How do you write 683% as a decimal

Answer:

you still need the answer after all these years??? XD

Step-by-step explanation:

The 132 tickets is the childrens tickets and the adult tickets together. So to find the adult tickets you subtract the childrens tickets from the full amount. To find the amount of adult tickets you would take the group of adults which is '1' and the childrens tickets which is '5' so in total six. Then you will divide 132 by six and that should be 22.

Answer: D. 3x – y = 4

Step-by-step explanation: Standard form of a linear equation is of the form

ax+by =c.

We are given two points on the graph (2,2) and (0,-4).

Slope of the line: m =[tex]\frac{y_2-y_1}{x_2-x_1} =\frac{-4-2}{0-2} = \frac{-6}{-2} =3[/tex].

Applying point-slope form

y-y1 = m(x-x1)

y-2 = 3(x-2)

y-2 = 3x -6

Adding 2 on both sides, we get

y-2+2 = 3x -6+2

y = 3x - 4

Subtracting 3x from both sides, we get

y -3x = 3x-3x - 4

-3x + y= -4.

Multiplying whole equation by -1, we get

Answer:

Step-by-step explanation:

How will the federal tax affect a gross biweekly pay of $740 for a single person claiming 1 exemption?

a.

It increases gross pay by $62.

b.

It decreases gross pay by $62.

c.

It increases gross pay by $65.

d.

It decreases gross pay by $65.

its d

Answer:

d

Step-by-step explanation:

Answer:

4

Step-by-step explanation:

with th information given we can express the equation:

[tex]2x-8=\frac{x}{2} -2[/tex]

where [tex]x[/tex] is the unknown number.

to clear for [tex]x[/tex] first we multiply the equation by 2, to eliminate the fraction:

[tex]2(2x-8=\frac{x}{2}-2 )\\4x-16=x-4[/tex]

moving all terms with [tex]x[/tex] to the left:

[tex]4x-x-16=-4\\3x-16=-4[/tex]

and adding +16 to each side:

[tex]3x-16+16=-4+16\\3x=12[/tex]

and finally, dividing by 3

[tex]x=\frac{12}{4} =4[/tex]

the number is 4.

Answer:

Volume of the empty space (outside pyramid) is 225 cm².

Step-by-step explanation:

Dimensions of the rectangular prism = 5cm × 5cm × 12cm

Volume of a triangle is represented by the expression,

[tex]V_{1}[/tex] = Length × Width × Height

   = 5×5×12

   = 300 cm²

A rectangular pyramid with half the height and same base of the prism, has been inserted inside the rectangular prism then,

Volume of pyramid is represented by the expression,

[tex]V_{2}=\frac{1}{3}(\text{Area of the base})\times (\text{Height})[/tex]

    = [tex]\frac{1}{3}(5\times 5)\times (6)[/tex]

    = 75 cm²

Therefor, volume of the space left in the blank prism

[tex]V_{1}-V_{2}=300-75[/tex]

            = 225 cm²

Final answer:

The expanded form of the algebraic expression (2x + 1)(3x - 8) is 6x² - 13x - 8.

Explanation:

To expand the algebraic expression (2x + 1)(3x - 8), we'll use the distributive property, which states that a(b + c) = ab + ac. First, we multiply 2x by each term in the second parentheses (3x and -8), and then we multiply 1 by each term in the second parentheses. Let's do this step by step:

Now, we combine these terms:

6x² - 16x + 3x - 8

Simplify by combining like terms:

6x² - 13x - 8

Therefore, the expanded form of (2x + 1)(3x - 8) is 6x² - 13x - 8.

Answer:

the answer is b

Step-by-step explanation:

Y= vertical & x= horizontal

y=vertical and x=horizontal

Hope this helps ^_^

[tex]2y > x-2\qquad|:2\\\\y > \dfrac{1}{2}x-1[/tex]

for < or > line is - - - - - - - -

for ≤ or ≥ line is _________

for < or ≤ shaded below the line

for > or ≥ shaded above the line

Therefore your answer is the third graph.

Answer:

Option C. is the correct option.

Step-by-step explanation:

The given inequality is 2y > x - 2

1). As we know on a graph > (greater than) sign reflects the shaded part above the line

and < (less than) tells about the shaded region below the line.

2). If there is a sign of equality ≥ or ≤ then the line is denoted by a solid line in the graph.

When signs are in the form of > or < only then line will be in the dotted form.

By these rules we can easily say shaded area above the dotted line represents the solution area of the inequality 2y > x - 2.

Therefore, option C is the answer.

4.

In both cases divide the number of laps by the number of minutes to find the unit rate in laps per minute.

30 laps in 12 minutes: (30 laps)/(12 minutes) = 2.5 laps/minute

120 laps in 48 minutes: (120 laps)/(48 minutes) = 2.5 laps per minute

The rates are equivalent.

6.

I can't see the dimensions of the picture.

Do this:

Do these two divisions.

Divide the width by the length of the poster and of the picture.

Poster: (60 inches)/(100 inches) = 0.6

Picture: (width of picture)/(length of picture) = ?

If the second division also equals 0.6, then the ratios are equivalent.

well 251 cannot go into 5 as a whole number because its way bigger than 5 so, it will be a decimal.

Your answer is

5/251 = 0.01992031872

Hi CaCahead23,

Question:

You have 2/4 of a pizza and you want to share it equally between 2 people. How much of the pizza does each person get?

Solution:

2/4 / 2 = 1/4

Answer:

Each person gets 1/4 of a pizza.

The product is 3 because -3/4 * -4 is 3

Final answer:

The Miami Dolphins scored 14 points, while the Buffalo Bills scored 52 points, totaling 66 points as per the equation representing their scores.

Explanation:

Let's denote the number of points the Miami Dolphins scored as D. According to the question, the Buffalo Bills scored 24 more than twice the number of points that the Miami Dolphins did. This can be expressed as 2D + 24 for the Buffalo Bills' score. The total points scored by both teams is given as 66.

We can set up an equation to represent this situation:

D + (2D + 24) = 66

Simplify and solve for D:

Combine like terms: 3D + 24 = 66

Subtract 24 from both sides: 3D = 42

Divide both sides by 3: D = 14

So, the Miami Dolphins scored 14 points. We can then calculate the Buffalo Bills' score by plugging D into the Buffalo Bills' score equation:

2(14) + 24 = 28 + 24 = 52

Therefore, the Buffalo Bills scored 52 points.

In conclusion, the Miami Dolphins scored 14 points, and the Buffalo Bills scored 52 points.

The answer is actually x ≥ -3/4

-52, -37, 0, 23, 67

Any numbers would work as long as their in correct order, and 0 is the middle number. Remeber that with negatives, ordering is different!

In geometry, a solid may exist in three-dimensional space is a TRUE statement.

In geometry, a solid shape is a three-dimensional figure which has width, depth and height.

Examples of such solids are:

Pyramid,cone, cubes etc.

The study of such solid shapes is known as a solid geometry.

Hence, the statement:

In geometry, a solid may exist in three-dimensional space is a TRUE statement.

Answer:

So, given a quadratic function, y = ax2 + bx + c, when "a" is positive, the parabola opens upward and the vertex is the minimum value. On the other hand, if "a" is negative, the graph opens downward and the vertex is the maximum value.

Step-by-step explanation:

100% on edg :)

The quadratic function, y = ax²+ bx + c opening upward if the value of 'a' is positive.

Any equation of the form [tex]\rm ax^2+bx+c=0[/tex] where x is variable and a, b, and c are any real numbers where a ≠ 0 is called a quadratic equation.

As we know, the formula for the roots of the quadratic equation is given by:

[tex]\rm x = \dfrac{-b \pm\sqrt{b^2-4ac}}{2a}[/tex]

We have quadratic function,

y = ax² + bx + c

If the value of 'a' is negative, then the function will be opening downside and if the value of 'a' is positive, then the function will be opening upside.

Let say a = 1, b = 1, c = 1

y = x² + x + 1 (upside)

If a = -1, b = 1, c = 1

y = -x² + x + 1 (downside)

Thus, the quadratic function, y = ax²+ bx + c opening upside if the value of 'a' is positive.

Learn more about quadratic equations here:

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6 * 3 / sqrt9

Using PEMDAS, solve SQRT first.

6 * 3 / 3

Using PEMDAS, solve 6 * 3.

18 / 3

Solve.

6.

Your answer is 6.

Answer:

It's 5 for connexus students, I did it already.

Step-by-step explanation:

Let

x-------> the time

y-------> the altitude of a helicopter

Step 1

Find the slope of the line

we know that

the slope m of the line between two points is equal to

[tex]m=\frac{(y2-y1)}{(x2-x1)}[/tex]

we have

[tex](x1,y1)=(0,10,000)\\(x2,y2)=(15,4,000)[/tex]

substitute in the formula

[tex]m=\frac{(4,000-10,000)}{(15-0)}[/tex]

[tex]m=\frac{(-6,000)}{(15)}[/tex]

[tex]m=-400\frac{feet}{minute}[/tex]

therefore

the answer is the option

The slope is [tex]-400[/tex] . This means that the helicopter descends [tex]400[/tex] ft each minute.

Answer:

-400

Step-by-step explanation:

midpoint = (2, 4 )

using the midpoint formula

midpoint = [ [tex]\frac{1}{2}[/tex] (1 + 3 ), [tex]\frac{1}{2}[/tex] (2 + 6 )] = (2, 4)

The midpoint of the line segment with given endpoints A(1,2) and B(3,6) can be found using the formula for a midpoint, which is ((x1+x2)/2, (y1+y2)/2). Substituting the coordinates of points A and B into this formula gives us the midpoint coordinates as (2,4). So the midpoint is (2,4).

The question is asking for the midpoint of the line segment with given endpoints A(1,2) and B(3,6). We can calculate this using the formula for the midpoint of a segment, which is ((x1+x2)/2, (y1+y2)/2). In this case:

Substituting these values into the formula gives us the midpoint = ((1+3)/2, (2+6)/2) = (2,4). Therefore, the coordinates of the midpoint of the segment with the given endpoints A(1,2) and B(3,6) are (2, 4).

https://brainly.com/question/28224145

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Ask if the numerator and denominator can be divided by the same number, which is called a common factor.

See if at least one number in the fraction is a prime number.

Simply just find the least common factor between the numerator and the denominator of the fraction, For example, 2/4, you know that between the two numbers, they both share the same common factor,  2, so divide 2 on the top and the bottom, and then your final  answer would be 1/2. However, if there seems to be no common factor between the numerator and the denominator for a fraction, do not simplify it any more. You cannot have a decimal as a numerator or a denominator. For example,  3/5 has no common factor so you do not have to simplify it as it is already at its most simplest form.

Hope you found this helpful:)

Hey, there! For this question, we can just start by plugging in the known values. [tex](f + g)(x)[/tex] can be rewritten as [tex](\frac{x}{2} - 3 + 3x^2 + x - 6)(x)[/tex].

Combine like terms: [tex](\frac{x}{2} + x - 3 - 6 + 3x^2)(x)[/tex]

If you add x to [tex]\frac{x}{2}[/tex], x will become [tex]\frac{2x}{2}[/tex], which means that x/2 + x = 3/2x.

--> [tex](\frac{3}{2}x - 9 + 3x^2)(x)[/tex]

If you rearrange this, then your answer will be option b. Hope this helps.

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

    + g(x) = 3x² + x - 6

f(x) + g(x) = 3x² + [tex]\frac{x}{2}[/tex] + x  -3 - 6

              = 3x² + [tex]\frac{3}{2}x[/tex] - 9

Answer: B

Pythagorean Theorem:  

500^2 = 300^2 + x^2  

250,000 = 90,000 + x^2  

160,000 = x^2  

x = +/- 400 use the positive root  

height is 400ft

The kite is 400 feet above the ground.

To determine how high the kite is above the ground if it is 500 feet of string out and the horizontal distance between Tyler and the kite is 300 feet, we can use the Pythagorean theorem. This theorem states that in a right-angled triangle, the square of the length of the hypotenuse (the side opposite the right angle) is equal to the sum of the squares of the lengths of the other two sides (the adjacent and opposite sides).

In this scenario, imagine a right triangle where the string of the kite represents the hypotenuse, the horizontal distance from Tyler to the point directly underneath the kite represents the adjacent side, and the height of the kite above the ground represents the opposite side.

The length of the hypotenuse (the string) is given as 500 feet, and the length of the adjacent side (the horizontal distance) is 300 feet. To find the height of the kite (the opposite side), we apply the Pythagorean theorem:

[tex]\( c^2 = a^2 + b^2 \rightarrow 500^2 = 300^2 + b^2 \rightarrow 250000 = 90000 + b^2 \rightarrow \\b^2 = 250000 - 90000 \rightarrow b^2 = 160000 \rightarrow b = \sqrt{160000} \rightarrow b = 400 )[/tex]

Therefore, the height of the kite above the ground is 400 feet.

Answer:

The cafeteria provides three meals per day.

Reason 1

Yes, they vary directly  

As number of days increases ,Total number of meals i.e

1st day ⇒ 3

2nd day⇒6

3 rd day⇒9

4th day⇒12

......................

.........................

increases.

Total number of Meals = k×Number of days

But there is another possibility also

Reason 2

1 st day ⇒ 3

2nd day ⇒3

3rd day⇒ 3

.....................

.....................

As you can see from the above expression On each day number of meals is  

constant.

So we can say that ,

On each Day=Constant amount of meal=3

So, there is no Proportionality between Days and Meal.

Answer: There will be two different ways of doing so.

Step-by-step explanation:

Since we have given that

Total number of rocks =38

If we want to groups of 10 rocks or as single rocks then there are 2 different ways ;

Case I:

if we group into 10 rocks

there will be four sets in which Ist set contains 10 rocks

Second set contains 10 rocks

Third set contains 10 rocks

and Fourth set remains with 8 rocks only.

Case II:

if we group as single rocks .

There will be 38 sets .