Answer:300+10+7=317
Step-by-step explanation:
Tienes que expandir el número en las partes de 100 las de 10 y láser de 1 como las de 100 es 300 la de 10 es 10 y la de 1 es 7
If you have the following equation; 4x - 4.5 = 10.73x + 5.7 + 7x, what would you multiply each term by to get rid of the decimals in the equations?
Answer:
100
Step-by-step explanation:
You are given the equation
[tex]4x-4.5=10.73+5.7+7x[/tex]
There are 5 coefficients:
[tex]4, \ -4.5,\ 10.73,\ 5.7,\ 7[/tex]
Two of them are integers
[tex]4,\ 7[/tex]
two of them are decimals with one digit after point
[tex]-4.5,\ 5.7[/tex]
and one is a decimal with two digits after point
[tex]10.73[/tex]
To get rid of fractions, we have to get rid of digits after point. The maximum number of digits after point is 2, then we have to multiply the equation by 100:
[tex]400x-450=1,073x+570+700x[/tex]
Final answer:
To eliminate decimals in an equation, multiply all terms by a power of 10 to shift the decimals to whole numbers, simplifying the calculation process.
Explanation:
To get rid of decimals in the equation 4x - 4.5 = 10.73x + 5.7 + 7x, you would multiply each term by a power of 10 that shifts the decimals to whole numbers. By determining the highest number of decimal places in the terms, you can multiply all terms by a suitable power of 10.
For example, if the highest number of decimal places is 2, you would multiply all terms by 100. This action shifts the decimals two places to the right, converting them into whole numbers and simplifying the equation.
By multiplying all terms by the appropriate power of 10, you eliminate decimals and work with whole numbers, making it easier to solve the equation.
Expand 3x(11-7x). Help please
Answer: The required expand form is [tex]33x-21x^2.[/tex]
Step-by-step explanation: We are given to expand the following expression :
[tex]E=3x(11-7x)~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~(i)[/tex]
To expand the given expression, we must multiply 3x with each of the rems within the bracket.
The expansion of expression (i) is as follows :
[tex]E\\\\=3x(11-7x)\\\\=3x\times11-3x\times7x\\\\=33x-21x^2.[/tex]
Thus, the required expand form is [tex]33x-21x^2.[/tex]
find the distance between the points E(3,7) and F(6,5)
Answer:
-2/3
Step-by-step explanation:
y1 -y2 / x1 - x2
7 - 5 = 2
3 - 6 = -3
-2/3 = slope
Answer:
3.60555127...
Step-by-step explanation:
What is the answer to this expression?
Step-by-step explanation:
4 (3^2-2^3)^3
4 (9-8)^34×1^34×14Answer:
4
Step-by-step explanation:
Which expression converts 100 inches per minute to feet per minute?
StartFraction 100 inches Over 1 minute EndFraction × StartFraction 60 minutes Over 1 hour EndFraction
StartFraction 100 inches Over 1 minute EndFraction × StartFraction 1 hour Over 60 minutes EndFraction
100 inches Over 1 minute times × 1 foot Over 12 inches
100 inches Over 1 minute times × 12 inches Over 1 foot
Answer:
100 inches Over 1 minute times × 1 foot Over 12 inches
Step-by-step explanation:
Remember that
[tex]1\ ft=12\ in[/tex]
so
[tex]1\ in=1/12\ ft[/tex]
we have
[tex]100\frac{in}{min}[/tex]
Convert to ft/min
To convert in/min to ft/min multiply the given value by the factor 1/12
[tex]100\frac{in}{min}(1/12)\frac{ft}{in}=8.33\ ft/min[/tex]
therefore
100 inches Over 1 minute times × 1 foot Over 12 inches
100 inches Over 1 minute times × 1 foot Over 12 inches, the correct answer is 3.
We know that,
1ft = 12inches
So, 1 in. = 1/12 ft
We have expression converts 100 inches per minute to feet per minute
100 inches/min
To convert in/min to ft/min multiply the given value by the factor 1/12
100 inches/min (1/12 ft/in)
Therefore, 100 inches Over 1 minute times × 1 feet Over 12 inches
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There are 54 students in the auditorium, 28 girls and 26 boys. What is the
ratio of girls to boys in the auditorium?
Hey!
---------------------
We Know:
54 students.
28 boys.
26 boys
---------------------
Solution and Answer:
28:26 (Ratio Un-Simplified)
14:13 (Ratio Simplified)
14/13 works to!
---------------------
Hope This Helped! Good Luck!
Answer:
28:24 reduced to 7:6
the bakers at Healthy bakery can make 170 bagels in 5 hours. how many bagels can they bake in 13 hours? what was the rate per hour
Answer:
442
Step-by-step explanation:
170/5 (to find per hour)
34*13 = 442
Answer:
The rate per hour is 34 bagels per hour. They can bake 442 bagels in 13 hours.
Step-by-step explanation:
Rate per hour:
170/5= 34
You do this because you want to find the amount of bagels they can bake in 1 hour, which is found through 170/5.
Bagels in 13 hours:
34*13= 442
You use the unit rate established, 34 bagels per hour, and multiply it by 13 hours, 13*34.
7:( 4/11 m)=56:3.2 solve.
Answer:
m=1.1
Step-by-step explanation:
Divide one side by 8, then you get 7:(4/11 m)=7: 0.4
Basically then 4/11 m=0.4
4/11 m=2/5
m=(11/4)(2/5)
m=11/10, 1 1/10, 1.1
The value of m that satisfies the proportion 7:(4/11 m) = 56:3.2 is 1.1
How to determine the solution to the expressionFrom the question, we have the following parameters that can be used in our computation:
7: (4/11m) = 56 : 3.2
Cross-multiply the proportions
7 * 3.2 = (4/11 m) * 56
Simplify both sides:
22.4 = (4/11 m) * 56
Divide both sides by 56
(4/11 m) = 22.4 / 56
Simplify the right side
(4/11 m) = 0.4
Multiply both sides by (11/4)
m = 0.4 * (11/4)
So, we have
m = 1.1
Hence, the calculated value of "m" that satisfies the proportion 7:(4/11 m) = 56:3.2 is 1.1
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17. Tina runs at a rate of 8 miles per hour. At that rate,
how many miles will she run in 12 minutes?
A. Í
B.
C. 1
Answer:
1.6 miles
Step-by-step explanation:
60/12=5
which will mean 1/5=.2
.2x8=1.6 miles
Tina's running rate is 8 miles per hour. In 12 minutes, she will cover a distance of 1.6 miles.
To calculate the number of miles Tina will run in 12 minutes, we need to convert the time to hours since her rate is given in miles per hour.
Since there are 60 minutes in an hour, we divide 12 minutes by 60 to convert it to hours:
12 minutes / 60 = 0.2 hours
Now, we can calculate the distance Tina will run by multiplying her rate by the time:
Distance = Rate * Time = 8 miles per hour * 0.2 hours
Distance = 1.6 miles
Therefore, Tina will run 1.6 miles in 12 minutes.
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5. Greg says that 3.3 is a rational number. Kari saks 3.3 is not a terminating
decimal. Who is correct and why? Lesson 1-2
9514 1404 393
Answer:
Greg is correct. 3.3 has a finite number of digits
Step-by-step explanation:
A "non-terminating" decimal is one with an infinite number of digits. If you can actually count the digits, it is a terminating decimal. 3.3 has 2 digits, so is a terminating decimal. Greg is correct.
__
A terminating or repeating decimal is a rational number.
[tex]3.3 \quad\text{a terminating decimal equal to $\dfrac{33}{10}$}\\\\ 3.\overline{3} \quad \text{a non-terminating rep}\text{eating decimal equal to $\dfrac{10}{3}$}[/tex]
Using the concept of rational numbers, it is found that 5.3 is a rational number, as it is a terminating decimal, and thus, Greg is correct.
-------------------------------------------
Number sets are used to solve this question.
Whole numbers: Set of numbers including all positive numbers and 0, so: {0,1,2,...} Integer numbers: Number without decimals, that can be positive of negative, so: {...,-2,-1,0,1,2,....} Rational numbers: Integer plus decimals that can be represented by fractions, that is, they either have a pattern, or have a finite number of decimal digits, for example, 0, 2, 0,45(finite number of decimal digits), 0.3333(3 repeating is the pattern), 0.32344594459(4459 repeating is the pattern). Irrational numbers: Decimal numbers that are not represented by patterns, that is, for example, 0.1033430290339...., or 0.3333333...... Real numbers: Rational plus irrational.-------------------------------------------
3.3 is a terminating decimal, as it has only one digit after the decimal point, thus, it is a rational number, and Greg is correct.[tex]3.3333 \approx \frac{10}{3}[/tex] is not terminating, but this problem is about 3.3.A similar problem is given at https://brainly.com/question/13325494
What is the value of x?
Heather was asked to graph 3x - y = -4 by using slope and y-intercept. Her graph is shown. Which choice supports the graph that she has drawn? A) The slope is positive 3 and the y-intercept is (0, 4). B) The slope is negative 3 and the y-intercept is (0, 4). C) The slope is positive 3 and the y-intercept is (0, -4). D) The slope is negative 3 and the y-intercept is (0, -4).
Answer:
A) The slope is positive 3 and the y-intercept is (0, 4).
Step-by-step explanation:
3x - y = -4
-3x -3x
__________
-y = -3x - 4
__ _______
-1 -1
y = 3x + 4 >> y-intercept at [0, 4] and has a positive three rate of change [slope] ☑
I am joyous to assist you anytime.
Step-by-step explanation: usatestprep approved
If a pair of shoes costs $52.50 including a 7.25% tax, what is the original cost of the item before taxes are added? No other symbols other than the number rounded to the second decimal.
Answer:
56.31
Step-by-step explanation:
A 7.25% tax is $3.81
52.50-3.81+48.69
Hope it helps!
What is the answer to this question
Answer:
- 1, 1, - 3
Step-by-step explanation:
To obtain the value of f(1), we require the corresponding value of y from the graph when x = 1
From the graph
when x = 1 the value of y on the graph is - 1 ⇒ f(1) = - 1
Similarly
f(3) means what is the value of y corresponding to x = 3
From the graph when x = 3 then y = 1 ⇒ f(3) = 1
and f(- 1) = - 3
What is the slope of the line represented by the equation 3x+4y= 12 ? –4/3 –3/4 3/4 4/3
Answer:
slope = - [tex]\frac{3}{4}[/tex]
Step-by-step explanation:
The equation of a line in slope- intercept form is
y = mx + c ( m is the slope and c the y- intercept )
Rearrange 3x + 4y = 12 into this form
Subtract 3x from both sides
4y = - 3x + 12 ( divide all terms by 4 )
y = - [tex]\frac{3}{4}[/tex] x + 3 ← in slope- intercept form
with slope m = - [tex]\frac{3}{4}[/tex]
Answer:
Step-by-step explanation:
This all u need my dud
Solve for x in this equation: a - bx = cx + d
Answer:
a - d / b + c = x
Step-by-step explanation:
a - bx = cx + d
a = bx + cx + d
a - d = bx + cx
a - d = x ( b + c )
a - d / b + c = x
Answer:
1. cx
2. a
3. x
4. (-b -c)
Step-by-step explanation:
1. Subtract cx - from both sides
2. Subtract a from both sides
3. Factor x
4. Isolate x by dividing both sides of the equation by (-b -c)
WHAT DOES 12F+24 REPRESENT
Answer:
12(f + 2)
Step-by-step explanation:
12F + 24 = 12 (f + 2)
Answer:
It is an algebraic expression that has an answer which can be determined by multiplying a known value of variable F by 2, and adding 24 to the outcome.
Step-by-step explanation:
2F + 24 is an algebraic expression which implies that if a variable F is multiplied by 2 and 24 is added to it, there would be a certain outcome. This expression has no answer unless the value of F is known.
By factorisation, the expression can be re-written as:
2F + 24 = 2 (F + 12)
which would give the same answer as the initial expression.
Therefore, the given algebraic expression represents a value which can be determined by multiplying a known value of variable F by 2, and adding 24 to the outcome.
3. © MP.6 Be Precise Devin brought his snail collection
to school. He has 10 snails.
How could he put them into 2 tanks so two classes
could see them?
Write equations for all the possible ways.
One of the ways is given.
Explain how you know you have found all the ways.
Answer:
See explanation
Step-by-step explanation:
Devin brought his snail collection to school. He has 10 snails.
the smallest number of snails in the tank is 0 and the greatest number of snails in the tank is 10. Also the number of snails in each tank must be a whole number (Devin cannot put half of the snail into the tank). There are 11 whole numbers between 0 and 10.
Hence, all 11 possibilities to divide snails into two tanks are:
[tex]\begin{array}{cc}\text{Tank 1}&\text{Tank 2}\\ \\0&10\\1&9\\2&8\\3&7\\4&6\\5&5\\6&4\\7&3\\8&2\\9&1\\10&0\end{array}[/tex]
The sums of two numbers in each row must be exactly 10 as the total number of snails Devin has.
George said that 6x10 third power is 180 do you agree or disagree explain the mistake that he made and find the correct answer
First off, I'm going to assume you meant 6 * 10^3
George is wrong.
6 * 10^3 power equals 6000. The power of 3 equals 3 zeros.
George did 6 * 10 * 3, but we are working with exponents
Hope this helps!
Answer:
Disagree
Step-by-step explanation:
George multiplied 10 * 6 by three instead of raising it to the third power, like this: 60*60*60
how do I evaluate 2 to the 5th power ÷ 8 + 3 over 4 + 3
55.4
The 5 in the ones place is. The value of the 5 in the tens place
The 5 in the ones place has a value of 5, while the 5 in the tens place has a value of 50.
Hope this helped!
Nate
The answwe is that 5 is 50 and 5 is 5, giv the other user brainliest tho...
On average, Christopher scores 2 goals in a soccer game but, depending on how well the opposing team is playing, his goal total can vary from the average by 1 goal. Which absolute value equation can be used to calculate Christopher's maximum and minimum goals per game? Let x represent the maximum and minimum goals. |x−2|=1 |x+2|=1 |x−1|=2 |x+1|=2.
Answer:
Jorge, do your own work
Answer:
Step-by-step explanation:
On average Christopher scores 2 goals per game
If the play is hard his goal total varies by 1 from the average
If the play is easy his goal total varies by 1 from the average
That is Christopher can score 1 goal more or 1 goal less depending upon the opponent team
He score maximum goals of 3 in a game or 1 in a game
The equation |x-2| = 1
When x = 3
|3-2| = 1
|1| = 1 True
When x = 1
|1-2| = 1
|-1| = 1
1 = 1 True
One painting shows 520 different types of ladybugs.
Another painting shows 750 different types. How many
times as great is the value of the digit 5 in 520 than the
value of the digit 5 in 750? How do you know?
Answer:
10 times greater
Step-by-step explanation:
the 5 in 520 is in the hundreds place value
The 5 in 50 is in the tens place value
50 *10 = 500
From units to tens-------------Multiply by 10 (2*10=20)
From tens to hundreds-------Multiply by 10 (20*10=200)
From hundreds to thousands----Multiply by 10 (200*10=2,000)
And so on
The value of 5 in 520 is in the hundreds place, so it equates to 500. Conversely, the 5 in 750 is in the tens place, meaning it equals 50. Thus, the 5 in 520 is 10 times greater than the 5 in 750.
Explanation:This question pertains to the place value in numbers, an essential mathematical concept. In the number 520, the digit 5 is in the hundreds place, which means its value is 5*100 = 500. On the contrary, in the number 750, the digit 5 is in the tens place, hence, it's value is 5*10=50.
Therefore, to find out how many times the value of the 5 in 520 is greater than the value of the 5 in 750, divide the value of the 5 in 520 (which is 500) by the value of the 5 in 750 (which is 50). So, 500 divided by 50 equals 10. This reveals that the value of the digit 5 in 520 is 10 times greater than the value of the digit 5 in 750.
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Ally works in a shop for $18 per hour
Answer:
You have to finish the question lol
Step-by-step explanation:
WILL GIVE BRAINLIEST IF ANSWER CORRECT,
What is the value of x?
Step-by-step explanation:
It is a heptagon
sum of internal angle = 900
X + 120 + 158 + 126 + 125 +121 + 139 = 900
X + 789 = 900
X = 900 -789
X = 111 degree
Shelly spent 10 minutes jogging and 20 minutes cycling and burned 300 calories. The next day, Shelly swapped times and did 20 minutes of jogging and 10 minutes of cycling, burning the same number of calories. How many calories were burned for each minute of jogging and how many for each minute of cycling?
Answer:
10 calories were burned for each minute of jogging and 10 calories were burned for each minute of cycling.
Step-by-step explanation:
Let be "j" the amount of calories Shelly burned for each minute of jogging and "c" the amount of calories Shelly burned for each minute of cycling.
Set up a system of equations:
[tex]\left \{ {{10j+20c=300} \atop {20j+10c=300}} \right.[/tex]
You can apply the Elimination method: multiply the first equation by -2, then add the equations and solve for "c":
[tex]\left \{ {{-20j-40c=-600} \atop {20j+10c=300}} \right.\\...............................\\-30c-300\\\\c=10[/tex]
Now, substitute the value of "c" into any original equation and solve for "j":
[tex]10j+20(10)=300\\\\10j=300-200\\\\10j=100\\\\j=10[/tex]
Ravi scores 247 points in a video game.how many more points does he need to score a total of 650?
Answer:
403 points
Step-by-step explanation:
Subtract 247 from 650
A store started off the day with 32 500 items and finished with 30 824 in stock HOW MANY ITEMS SOLD (“the difference”)
Answer:
1676
Step-by-step explanation:
The store started with 32500 items and finished the day with 30824 items.
Intial value = 32500
Final value = 30824
Difference = Initial value - Final value = 32500 - 30824 = 1676
The store sold 1676 items in the day
Both sides of an equation have quadratic
expressions. The graph of one quadratic opens
upward. The graph of the other opens downward.
What are the possible number of intersections for
this system?
One line has a positive slope and the other a negative slope, they are bound to intercept eventually, so that's why there can't be zero solutions. Two lines can't intercept each other twice, and if they have opposite slopes they can't have infinite solutions.
let;
First quadratic equation whose graph open upward is
[tex]ax^{2} + bx + c = 0[/tex] , where (a≠0)
when a>0 is positive the graph upward .
And second quadratic equation whose graph open downwards is
[tex]-ax^{2} + bx + c = 0[/tex] , where ( a≠0 )
When a<0 is negative the graph open downwards.
There are 3 possibilities for the graph as shown in the figure.
Having zero intersection where the graph aren't touching.
Having one intersection point where the graph touching at one point.
Having two intersection points where the graph overlap.
So, the greatest possible number of intersections for these graphs is 2 as shown in figure.
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Write a possible exponential function in y=ab^x form for the graph described below.
-> Has a y-intercept of (0,3) and passes through the point (2,48)
Answer:
Step-by-step explanation:
Any [tex]b\neq 0[/tex] raised to the 0-th power will give 1. So [tex]a=3[/tex]
Once you know that, from the passing through (2,48) you get:
[tex] 48=3b^2\\ 16=b^2 b=4 [/tex]
Notice that,even if -4 satisfies the condition, exponential functions are defined only and only if the base is positive and not equal to 1. (if the base was 1, you'd get an horizontal line, and with a negative base the function starts losing meaning in the real plane in a series of points.
To write the exponential function in y = ab^x form, we use the given y-intercept and a point on the graph to find the values of 'a' and 'b'.
Explanation:To write the exponential function in y = ab^x form, we need to find the values of a and b.
Based on the information given, we know that the y-intercept is (0,3), which means that when x = 0, y = 3.
So, we have the equation 3 = ab^0, which simplifies to a = 3. Now, using the point (2,48), we can substitute the values of a and x to find the value of b. We get 48 = 3b^2, which simplifies to 16 = b^2. Taking the square root, we find that b = 4. Therefore, the exponential function is y = 3 * 4^x.
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