jessica is ordering 3 bags of cat food from Canada. Each bag has a mass of 5 kg. To determine the shipping cots, Jessica needs to know the total weight in pounds

There are 5 fewer trucks, that means there are 5 more cars than trucks  

So no. of cars = 8+5 = 13

Answer:

B: P + 0.25 P

D : 5/4 P

Step-by-step explanation:

The price is P.

The tax is 25% of P, or 0.25P.

The total price is the price plus the tax,

P + 0.25P = P + 1/4P = 4/4P + 1/4P = 5/4P

A percentage is a number expressed fraction of hundred

The correct options for the expression that represent how much Jack pays in total are;

B: P + 0.25·P

D: (5/4)·P

Reason:

The given parameters are;

Material from which the pony is made = Diamond

Price of the pony = P dollars

Amount Jack has to pay as diamond pony tax = 25%

Required:

The expression that represents how much Jack pays per pony

Solution:

The amount Jack pays, A = The price of the pony + Tax

The amount paid as tax = 25% of P = 0.25·P

∴ A = P + 0.25·P

[tex]\therefore A = P + 0.25 \cdot P = P + \dfrac{1}{4} \cdot P = \dfrac{5}{4} \cdot P[/tex]

The correct options are; B: P + 0.25·P, and D: (5/4)·P

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move te dotty thing to the midle them sumbtract 5 1/2

u are very smart

First, we must subtract

57

-

26

______

31

Second, we isolate the variable!

X + 0 = 31 - 5

X+0 = 26

X=26

Finally,Plug it in

26 + 5 = 57 - 26

26 + 5 = 31

31 = 31

Check

Hope I helped!

Good Luck!

x + 5 = 57 - 26

x = 57 - 26 - 5

x = 26

Answer:

Three hundreds equals $300 which is equivilant to 300 1's you get that because there is 100 cents in 1 dollar. And there are 100 ones in $100. Therefore your answer would be 300. Hope this helps

Step-by-step explanation:

First, you need to convert the minutes into hours, to do this you divide the minutes by 60 (the amount of minutes in an hour). Once you've gotten the value (which is 2.5), you divide that by the amount of miles drove, then you get the unit rate, or in other words       the kilometers per hour, which equals 49.6 km/h

Answer: 60!

It’s already answered but I need some points ✊

To answer this question, you should set up a proportion that demonstrates the ratio of chocolate chips to cookies.

[tex]\frac{0.5}{36} =\frac{x}{120}[/tex]

36 and 120 are used because 1 dozen=12.

Cross multiply and solve for x to get the answer.

[tex]60=36y[/tex]

[tex]\frac{5}{3}=x[/tex]

The answer is [tex]\frac{5}{3}[/tex] cups.

The number of cups of chocolate chips that should be used for 10 dozen cookies is 1 2/3 cups.

Based on the information given, the expression to solve the question will be:

0.5/3 = x/10

Cross multiply

3 × x = 0.5 × 10

3x = 5.

x = 5/3

x = 1 2/3 cups

Therefore, the number of cups of chocolate chips that should be used for 10 dozen cookies will be 1 2/3 cups.

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the square root of 31 is a irrational number

Answer:

3x=-9

Step-by-step explanation:

3x+12=3

3x=-9

The missing step to solve the given equation is 3x= 3-9.

In mathematics, an equation is a formula that expresses the equality of two expressions, by connecting them with the equals sign =.

The solution of an equation is the set of all values that, when substituted for unknowns, make an equation true.

The given equation is 3x+12=3.

Step 1: 3x+12=3

Step 2: 3x= 3-9

3x= -9

Step 3: x= -9 ÷3

x= -9/3

Step 4: x= -3

Therefore, the missing step to solve the given equation is 3x= 3-9.

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Solution

Here the first term = -2

5th term = -1/8

Now we have to find the common ratio (r)

Fifth term A5 = -1/8

-1/8 = [tex]a_{1} r^{4}[/tex]

Here [tex]a_{1} = -2[/tex]

Plug in [tex]a_{1} = -2[/tex]  in the fifth term and find the value of r.

-1/8 = -2[tex]r^{4}[/tex]

r^4 = 1/16

Taking 4th root, we get

r = 1/2

Now let's find the second term.

first term *r = -2 *1/2 = -1

2nd term = first term * 1/2 = -1

3rd term = second term * 1/2 = -1 * 1/2 = -1/2

4th term = 3rd term *r = -1/2 *1/2 = -1/4

Thank you :)

Really none of the above.  

A principal square root of a real number is a positive real number (or a positive real number times i, if you're up to complex numbers, but let's assume not.)  It's not necessarily a positive integer, √2 being the obvious example.

Is √2 a positive fraction?   We can write it as √2 / 1 so I suppose it is.  It's certainly not a rational number.  Even if we grant irrationals as fractions surely √0=0 isn't a positive fraction.  So "always" isn't correct.

I'd go with none of the above, but if I had to choose I'd choose D.

The additive inverse of the number is the same number but with the opposite sign.

The number you are given is negative, so the additive inverse would be positive.

The answer is 10 1/4

The additive inverse of -10 1/4 is 10 1/4, as it is the number that results in zero when added to the original.

The additive inverse of a number is the number that, when added to the original, will result in zero. For the number -10 1/4, its additive inverse would be the opposite sign of that number. Therefore, the additive inverse of -10 1/4 would be 10 1/4.

The discussion covers rational and irrational numbers' properties, particularly focusing on the absence of the smallest positive rational number and the non-manifold nature of rational numbers.

The properties of rational and irrational numbers are fundamental concepts in mathematics, particularly when studying the real number system. Rational numbers include integers and fractions where the numerator and the denominator are integers (e.g., 2/3), while irrational numbers are those that cannot be expressed as such a simple ratio (e.g., √2 or π). The completeness axiom of the real numbers ensures that every number on the number line has a place, whether rational or irrational. An example of how rational and irrational numbers interact is that a graph of a function defined only on rational numbers could approach but never touch an irrational number, which is illustrated in the claim that there is no smallest positive rational number, akin to how there is no smallest positive real number. This is due to the density of rational numbers—between any two rational numbers, there is another rational number.

Example Problems:

As <ABC=40

3x-1+34-2x=40

x =40-34+1 = 7

In triangle ABD

3x-1 + 90 +3y + 6= 180

3(7) +3y +95 =180

3y= 180-95-21=64

Y =64/3

Use the 2 dots on the line located at (0,1) and (-3,0).

The slope is the change in Y over the change in X:

Change in Y = 0-1 = -1

Change in X = -3 - 0 = -3

Slope = -1 / -3 = 1/3

They intercept in this case is Y1 which = 1.

The equation is y = 1/3x + 1

36*14=504

She gets $504 from selling 36 tickets at $14 each.

In order to simplify the expression (b+11)2b, we need to use the concept of distributive property.

Distributive property:

The distributive property of multiplication over addition can be used when you multiply a number by a sum.

[tex]a(b+c)=a*b+a*c[/tex]

Our expression is:

2b(b+11)

Applying distributive property here :

[tex]2b(b+11)=2b*b+2b*11[/tex]

[tex]=2b^{2}+22b[/tex]

Answer: [tex]2b^{2}+22b[/tex]

(12x-14)-(3x+9)-(-4-1)

= 9x-18

12x-3x=9x

-14-9+4+1=-18

*Subtracting a group of numbers in parenthesis is the same as -1 times what every is in the parenthesis.

So it would be (12x-14)+(-3x-9)+(4+1)... which makes the equation alot easier to simplify.

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Out of 50 students, 11 are taking neither English nor Chemistry.

To find the number of students taking neither English nor Chemistry, we need to subtract the number of students taking English, the number of students taking Chemistry, and the number of students taking both from the total number of students. So, the number of students taking neither is:

Total number of students - Number of students taking English - Number of students taking Chemistry + Number of students taking both = 50 - 15 - 30 + 6 = 11.

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The relationship between the number of tables and guests for Eric's party maintains a consistent ratio of 1 table for every 2 guests. By setting up a proportional table, we can see this ratio and calculate the number of tables needed for any given number of guests.

The question involves creating a table to show the relationship between the number of tables and the number of guests at Eric's party. Since we know that there are 3 tables for every 6 guests, we can create a proportional table that maintains this 1:2 ratio (one table for every two guests). For example, if there were 12 guests, you would need 6 tables (because 12 guests divided by the ratio of guests to tables, which is 2, equals 6 tables). Similarly, if there were 18 guests, you would need 9 tables, as 18 divided by 2 equals 9.

Proportional Table for Eric's Party:

This table can be continued in the same manner as long as you keep the same ratio of 1 table for every 2 guests.

the first option is the correct one

13/18 = 0.72

11/14 = 0.78

So 13/18 < (less than) 11/14.

Hope this Helps!!

ANSWER

The correct answer is D

EXPLANATION

The conditional is

"If an angle's measure is [tex]35\degree[/tex], then it is an acute angle"

The above statement is true because both the premise and the conclusion are true.

Now let us consider the inverse of the above statement.

"If an angle's measure is not[tex]35\degree[/tex], then it is not an acute angle"

The above statement is false.

For example [tex]60\degree[/tex] is an acute angle even though its measure is not [tex]35\degree[/tex]

Answer:

5.136.

Step-by-step explanation:

We have been given a number in expanded form [tex]5+0.1+0.03+0.006[/tex]. We are asked to write our given number in standard form.

To convert our given number in standard form, we will add all the values to get digits in tenths, hundredths and thousandths place as:

   5

   0. 1

   0.03

+ 0.006

   5.136

Therefore, our given number in standard form would be 5.136.

The sequence 20 , 11 , 2 , -7 is an arithmetic sequence.

The common difference is (20 - 11) = (11 - 2) = (2 - -7) = 9

The common difference is 9.

Yes, the given sequence is arithmetic. The common difference is -9.

An arithmetic sequence is a list of numbers in which the difference between any two consecutive terms is always the same. This constant difference is called the common difference.

For the sequence shown:

1st Term: 20

2nd Term: 20 - 9 = 11

3rd Term: 11 - 9 = 2

4th Term: 2 - 9 = -7

In other words, the common difference in the arithmetic sequence is -9.

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