sarah dvd collection. is stored in a cabinet that holds 6 dvds on each self. jow many shelves will she need to hold her collection of 89 dvds?​

Answer:

Step-by-step explanation:

it is 145/25 which is reduced to 29/5

Answer:

5 19/25

Step-by-step explanation:

Answer:

The 2nd term is 3y

Step-by-step explanation:

2x +       3y

__          __

1            2

term     term

Answer:

3y

Step-by-step explanation:

Answer:

The value of r+300-2 is 0.

Step-by-step explanation:

3(r+300)=6

r+300=6/3

r+300=2

r=2-300

r=-298

---------------

r+300-2=-298+300-2=2-2=0

Answer:

0.41

Step-by-step explanation:

formula;  y = kx (where k is the constant variation)

the standard equation representing direct variation

y = 0.41 x is the equation to find the constant of proportionality

so, K = 0.41

Answer:

4

Step-by-step explanation:

Find the greatest common factor (GCF) of 28 and 52.  First, write the prime factorization of each:

28 = 2² × 7

52 = 2² × 13

The GCF is 2² or 4.  So the most fruits per box is 4.

Answer: 28 inches

Step-by-step explanation:

Side1 + side 2 + side 3 =

7 inches + 8 inches + 13 inches =

28 inches

Np i gotchu my dude

1. represents

2. Each y value

3. to exactly

4. x value

Hope this helps my dude ^^

Answer:

The graph represents a function because each x-value corresponds to exactly one y-value.

For example, in the given graph you see that for x=2 there's only one corresponding value, which is, y=40, that's what defines a function. If you have a graph where a certain value of x has to y values, that means is not a function, because for one x-value would be more than one y-values, so that would be only a relation, not a function.

It's important to specify the right order, that is, if we say each y-value corresponds to exactly one x-value, that's not exactly de definition of a function, because it actually happens, because in a quadratic expression, 2 and -2 would be the same result 4, so one y-vale has two x-value, but it's still a function.

So, the right order is The graph represents a function because each x-value corresponds to exactly one y-value.

Answer:

Unit price = $1.31/roll

Step-by-step explanation:

Divide total cost by number of units:

$10.48 / 8 rolls = $1.31/roll

Question 1:

No, \(x^3 \cdot x^3 \cdot x^3\) equals \(x^9\), while \(x^3 \cdot 3 \cdot 3\) equals \(9x^3\), representing different operations and values.

Question 2:

Incomplete. The expression \(1/x^3\) can be rewritten as \(x^{-3}\) using negative exponents.

Question 3:

Incorrect. The product of \(\sqrt{x}\) and \(4\sqrt{x}\) equals \(4x\), not \(5x\). Use exponents to simplify.

Question 4:

The expression \(x^{5/6} \cdot x^{1/6}\) simplifies to \(x\). Show the steps of exponent addition.

Question 5:

Unjustified. Determine equivalent expressions by simplifying each and comparing results. Justify based on mathematical properties.

Here's a review of your work:

Question 1:

Your reasoning is incorrect. The expressions are not equivalent because they represent different operations. \( x^3 \cdot x^3 \cdot x^3 \) means \( x \) multiplied by itself 3 times, which is \( x^9 \). \( x^3 \cdot 3 \cdot 3 \) is a multiplication of constants, which equals \( 9x^3 \). So, the expressions are not equivalent because they result in different values.

Question 2:

Your answer is incomplete. It seems like you've provided a template for simplifying radicals, but you haven't actually applied it to the given expression. To simplify \( \frac{1}{x^3} \), you can rewrite it as \( x^{-3} \).

Question 3:

Your answer is incorrect. The product of \( \sqrt{x} \) and \( 4\sqrt{x} \) is not simply \( 5x \). To rewrite it in simplest rational exponent form, you should use the property of exponents which states that \( \sqrt{a} = a^{1/2} \). So, \( \sqrt{x} \) is equivalent to \( x^{1/2} \), and \( 4\sqrt{x} \) is equivalent to \( 4x^{1/2} \). Multiplying these expressions together, you get \( 4x^{1/2} \cdot x^{1/2} = 4x^{1/2 + 1/2} = 4x^1 = 4x \).

Question 4:

You haven't shown your process for simplifying \( x^{\frac{5}{6}} \cdot x^{\frac{1}{6}} \). To simplify, use the property of exponents which states that when you multiply two terms with the same base, you add their exponents. So, \( x^{\frac{5}{6}} \cdot x^{\frac{1}{6}} = x^{\frac{5}{6} + \frac{1}{6}} = x^{\frac{6}{6}} = x^1 = x \).

Question 5:

You haven't justified which expressions are equivalent. To determine equivalence, you need to simplify each expression and compare them to each other.

Answer:

1.  45/482 of the students are in grade 4.

2.  5/9 of the students of the grade 4 are boys.

3. 7/15 of the grade 4 students are in Ms. Ashley's class

4. 3/4 of the students in Mr. Ben's class do not have siblings in the same school.

5. There are 14 students with glasses and 7 without glasses.

Step-by-step explanation:

1. Let's review the information given to us for solving the questions:

Number of students in the school = 482

Ms. Ashley's Grade 4 class = 21 students

Ms. Ashley's Grade 4 class boys = 15 students

Ms. Ashley's Grade 4 class girls = 6 students

Ms. Ashley's Grade 4 class with glasses = 2/3 * 21 = 42/3 = 14 students

Mr. Ben's Grade 4 class = 24 students

Mr. Ben's Grade 4 class boys = 10 students

Mr. Ben's Grade 4 class girls = 14 students

Mr. Ben's Grade 4 class with siblings in the school = 1/4 * 24 = 24/4 = 6 students

2. Let's answer all the questions:

1. What fraction of the students in the school are in grade 4?

(Ms. Ashley's Grade 4 class + Mr. Ben's Grade 4 class)/ Number of students in the school

21 + 24 / 482 = 45/482

2. What fraction of the grade 4 students are boys?

(Ms. Ashley's Grade 4 boys + Mr. Ben's Grade 4 boys)/ (Ms. Ashley's Grade 4 class + Mr. Ben's Grade 4 class)

15 + 10 / 21 + 24

25 / 45 = 5/9

3. What fraction of the grade 4 students are in Ms. Ashley's class?

Ms. Ashley's Grade 4 class / (Ms. Ashley's Grade 4 class + Mr. Ben's Grade 4 class)

21 / 21 + 24

21 / 45 = 7/15

4. What fraction of the students in Mr. Ben's class that do not have siblings in the same school?

(Mr. Ben's Grade 4 class - Mr. Ben's Grade 4 class with siblings in the school)/ Mr. Ben's Grade 4 class

24 - 6 / 24

18 / 24 = 3/4

5. In Ms. Ashley's class, are there more students that wear glasses or do not wear glasses?

There are 14 students with glasses and 7 without glasses.

Answer:

B

Step-by-step explanation:

4 units is the answer. i got an 100% on the quiz

The triangle missing from the question has attached and the opposite side of angle B is 4 units.

A triangle is a three sides lines geometry in which the sum of all angles is 180°.

Given that a triangle ABC and has sides as

AB = 4

BC = 3

AB = 5

It's clearly visible that the opposite side of angle B is AC which has length as 4 units.

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Answer:

$100\%=165$100%=165​.

Step-by-step explanation:

Answer:

4%

Step-by-step explanation:

165 is what % of 4125.

Let x represent the % in decimal form

4125*x = 165

Isolate x by dividing both sides by 4125

x = 0.04

0.04 = 4%

You find this by moving the decimal two places to the right

Answer:

C, the answer is 62.

Step-by-step explanation:

Well, 1 x 62 is 62 so that's the only factor of 62 out of all of them.

Answer:

18529/50 or 370.58

Step-by-step explanation:

5/10=1/2

8/100=2/25

300+70+1/2+2/25

370+1/2+2/25

370+29/50

18529/50 or 370.58

Step-by-step explanation:

370 + 50/100 + 8/100

37000/100 + 58/100

37058/100 = 370 58/100 = 370 29/50

Answer:

Step-by-step explanation:

It could be 42 pencils

Answer:

x=-117/4

Step-by-step explanation:

5x-15+130=x-2

5x-x+115=-2

4x+115=-2

4x=-2-115

4x=-117

x=-117/4

Slope of the line is 0.

Step-by-step explanation:

Given points are,

(-6, -7) and (-24, -7)

Here,

[tex]x_{1} = -6\ \ \ \ \ y_1=-7\\x_2=-24\ \ \ \ \ y_2=-7[/tex]

Slope = [tex]\frac{y_2-y_1}{x_2-x_1}[/tex]

[tex]Slope = \frac{-7-(-7)}{-24-(-6)}\\Slope=\frac{-7+7}{-24+6}\\Slope=\frac{0}{-18}\\Slope= 0[/tex]

Slope of the line is 0.

Keywords: slope, line

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Final answer:

The slope of the line that passes through the points (-6, -7) and (-24, -7) is calculated using the slope formula and is found to be 0, indicating that the line is horizontal.

Explanation:

The question asks for the slope of the line that passes through the points (-6, -7) and (-24, -7). To calculate the slope, we use the formula slope = (y2 - y1) / (x2 - x1), where (x1, y1) and (x2, y2) are the coordinates of the two points. Plugging in our values, we get the slope = (-7 - (-7)) / (-24 - (-6)) = 0 / -18 = 0. Therefore, the slope of the line through these two points is 0, which means the line is horizontal.

Answer:

The error percentage in estimation is 20 %

Step-by-step explanation:

The estimated distance between library and town  =  735 ft

The actual distance = 612 ft

The Error in estimation  =  Estimated Distance - Actual Distance  

                                        =  735 ft -  612 ft  =  123 ft

So, the error in the estimation is 123 ft.

Now,  [tex]\textrm{  Percentage in Error Estimation}  = \frac{\textrm{The estimated Error}}{\textrm{The estimated value}}  \times 100[/tex]

= [tex]\frac{123}{612}  \times 100 = 20.098[/tex]

or, The error percentage in estimation is 20.09%

Now, rounding off the value to the nearest tenths of a %, we get:

The error percentage in estimation is 20 %

Answer:

It's Either B Or D

Step-by-step explanation:

only because They Only number that are closer so you can reverse it is 18 or 96

Answer:

The numbers increase by 3

Step-by-step explanation:

The difference between all the numbers in the sequence have a gap of 3

9 and 12 --gap of 3

12 and 15--gap of 3

18 and 21--gap of 3

21 and 24--gap of 3

Answer

y=3+ before

Step-by-step explanation:

you add 3 to every number

Answer:

75/2 (or 37 1/2)

Step-by-step explanation:

Here we're multiplying 4 1/2 by 8 1/3.

Converting both numbers to improper fractions:

9/2 times 25/3, or

9      25

---- * ------

 2       3

Reducing the fractions, we get:

3      25

---- * ------ = 75/2 (answer)

 2       1

The value of the given expression is 36.

Use the concept of fraction defined as:

A fraction is part of a whole number and a way to split up a number into equal parts. Or, A number which is expressed as a quotient is called a fraction. It can be written in the form of p: q, which is equivalent to p / q.

Given that,

[tex]s = 4\dfrac{1}{2}[/tex]

We have to calculate [tex]8\dfrac{1}{3} \test{s}[/tex]

Now convert both fractions into improper fractions,

[tex]4\dfrac{1}2} = \dfrac{8 + 1}{2}\\\\4\dfrac{1}{2} = \dfrac{9}{2}\\\\[/tex]

And [tex]8\dfrac{1}{3} = \dfrac{24}{3}[/tex]

Now we have,

s = 9/2

Therefore,

[tex]8\dfrac{1}{3}s = \dfrac{24}{3}s\\\\8\dfrac{1}{3}s = \dfrac{24}{3}\times\dfrac{9}{2}\\\\[/tex]

Simplifying we get,

[tex]8\dfrac{1}{3}s = 12 \times 3\\\\ 8\dfrac{1}{3}s = 36[/tex]

Hence the value of the expression is 36.

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Answer:

Step-by-step explanation:

14

Answer:

$28,116

Step-by-step explanation:

27,000/100*104 = 28,080 + 36 = $28,116

I copy the complete questions again to make them clearer:

Priya and Han are biking in the same direction on the same path.

a. Han is riding at a constant speed of 16 miles per hour. Write an expression that shows how many miles Han has gone after    [tex]t[/tex]     hours.

b. Priya started riding a half hour before Han. If Han has been riding for     [tex]t[/tex]     hours, how long has Priya been riding?

c. Priya is riding at a constant speed of 12 miles per hour. Write an expression that shows how many miles Priya has gone after Han has been riding for     [tex]t[/tex]     hours.

d. Use your expressions to find when Han and Priya meet.

Answer:

Explanation:

a. Since Han is riding at a constant speed of 16 miles per hour, the number of miles that he has gone is proportional to the number of hours, t, that he has been riding, the constant of variation is 16, and the expression for the number of miles he has gone is:

Where, H is the number of miles Han has gone, and t is the number of hours.

b. Since Priya started riding a half hour before Han, you have to add 1/2 or 0.5 to the time of Han, which is t, to express how long Priya has been riding:

c. Since, Priya is riding at a constant speed of 12 miles per hour, the number of miles that she has gone is proportional to the number of hours, t + 0.5, that she has been riding, the constant of variation is 12, and the expression for the number of miles she has gone is:

Where P is the number of miles Priya has gone, and t is the number of hours since Han is riding.

d. To find when Han and Priya meet, you just need to solve the sytem of equations, making H = P, which means that the number of miles that both Han and Priya rides is equal:

[tex]H=P\\ \\ 16t=12(t+0.5)\\ \\ 16t=12t+6\\ \\ 4t=6\\ \\ t=6/4=3/2=1.5[/tex]

Which means that they meet when it has passed 1.5  hours since Han started riding.

Answer:

4 1/4

Step-by-step explanation:

f(x) = 2/3(6) + 1/4

f(x) = 4 + 1/4

f(x) = 4 1/4(4.25)

Answer:

-1, 3, 7

Step-by-step explanation:

y = 4(-1) + 3

y = -4 + 3

y = -1

y = 4(0) + 3

y = 0 + 3

y = 3

y = 4(1) + 3

y = 4 + 3

y = 7

To solve the linear equation y = 4x + 3, substitute the given x values (-1, 0, 1) into the equation to find the corresponding y values. The results are -1, 3, and 7 respectively.

The question asks to solve the equation y = 4x + 3, for the values of x being -1, 0, and 1. This is a linear equation where y depends on x. To find the corresponding y values for each x value:

Hence, the values for y when x equals -1, 0, and 1 respectively are -1, 3, and 7.

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Answer:

A), B) & D).

Step-by-step explanation:

Answer:

A) y = 7.25 when x = –7

C) y = 8.5 when x = –4

D) y = 10.25 when x = 5

Answer:

"[tex]b^2-4ac=4[/tex]"

Step-by-step explanation:

By looking at the value of the discriminant in a quadratic, we can find the nature of roots.

Let the value of the discriminant be "D", so we can say:

Graphically, we can write the points in order as:

Looking at the graph, we clearly see that there is 2 cutting points in the x-axis, so there are 2 roots. This means the value of the discriminant should be greater than 0 (positive value).

Out of the 3 choices given with discriminant formula, the last one has a value that is greater than 0:

4 > 0

Hence, last answer choice is right.

The discriminant determines whether a quadratic equation has real solutions and affects the appearance of the graph.

The discriminant is calculated using the formula Δ = b² - 4ac. In order for the graph to be possible:

Therefore, for the discriminant values given: