School severed 50 lunches and how many lunches severed in 3 days

ANSWER

The correct answer is option B

EXPLANATION

When we analyse carefully we can see that PQR is mapped on to P'Q'R' by the rule

[tex](x,y)\rightarrow (-x,y)[/tex]

[tex]P(1,4)\rightarrow P'(-1,4)[/tex]

[tex]Q(2,2)\rightarrow Q'(-2,2)[/tex]

[tex]R(-2,1)\rightarrow R'(2,2)[/tex]

That is to say the x-coordinates are negated. Hence y-axis is the mirror line.

Since reflection is a rigid motion, the two triangles are congruent. That means the two triangles PQR and P'Q'R' are equal in all respect.

See graph in attachment.

Answer:

b

Step-by-step explanation:

178+99=277

you can estimate

200+100=300

or

180+100=280

depends on what your teacher is looking for

Our exact sum is 277.

Understanding Addition of Three-Digit Numbers

When it comes to adding three-digit numbers such as 178 and 99, it's essential to align the numbers by their place values before adding. This aligns ones with ones, tens with tens, and hundreds with hundreds. An estimate helps to quickly determine an approximate sum before or after performing the addition.

Example Calculation:

To add 178 and 99, place them in vertical alignment:

7 (tens) + 9 (tens) + 1 (carried over) = 17. Write down the 7, carry over 1 to the hundreds place.

1 (hundred) + 1 (carried over) = 2.
So, the sum is 277.

To estimate the sum of 178 and 99, you could round 99 up to 100 for easier calculation. The estimated sum would then be 178 + 100 = 278, which is very close to our exact sum of 277.

Let s = Car B's speed

Car B is 15 mph faster than A, therefore

(s - 15) = Car A's speed

Write a distance equation; dist = speed * time

2(s-15) = 1.5s

2s - 30 = 1.5s

2s - 1.5s = 30

.5s = 30

s = 60 mph is car B's speed

Confirm this find the distances, they should be equal

2 (60-15) = 90

1.5 (60) = 90  

Answer with explanation:

Draw the Coordinate plane, that is x y , plane and mark positive and negative natural number on both x and y axis.

⇒Meaning of increasing is, if ,

a > b, then f(a) > F(b)

⇒And, Meaning of decreasing is, if

a > b, then f(a) < f(b).

⇒Meaning of Consistent is

, Either of that is, a > b or a < b,

 f(a) = f(b)

To sketch the graph, start on the y-axis at the point (0, 4). Then, increase the graph from -12 to -2, keep it consistent from -2 to 2, and decrease it from 2 to 12.

To sketch a graph with the defined characteristics, follow these steps:

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The answer is D. When Sam lost five points it is -5, but then he gained five points +5.

Answer:

D, Sam lost five points and then gained five points.

Step-by-step explanation:

First of all m<1 + m<2 = m<ACD

Soo we just need to add them.

74 + 36 = 110

So m<ACD = 110 degrees.

GOOD LUCK! :)

Answer:

[tex]m\angle ACD=110^{\circ}[/tex]

Step-by-step explanation:

Given information: AO = OD, OB = OC, m∠1=74˚, m∠2=36˚.

In triangle OAB and ODC,

[tex]AO=OD[/tex]                              (Given)

[tex]m\angle AOB=m\angle DOC[/tex]             (Vertical angles)

[tex]OB=OC[/tex]                              (Given)

By SAS postulate,

[tex]\triangle OAB\cong \triangle ODC[/tex]

[tex]\angle OBA\cong \triangle OCD[/tex]             (CPCTC)

[tex]m\angle OBA=m\triangle OCD[/tex]

[tex]74^{\circ}=m\triangle OCD[/tex]

From the given figure it is clear that

[tex]\angle ACD=\angle ACO+\angle OCD[/tex]

[tex]\angle ACD=36^{\circ}+74^{\circ}[/tex]

[tex]\angle ACD=110^{\circ}[/tex]

Therefore, the measure of angle ACD is 110°.

Answer:

2

Step-by-step explanation:

Please express your 4x2+10x−4 as 4x^2+10x−4.  The " ^ " symbol denotes exponentiation.

Let's use synthetic division to carry out this division.  For this purpose the coefficients of the polynomial 4x^2+10x−4 are 4, 10 and -4.  If we are to divide this poly by 2x - 1 in long division, the equivalent divisor for use in synthetic div. is 1/2.

        -----------------

1/2   /   4    10    -4

                   2     6

       ---------------------

          4       12     2    The remainder turns out to be 2.

Answer:

The remainder is 2

Step-by-step explanation:

( 4x2 + 10x - 4 ) = ( 2x - 1) ( 2x + 6 ) + 2

So when we multiply the divisor with the quotient and then add the remainder we get the dividend. This is show below :

s^5*t or s^5+t since there is no number we can pretend there is a 1 behind the s.

Answer:

Rate: $32 per 4 shirts.

Unit rate: $8 per shirt.

Step-by-step explanation:

We have been given that 4 shirts for $32.00. We are asked to find the rate and unit rate for given situation.

The rate of the given scenario is $32 per 4 shirts.

To find the unit rate, we will divide total cost by number of shirts as:

[tex]\text{Unit rate}=\frac{\$32}{4\text{ shirt}}[/tex]

[tex]\text{Unit rate}=\frac{\$8}{\text{ shirt}}[/tex]

Therefore, unit rate is $8 per shirt.

X would be equivalent to 15.

31+14=45/3x = 15

X = 15

Answer:

[tex]x=15[/tex]

Step-by-step explanation:

[tex]3x=45[/tex]                  Add 14 to both sides

[tex]x=15[/tex]                     Divide 3 on both sides

Hope this helps '-'

BangtanBoyScouts

We know 15 minutes contain 15*60 = 900 seconds, the time for 85 blinks

Then the time for each blink t = 900/85

Time elapsed in seconds for 51 blinks is then 51*t = 900*51/85 = 540 seconds

As the answer wants to know the seconds, find the seconds. 15 * 60 = 900. We know he blinks 85 times in 900 seconds, so divide 900 by 85 to find the rate at which George blinks. 900 / 85 = 10.588. Multiply 10.588 by 51 to find the number of seconds for 51 blinks. 51 * 10.588 = 539.988.

Well, the fraction 3/5 is in its simplest form, however, 12/15 is not. The fraction can be further simplified.

First, find out what the largest number that can fit into both the denominator (15) and numerator (12) perfectly. This number would be 3.

Next, divide 3 by 12 (which equals 4) and 3 by 15 (which equals 5). This gives you 4/5. The simplest form of the fraction 12/15.

4/5 is larger than 3/5, therefore the answer would be that they are not equivalent.

The fractions, 3/5 and 12/15 are not equivalent because they are not of the same value and are not equal.

Recall:

Thus, given the fractions, 3/5 and 12/15,

This is why:

12/15 when reduced further will give us: 4/5 if we divide both the denominator and numerator by 3.

Thus:

Therefore, the fractions, 3/5 and 12/15 are not equivalent because they are not of the same value and are not equal.

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The sum would be

4x^2-x+1

add like terms.

3x^2+x^2

4x^2

4x+-5x

-x

3-2

1

4x² - x + 1

summing gives :

3x² + 4x - 2 + x² - 5x + 3 ( collect like terms )

(3x² + x² ) + (4x - 5x ) + ( - 2 + 3 )

= 4x² - x + 1

Answer: about 16 people would get to 100 and 30,000 would make it to 99

Step-by-step explanation:

the avarage life span is up to 70 years. About 1 in 6,000 reach 100.

Answer:

795 people out of every 100,000 will die between ages 99 and 100.

Step-by-step explanation:

edmentum/plato

Answer: Ratio of number of Meili's stickers to Suhua becomes 19:21.

Step-by-step explanation:

Let the number of Meili's stickers be 3x

Let the number of Suhua's stickers be 7x

According to question ,

[tex]7x-3x=32\\4x=32\\\\x=\frac{32}{4}\\\\x=8[/tex]

[tex]\text{So, the number of Meili's stickers} = 3\times 8=24\\\\\text{ the number of Suhua's stickers }=7\times 8=56[/tex]

[tex]\text{Now, we have given that Suhua give } \frac{1}{4} \text{ of her stickers to Meili}\\\\= \frac{1}{4}\times 56\\=14[/tex]

So, now,

[tex]\text{Number of stickers Meili has }= 24+14=38\\\\\text{Number of stickers Suhua has }=56-14=42[/tex]

Ratio becomes ,

[tex]38:42\\=19:21[/tex]

The new ratio of the number of Meili's stickers to Suhua after Suhua gives 1/4 of her stickers to Meili is 5:3.

Explanation:

Let the number of stickers Meili has be M and the number of stickers Suhua has be S. According to the problem, the ratio of Meili's stickers to Suhua's is 3:7, which can be written as:

[tex]\[ \frac{M}{S} = \frac{3}{7} \][/tex]

 It is also given that Suhua has 32 more stickers than Meili. This can be represented as:

[tex]\[ S = M + 32 \][/tex]

Using the ratio [tex]\( \frac{M}{S} = \frac{3}{7} \)[/tex] , we can substitute S  with M + 32 to find the actual numbers of stickers each has:

[tex]\[ \frac{M}{M + 32} = \frac{3}{7} \] \[ 7M = 3(M + 32) \] \[ 7M = 3M + 96 \] \[ 4M = 96 \] \[ M = \frac{96}{4} \] \[ M = 24 \][/tex]

Now that we have the number of stickers Meili has, we can find the number of stickers Suhua has:

[tex]\[ S = M + 32 \] \[ S = 24 + 32 \] \[ S = 56 \][/tex]

Next, Suhua gives 1/4 of her stickers to Meili. The number of stickers Suhua gives away is:

[tex]\[ \frac{1}{4} \times 56 = 14 \][/tex]

After giving away 14 stickers, Suhua will have:

[tex]\[ S' = 56 - 14 \] \[ S' = 42 \][/tex]

Meili receives these 14 stickers, so the new number of stickers Meili has is:

[tex]\[ M' = 24 + 14 \] \[ M' = 38 \][/tex]

Now, the new ratio of Meili's stickers to Suhua's is:

[tex]\[ \frac{M'}{S'} = \frac{38}{42} \][/tex]

To simplify this ratio, we divide both numbers by their greatest common divisor, which is 2:

[tex]\[ \frac{38}{42} = \frac{38 \div 2}{42 \div 2} \] \[ \frac{38}{42} = \frac{19}{21} \][/tex]

However, this ratio can be further simplified by dividing both numbers by 3:

[tex]\[ \frac{19}{21} = \frac{19 \div 3}{21 \div 3} \] \[ \frac{19}{21} = \frac{6.33}{7} \][/tex]

Since we cannot have a fraction of a sticker, we must have made a mistake in our calculations. Let's re-evaluate the new ratio after correcting the mistake:

[tex]\[ \frac{M'}{S'} = \frac{38}{42} \][/tex]

Both 38 and 42 are divisible by 2:

[tex]\[ \frac{38}{42} = \frac{38 \div 2}{42 \div 2} \] \[ \frac{38}{42} = \frac{19}{21} \][/tex]

 Now, we can simplify this ratio by dividing both numbers by 7:

[tex]\[ \frac{19}{21} = \frac{19 \div 7}{21 \div 7} \] \[ \frac{19}{21} = \frac{2.71}{3} \][/tex]

Again, we cannot have a fraction of a sticker, so we must have made another mistake. Let's correct it:

The correct simplification of the ratio [tex]\( \frac{19}{21} \)[/tex] by dividing both numbers by 7 is:

[tex]\[ \frac{19}{21} = \frac{19 \div 7}{21 \div 7} \] \[ \frac{19}{21} = \frac{2.71}{3} \][/tex]

This is incorrect because 19 is not divisible by 7. The correct division is:

[tex]\[ \frac{19}{21} = \frac{19 \div 7}{21 \div 7} \] \[ \frac{19}{21} = \frac{5}{3} \][/tex]

So the new ratio of the number of Meili's stickers to Suhua after Suhua gives 1/4 of her stickers to Meili is indeed 5:3.

Compare and Contrast? Yay!

Autocracy

-People have no say in what the dictator or monarch does

-Barely any rights

Democracy

-People have many rights and much say

-Citizens many rights

In Common

-Both have a type of leader (demo.=Pres.  auto.=dictator or monarch)

-Have two different types of it (demo.= direct and representative  auto=dictatorship and monarcy)

Hope this helped :P

Autocracy and democracy are two forms of government that differ in power distribution and decision-making.

Autocracy is a form of government where power is concentrated in the hands of a single ruler or leader. In an autocracy, all major decision-making authority rests with this ruler, who typically exercises unlimited power. Examples of autocracies include absolute monarchies and dictatorships.

Democracy is a form of government where power is vested in the people, who exercise it through elected representatives. In a democracy, citizens have the right to participate in the decision-making process through voting and other forms of political participation. Examples of democracies include the United States and many European countries.

An autocracy and a democracy differ in terms of power distribution and decision-making. In an autocracy, power is concentrated in the hands of a single ruler, while in a democracy, power is distributed among elected representatives and the people. Autocracies often lack the system of checks and balances present in democracies, which can lead to abuses of power. Democracies, on the other hand, prioritize participation and representation, allowing citizens to have a say in the government.

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Answer:

x= 15 or 15/1

Step-by-step explanation:

X or 15 times 1/3 equals 5.     5 times 4 equals 20.

Answer:

larger number is 20

Step-by-step explanation:

Let the larger number be x

And smaller number be y.

Then,

x + y = 15   {Sum of two numbers is 15}

And

2x - 4y = 60  (four times the smaller number is 60 less than the twice of larger number )

So we get two equations as :

x + y = 15

2x - 4y = 60

On solving above two equations we get:

Plug x = 15 - y in second equation

we get, 2 (15 - y) - 4y = 60

or    30 - 2y - 4y = 60

or      - 6y = 60 - 30

or     y = -30/6  = -5

So we get y = -5 and x = 15 - (-5) = 20

Hence the larger number is 20

so maybe 6 plus 3 which equals 9. Then add 8 at the end

The solution to the operation 9 + 8 is 17. If we're interpreting the phrase 'make double' as doubling the result, then the final answer is 34.

In mathematics, the operation indicated in the question requires you to add the numbers 9 and 8. To solve it, you simply combine both numbers together. So, 9 + 8 equals 17. However, the phrase 'make double' in the question isn't very clear. If it means doubling the result, then we multiply 17 by 2 which gives us 34.

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Answer: YES

Step-by-step explanation:

  8p - 2q = 14

8(1) - 2(-3) = 14

8   -    -6   = 14

 8    +   6  = 14

       14      = 14

            TRUE

(p, q) = (1, -3)

Plug in the corresponding numbers to the corresponding variable

8p - 2q = 14

8(1) - 2 (-3) = 14

Simplify. Remember to follow PEMDAS. First, multiply

8 x 1 = 8

-2 x -3 = 6

8 + 6 = 14

Finally, add

(8 + 6) = 14

14 = 14 (True)

Yes, (1, -3) is a solution for 8p - 2q = 14

~Rise Above the Ordinary, Senpai

A linear function has points leading up or down in more of a line.  nonlinear is more scattered.                                                                                                                             Hope this helps!

Answer:

Sample Response: A linear function has a constant additive rate of change, while a nonlinear function does not. For a table of values to be linear, the dependent variable must have a constant rate of change as the independent variable increases by 1. On a graph, the function must be a straight line to be linear.

A linear function has a constant additive rate of change.

A nonlinear function does not have a constant additive rate of change.

The graph of a linear function is a straight line, while a nonlinear graph is curved.

The dependent variable in a linear table has a constant additive rate of change as the independent variable increases by 1.

Step-by-step explanation:

Hey there!!

Given equation :

... x² + 5x - 6

... x² + 6x - x - 6

... x ( x + 6 ) - 1 ( x + 6 )

... ( x - 1 ) ( x + 6 ) is the answer.

Hope my answer helps!!

To find the number of hours Mrs. Beckham can spend on a balloon ride, set up and solve an inequality using the given information.

To find the number of hours Mrs. Beckham can spend on a balloon ride, we need to set up an equation using the given information. The cost of the ride is a flat rate of $50 plus $15 per hour of flight time. Let's assume the number of hours Mrs. Beckham can spend on the balloon ride is x. So, the equation becomes 15x + 50 ≤ 85. Now, we can solve this inequality to find the maximum number of hours.

Subtracting 50 from both sides gives us 15x ≤ 35. Dividing both sides by 15, we get x ≤ 35/15 which simplifies to x ≤ 7/3. Since x represents the number of hours and it cannot be negative, the maximum number of hours Mrs. Beckham can spend on a balloon ride is 2 hours.

Answer:

the correct choice is A (the theoretical probability is 1/2).

Step-by-step explanation:

The classic definition of probability is: the probability is the ratio of the number of favorable events (m) divided by the number of possible events (n):

Tia performed an experiment where she flipped a coin 200 times. The coin landed heads up 92 times and tails up 108 times (check that 92+108 is exactly 200). Then the theoretical probability of the coin landing heads up in this experiment is

.

He ran 7 kilometers.

if you are increasing by 25% then you are adding .25 of the value(x) to the original value(x) = 1.25x.

Answer: multiply by 1.25

Answer:

The probability of taking $ 2.5 is 12.2%

Step-by-step explanation:

To make $ 2.5 with only 3 coins, you have to take out 2 $ 1 coins and a $ 0.5 coin in one of the following 3 ways:

(1) (1) (0.5) = (2.5) (i)

(1) (0.5) (1) = (2.5) (ii)

(0.5) (1) (1) = 2.5 (iii)

There are 3 coins (1)

There are 9 coins (0.5)

Therefore, the probability of drawing a coin from (1) on the first attempt is 3/12

The probability of drawing a coin of (0.5) on the first attempt is 9/12.

Then, the probability of drawing $ 2.5 from the form (i) is:

[tex]P_{(i)}= \frac{3}{12}*\frac{2}{11}*\frac{9}{10} = 0.0409 = P_{(ii)} = P_{(iii)}[/tex]

Finally:

P ($ 2.5) = P (i) U P (ii) U P (iii)

P ($ 2.5) = P (i) + P (ii) + P (iii)

P ($ 2.5) = 3P (i)

P ($ 2.5) = 3 * 0.0409

P ($ 2.5) = 12,227

The probability of taking $ 2.5 is 12.2%