Answer:
No, Sara can only cut 8 equal-sized pieces with maximum longitude and no wood left over.
Step-by-step explanation:
For finding which longitude meets the requirements (to be the longest with no wood left over) we must decompose 18 and 30 in their prime factors.
For doing so, we look for the prime numbers that divide 18 and 30, as follows
18 | 2 30 | 2
9 | 3 15 | 3
3 | 3 5 | 5
1 1
Thus 18=2*3*3, and 30=2*3*5.
The maximun number that divides both 18 and 30 must be 2*3=6, because these are the prime numbers that both decompositions have in common.
6 represents the maximum longitude for a piece of wood with no leftovers.
Since 18/6=3, and 30/6=5, we can only obtain 5+3=8 wood pieces from the boards.
Of course, we can cut in a half the 8 pieces obtaining 16 equal-sized pieces of wood, but unfortunately, they won't be the longest pieces possible.
someone help me out please
The answer is d hope this helps
Find the difference 1640-952=
the difference of 1640-952 is 688
The gauge on a gas tank showed that the tank is 3/4 full. After traveling some distance, the gauge showed that the tank is 1/8 full. The tank was then filled to its full capacity by adding 16.8 gallons of gasoline.How many gallons of gasoline were in the tank when it was 3/4 full?
First we find how much was left as 1/8 full
16.8 times 0.125
2.1
Now add this to the amount that was added to reach full gauge
2.1 +16.8
18.9
Next we find out what 3/4 of a full tank is
18.9 times 0.75
14.175
So, the gas tank has 14.175 gallons when it is 3/4 full
I need help on 14, 15,16,17 please!!!!!
14. is $14 dollars for each cd and if she buys 5 it's $70
15. is 3 baseballs
16. 16,000 students
17. 28 DVD's
Todd is at the grocery store purchasing ingredients for homemade granola. He needs x ounces of almonds, which are priced at m dollars per ounce in the baking section. The total cost of the other ingredients is b dollars. The following expression represents the total amount of money that Todd will spend on all of the granola ingredients. Todd later finds almonds in the bulk section that are half the price of those in the baking section. If he purchases the almonds in the bulk section, which of the following statements are true about the given expression?
Answer:
The correct statements are :
1. The value of mx will change.
2. The value of m will change.
3. The value of mx+b will decrease.
Step-by-step explanation:
The question is as shown in the attached figure.
Todd needs x ounces of almonds, which are priced at m dollars per ounce in the baking section. So, price of x ounces becomes = mx
The total cost of the other ingredients is b dollars.
Hence, total cost is given as = mx+b
Now, Todd later finds almonds in the bulk section that are half the price of those in the baking section.
So, now price = m/2
And total price for 'x' ounce = (mx/2 + b) dollars.
So, if Todd purchases the almonds in the bulk section, the total cost will decrease.
The correct statements are :
1. The value of mx will change.
2. The value of m will change.
3. The value of mx+b will decrease.
Solve the inequality |x|<5
- 5 < x < 5
the solution is going to be all the points that are less than 5 units away from zero
One board is 6 feet long and the other is 5 1/2 feet long. The total area os 60 3/8 sq ft. What is the width?
Answer:
5 1/4 ft
Step-by-step explanation:
... Area = length × width
Dividing by length, we find width to be ...
... width = Area / length
... = (60 3/8 ft²)/(6 ft +5 1/2 ft) . . . . total length is the sum of the 2 board lengths
... = (483/8 ft²)/(92/8 ft) = 483/92 ft = 5 1/4 ft
_____
Math with Fractions
[tex]60\dfrac{3}{8}=60+\dfrac{3}{8}=60\cdot\dfrac{8}{8}+\dfrac{3}{8}\\\\=\dfrac{60\cdot 8}{8}+\dfrac{3}{8}=\dfrac{480+3}{8}=\dfrac{483}{8}[/tex]
Division with fractions can be done a couple of different ways.
"invert the denominator and multiply"make the denominators of the fractions be the same, so the quotient is the ratio of the numeratorsWe have used the second method here.
[tex]11\dfrac{1}{2}=11+\dfrac{4}{8}=11\cdot\dfrac{8}{8}+\dfrac{4}{8}\\\\=\dfrac{11\cdot 8}{8}+\dfrac{4}{8}=\dfrac{88+4}{8}=\dfrac{92}{8}[/tex]
Now we have the two numbers as improper fractions, so the division looks like ...
[tex]\displaystyle\frac{\left(\frac{483}{8}\right)}{\left(\frac{92}{8}\right)}=\frac{483}{92}=\frac{23\cdot 21}{23\cdot 4}\\\\=\frac{21}{4}=5\frac{1}{4}[/tex]
over the interval 2 to 4 by how much does the function increase. explain
The function increases by by 2 because of yo ylook at it 2+2=4 and well backwards 4-2=2 so the answer is 2. Hope hat made a lot of sense and that it helped you a lot with your problem and answer
if the average (arithmetic mean) of 2,7, and x is 12, what is the value of x
x is equal to 27.
In order to find the value of x, you have to use the average formula and solve for the missing variable. The mean formula is all of the numbers added together divided by the number of inputs.
(inputs added)/(number of inputs) = Average
(2 + 7 + x)/3 = 12 ----> Multiply by 3
9 + x = 36 ----> Subtract 9
x = 27
To find the value of x when the average of 2, 7, and x is 12, you set up and solve the equation (2 + 7 + x) / 3 = 12. After simplifying, you will find that x equals 27.
Explanation:The question asks us to find the value of x when the average (arithmetic mean) of the numbers 2, 7, and x is 12. To find the value of x, we use the formula for the arithmetic mean, which for three numbers is (number1 + number2 + number3) / 3 = average. So, we set up the equation: (2 + 7 + x) / 3 = 12.
First, we multiply both sides of the equation by 3 to eliminate the fraction:
2 + 7 + x = 36. Next, we add the known values on the left side: 9 + x = 36. Finally, to find x, we subtract 9 from both sides of the equation: x = 36 - 9, which simplifies to x = 27. Therefore, the value of x is 27.
Wilma is thinking of a number that is divisible by both 17 and 8. What is the
smallest possible number that Wilma could be thinking of?
Explain the answer very clearly and you will get brainliest.
Answer: The smallest possible number is 136.
Step-by-step explanation:
1. You need to find the Least common multiple (LCM), which is the smallest of the common multiples of 17 and 8.
2. You can descompose 17 and 8 into primes factors. Then, you obtain:
[tex]17=17[/tex]
[tex]8=(2)(2)(2)=2^{3}[/tex]
3. Now, you must choose commons and no commons with the greatest exponent and multiply them. Therefore the result is:
[tex](17)(2^{3})=136[/tex]
[tex]LCM=136[/tex]
The smallest possible number that is divisible by both 17 and 8 is 136.
Explanation:To find the smallest possible number that is divisible by both 17 and 8, we need to find their common multiple. The common multiples of 17 and 8 are found by multiplying them together and continuing until a common multiple is obtained. The smallest common multiple of 17 and 8 is 136.
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Please help me! Whoever gets the correct answer and explains it will get marked Brainliest!!
1. The answer is 0.425
2. the answer is 0.425
3. the answer is 0.2125
Iman has 6 packs of cards . Mateo has 10 packs of cards. between the two of them, they have 128 sports cards . how many sports cards does each child have? explain your answer?
iman has 48 cards and mateo has 80 cards
To find out how many sports cards Iman and Mateo each have, we can set up an algebraic equation based on the total number of cards and the packs they have. After solving the equation, we find that Iman has 48 sports cards, and Mateo has 80 sports cards.
Explanation:The student's question pertains to a problem involving arithmetic and algebra. Iman and Mateo have a total of 128 sports cards combined. The question asks us to find out how many sports cards each child has. Let's call the number of cards that each pack contains 'x'. Therefore, Iman's cards can be represented as 6x and Mateo's cards as 10x. According to the information, 6x + 10x equals 128.
Combining the terms gives us 16x = 128. We can find 'x' by dividing both sides of the equation by 16, which gives us x = 8. Therefore, Iman has 6 packs times 8 cards per pack, which results in 48 cards, and Mateo has 10 packs times 8 cards per pack, adding up to 80 cards.
Iman has 48 sports cards and Mateo has 80 sports cards.
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X/-3+20=30 help me please
if you're solving for x it's -30
steps: x/-3+20=30
first subtract 20 from both sides then you'll have
x/-3=10 then multiply both sides with -3
you should have x by itself and -30 on the other side
answer x=-30
if you're solving for x it's -30
steps: x/-3+20=30
first subtract 20 from both sides then you'll have
x/-3=10 then multiply both sides with -3
you should have x by itself and -30 on the other side
answer x=-30
3m-7=8 solve please NEED HELP
Solve for m.
Add 7 to both sides to get 3m=15
Then divide by sides by 3 to get m=5.
The final answer is m=5.
He rounded the number to 2.55to which place value did round speed of a honeybee
A Web site defines a regular polygon as “a polygon with all angles the same measure.” Is this definition valid?
A.No, because not all regular polygons fit this definition.
B. Yes, because a square is a regular polygon.
C. No, because some polygons that are irregular fit this definition.
D. Yes, because all regular polygons fit this definition.
The proposed definition of a regular polygon as having all angles of the same measure is incomplete because it omits the criterion of all sides being equilateral. Hence, some irregular polygons could fit this definition, making it not entirely valid.
Explanation:The definition of a regular polygon as “a polygon with all angles the same measure” is not completely valid.
A more precise definition of a regular polygon is a polygon that is both equiangular (all angles have the same measure) and equilateral (all sides have the same length).
While all regular polygons have angles of equal measure, the definition provided is incomplete as it does not include the requirement that all sides must also be of the same length.
For example, consider an isosceles triangle (a triangle with two sides of equal length).
This triangle has two angles of the same measure and one that is different. B
ased on the provided definition, one might incorrectly classify this as a regular polygon, even though it is not.
Thus, the correct answer is C. No, because some polygons that are irregular fit this definition.
Final answer:
The definition for a regular polygon as 'a polygon with all angles the same measure' is not fully accurate because it omits the requirement for all sides to be of equal length.
The correct answer to the question is C. No, because some polygons that are irregular fit this definition.
Explanation:
The definition of a regular polygon that states it is “a polygon with all angles the same measure” is not entirely valid. While it's true that a regular polygon does have equal angles, the definition is incomplete without the inclusion of another important characteristic: all sides must be of equal length.
Therefore, the correct answer to the question is C. No, because some polygons that are irregular fit this definition.
An irregular polygon can also have equal angles but different side lengths, so the definition given would incorrectly include some irregular polygons.
When thinking about a regular polygon, it's essential to consider both equal angles and equal side lengths, just as when thinking about a triangle, it includes a three-sided figure lying on a plane with three angles adding up to 180 degrees.
Jocelyn was able to get 2.75% interest rate on her house. She financed $150,000 for 15 years at the same rate. In total how much will she pay for the house?
Need for test corrections by tomorrow. ASAP
she will have to pay $61875 of interest at the end of the 15 years.
in total she would have to pay $211875
a map shows the town where niko lives. the actual distance from niko's house to his school is 3miles, and measures one-half inch on the map. the actual distance
Answer:
4 miles would be 2-thirds inch on the map.Step-by-step explanation:
The entire question is:
A map shows the town where Niko lives. The actual distance from Niko's house to his school is 3 miles and measures one-half inch on the map. The actual distance from Niko's school to the library is 4 miles. How long is this distance on the map?
To solve this problem, we can apply the rule of three, if 3 miles are one-half inch on the map, how long would be on the map for 4 miles.
[tex]x=4miles\frac{\frac{1}{2}in }{3miles}=4\frac{1}{6}in=\frac{2}{3}in[/tex]
Therefore, 4 miles would be 2-thirds inch on the map.
The actual distance of 4 miles would be 2-thirds inch on the map.
What is the distanceIf 3 miles is shown by one-half inch on the map, then to find the length on the map for 4 miles, you can set up a proportion:
(3 miles) / (1/2 inch) = (4 miles) / x
Now, cross-multiply:
3 * x = 4 miles * (1/2 inch)
3x = 2 miles * inch
So , divide both sides by 3 to find the length on the map (x):
x = (2 miles * inch) / 3
x = 2/3 inch
So, the correct length on the map for 4 miles is indeed 2/3 inch.
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The table shows the number of cups of water required when cooking different amounts of rice. Amount of Rice (cups) Amount of Water (cups) 2 5 3 7.5 5 12.5 8 20 Which statements apply to the ratio of rice and water? The amount of rice is the dependent value. The amount of water is the dependent value. The amount of rice is the independent value. The amount of water is the independent value. The values cannot be labeled as dependent or independent without a given equation. The values cannot be labeled as dependent or independent since any amount can be selected for either.
Answer:
Consider
Amount of Rice (cups) : Amount of Water(cups)
1.2/5
2. 3/7.5=2/5
3. 5/12.5=2/5
4. 8/20=2/5
As in all cases Amount of Rice and Amount of water in cups are same.
i.e⇒ Amount of rice × K = Amount of water, where K is constant of proportionality.
So, Among all the statements
⇒ The amount of rice is the dependent value. The amount of water is the dependent value are correct.
Which means if either of them (Amount in cups) is given we can find other.
Please help me!!!
Show how you could use the Commutative Property to simplify the evaluation of the expression -7/16-1/4-5/16.
ensure all fractions have the same denominator
we require - [tex]\frac{1}{4}[/tex] = - [tex]\frac{4}{16}[/tex]
thus - [tex]\frac{7}{16}[/tex] - [tex]\frac{4}{16}[/tex] - [tex]\frac{5}{16}[/tex]
take out a common factor [tex]\frac{1}{16}[/tex]
= [tex]\frac{1}{16}[/tex] (- 7 - 4 - 5 )
= [tex]\frac{1}{16}[/tex] × - 16 = - 1
The flag of a country contains an isosceles triangle. (Recall that an isosceles triangle contains two angles with the same measure.) If the measure of the third angle of the triangle is 15° more than the measure of either of the other two angles, find the measure of each angle of the triangle. (Recall that the sum of the measures of the angles of a triangle is 180°.)
Answer:
Angle total (180°) = 15° + other 2 angles
165° = other 2 angles
EACH of the other 2 angles = 165/2 = 82.5°
Step-by-step explanation:
Solve the equation.
78 = -2(m + 3) + m
Question 1 options:
–42
–72
–84
–28
Hey there!!
Equation given :
... 78 = -2 ( m + 3 ) + m
... 78 = -2m - 6 + m
... 78 = -m - 6
... 78 + 6 = -m
... 84 = -m
... m = -84
Hope my answer helps!!
Hello there!
The answer should be the third option C.
[tex]78 = -2(m + 3) + m[/tex]
First you had to simplify from both sides of the equations.
[tex]78=-2(m+3)+m[/tex]
[tex]78=(-2)(m)+(-2)(3)+m[/tex]
[tex]78=-2m+-6+m[/tex]
[tex]78=(-2m+m)+(-6)[/tex]
[tex]78=-m+-6[/tex]
[tex]78=-m-6[/tex]
Then you can flip by the equation.
[tex]-m-6=78[/tex]
Add by 6 from both sides.
[tex]-m-6+6=78+6[/tex]
[tex]-m=84[/tex]
Divide by -1 from both sides.
[tex]\frac{-m}{-1}=\frac{84}{-1}[/tex]
Simplify should be the correct answer.
[tex]m=-84[/tex]
Hope this helps!
Thank you for posting your question at here on Brainly.
Have a great day!
-Charlie
What is the expression in exponential form
Melissa has ridden 51 miles of a bike course they course is 60 miles long what percentage of the course has Melissa ridden so far
Answer:
299999929132
Step-by-step explanation:
jndcueucneucneucnuencuencue
iencuencuebcubecubeucbeucbe
ucubecbeucbeucbeucbec
uebcuecuebcuebcuebcubeucgbe
ecbuebcuecbuebcuebucbeucb
uebcubecubec
ebcuebcuebcuebcuebcubecuecb
uebcuebcuebcuebcuebcubeucbec
uebcuebcuebcuebc
Melissa has completed 85% of the bike course by riding 51 out of 60 miles. This was calculated by dividing the distance ridden by the total distance and multiplying by 100.
To find out what percentage of the bike course Melissa has ridden, we need to divide the distance she has ridden by the total distance of the course and then multiply by 100 to get the percentage. Melissa has ridden 51 miles of the 60 miles long course. Therefore, the percentage of the course she has ridden is calculated as follows:
Divide the distance ridden by the total distance: 51 miles / 60 miles.Multiply by 100 to convert the decimal to a percentage: (51 / 60) * 100.When we perform this calculation, we get:
(51 / 60) * 100 = 85%
So, Melissa has ridden 85% of the bike course.
Find the product.
6 x 500 = 6 x (blank) hundreds
= (blank) hundreds
= (blank)
**needing the “blanks” answered/solved.
The first blank should contain the number 50. The second blank should contain the number 300 which represents hundreds. Lastly, the third blank should contain the number 30,000 when converted back from hundreds.
Explanation:The original equation given is: 6 x 500. We can re-write this first in terms of hundreds as: 6 x (5,000/100) which means 6 times 50 hundreds. Hence, the first blank is 50.
Subsequently, you would find the product of 6 x 50 hundreds = 300 hundreds. Therefore, the value for the second blank is 300.
Finally, you would turn 300 hundreds back into a standard number by multiplying 300 by 100, which equals 30,000. So, the third blank would be 30,000.
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I need help with these problems!!!
x^2 = √150
x^2 = √(25 * 6)
x = + - 5√6
Answer
Last one
+ - 5√6
40.79 divided by 6.7
The final answer would be 5.16
ava dis u? haha
The answer would be 6.08 consider the numbers behind the decimals as they will be helpful to know where to put your decimal point in your answer. Hope this helps!
Maggie bought c CDs for $12 each, b books for $7 each, and a purse costing $24.
A. Write an expression to show the total amount of money Maggia spent
B. If Maggie bought 4 CDs and 3 books, how much money did she spend?
Answer:
A: Spent = 12c + 7b + 24
B: 93 dollars
Step-by-step explanation:
Cost = 12*c + 7*b + 24
If c = 4 and b = 3 then the total cost is
Cost = 12*4 + 7*3 + 24 Substitute and combine factors
Cost = 48 + 21 + 24 Combine Terms
Cost = 93 dollars Answer
Maggie's total spending is represented by the expression 12c + 7b + 24. When purchasing 4 CDs and 3 books, plus a purse, she spent $93.
Explanation:The total amount of money Maggie spent can be represented by the expression: c CDs at $12 each + b books at $7 each + 1 purse at $24.
So, the expression is 12c + 7b + 24.
Given that Maggie bought 4 CDs and 3 books, the total amount spent is calculated as follows:
For CDs: 4 CDs × $12/CD = $48For books: 3 books × $7/book = $21For the purse: $24 (since only one purse was bought)Adding these amounts together gives us: $48 + $21 + $24 = $93.
Therefore, Maggie spent a total of $93 for 4 CDs, 3 books, and a purse.
7.) Nate has $267 in bills. None of the bills is greater than $10. He has eleven $10 bills. He has seven fewer $5 bills than $1 bills. 7a.) How many $5 and $1 dollar bills does he have? 7b.) Describe the problem solving strategy you used to solve this problem.
To solve the problem, an algebraic equation is set using the given conditions. After solving it, it's established that Nate has 28 one-dollar bills and 21 five-dollar bills.
Explanation:Let's solve the problem in two steps. First, we already know the total sum of money Nate has, which is $267, and the value of his eleven $10 bills, which is $110. So, we subtract $110 from $267, leaving $157 to be divided among the $5 and $1 bills.
Next, we assign variables to the unknowns. Let's call the no of $1 bills 'x' and no of $5 bills ''x-7'. A $5 statement is worth five $1 bills so that we can rewrite 'x-7' as '5(x-7)'. Setting up the equation 5(x - 7) + x = 157 and solving for x gives us 28.
The problem-solving strategy here is using a system of equations to solve a money problem. So Nate has 28 one-dollar bills and 21 five-dollar bills (28-7).
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What is a factor of a whole number
no decimals?
are u asking a factor or something that makes up a whole number or.....?
A factor of a number divides the number. For example, 2, 3, and 4 are all factors of 12. Similarly, we say that 12 is a multiple of 2, or a multiple of 3, because one can multiply 2 by a whole number to get 12. A number is a multiple of its factors.