4/20 is equivalent to 20%.
What is a expression? What is a mathematical equation?A mathematical expression is made up of terms (constants and variables) separated by mathematical operators. A mathematical equation is used to equate two expressions. A mathematical equation is used to equate two expressions. Equation modelling is the process of writing a mathematical verbal expression in the form of a mathematical expression for correct analysis, observations and results of the given problem.We have the following fraction -
4/20
We can convert it into percent as -
[x]% = (4/20) x 100
[x]% = 20%
Therefore, 4/20 is equivalent to 20%.
To solve more questions on Equations, Equation Modelling and Expressions visit the link below -
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what is the ratio of 6 apples and 2 oranges in simplest form?
Answer:
apples to oranges: 6:2, or 3:1.
Step-by-step explanation:
the awnser of the question plzzz
Hey there! Welcome to Brainly
We see that Damian earns $8 for every hour he works. This means that when x=1, Damian will earn 8 dollars, 2 he will earn $16, etc.
Since he constantly adds 8 every hour, it would look like this.
8+8+8+8+8+8+8.....
This is an example of multiplication.
The thing is, we are not sure how many 8's we are adding.
We can use the variable "x" to represent ANY number of 8's, or hours he worked.
We would multiply this x by 8 to show that he will earn $8 for EACH number of hours he works.
8 x x
The problem is, we cannot write our multiplication sign like this, because it looks just like our x we are using.
We can rewrite our multiplication symbol using · or we can just put our x right next to the eight. When a variable is right next to a constant, or number without a variable, it turns it into a mini multiplication equation, but in a simplified form.
8x
Now, we need to write this as an equation. We need to say that something else is equal to 8x. We could say, his money, which we can represent with as d.
Therefore, we could write our equation as d= 8x.
I hope this helps! Have a day as sweet and fresh as lemonade! :)
Write the standard form of the equation of the line that passes through point at (4,2) and is parallel to whose equation is y=2x-4
Toya can run one lap of the track on 1 minute 3 seconds, which is 90% of her younger sister niki’s time. What is niki’s time for one lap of the track?
63 seconds is 90% of Niki's time for one lap. So, Niki's time for one lap is 63/0.9, which equals 70 seconds or 1 min. 10 seconds.
Which of the following numbers dosen't belong?
64,16,36,32,8,4
36 doesn't belong.
4*1=4
4*2=8
8*2=16
16*2=32
32*2=64
Write the equation of the line that represents this graph. Show your work or explain how you determined the equations.
I need help right away pleasssseeeeeee
5 1/2 + 12 (1 1/4)
= 5 1/2 + 12 (5/4)
= 5 1/2 + 53/4
= 11/2 + 53/4
= 22/4 + 53/4
= 75/4
= 18 3/4
Answer: 18 3/4 inches
Hoped this helped
You lose two points every time you forget to write your name on a test. You have forgotten to write your name for transfer what Integer represents your change in plans for forgetting to write your name?
ANSWER MY QUESTION OR ILL SEND BALDI AFTER YOU!!
1. Which numbers are all divisible by 5?
A. 124, 333, 315, 266, 391
B. 135, 205, 330, 275, 365
C. 135, 211, 330, 274, 252
D. 232, 250, 365, 225, 210
2. Which digit(s) makes 3,71[_] divisible by 3?
A. 3 only
B. 7 only
C. 1 only
D. 1, 4 and 7.
3. List all the factors of the number 30.
A. 1, 2, 3, 5, 6, 10, 15, 30
B. 2, 3, 4, 10, 20, 30 40
C. 1, 2, 4, 5, 10, 15, 30
D. 1, 2, 4, 5, 8, 10, 20, 40
4. Which number is composite?
A. 41
B. 81
C. 31
D. 47
5. Find the prime factorization of the number 3,240.
A. 2 x 3 4th power x 5 4th power
B. 2 3rd power x 3 4th power x 10
C. 2 3rd power x 3 4th power x 5
D. 2 3rd power x 3 5th power x 5
6. FIND THE GCF OF THE NUMBERS. (GREATEST COMMON FACTOR)
140, 180
A. 20
B. 90
C. 30
D. 10
7. FIND THE GCF OF THE NUMBERS.
24, 66
A. 90
B. 264
C. 6
D. 12
8. 20k + 50 show work please. --Baldi
9. 10h + 6 - 5h + 3 show work please. --Baldi
Your answers are:
bdabcacFactor out 10 from the expression so you end up wtth 10(2k + 5)10h + 6 - 5h + 3 --> 10h - 5h = 5h ~ 6 + 3 = 9 --> 5h + 9Answer:
im going to have to go with the person who put the first answer
Step-by-step explanation:
help me please i'm having alot of trouble
204
71:35=2
2 goes on the top
2x35=70
71-70=1
then carry them down 14
14:35=0
Carry it up it should be 20 up there now
Carry the 0 from the 7140 down to make it 140
140:35=4
Then carry that 4 up and your answer is 204
-15+22=m- 8 thanks for the help
The answer is ( m=15 )
Please help with this Piecewise problem!!
I can't figure it out, I would really appreciate some help!
Remark
That was well worth doing. Desmos gave you the answer to the graph. Unfortunately I can only give you the correct graph. You will have to figure out from the choices which one is the correct answer -- or edit it so I can see what the rest of the question is.
Graph
The red one is f(x) is x + 3 {x <= -2}
The blue one is f(x) is x^2 - 1 {-2 <x <1} Notice the gap at 2. It is not continuous
The green one is f(x) is log_2(-x + 3) {1 <=x < 3} and there is a gap between the blue and green one.
The length of a rectangle is 4 more than twice the width of the rectangle. The perimeter of the rectangle is 92 centimeters. Find the length of the rectangle
Solve for x.
38(2x+16)−2=13
76x+608-2=13
76x+606=13
76x= -593
x= -7.8
How to get answer:
Step 1: Simplify both sides of the equation.
38(2x+16)−2=13
(38)(2x)+(38)(16)+−2=13(Distribute)
76x+608+−2=13
(76x)+(608+−2)=13(Combine Like Terms)
76x+606=13
76x+606=13
Step 2: Subtract 606 from both sides.
76x+606−606=13−606
76x=−593
Step 3: Divide both sides by 76.
[tex]\frac{76x}{76} = \frac{-593}{76}[/tex]
Answer:
Decimal Form: −7.80263157…
Fraction Form: [tex]\frac{-593}{76}[/tex]
Mixed Number Form: [tex]-7\frac{61}{76}[/tex]
15 divided into 6396 show the steps on how to solve I know the answer is 42 just don’t know the step to put in order
6396÷15=426.4
15 will go into 63 4 times with 3 left
bring down the 9 now you have 39 and 15 will go into it 2 times with 9 left
bring down the 6 you have 96 and 15 will go into that 6 times with 6 left
put you decimal after the 6 and bring down a 0
60 ÷ 15 =4
0 remainder
An industrial machikne is able to make 9 pens in 3 seconds. What is the rate made per second?
This problem can be solved using proprtions. Once you set up the proportion, the calculations are easy.
Let x = number of pens made in 1 second.
[tex]\frac{9pen}{3sec} = \frac{xpen}{1 second}[/tex]
Now, you just cross multiply and solve.
9 = 3x
x = 3
The rate is 3 pens per second.
50 points
Find the missing value to the nearest hundredth. I need an explanation and all work shown.
By selling old CDs, Sarah has a store credit for $153. A new CD coat $18. What are the possible numbers of new CDs Sarah can buy? (Inequalities)
We can find the maximum number of CDs she can buy by dividing 153 by 18. The answer ends up being 8.5. Since she can't buy 0.5 of a CD, she can buy a maximum of 8 CDs. Written as an inequality, I think it should be x is less than or equal to 8. I hope this helps!
Suppose three people ate a meal in a restaurant. The cost of each of their meals is m. One person intends to tip 10%, the second person intends to tip 15%, and the third person intends to tip 20%. Which expression represents the total amount that they'll pay?
A. 1.1m + 1.15m + 1.2m
B. 0.1m + 0.15m + 0.2m
C. 1.1m + 2.15m + 3.2m
D. 1 + 0.1m + 1 + 0.15m + 1 + 0.2m
For this case we have:
m represents the total cost of each meal. If people do not pay a tip, the total cost to pay would be:
[tex]m + m + m = 3m\\[/tex]
Person 1:
Without tip the cost of your meal is m.
You want to pay 10% tip
m -------------------> 100%
x --------------------> 10%
[tex]x =\frac{(10)(m)}{100} = 0.1m\\[/tex]
Thus, its cost will be:
[tex]C1 = m + 0.1m = 1.1m\\[/tex]
Person 2:
Without tip the cost of your meal is m.
m -------------------> 100%
x --------------------> 15%
[tex]x =\frac{(15)(m)}{100} = 0.15m\\[/tex]
Thus, its cost will be:
[tex]C2 = m + 0.15m = 1.15m\\[/tex]
Person 3:
Without tip the cost of your meal is m.
m -------------------> 100%
x --------------------> 20%
[tex]x =\frac{(20)(m)}{100} = 0.20m\\[/tex]
Thus, its cost will be:
[tex]C3 = m + 0.20m = 1.20m\\[/tex]
Thus, the total cost to pay will be:
[tex]C = 1.1m + 1.15m + 1.20m\\[/tex]
Answer:
[tex]C = 1.1m + 1.15m + 1.20m[/tex]
A dartboard has 8 sections of equal area. The letters represent colors red (R), yellow (Y), blue (B), and green (G). Complete the probability distribution for a dart that hits the board at a random location.
Red: 1/8
Yellow:?
Green: 3/8
Blue: 1/8
Answer:
3/8
Step-by-step explanation:
If you add the top number of all the fractions you get 5. You need to get to 8, 8-5=3 so that means yellow has to be 3/8.
Morgan wants a birthday cake with no vertices. What shape cake should she buy
The answer to your question is,
a round cake. :)))))
Answer:
Cylinder
Step-by-step explanation:
how to get better in math? ;(
Study, study, study!
Ask your teacher for help and if he/she is the type of teacher who's lazy get a tutor it's better to have someone explain it to you to understand better then only knowing half of it. ((:
A store is giving away a $10 coupon to every 7th person to enter the store and a $25 coupon to every 18th person to enter the store. which person will be the first to get both coupons?
Hello Beathegggirlboss101
The answer would be the 126th person
We have to find what would be divisible to 7 and 18.
Trying to divide 126 by 7 and 18 (different problems) would get the answer
:)
The 126th person will be the first to get both coupons.
Explanation: The lowest common factor of 7 and 18 is 126 (which means the number that 7 and 18 multiply into.)
Hopefully this makes sense and was helpful. (:
Given the line with equation 7 − 2 = 8,
a) Write the equation in slope-intercept form.
b) State the slope of the line.
c) State the y-intercept of the line as an ordered pair.
Hey there!!
The basic slope-intercept formula :
y = mx+ b where ' m ' is the slope and ' b ' is the slope-intercept.
Given equation : 7x - 2y = 8
We will have to isolate the ' y '
... 7x - 2y = 8
Subtract 7x on both sides
... -2y = -7x + 8
Divide by - 2 on both sides
... y = ( 7x / 2 ) - 4
Hence,
slope = 7/2 = 3.5
y-intercept = ( 0 , -4 )
Hope it helps!!
what is the answer to n-2 = 10n+4/2
n = -4/9 hope this helps
n-2=10n+4/2
We move all terms to the left:
n-2-(10n+4/2)=0
We add all the numbers together, and all the variables
n-(10n+2)-2=0
We get rid of parentheses
n-10n-2-2=0
We add all the numbers together, and all the variables
-9n-4=0
We move all terms containing n to the left, all other terms to the right
-9n=4
n=4/-9
n=-4/9
Jake makes and sells pies. He sells each pie for $5.75. The materials to make each pie costs Jake $4.00. The boxes Jakes put the pies in cost $0.75 each. Jake wants to know how many pies (p) he needs to sell to earn a profit of at least $50. Which inequality should Jake use?
A) 50 ≤ 5.75p - 4.75p
B) 50 ≥ 5.75p - 4.75p
C) 50 ≤ 5.75p - 3.25p
D) p ≤ 5.75(50) - 4.75p
Galera preciso resolver essa questão é não sei como resolvê-la me ajudem por favor
Calculate f(3) by replacing X with 3:
f(x) = x^2 -1
f(3) = 3^2 -1
F(3) = 9-1
f(3) = 8
Now calculate f(-4) by replacing x with -4:
f(x) = x^2 -1
f(-4) = (-4)^2 - 1
f(-4) = 16 -1
f(-4) = 15
Now add f(3) to f(-4)
8 + 15 = 23
The answer is a) 23
4n-6m=-2 when n=-2,0,2
For m it’s 1,1/3and -5/3 you will get different values when plug the different values of n
what is 4842 divided by 93 ?
−3 3/4 ÷ 3 = ?
This is quite easy, I forgot my calculator though, and I mostly rely on that.
Answer:
-1 1/4
Step-by-step explanation:
Do it in pieces. Everything is divisible by 3, so you can do it in your head.
... (-3 3/4)/3 = (-3/3) -(3/4)*(1/3) . . . . . an integer part divisible by 3, and a fraction divisible by 3
... = -1 -(3*1)/(3*4) . . . . factors of 3 cancel
... = -1 -1/4
... = -1 1/4
_____
Hopefully, it's no mystery that 3 quarters divided by 3 is 1 quarter, just as (3 whatever) divided by 3 is (1 whatever).
_____
It really does help to play with blocks, Legos, chips, coins, rocks, or counters of any kind. Arrange them, deal them into piles, put them is rectangles or triangles (and be aware of how many you use). It also helps to cook from recipes that require use of fractional measures. The cups and spoons give you a sense of what size fractions are larger/smaller, and how they are related. Appropriate play with counting and arranging and measuring can help you develop your number sense, and help you learn to do problems like this in your head.