Explain the difference between a markup and a margin.

Answer:

3.2 gallons

Step-by-step explanation:

Write a proportion:

1 gallon / 825 square feet = x / 2640 square feet

Solve:

x = 3.2 gallons

Answer:

$14.63

Step-by-step explanation:

175 × $5.60 ÷ 100 = 9.8

$5.60 + 9.8 = $15.40

5 × $15.40 ÷ 100 = $0.77

$15.40 - 0.77 = $14.63

Answer:

It is called a gerund

Step-by-step explanation:

Answer:C

Step-by-step explanation:It is C since if it keeps doubling till Saturday the equation would be 2x2x2x2x2x2x2 which equals 128 :)

Answer:

Step-by-step explanation:

[tex]16x-4+5x=-67\qquad\text{add 4 to both sides}\\\\16x+5x-4+4=-67+4\qquad\text{combine like terms}\\\\21x=-63\qquad\text{divide both sides by 21}\\\\\dfrac{21x}{21}=\dfrac{-63}{21}\\\\x=-3[/tex]

The solution for x in the equation is -3

Given equation is, 16x-4+5x = -67

The given equation is a linear equation, so we will get only one value of x.

Solving the equation we get,

16x-4+5x = -67

⇒ 16x-4+4+5x = -67+4  (adding 4 in both sides)

⇒ 16x+5x = -63

⇒ 21x = -63

⇒ x = -63/21

⇒ x = -3

The required value of x = -3

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Answer:

The integer he wrote could be between -3.4 to -2.1, you could just say -3

-2.75 is less then -2.5 or -2.50. For negatives only, if the number is less it is greater, and if a number is greater it is less.

Brainliest please!

Answer:

what I don't understand

Step-by-step explanation:

what exactly is the question

Answer:

x = 10

Step-by-step explanation:

1st Divide both sides by 2: x2 ÷ 2 = 20 ÷ 2

2nd Simplify: x = 10

Hope I helped :)

Final answer:

The equation x² = 20 has two solutions: x = 2√5 and x = -2√5, as both positive and negative square roots are considered for the value of x.

Explanation:

To find the solutions for the equation x² = 20, we need to take the square root of both sides of the equation.

Generally, the square root of a variable squared, such as x², can be either positive or negative. This is because both a positive and a negative number, when squared, give the same positive result. Therefore, the equation has two solutions:

x = √20

x = -√20

Using a calculator or knowing that √4 ×√5 = 2 ×√5, we can simplify √20 to 2√5.

The final solutions are:

x = 2√5

x = -2√5

150-35 is 115 dollers!!

Answer:

x=-2

Step-by-step explanation:

-3(x+5)=-9

x+5 = 3

x=-2

Viable answers are valid and workable solutions to a problem or question, while non-viable answers are either invalid or impractical. Viable answers lead to successful outcomes, while non-viable answers lead to wasted time and effort.

A viable answer is a response that is both valid and workable, meaning that it is a possible solution to a particular problem or question.

A non-viable answer, on the other hand, is a response that is either invalid or impractical, meaning that it cannot be considered a feasible solution.

For example, if you were solving a math problem, a viable answer would be one that is both correct and can be proven using the appropriate mathematical principles. A non-viable answer would be one that is incorrect or cannot be supported by the relevant mathematical rules.

It is important to distinguish between viable and non-viable answers because the former can lead to successful outcomes, while the latter can lead to wasted time and effort.

Additionally, viable answers are often the result of careful analysis and critical thinking, while non-viable answers are often the result of guesswork or inadequate understanding of the problem at hand.

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Final answer:

A viable answer is supported by correct and logical reasoning, while a non-viable answer may be correct but lacks valid argumentation or is based on incorrect assumptions. Subjective questions or those with technical limitations require context-specific responses, and in science, viable answers must be empirically testable.

Explanation:

Understanding the difference between a viable answer and a non-viable answer is crucial in educational settings. A viable answer not only provides a correct solution but is supported by logical reasoning and evidence. On the other hand, a non-viable answer, regardless of its correctness, lacks coherent reasoning or is based on faulty premises. For instance, to consider an organism "alive," biologists typically require that it exhibits certain characteristics such as metabolism and the ability to reproduce. An example of a non-viable answer would be stating a virus is "alive" because it can reproduce; however, this overlooks the fact that viruses do not have a metabolism and require a host cell to replicate.

Moreover, in questions of subjective nature or those bounded by technical limitations, what might constitute a viable answer often depends on the context and the refinement of the question. For instance, a question about the value of life from different religious and non-religious perspectives cannot have a single, universally correct answer, and therefore, responses would vary based on individual beliefs and interpretations.

Lastly, in scientific inquiries, distinguishing between questions that are answerable through scientific methods versus those that are not is a key skill. Scientific questions are those that can be tested and substantiated by evidence and experimentation, whereas non-scientific questions rely on personal judgment, opinion, or beliefs. Science can provide viable answers backed by empirical evidence, such as the concept of viable but nonculturable (VBNC) states in cells, which is a scientific theory that can be tested under specific conditions.

720

91.2

=

c

0.513

Answer:

c

=

4.05

Answer:

c =  4.05  

Step-by-step explanation:

Given: 720/91.2 = c/0.513 .

To find: solve

Solution: We have given that  [tex]\frac{720}{91.2}[/tex]= [tex]\frac{c}{0.513}[/tex]    

 On cross multiplication

 [tex]\frac{720}{91.2}[/tex]= [tex]\frac{c}{0.513}[/tex]

91.2 * c = 0.513 * 720  

91.2 * c = 369.36

On dividing both side by 91.2

 c = [tex]\frac{369.36}{91.2}[/tex]

c =  4.05  

Therefore ,  c =  4.05  .

[tex]\bf 3^2\cdot 3^3\implies 3^{2+3}\implies 3^5\implies 243[/tex]

Final answer:

To simplify 3 to the 2nd power times 3 to the third power, we add the exponents because the base is the same, resulting in 3 to the 5th power, which equals 243.

Explanation:

To simplify 3 to the 2nd power times 3 to the third power, we need to apply the rule of multiplying exponential terms with the same base. When multiplying terms like 32 and 33, we simply add the exponents together because the base (the number 3 in this case) remains the same. So this simplification process looks like:

32 × 33 = 3(2+3) = 35

The next step is to calculate the value of 3 raised to the 5th power:

35 = 3 × 3 × 3 × 3 × 3 = 243

Therefore, the simplified expression is 243.

Answer:

Option 2) 300

Uranus has a mass that is approximately 300 times greater than Mercury's

Step-by-step explanation:

Let

x ----> Uranus's mass

y ---->  Mercury's mass

we have

[tex]x=8.61*10^28\ units[/tex]

[tex]y=3.302*10^26\ units[/tex]

Divide Uranus's mass by Mercury's mass

[tex]\frac{x}{y}[/tex]

substitute the values

[tex]\frac{8.61*10^28}{3.302*10^26}=260.75[/tex]

Round to the nearest hundred

therefore

Uranus has a mass that is approximately 300 times greater than Mercury's

Answer:

The answer is 300

Step-by-step explanation:

Answer:

Students ticket = $4

Child ticket = $1

Adult ticket = $5

Step-by-step explanation:

Let the price of the student ticket be $x and the price of a child ticket be $y.  An adult ticket costs as much as the combined cost of a student ticket and a child ticket, so the price of one adult ticket is $(x+y).

1. A movie theater advertises that a family of two adults, one student, and one child between the ages of 3 and 8 can attend a movie for $15. Then

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

2. If you purchase 1 adult ticket, 4 student tickets, and 2 child tickets for $23, then

[tex](x+y)+4x+2y=23[/tex]

Now, solve the system of two equations:

[tex]\left\{\begin{array}{l}2(x+y)+x+y=15\\ \\(x+y)+4x+2y=23\end{array}\right.\Rightarrow \left\{\begin{array}{l}3(x+y)=15\\ \\5x+3y=23\end{array}\right.\\ \\\left\{\begin{array}{l}x+y=5\\ \\5x+3y=23\end{array}\right.\\ \\\left\{\begin{array}{l}y=5-x\\ \\5x+3(5-x)=23\end{array}\right.[/tex]

Solve the last equation

[tex]5x+15-3x=23\\ \\2x=23-15\\ \\2x=8\\ \\x=4\\ \\y=5-x=5-4=1[/tex]

Students ticket = $4

Child ticket = $1

Adult ticket = $5

Answer:

The ticket prices will as follows:

Students ticket = $4

Child ticket = $1

Adult ticket = $5

Step-by-step explanation:

Thinking process:

Let the price of the student ticket be $x and the price of a child ticket be $y.  An adult ticket costs as much as the combined cost of a student ticket and a child ticket, so the price of one adult ticket is $(x+y).

1. A movie theater advertises that a family of two adults, one student, and one child between the ages of 3 and 8 can attend a movie for $15. Then

2. If you purchase 1 adult ticket, 4 student tickets, and 2 child tickets for $23, then

Now, solve the system of two equations:

Solve the last equation

Students ticket = $4

Child ticket = $1

Adult ticket = $5

Answer:

10 units.

Step-by-step explanation:

That would be the difference in the x coordinates as the y coordinates are both -8.

So it's 10 - 0 = 10 units.

Answer: 6√35

Step-by-step explanation:

since the √ 210 cannot come out into an equal number then you have to try to get two numbers closest to answering 210 to get it except you have to do 6 square root of 35. I hope this helps you!!!

The two whole numbers between which the square root of 210 lie are 14 and 15.

The square root of 210 is approximately 14.49. Since you are looking for the two whole numbers between which this value lies, you need to find the next higher and lower whole numbers from this value. These would be 14 and 15, as 14.49 is more than 14 and less than 15.

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Answer:

Yes.

Step-by-step explanation:

You can divide both the numerator (18) and the denominator (10) by 2 (also called simplifying) in order to get 9/5.

Answer:

$36.78

Step-by-step explanation:

First, let’s figure out how much of his money he spent on the total amount of books.

We’ll take his staring amount ($331) and subtract it by how much money he had left over ($16)

$331 - $16 = $315

So now we know that he spent $315 for ALL the books.

Now, we divide $315 by how many books he purchased (9) to find out how much he paid for EACH book

$315 ÷ 9 = $35

Therefore, EACH book costs $35

Hope this helps you

- AaronWiseIsBae

the smaller and the larger number are

17 and 22 respectively

Step-by-step explanation:

let the numbers be x and y

from the expression; The sum of two numbers is 39 means that

x + y=39

let y be the smaller number and x be larger number.

but from the expression

The larger number is 5 more than the smaller is written as

x=5+y

put it in the first equation to get

5+y+y=39

5+2y=39

2y=39-5

2y=34

y=34/2

y=17

put the y value in the equation to get the x value

thus

x=5+y

x=5+17

x=22

Answer:

32 tanks

Step-by-step explanation:

since 562/18

is 31.222222...

You would have to round up because you the limit is 18 fish. You would need 32 tanks to fit all the fish

Answer:

32

Step-by-step explanation:

You have 562 gold fish and you need to have 18 in each tank, how many tanks do you need?

You first need to start with dividing the gold fish amount to the amount that can fit in each tank, (562 divided by 18 = 31.22222222222222). Then you multiply 18 by 31 and you get 558. This is obviously not as much goldfish as you had before, so to fix this you add another tank which makes 32 tanks, but you minus 562 from 558 and you have only 4 fish in the last tank.

Hope this helps! :)

Answer:

Step-by-step explanation:

You need to know what prime factorization is.  Basically you split up a number into it's prime  factors.  Or in other words what prime numbers multiply to get this number.  So say you have 36, you can split it into 2*2*3*3.  This is the methodology we use.

For the fractions given we want to look at the prime factorization of  the denominators.  so for 4 = 2*2 and 6 = 2*3.  What do we have to do to make them equal.  Well, if we multiply 2*2 by 3 and 2*3 by 2 what do we get?  2*2*3 and 2*3*2 which are equal.  So there's another way to get common denominators.  You also have to multiply the numerators by the same numbers you multiply the denominators by.  So in total you do this.

1/4 + 1/6

1/(2*2) + 1/(2*3)

(1*3)/(2*2*3) + (1*2)/(2*3*2)

3/12 + 2/12

5/12

Final answer:

To add fractions with different denominators, find the Least Common Denominator (LCD) rather than multiplying the denominators. For 1/4 and 1/6, the LCD is 12. The resulting addition is 1/4 + 1/6 = 3/12 + 2/12 = 5/12.

Explanation:

Whitney, to add fractions with different denominators more efficiently, we can find a common denominator that is smaller than directly multiplying the two denominators. This is also known as the Least Common Denominator (LCD).

To add 1/4 and 1/6, rather than multiplying the denominators to get 24, we can look for the least common multiple (LCM) of 4 and 6. The LCM of 4 and 6 is 12, because 12 is the smallest number that both 4 and 6 can divide evenly into.

Now we can write each fraction with a denominator of 12:

Now the fractions have the same denominator:

1/4 + 1/6 = 3/12 + 2/12 = 5/12

By using the LCD, the fractions are now easy to add, and the added result of 5/12 is in simplified form.

Let R = total revenue the year before

R = 45,000 x 0.25 + 45,000

R = 11,250 + 45,000

R = $56,250

Answer:

24 Kids per group

Step-by-step explanation:

14 x 12 = 168

168 / 7 = 24

24 kids

Answer:

24 Students

Step-by-step explanation:

The answer 67.6 and in fraction form it is 203/3

Answer:

14+12=26

Step-by-step explanation:

i worked it pls give brainliest

Answer:

jacob is 12 and his sister is 14. this is the correct answer.

Step-by-step explanation:

hope this helps.

Answer:

The dimensions of rectangle whose perimeter is 70 inches and width is five less than three times the length of worktable is  length = 10 and width = 25

Solution:

Consider ‘P’ as perimeter and ‘L’ as length and ‘W’ as width  

P = 70 inches

W = 5 less than thrice of length  

Therefore, [tex]\mathrm{W}=3 L-5 \quad(\text {equation } 1)[/tex]

Using perimeter formula for rectangle,

[tex]\begin{array}{l}{P=2(L+W)} \\ {70=2(L+3 L-5)} \\ {70=2(4 L-5)} \\ {70=8 L-10} \\ {8 L=80} \\ {L=10}\end{array}[/tex]

Substitute L= 10 in equation 1

[tex]\begin{aligned} W &=3 \times 10-5 \\ W &=30-5 \\ W &=25 \end{aligned}[/tex]