Emma's final grade in her math class is the average (mean) of her 5 chapter tests she took throughout the year. If she received a 92%, 85%, 78%, 97%, and 88% on the five tests, what is her final grade?​

Answer:

0.76

Step-by-step explanation:

19 divided by 25 is 0.76.

Answer: 12

Step-by-step explanation:

60 divided by 5 is 12.

Hope this helps!

Answer: $12

Step-by-step explanation:

60/5=12

Answer:

The domain of f(x) = √[(1/3)x +2] is [-6, ∞).

Step-by-step explanation:

GIven f(x) = √[(1/3)x +2], you have to find the values for which the the expression inseide the square will be possitive (for negative values the function is not defined for Reals.

(1/3)x + 2 = 0 ⇒ (1/3)x = -2 ⇒ x = -2/(1/3) ⇒ x = -6

Finally the domain of f(x) is (-6, ∞).

Answer:

✔️ X [tex]\geq[/tex] -6

Answer:she only buy 4 tokens

Step-by-step explanation:

We know that Binh have 15 tokens, and she won 11 tokens. So, she just need buy 4 tokens.

She buys 4 games tokens during playing games.

To subtract in mathematics is to take something away from a group or a number of objects.

In other meaning, subtraction is a mathematical operation such that two values are going to subtract and give a resultant value.

The group's total number of items decreases or becomes lower when we subtract from it.

Number of tokens she won = 11

Number of tokens she spent= 15

Number of tokens she buy = Number of tokens she spent - Number of tokens she won

Number of tokens she buy = 15 - 11 = 4

Hence "She buys 4 games tokens during playing games".

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Answer:

The price per ticket for adults is $5

The price per ticket for students is $4

The price per ticket for child between the ages of 3 and 8  is $1

Step-by-step explanation:

Let

x -----> the price per ticket for adults

y -----> the price per ticket for students

z -----> the price per ticket for child between the ages of 3 and 8

we know that

The system of equations is

[tex]2x+y+z=15[/tex] ------> equation A

[tex]x=y+z[/tex] ------> equation B

[tex]x+4y+2z=23[/tex] -----> equation C

substitute equation B in equation A and solve for x

[tex]2x+(x)=15[/tex]

[tex]3x=15[/tex]

[tex]x=5[/tex]

Substitute the value of x in equation B and equation C

[tex]5=y+z[/tex] -----> equation B

[tex]5+4y+2z=23[/tex]

[tex]4y+2z=18[/tex] -----> equation C

Solve the system by graphing

Remember that the solution is the intersection point both graphs

Using a graphing tool

The solution is the point (1,4)

so

z=1, y=4

therefore

The price per ticket for adults is $5

The price per ticket for students is $4

The price per ticket for child between the ages of 3 and 8  is $1

24.35°C is the answer

Final answer:

The temperature on Monday was 24.35°C.

Explanation:

To find the temperature on Monday, we need to subtract the change in temperature from the temperature on Sunday. The temperature on Monday was 32.6°C and the change in temperature was -8.25°C.

Therefore, the temperature on Monday was 32.6°C + (-8.25°C) = 24.35°C.

Answer:

1.84 x10 to the power of 3

Step-by-step explanation:

there is 3 numbers to the right of the decimal making it to the power of three

keep all important numbers, removing the 0 and keeping everything else

i have done maths to this extent in a few months so i would double check

Answer:

1.84 x10 to the power of 3

Step-by-step explanation:

Answer:

22F

Step-by-step explanation:

Absolute value of -8 is 8. Therefor, that'll put you at 0. Then from 0 you want to get to 14, so you'll take the 14 and add 8 to it which will leave you with 22.

Answer:

The amount in Brooke's lunch account change by the end  of that week is $-20 or $20 decrease.

Step-by-step explanation:

Consider the provided information.

Each day Brooke buys lunch and withdrawn the same amount i.e $4.

The number of days are 5.

To calculate the change by the end  of that week, find the total amount withdrawn in 5 days.

To represent withdrawn use a negative sign.

[tex]5(-4)[/tex]

The product of the numbers will be a negative number as they have opposite sign.

[tex]5(-4)=-20[/tex]

Hence, the amount in Brooke's lunch account change by the end  of that week is $-20 or $20 decrease.

The amount in Brooke's lunch account change by $20.

Using the parameters given for our Calculation;

The total amount spent is ;

The change in the amount spent;

Now we have ;

The change in the lunch account by the end of the week is $20.

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Answer:My guess might not be correct, but here it is anyway: On the online math textbook, there's this thing called Homework help. Click on that where this problem and a graph show up on your screen. Click on the hint box, then you'll see an answer box below that. Add up the three side lengths, and you should have your answer. Then, you'll need to to look up on how to calculate an area and perimeter on a triangle. And that's it! Hope this helped Rosa.

Step-by-step explanation:

Answer:

D

Step-by-step explanation:

Its C because as you can tell its not a negative , so D is incorrect the its not a because there is a relationship and c is incorrect because Y is less than X which is  2 more than X and that is how i got D

Answer: I believe the answer is B

Step-by-step explanation:

Because 5 times x and then 5 times 6

That will give you 5x-30

Answer:

3 and 5

Step-by-step explanation:

use the guess and check method form the numbers 1, 3, 5 since only the square of these 3 numbers are under 34.

The two sets of consecutive odd integers whose squares sum to 34 are 3 and 5, and -5 and -3.

To identify the two consecutive odd integers whose squares sum up to 34, we'll first understand that consecutive odd integers can be represented as x, and x+2 (since every other integer is odd). The squares of these integers should equal 34.

This gives us the equation: x^2 + (x+2)^2 = 34. Simplifying this, we get: x^2 + x^2 + 4x + 4 = 34, 2x^2 + 4x - 30 = 0. This simplifies further to x^2 + 2x - 15 = 0. Factoring this equation gives us (x-3)(x+5) = 0. Therefore, the solutions are x = 3 and x = -5.

Therefore, the two pairs of consecutive odd integers that satisfy the conditions are 3 and 5 or -5 and -3.

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Final answer:

Using similar triangles, the basketball hoop which is 10 ft high will cast a 5 ft long shadow.

Explanation:

To find out how much of a shadow the basketball hoop will cast, we can use the concept of similar triangles. Amanda, who is 5.5 ft tall, casts a shadow that is 2.75 ft long.

The basketball hoop is 10 ft high.

To find the length of the shadow cast by the hoop, we set up a proportion based on the heights and shadow lengths:

Height of Amanda / Shadow of Amanda = Height of Basketball Hoop / Shadow of Basketball Hoo

5.5 ft / 2.75 ft = 10 ft / X ft

Cross-multiply to solve for X (the shadow of the basketball hoop):

5.5 * X = 10 * 2.75

X = (10 * 2.75) / 5.5

X = 27.5 / 5.5

X = 5 ft

So, the basketball hoop will cast a shadow that is 5 ft long.

Answer:

I have no idea what this is sorry bro

Step-by-step explanation:

Answer:

1.9 x 10^6

Step-by-step explanation:

2094800-158975=1935825

move the decimal over 1.9

count how many times 6

1.9 x 10^6

Answer:

The answer would be 4.376. the 6 is repeating

Step-by-step explanation:

You would add up the three jumping distances.

4.34ft+4.56+4.23=13.13

Then you would divide them by the total number of numbers there are.

13.13/3= your answer, which is 4.376

4.376 is the mean of the heights when Kevin jumped three high jumps 4.34 feet, 4.56 feet, and 4.23 feet.

Kevin jumped three high jumps of 4.34 feet, 4.56 feet, and 4.23 feet. We need to find the mean of the heights.

The mean is the average or the most common value in a collection of numbers

The formula for mean= Sum of data values/ Total number of data values.

The given three high jumps of kevin are 4.34 feet, 4.56 feet, and 4.23 feet.

We need to find the mean of his three heights.

From the formula of mean,

The three data values are 4.34 feet, 4.56 feet, and 4.23 feet.

Mean=Sum of data values/ Total number of data values.

=(4.34+4.56+4.23)/3

=13.13/3

=4.3766

Therefore mean of Kevins three high jumps 4.34 feet, 4.56 feet, and 4.23 feet is 4.3766.

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Answer:  The correct answer is:   [D]:  " (x - 5) "

__________________________________________________

Step-by-step explanation:

__________________________________________________

First, let's try to "factor out" the given trinomial:

__________________________________________________

   "  5x² -  5x  - 100 " ;

__________________________________________________

We can "factor out" a "5" ;

since among the three (3) terms in this trinomial,

 We have:  5x² , 5x, and 100 ;

Note that not all of these 3 terms have a variable in them;

           → Consider the value;  "100" .

Note that the remaining two (2) terms have the same variable, "x" ;  

          →  5x² ; and 5x " ;

Note that each of these 2 (two) terms have a coefficient of "5" ;

Note that the other term, "100" ; is divisible "evenly"  by "5" ;

         → that is; when the term, "100", is divided by "5" ; the result is an integer;  {specially, " 100 ÷ 5 = 20 " .}.

__________________________________________________

So:  Let us being by "factoring out" a "5" ;

Given the trinomial:  " 5x² - 5x - 100 " ;

         →5(x² - 1x - 20) ;  or:  5(x² - x - 20) ;

       → At this point, although this trinomial express is not completely

"factored out" ;

__________________________________________________

Let us consider:  Do either of these two (2) factors appear among the answer choices given:

          1)  " 5" ;  or:  2)   "(x² - x - 20)" ??  No!

__________________________________________________

Let us continue.

We have:  5(x² - x - 20) ;  

       →  We can write as:  " 5 (x² - 1x - 20) "  ;

__________________________________________________

Now, let see if we can further "factor out" the:

       →  (x² - 1x - 20) ;

Now, note the " -20" ; and the " -1x " ;

      → What two (2) factors of:  "-20" ;  add up to "-1" ?  ;

__________________________________________________

Let us consider the factor of "-20" :

-20,  1 :  -20 + 1  = -19 ;  -19 =? -1 ?  No.

 20, -1 :  20 + (-1) = 20 - 1 = 19 ;  19 =? -1 ? No.

 10, -2 :  10  + (-2) = 10 - 2 = 8 ; 8  =? -1 ?  No.

-10,  2 :  -10 + 2 =  -8 ;  -8  =? -1 ?  No.

 -4, 5  :  - 4 + 5 = 5 + (-4) = 5 - 4 = 1 ;  1  =? -1 ?  No.

 4, -5  :   4 + (-5) = -5 + 4 = -1 ;  -1 =? -1 ?  Yes!

__________________________________________________

So,  we have +4  and -5 ;  

  (+4) * (-5) = -20 ;

  (+4) + (-5)  =  -5 + (+4) =  -5 + 4 = -1 ;

__________________________________________________

So, we factor out:

 →  (x² - 1x - 20) ;

that is:  " (x² - x - 20) " ;

into:

__________________________________________________

" (x + 4) (x - 5) " ;

and to factor out:  " 5x² - 5x - 100 " ;

we bring down the "5" ;  and write as:

 →  " 5 (x + 4) (x - 5) " ,

__________________________________________________

So:

We have three (3) factors when the trinomial expression is "factored out":  

 →  5 ;  (x + 4) ;  and:  (x - 5) ;

__________________________________________________

 → Among these three factors, the only one that appears as a given answer choice is:  

 →  " (x - 5) " ;

 →  which is our answer:

__________________________________________________

 →   Answer choice:  [D]:  " (x - 5) " .

__________________________________________________

Hope this answer is helpful to you!

      Best wishes!

__________________________________________________

Use I = prt

1200 = 8000r(1)

1200/8000 = r

0.15 = r

15% = r

Hey!

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

We Know That:

1 inch = 40 miles

200 / 4 = 5

200mi. = 5 x 40mi. (5 x 1mi on scale)

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

Solution:

40 / 4 = 10 (not to scale)

1 / 4 = 0.25 (error to scale)

If the scale is 0.25 then it's half way while rounding.

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

Answer:

[tex]\large\boxed{B.~0.5~in.}[/tex]

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

Hope This Helped! Good Luck!

Answer: Is not A. Its B.

Step-by-step explanation:

I chose A and it is wrong. I would choose B.

400 * 0.5 = 200

400 * 0.25 = 100

Answer:

(2x+5)

Step-by-step explanation:

The diameter of a pizza with an area of 250 square inches is approximately 18 inches when calculated using the area formula for a circle and rounded to the nearest inch.

To find the diameter of a pizza given its area, we can use the formula for the area of a circle, A = πr², where A is the area and r is the radius of the circle. Given that the area is 250 square inches, we can solve for the radius and then find the diameter, which is twice the radius.

First, we rearrange the formula to solve for the radius: r = √(A/π). Plugging in the given area, we have r = √(250/π). Using π approximately equal to 3.14159, we find r ≈ √(250/3.14159) ≈ √(79.577) ≈ 8.92 inches. Therefore, the radius of the pizza is approximately 8.92 inches.

To find the diameter, we simply multiply the radius by 2: diameter = 2r ≈ 2(8.92) ≈ 17.84 inches. To the nearest inch, the diameter of the pizza is approximately 18 inches.

Answer:

A=22

Step-by-step explanation:

Look at picture in link provided

The value of a is 22 in the equation  1/2a = 11.

The given equation is 1/2a=11.

One by two times of a is equal to eleven.

We have to find the value of a where a is the variable.

1/2a=11

Apply cross multiplication:

a=11×2

When eleven is multiplied with 2, we get 22.

a=22

Hence, the value of a is 22.

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Answer:

9?

Step-by-step explanation:

15-6=9 or 6+_=15 so 6+9=15 and your final answer is,9?

Answer:

10 miles long i do believe

The distance from the mall to the park is approximately 12.2 miles to the nearest tenth of a mile.

To find the distance from the mall to the park, we can use the Pythagorean theorem since the path forms a right triangle. The legs of the triangle are the distances from the mall to the city center (2 miles east and 5 miles north) and from the park to the city center (5 miles west and 5 miles south).

Let's denote the distance from the mall to the park as d. Then, we can set up the equation:

[tex]\[ (2 + 5)^2 + (5 + 5)^2 = d^2 \][/tex]

Solving this equation:

[tex]\[ (7)^2 + (10)^2 = d^2 \]\[ 49 + 100 = d^2 \][/tex]

[tex]\[ 149 = d^2 \][/tex]

Now, we take the square root of both sides to find d:

[tex]\[ d = \sqrt{149} \][/tex]

Using a calculator, we find:

[tex]\[ d \approx 12.2 \][/tex]

(x/-5)-1

one less = -1

quotient= division

Answer:

c. (3, -5)

Step-by-step explanation:

{x + 3y = -12

{y = ⅓x - 6

x + 3[⅓x - 6] = -12

x + x - 18 = -12

2x - 18 = -12

+ 18 + 18

____________

2x = 6

__ _

2 2

x = 3 [Plug this back into both equations to get the y-coordinate of -5]; -5 = y

I am joyous to assist you anytime.

Answer:

x would be a variable. Did the instructions say x = 5 or some other number? If so, you can solve it.

Answer: no

Step-by-step explanation:

She needs a little less than 4 pounds to make 12 turkey burgers because 1/3 times 12 is about 3.99 pounds. But she only has 3 3/8 pounds which is about 3.375 pounds.

Jasmine does not have enough meat to make 12 turkey burgers as she has 3.375 pounds of turkey while 4 pounds of turkey is needed.

The unitary method involves the process of finding the value of a single unit and based on this value, we can find the value of the required number of units.

Given is a girl named jasmine who has 3 3/8 pounds of turkey meat. She is making 1/3 pound turkey burgers.

Now -

1 burger requires → 1/3 pounds of turkey

12 burgers will require → 12 x 1/3 → 4 pounds of turkey

Turkey available with Jasmine → 3 3/8 pounds →  3.375 pounds of turkey

Hence, Jasmine does not have enough meat to make 12 burgers.

Therefore, Jasmine does not have enough meat to make 12 turkey burgers as she has 3.375 pounds of turkey while 4 pounds of turkey is needed.

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Answer:

24 bags, 20 bags and 24 bags

Step-by-step explanation:

Students made a bag of nut mix by using = [tex]\frac{1}{8}[/tex] pound

They bought nut mix = 3 pounds

they will be able to make number of nut mix bags = [tex]\frac{3}{\frac{1}{8} }[/tex]

                                                                      = [tex]\frac{3\times 8}{1}[/tex]

                                                                      = 24 bags

Students made a bag of cherries by using = [tex]\frac{1}{4}[/tex] pound

They bought cherries = 5 pounds

they will be able to make number of cherries bags = [tex]\frac{5}{\frac{1}{4} }[/tex]

                                                                      = [tex]\frac{5\times 4}{1}[/tex]

                                                                      = 20 bags

Students make a bag of dried fruit by using = [tex]\frac{1}{6}[/tex] pound

They bought dried fruit = 4 pounds

they will be able to make number of dried fruit bags = [tex]\frac{4}{\frac{1}{6} }[/tex]

                                                                      = [tex]\frac{4\times 6}{1}[/tex]

                                                                      = 24 bags

Students would be able to make 24 bags of nut mix, 20 bags of cherries and 24 bags of dried fruit.

The students would be able to make 24 sacks of nut mix, 20 sacks of cherries and 24 sacks of dried fruit.

An equation is an expression that shows the relationship between two or more variables and numbers.

For 3 pounds of nut mix:

Number of snack bag = 3 pounds / (1/8 pound) = 24 sacks

For 5 pounds of cherries:

Number of snack bag = 5 pounds / (1/4 pound) = 20 sacks

For 4 pounds of dried fruit:

Number of snack bag = 4 pounds / (1/6 pound) = 24 sacks

The students would be able to make 24 sacks of nut mix, 20 sacks of cherries and 24 sacks of dried fruit.

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