An ant moves forward 18.2 inches in one hour. It turns around and crawls 13.5 inches in the next hour. Finally, in the third hour, it turns around again and crawls 5.1 more inches. How much forward progress did the ant make in 3 hours?

Final answer:

Reasonable estimates for the number of students per grade when there are 472 students total are 50, 80, or 100 students per grade.

Explanation:

The student's question asks for reasonable estimates for the number of students in each grade if there are 472 students in different grades with about the same number of students in each grade.

Let's examine the options given:

Therefore, reasonable estimates for the number of students per grade are 50 students, 80 students, and 100 students.

Answer:

$132 in ratio of 2:3:6 is $24, $36 and $72.

Step-by-step explanation:

Dividing $132 in ratio of 2:3:6

Let share of first be = [tex]2x[/tex]

Share of second will be = [tex]3x[/tex]

Share of third will be = [tex]6x[/tex]

Adding the shares

⇒ [tex]2x+3x+6x=11x[/tex]

Total value = $132

So we have,

[tex]11x=132[/tex]

Dividing both ides by 11.

[tex]\frac{11x}{11}=\frac{132}{11}[/tex]

[tex]x=12[/tex]

∴ First share = [tex]2\times 12=\$24[/tex]

∴ Second share = [tex]3\times 12=\$36[/tex]

∴ Third share = [tex]6\times 12=\$72[/tex]

Answer:

For the given expression -3( y + 3 ) = 2 y + 3  the value of  y = -2.4.

Step-by-step explanation:

Here, the given expression to be simplified : -3( y + 3 ) = 2 y + 3

Now, by DISTRIBUTIVE PROPERTY:

A (B +C)  = AB + AC

Simplifying the given expression:

-3( y + 3 ) = 2 y + 3  ⇒  -3 ( y) - 3 ( 3)  = 2 y + 3

or, -3y - 9 =  2y + 3

⇒ 3  y +  2 y = -3  -  9

or, 5 y  = -12   ⇒   y = -12/5  = -2.4

⇒ y = - 2.4

Hence,for the given expression -3( y + 3 ) = 2 y + 3  the simplified value of  y = -2.4

Answer:

∠ MLN = 21°

Step-by-step explanation:

See the attached diagram.

We are given that ∠ OLN = 31° and ∠ MLO = 52°.

So, the diagram is like that OL is the baseline of both the angles and two different lines one LM and the other LN are drawn from point L such that two angles will form and the measurement of ∠ OLM = 52° and ∠ OLN = 31°.

So, there will another angle form which is ∠ MLN which measures (52 - 31) = 21° (Answer)

Step-by-step explanation:

[tex]\text{If is}\ \dfrac{3}{5}^4,\ \text{then}\ \dfrac{3}{5}^4=\dfrac{3\cdot3\cdot3\cdot3}{5}=\dfrac{81}{5}=16\dfrac{1}{5}\\\\\text{If is}\ \left(\dfrac{3}{5}\right)^4=\left(\dfrac{3}{5}\right)\left(\dfrac{3}{5}\right)\left(\dfrac{3}{5}\right)\left(\dfrac{3}{5}\right)=\dfrac{3\cdot3\cdot3\cdot3}{5\cdot5\cdot5\cdot5}=\dfrac{81}{625}[/tex]

Answer:

$70

Step-by-step explanation:

it is between both. I hope this helps

Answer:

$65 ≤ x ≤ $135

It can also be written as $65 ≤ x AND x ≤ $135

Step-by-step explanation:

Now, one should know the meaning of compound inequality. A compound inequality is the inequality which simply combines the two simple inequalities.

Now, in an inequality, three relations are performed, equal to, less than and greater than. You can combine 'equal to' with 'less than' or 'greater than' according to situation given.

Notice that in given sign

≤

the value at left side or the pointed side will be small or lesser than the value at right side. Also notify that if inverted, like this ≥

Value of left side will be greater. Means the value at pointed side will always be smaller. The lower bar is sign of equal to

if this is written

x ≤ 3

It means that x can be equal to three or any value less than 3 means 2,1,0,-1 etc.

Now in question given, it is stated that money should be not less than $65 means it can either be $65 or more but not less than it. Lets assume 'x' as the amount required,

So one inequality is

$65 ≤ x

For second condition which is amount should be no more than $135, means it can be $135 or less, so inequality is

x ≤ $135

Remember that we use AND in the answer because both statements of inequality are need to be fulfilled or satisfied.

Answer:

20/48

Step-by-step explanation:

Answer:

I think it would be 1/4+1/6

Step-by-step explanation:

2/8 can be simplified by 2 because 2 goes into 2 once so 1 and 2 goes into 8, 4 times so that equals 1/4 and I believe the 1/6 is already simplified.

Final answer:

The theorems about parallelograms are used in mathematics to find unknown sides or angles and to prove properties of figures. When dealing with vectors, the parallelogram rule for vector addition helps find the resultant by constructing a parallelogram with the vectors as sides and the diagonal as the resultant.

Explanation:

To use theorems about parallelograms to solve problems, we often apply these principles to find unknown sides or angles or to prove certain properties about the figures we are dealing with. For example, one theorem states that opposite sides of a parallelogram are congruent, which can be useful when you need to find the length of a missing side.

Regarding vector addition, the parallelogram rule is applied. According to this rule, if we are adding two vectors, say vector A and vector B, we place them tail to tail, draw the vectors such that they form adjacent sides of a parallelogram, and then the resultant vector is represented by the diagonal of the parallelogram that starts from the common tail of the two vectors.

Similarly, if we need to find the resultant of three or more vectors, we use the parallelogram rule iteratively. We first find the resultant of the first two vectors and then add the third vector to this resultant using the same rule. This process is based on the associative and commutative properties of vector addition.

Answer:

4 people

Step-by-step explanation:

9-2= $7

28/7 = 4

Answer:

the slope is -3

m=-3

i tried my best :(

[tex]\bf (\stackrel{x_1}{6}~,~\stackrel{y_1}{1})~\hspace{10em} \stackrel{slope}{m}\implies -3 \\\\\\ \begin{array}{|c|ll} \cline{1-1} \textit{point-slope form}\\ \cline{1-1} \\ y-y_1=m(x-x_1) \\\\ \cline{1-1} \end{array}\implies y-\stackrel{y_1}{1}=\stackrel{m}{-3}(x-\stackrel{x_1}{6})[/tex]

Answer:

10) Supplementary; 11) Supplementary; 12) Complementary

Step-by-step explanation:

Sum of supplementary angles equals 180° while sum of complementary angles equals 90°.

For question 10

x + 70° = 180° (sum of straight lines)

x = 180° - 70° = 110°

Hence, 70° and 110° are supplementary angles.

For question 11,

x + 85° = 180° (sum of straight lines)

x = 180° - 85° = 95°

Hence, 85° and 95° are supplementary angles.

For question 12,

x + 32° = 90° (sum of right angles)

x = 90° - 32° = 58°

Hence, 32° and 58° are complementary angles.

Answer:

4 more gallons of paint

Step-by-step explanation:

Answer:

Option C.

Step-by-step explanation:

Given information: RSTU is a parallelogram, Digonals RT and SU intersect each other at point V, UV=(x-3) and VS=(3x-13).

According to the properties of a parallelogram, the diagonals of a parallelogram bisect each other.

Using the properties of parallelogram we can say that point V divides the diagonal SU in two equal parts, UV and VS.

[tex]VS=UV[/tex]

[tex]3x-13=x-3[/tex]

Subtract x from both sides.

[tex]2x-13=-3[/tex]

Add 13 on both sides.

[tex]2x=10[/tex]

Divide both sides by 2.

[tex]x=5[/tex]

Therefore, the correct option is C.

Answer:

option 3: x=5

Step-by-step explanation:

just took quiz

Answer:

m<1: 51

m<2: 61

m<3: 29

Step-by-step explanation:

m<1 = 51, because to find the 3rd angle, you need to add the other two angles and then subtract 180 from that answer.

61 + 68 = 129

180 - 129 = 51

m<2 = 61, because it's a vertical angle, meaning that the angle that's opposite to it exactly, is the same. So since the angle opposite to m<2 is 61, that's what the answer would be.

m<3 = 29, because all you need to do is add 90 and 61, and then subtract 180 by the answer. I got 90 as one of the angle measurements because there's a right triangle, meaning it's 90. Then since we already know what angle 2 is (61) then all you need to do is add:

90 + 61 = 151

Then subtract:

180 - 151 = 29

y= mx+b slope intercept form

slope is also m

b is the y-intercept

y-intercept= -3

slope=1/5

answer:

D. y = 1/5x - 3

Answer:

[tex]f(x)=16\, (\frac{3}{2} )^{x-1}[/tex]

Step-by-step explanation:

Since we are given the common ratio (3/2), all we need to find to define the geometric sequence, is its multiplicative factor ([tex]a[/tex]) that corresponds to the first term of the sequence - remember that all consecutive terms will be generated by multiplying this first value repeatedly by the common ratio (3/2) as shown below:  

[tex]f(1)=a\\f(2)=a\,*\,(\frac{3}{2} )\\f(3)=a\,*\,(\frac{3}{2} )^2\\f(4)=a\,*\,(\frac{3}{2} )^3\\f(5)=a\,*\,(\frac{3}{2} )^4[/tex]

Since we are given the information that [tex]f(5)=81[/tex] we can use this to find the value of the first term:

[tex]f(5)=\,a\,*\,(\frac{3}{2} )^4\\81=\,a\,*(\frac{81}{16} )\\a\,*\,81=\,81\.*\,16\\a\,=\,16[/tex]

Notice as well that the first term doesn't contain the common ratio, the second term contains the common ration (3/2) to the power one, the third one contains the common ratio to the power two, the fourth one contains it to the power three, and so forth. So the exponent at which the common ratio appears is always one unit less than the order (x) of the term in question. This concept helps us finalize the expression for the sequence's formula:

[tex]f(x)=16\,*\,(\frac{3}{2} )^{x-1}[/tex]

Answer:

B

The other answer was too long.

Answer:

he volunteered 140 hours

Step-by-step explanation:

20*7=140

Answer: B

4x^{6} - 2x^{5} + 4x^{3} -x^{2} +4x

Step-by-step explanation:

3x⁵ - 2x³ + 4x  + 4x⁶ - 5x⁵ + 4x³ - x² =

= 4x⁶ + 3x⁵ - 5x⁵ - 2x³ + 4x³ - x² + 4x

= 4x⁶ - 2x⁵ + 2x³ - x² + 4x

Answer: seven hundred seventy six and seven thousand thirty two thousandths

Step-by-step explanation:

Answer:

seven hundred and seventy six and seven hundred thirty two thousandths

Answer:

there will be enough for each school to get 11 computers

Step-by-step explanation:

use a calculator and put in 992 divided by 11. your answer should appear as 90.1818182

Yes, there are enough computers 992 to be distributed to 90 schools.

The mathematical expression combines numerical variables and operations denoted by addition, subtraction, multiplication, and division signs.

Mathematical symbols can be used to represent numbers (constants), variables, operations, functions, brackets, punctuation, and grouping. They can also denote the logical syntax's operation order and other properties.

Given that a county has 90 schools. The county received 992 new computers.

The required computers for 90 schools will be calculated as,

Computer required = 90 x 11

Computer required = 990

Available compters = 992

Remaining = 992 - 990 = 2 computers

Therefore, there are enough computers 992 to be distributed to 90 schools.

To know more about expression follow

https://brainly.com/question/16327003

#SPJ2

Mean = -2

Median = -1

Mode = Nil

Range = 38

Step-by-step explanation:

Given data is:

-18, 10, -20, -11, 9, 18

Arranging the data in ascending order

-20, -18, -11, 9, 10, 18

Mean:

Mean is given by the formula

[tex]Mean=\frac{Sum}{items}[/tex]

Items are: 6

[tex]Mean = \frac{-20-18-11+9+10+18}{6}\\= \frac{-12}{2}\\= -2[/tex]

Mode:

Mode is the most frequent value in the data. So,

As there is no value repeated in the data. There is no mode

Median:

Median is the middle value of the data. As the no. of data value are even,

the average of middle 2 values is mode.

Note that the data has to be arranged in ordered to find median

Here,

[tex]Median = \frac{-11+9}{2}\\=\frac{-2}{2}\\= -1[/tex]

Range:

Range is the difference between the largest and smallest value of the data

Here

Largest value = 18

Smallest value = -20

So,

[tex]Range = Largest\ value-Smallest value\\= 18-(-20)\\= 18+20\\=38[/tex]

Hence,

Mean = -2

Median = -1

Mode = Nil

Range = 38

Keywords: Data, Median

Learn more about statistics at:

#LearnwithBrainly

Answer:

(18 + 6) + y = 18 + (6 + y)

Step-by-step explanation:

Answer:

the answer is (18 + 6) + y = 18 + (6 + y )

Step-by-step explanation:

i did the quiz and got it right!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

hope this helps!!!!!!!!!!!!!!!!!!!11

Answer:

x = -12

Step-by-step explanation:

Set logs up on both sides-

log 16^x = log 64^x+4

The variable goes behind because of the exponent log property (exponents are permitted to go behind the log to multiply)-

x * log 16 = x + 4 * log 64

Divide both logs out-

log 64/log 16 = 1.5

Simplify-

x = x+4(1.5)

1.5x + 6 = x

Remove 1.5-

1 - 1.5 = -.5x

Simplify-

-.5x = 6

Divide both sides-

6/-.5x = -12

Hence, the answer would be -12

Answer:

Using [tex]\pi =3.14[/tex] the volume of the cylinder is [tex]1471.875\ m^{3}[/tex]

Step-by-step explanation:

We are using [tex]\pi =3.14[/tex].

We know that volume of a cylinder is [tex]\pi (r)^2h[/tex]

For this we have

Height of the cylinder is given that is [tex]18.75\ m[/tex]

And the radius of the cylinder is unknown,

But there is a hint in which we can see that the diagonal,height and diameter forms a right angled triangle (or a cone).

Where [tex]21.25\ m[/tex] is the hypotenuse.

Using Pythagoras formula.

[tex](Hypotenuse)^2=(base)^2+(perpendicular)^2[/tex]

We can find the value of diameter which is the base over here.

So,

[tex]d=\sqrt{(21.25)^2-(18.75)^2}=\sqrt{(451.56-351.56)}=\sqrt{(100)}=10\ m[/tex]

Then radius [tex]\frac{diameter}{2} =\frac{10}{2}=5\ m[/tex]

Now using the above values and plugging it on to the formula.

Volume [tex]=\pi (r)^2h=(3.14)(5)^2\times 18.75=1471.875\ m^3[/tex]

So the volume of the cylinder is [tex]1471.875\ m^3[/tex]

Answer:

The question has been presented in a complicated manner. I am answering the question based on my understanding. Line AB will never lie in plane R. The correct option among all the options that are given in the question is the third option.

hope I helped you answer your question:)

Answer:

never

Step-by-step explanation:

Answer:

x=10/3, y=14/3. (10/3, 14/3).

Step-by-step explanation:

2x+2y=16

10x-2y=24

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

x+y=8

10x-2y=24

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

x=8-y

10(8-y)-2y=24

80-10y-2y=24

80-12y=24

12y=80-24

12y=56

y=56/12=14/3

x=8-14/3=24/3-14/3=10/3

x=10/3, y=14/3.

Answer:

50

Step-by-step explanation:

200/2=100

100/2=50

A quarter of something is just another word for a fourth of something (1/4th).

We can solve this using two different ways.

Solution #1:

1/4 = 0.25

200 * 0.25 = 50 (quarter of 200)

Solution #2:

200 / 4 = 50 (quarter of 200)

______

Best Regards,

Wolfyy :)

Answer:

(3.6 × 10^-5) + (3.5 × 10^-5) = 7.1 × 10^-5

16, 32, 48, 64

16 = 16x1

32 = 16x2

48 = 16x3

64 = 16x4

Answer:

C

Step-by-step explanation: