Answer:
Greatest possible number of fish = 576 fish.
Step-by-step explanation:
If there cannot be no more than 18 fish in each tank, then this means that the maximum amount of fish (or greatest amount of fish) is 18 PER tank (since it says "each").
With this knowledge, we can multiply 18 by 32 and we get 576 as our answer.
We are asked for the greatest possible number of fish, so what we have done here is used the information provided (with the maximum for each tank being 18 fish) and multiplied it by 32 to get 576 fish.
Answer:
576
Step-by-step explanation:
The MAXIMUM amount of fish per tank is detailed as 18, as there cannot be any more than it per tank.
We have 32 fish tanks in total, and if we wish to find the maximum fish capacity, simply multiply 32 by 18, and we will get our answer to be 576 fish!
There are 14 students from each of 12 classes signed up for after school sports the students will be divided into 7 equal groups how many students will be in each group
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:
14•12=168168/7=24r0Whitney says that to add fractions with different denominators, you always have to multiply the denominators to find the common unit; for example:
1/4 + 1/6 = 6/24 + 4/24
Show Whitney how she could have chosen a denominator smaller than 24, and solve the problem.
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:
Multiply the first fraction (1/4) by 3/3 (which is equal to 1) to get 3/12Multiply the second fraction (1/6) by 2/2 (which is equal to 1) to get 2/12Now 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.
Which two whole numbers lies between the square root of 210?
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.
Explanation: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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Is 0.6 repeated irrational?
Leila, Keith, and Deon sent a total of 80 text messages over their cell phones during the weekend. Leila sent 10 more messages than Keith. Deon sent 4 times as many messages as Leila. How many messages did they each send?
If a rectangle has a side with vertices located at (0, -8) and (10,-8), the length of the side is:
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.
if one gallon of paint covers 825 square feet, how much paint is needed to cover 2640 square feet? Make a prediction
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
A verb form that functions as a noun is called a(n)
Answer:
It is called a gerund
Step-by-step explanation:
What is the solution for x in the equation?
16x-4+ 5x = -67
A
OB.
x = 1 1 1
r = 3
I = -3
se
-
cole
Answer:
x = -3Step-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
What is the value of x ?
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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Sharif opened a bank account that initially had $0 in it. He
then deposited $150. Later that week, he withdrew $35. Write each value as an integers.
Please answer today! And explain it please
150-35 is 115 dollers!!
720/91.2 = c/0.513 pleasse solve
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 .
simplify 3 to the 2nd power times 3 to the third power.
[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.
The sum of two numbers is 39 . The larger number is 5 more than the smaller number. What are the numbers?
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
Explain the difference between a viable answer and a non-viable answer.
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.
solve
-3(x+5)=-9
Enter your answer in the box.
x=
Answer:
x=-2
Step-by-step explanation:
-3(x+5)=-9
x+5 = 3
x=-2
37 +(92÷3) what does it equal??
The answer 67.6 and in fraction form it is 203/3
13 meters per second to miles per hour
Answer:
what I don't understand
Step-by-step explanation:
what exactly is the question
Is -2.75 greater than or less than -2.5
-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!
This year, a small business had a total revenue of $45,000. If this is 25% less than their total revenue the previous year, what was their total revenue the previous year?
Let R = total revenue the year before
R = 45,000 x 0.25 + 45,000
R = 11,250 + 45,000
R = $56,250
Keith had 331 dollars to spend on 9 books . After buying them he had 16 dollars . How much did each book cost ?
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 following table lists the masses, in grams, of the eight planets and the dwarf planet Pluto. Use the data to choose the correct answers in the item below.
Uranus has a mass that is approximately___ times greater than Mercury's.
1. 3,000
2. 300
3. 30
4. 3
Uranus's mass = 8.61 x 10^28
Mercury's mass = 3.302 x 10^26
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:
10. 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. An adult ticket costs as much as the combined cost of a student ticket
and a child ticket. You purchase 1 adult ticket, 4 student tickets, and 2 child tickets for $23.
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
Is 9/5 and 18/10 equivalent
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.
Jacob is two years younger than his sister together they are are 26 how old is jacob
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.
A store purchased an alarm clock and marked it up 175% from the original cost of $5.60. Then, wanting to make room for summer inventory, the store placed the clock on sale for 5% off. What was the price after the discount?
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
what is 9.6 x 10^6 in standard form
On Sunday you make $2 selling candy. On Monday your sales double, and you make $4. On Tuesday you make $8. If this pattern continues, how much will you earn on Saturday?
a.24
b.64
c.128
d.256
Answer:C
Step-by-step explanation:It is C since if it keeps doubling till Saturday the equation would be 2x2x2x2x2x2x2 which equals 128 :)
Find the solutions to x2 = 20.
:):):) i love you
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
The width of a rectangle is five less than three times the length of the worktable. If the perimeter of the rectangle is 70 inches what are the dimensions of the rectangle?
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]
Phillip write an integer that is less than -2 and greater than -3.5 Which integer did he write?
Answer:
The integer he wrote could be between -3.4 to -2.1, you could just say -3