explanation:

Option A. All the real values of x where x < -1

Procedure

Solve the inequality:

(x -3)(x+1)>0

That happens in two cases.

1) When both factors >0

x-3>0 and x+1>0

x>3 and x >-1

The intersection is x >3

2) When both factors <0

x-3<0 and x+1<0

x<3 and x<-1

the intersection is x<-1.

We have obtained that the function is positive for the intervals  x < -1 and x > 3. But in one of those intervals the function is decresing and in the other is increasing.

You can recognize that the function given is a parabola and, because the coefficient of the quadratic term is positive, the parabola opens upward. Then the function is decreasing in the  first interval and increasing in the second interval.

To solve the inequality -4.4 ≥ 1.6x - 3.6, you first add 3.6 to both sides, then divide by 1.6, resulting in -0.5 ≥ x. This means all values less than or equal to -0.5 make the inequality true and the graphed solution involves a filled circle at -0.5 and shading to the left.

To find the solution set for the inequality -4.4 ≥ 1.6x - 3.6, we first need to solve the inequality. To do this, we can start by adding 3.6 to both sides of the inequality:

-4.4 + 3.6 ≥ 1.6x

-0.8 ≥ 1.6x

Now, we divide both sides of the inequality by 1.6 to solve for x:

-0.8 / 1.6 ≥ x

-0.5 ≥ x

This tells us that x can take on any value that is less than or equal to -0.5. To graph this on a number line, we would plot a filled circle on -0.5 to indicate that it is part of the solution set (x is equal to -0.5), and shade everything to the left of -0.5 to indicate that all those values are solutions since they are less than -0.5.

The expression is simplified by dividing each term and exponent separately. After simplification, the expression becomes [tex]\(2x^{10}y^{12}\)[/tex], corresponding to option b.

To simplify the given expression [tex]\(\frac{60x^{20}y^{24}}{30x^{10}y^{12}}\)[/tex], we can simplify the numerator and denominator separately, then divide.

First, let's simplify the numerator:

[tex]\[ \text{Numerator: } 60x^{20}y^{24} \][/tex]

Now, let's simplify the denominator:

[tex]\[ \text{Denominator: } 30x^{10}y^{12} \][/tex]

Now, we divide the simplified numerator by the simplified denominator:

[tex]\[ \frac{60x^{20}y^{24}}{30x^{10}y^{12}} = \frac{60}{30} \times \frac{x^{20}}{x^{10}} \times \frac{y^{24}}{y^{12}} \\\[ = 2 \times x^{20-10} \times y^{24-12} \\\[ = 2 \times x^{10} \times y^{12} \][/tex]

[tex]\[ = 2x^{10}y^{12} \][/tex]

So, the expression equivalent to [tex]\( \frac{60x^{20}y^{24}}{30x^{10}y^{12}} \)[/tex] is:

b. [tex]\( 2x^{10}y^{12} \)[/tex]

The probable question may be:

Which expression is equivalent to 60x^(20)y^(24)/30x^(10)y^(12)?

a. 2x^2y^2

b. 2x^(10)y^(12)

c. 30x^2y^2

d. 30x^(10)y^(12)

now, let's notice that 23 days is not even a month let alone a year, assuming there are 365 days in a year, then 23 days is really 23/365 of a year.

[tex]\bf ~~~~~~ \textit{Simple Interest Earned} \\\\ I = Prt\qquad \begin{cases} I=\textit{interest earned}\dotfill&\$11.88\\ P=\textit{original amount deposited}\dotfill & \$1200\\ r=rate\to r\%\to \frac{r}{100}\\ t=years\dotfill &\frac{23}{365} \end{cases}[/tex]

[tex]\bf 11.88=(1200)(r)\left(\cfrac{23}{365} \right)\implies 11.88=\cfrac{(1200)(23)r}{365}\implies 11.88=\cfrac{27600r}{365} \\\\\\ 4336.2=27600r\implies \cfrac{4336.2}{27600}=r\implies 0.157\approx r \\\\\\ \stackrel{\textit{converting that to a percentage}}{0.157\cdot 100 \approx r}\implies \stackrel{\%}{15.7}\approx r[/tex]

The distributive property is a math concept that allows multiplication to be distributed over addition or subtraction. It does not directly apply to the expression 16 + 36, as there's no multiplication involved. However, for an expression with multiplication, such as 4(16 + 36), it would simplify to 208 using the distributive property.

The distributive property is a fundamental concept in mathematics that allows us to simplify expressions involving multiplication distributed over addition or subtraction. It states that for any numbers a, b, and c, the equation a(b + c) = ab + ac holds true. This property makes it easier to work out expressions without having to perform operations within parentheses first.

In the given expression 16 + 36, however, there's no multiplication being distributed over addition, thus the distributive property doesn't directly apply here. But if we are to apply the distributive property to a multiplication over an addition, such as 4(16 + 36), then we would use the distributive property to get 4*16 + 4*36, which simplifies further to 64 + 144 = 208.