What is a situation that can be modeled by the expression 6 * 24 - 5

Answer:

132°

Step-by-step explanation:

24+24+T=180

48+T=180

T=132°

Marcy is correct if Marcy has a 70% average in her class going into the final exam. She says "I need to get a 100% on this final so I can raise my score to 85%.

It's the ratio of two integers stated as a fraction of a hundred parts. It is a metric for comparing two sets of data, and it is expressed as a percentage using the percent symbol.

It is given that:

Marcy has a 70% average in her class going into the final exam. She says "I need to get a 100% on this final so I can raise my score to 85%.

As we know,

The ratio of two integers is stated as a fraction of a hundred parts. It is a metric for comparing two sets of data

= (70% + 100%)/2

= 170%/2

= 85%

Thus, Marcy is correct if Marcy has a 70% average in her class going into the final exam. She says "I need to get a 100% on this final so I can raise my score to 85%.

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Final answer:

To raise her score to 85%, Marcy needs to get an average of 1.83 on the final exam. Since it is not possible to score more than 100%, her claim of needing a 100% is not correct.

Explanation:

To determine whether Marcy can raise her score to 85% by getting a 100% on the final exam, we need to calculate the average needed on the final exam.

To find the average Marcy needs, we can use the formula: Final Average = (Current Average * Weight) + (Final Exam Score * (1 - Weight)), where the weight represents the percentage of the final exam in the overall grade.

Let's assume the weight of the final exam is 30%. Plugging in the values, we get:

85% = (70% * 0.7) + (Final Exam Score * 0.3)

Solving for the Final Exam Score:

85% - (70% * 0.7) = Final Exam Score * 0.3

0.55 = Final Exam Score * 0.3

Final Exam Score = 0.55 / 0.3

Final Exam Score = 1.83

Since it is not possible to score more than 100% on the final exam, Marcy's claim of needing to get a 100% on the final to raise her score to 85% is not correct.

Answer:

1000+80+4+0.9

Step-by-step explanation:

Keep in mind that expanded form means to expand the number by adding the individual places values to form a mathematical expression. In other words, numbers are expanded to show the value of each of its digits.

For the thousands place:

1,084.9 ---> 1,000.0

Hundreds place:

Because the value is 0, you needn't to include it in the expression.

Tens place:

1,084.9 ---> 80.0

Ones place:

1,084.9 ---> 4

Tenths place:

1,084.9 ---> 0.9

The value of the equation is A = 1,000 + 80 + 9 + 0.40 = 1,084.90

Equations are mathematical statements with two algebraic expressions flanking the equals (=) sign on either side.

It demonstrates the equality of the relationship between the expressions printed on the left and right sides.

Coefficients, variables, operators, constants, terms, expressions, and the equal to sign are some of the components of an equation. The "=" sign and terms on both sides must always be present when writing an equation.

Given data ,

Let the number be represented as A

Now , the value of A is

A = 1,084.90   be equation (1)

On simplifying the equation , we get

1 x 1000 = 1000

0 x 100 = 0

8 x 10 = 80

4 x 1 = 4

0.90 x 1 = 0.90

Substituting the values in the equation , we get

A = 1,000 + 80 + 9 + 0.40

On further simplification , we get

A = 1,084.90

Hence , the equation is solved

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Answer:

5.5 x 10^-10

Step-by-step explanation:

There are 9 zeros descending from the decimal(so that's why its negative) then you count the five as a "number" and then it equals 10. Don't add the last five just one.

Answer:

58°

Step-by-step explanation:

65°+57°=122°

180°-122°=58°

Answer:

≠

Step-by-step explanation:

it would be unequal to

Answer:

5 + 3d - 1.5 = 0.5

3d + 3.5 = 0.5

3d = -3

d = -1

Answer:

Step-by-step explanation

5+1.5(2d)1.5(-1)=0.5

5+3d-0.5=0.5

5+3d=1

3d=-4

D=1.33

Answer:

2/x + 9

Step-by-step explanation:

2/x is a fraction, but it also means divided by. More than means flip the addition to the end of the equation.

The integer that makes the division sentence x / (-2) = -3 true is 6.

Here's how we can solve for x:

Multiply both sides of the equation by -2 to isolate x:

x = -3 * (-2)

Simplify the right side:

x = 6

Therefore, dividing any number by -2 and then multiplying by -2 again should result in the original number. In this case, dividing 6 by -2 and then multiplying by -2 again gives us 6:

(6 / -2) * -2 = -3 * -2 = 6

Remember, when dividing by negative numbers, the result is flipped compared to dividing by positive numbers. This is why we need to multiply by -2 again to get back to the original number.

The integer that satisfies the division sentence x ÷ (−2) = −3 is 6, following the rule that multiplying two negative numbers yields a positive result.

To find the integer that makes the division sentence true, we look at the equation given: x ÷ (−2) = −3. To solve for x, we multiply both sides by −2, because division by a number is the inverse operation of multiplying by that number. So, we have x = −3 * (−2).

According to the rules of multiplication, when two negative numbers are multiplied together, the answer has a positive sign. Therefore, we get x = 6 as our solution. Since we know that dividing a positive number by a negative number yields a negative result, our calculated integer 6 is a valid answer because 6 ÷ (−2) indeed equals −3.

Following the rules of operations with negatives, such as in the examples 5 − (+3) that becomes 5 − 3 = 2, and 2 − (−6) that turns into 2 + 6 = 8, we can consistently apply the rule for division which mirrors the multiplication rules for signs to solve for our missing integer.

It's 0.

By definition, the absolute value of a number [tex]x[/tex] is

[tex]|x|=\begin{cases}x&\text{for }x\ge0\\-x&\text{for }x<0\end{cases}[/tex]

so it follows that |0| = 0.

Intuitively, the quantity [tex]|a-b|[/tex] can be thought of as "the distance between the numbers [tex]a[/tex] and [tex]b[/tex] on the real line". If [tex]a=b=0[/tex], asking about |0| is the same as asking "how far away is 0 from 0 on the number line?" to which we answer, 0.

The absolute value of any number is the positive version of that number.

However, there is an exception which I have provided in the image attached.

Answer:

The measures of the labeled angles are 58°.

Step-by-step explanation:

Since the two angles are opposite angles, they have to be equal, meaning:

[tex]2x = 87 - x[/tex]

Solve by adding x to both sides and dividing by 3.

[tex]3x = 87 \\ x = 29[/tex]

If x = 29°, then 2x= 58°.

Since opposite angels are equal, the other angle is also 58°.

This can be checked:

[tex]87 - 29 = 58[/tex]

Answer:

v = +5 m/s

Step-by-step explanation:

v = d/t

d = 10

t = 2

v = 10/2

v = +5 m/s

Answer:

-327

Step-by-step explanation:

20+22-369=-327

Answer:

The area of the rectangular plot is 396 square unit.

Step-by-step explanation:

let [7p +4q ]= length of the rectangular plot. And

[ 3p+8p ] = width of the rectangular plot

given that p=2 and q=1

substitute them in the expression for the length

length=7(2)+4(1)

length=14+4

length=18units

again subject the values for p and q into the expression for the width

width=3(2)+8(2)

width=6+16

width=22units

but mathematically,

Area of a rectangular plot

= Length×width

A=L×W

given L=18units and W=22units

A=18units × 22units

A=396 square unit.

Answer:

From the table shown the years in which there was a budget deficit are

2002,2003,2005,2006,2008,2010

Step-by-step explanation:

Budget deficit is said to be when expenditure exceed or is greater than the budgeted revenue.

For 2002:

Revenue = $5 trillion and expenditure = $7 trillion

To check for budget deficit = Revenue - expenditure ( $5 trillion - $7 trillion)

=  -$2 trillion ( there was a budget deficit of $2 trillion)

For 2003:

Revenue = $8 trillion and expenditure = $10 trillion

to check for budget deficit = Revenue - expenditure ($8 trillion - $10 trillion)

= -$2 trillion (there was a budget deficit of $2 trillion)

For 2005:

Revenue = $15 trillion and expenditure = $18 trillion

to check for budget deficit = Revenue - expenditure ($15 trillion - $18 trillion)

= -$3 trillion (there was a budget deficit of $2 trillion)

For 2006:

Revenue = $8 trillion and expenditure = $10 trillion

to check for budget deficit = Revenue - expenditure ( $8 trillion - $10 trillion)

= -$2 trillion (there was a budget deficit of $2 trillion)

For 2008:

Revenue = $2 trillion and expenditure = $4 trillion

to check for budget deficit = Revenue - expenditure ( $2 trillion - $4 trillion)

= - $2 trillion ( there was a budget deficit of $2 trillion)

For 2010:

Revenue = $5 trillion and expenditure = $9 trillion

to check for budget deficit = Revenue - expenditure ( $5 trillion - $9 trillion)

= -$4 trillion (there was a budget deficit of $4 trillion)

From the table shown the years in which there was a budget deficit are

2002,2003,2005,2006,2008,2010

Budget deficit is said to be when expenditure exceed or is greater than the budgeted revenue.

For 2002:

Revenue = $5 trillion and expenditure = $7 trillion

To check for budget deficit = Revenue - expenditure ( $5 trillion - $7 trillion)

=  -$2 trillion ( there was a budget deficit of $2 trillion)

For 2003:

Revenue = $8 trillion and expenditure = $10 trillion

to check for budget deficit = Revenue - expenditure ($8 trillion - $10 trillion)

= -$2 trillion (there was a budget deficit of $2 trillion)

For 2005:

Revenue = $15 trillion and expenditure = $18 trillion

to check for budget deficit = Revenue - expenditure ($15 trillion - $18 trillion)

= -$3 trillion (there was a budget deficit of $2 trillion)

For 2006:

Revenue = $8 trillion and expenditure = $10 trillion

to check for budget deficit = Revenue - expenditure ( $8 trillion - $10 trillion)

= -$2 trillion (there was a budget deficit of $2 trillion)

For 2008:

Revenue = $2 trillion and expenditure = $4 trillion

to check for budget deficit = Revenue - expenditure ( $2 trillion - $4 trillion)

= - $2 trillion ( there was a budget deficit of $2 trillion)

For 2010:

Revenue = $5 trillion and expenditure = $9 trillion

to check for budget deficit = Revenue - expenditure ( $5 trillion - $9 trillion)

= -$4 trillion (there was a budget deficit of $4 trillion)

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Answer:

acute

Step-by-step explanation:

because in a equiangular triangle all the angles are exactly 60° ..

soo..

then.. 60° is an acute angle as it is less than 90° ...

thus, an equiangular triangle is also known a s acute triangle

Answer:

Step-by-step explanation:

f(x)=(x²+20x+100) -3  because : 97 = 100 -  3

f(x) = (x+10)² -3 ....vertex form

Answer: 0 slope, horizontal line.

Step-by-step explanation:

when using y2-y1/x2-x1, you would get 8-(-3)/5-5. This simplifies to 11/0, which means that the line would have 0 slope. A line with 0 slope is a horizontal line.

I'd estimate about 29 or 30 miles per hour.

The exact answer is 29.0675 miles per hour

5 2/7 x 5 1/2 = 29.0675.

The fish can swim approximately 29 miles per hour, with the exact speed being 29 1/14 miles per hour. This is determined by converting the mixed numbers to improper fractions, multiplying them together, then converting the product back to a mixed number.

The subject of this question is mathematics, specifically a real-world application of multiplication of fractions. If a person can swim at a rate of 5 2/7 miles per hour, and the fish swims 5 1/2 times faster, we have to multiply the person's speed by the speed multiplier which is the speed of the fish relative to the person.

Step-by-step explanation:

So the fish can swim approximately 29 miles per hour and the exact speed is 29 1/14 miles per hour.

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Answer:whats the heck is this

Step-by-step explanation:473658857

Answer:

[tex]\large\boxed{12^{-2}=\dfrac{1}{144}}[/tex]

Step-by-step explanation:

[tex]12^2\cdot12^{-4}\qquad\text{use}\ a^n\cdot a^m=a^{n+m}\\\\=12^{2+(-4)}=12^{-2}\qquad\text{use}\ a^{-n}=\dfrac{1}{a^n}\\\\=\dfrac{1}{12^2}=\dfrac{1}{12\cdot12}=\dfrac{1}{144}[/tex]

Answer:

Step-by-step explanation:

This is the same to have 12^2/12^4

This is equal to have 1/12^2

1/144=0,0069

Answer:

The majority leader and minority leader are elected by their respective party conferences to serve as the chief Senate spokesmen for their parties and to manage and schedule the legislative and executive business of the Senate.

Plz Brainliest?

Anyway, Hope that Helped!

Answer:

Whips

Explanation:

Answer:

246000cm

Why: The km to cm formula is:

km/ 0.000010000

Answer:

A:False

Step-by-step explanation:

Answer:

The function representing the graph is described by two equations, depending on the "x" value

f(x) = (1/3)x + 3 , if x is greater than -3.

f(x) = -x - 5 , if x is less than -3.

Step-by-step explanation:

First, you have to realize that the graph is described by two functions depending on the "x" value and that it is not defined in x= -3.

Then, for "x" values greater than -3, we look at the right line and we took 2 couple of points (-3,2) and (0,3). Using the formula for the slope and the interception with y axis.....

Slope = y2- y1 / x2- x1 = 3 - 2/ 0 - (-3) ⇒ slope = 1/3.

Interception with "y" axis y= 3

⇒ f(x) = (1/3) x + 3.

For "x" values minor than -3, we have to look the left line. Here we used the slope formula and points (-3, -2) and (-5, 0)

Slope = 0 - (-2)/ -5 - (-3) =-1. So, f(x) = -x + b.

Finally we use one of the points to replace in the formula of f(x) to find "b".

-2 = - (-3) + b ⇒ b = -5. ⇒ f(x) = - x -5

Summarizing, f(x) = (1/3)x + 3 , if x is greater than -3.

                      f(x) = -x - 5 , if x is less than -3.

Answer:

x =7

Step-by-step explanation:

  f (x)   =   g (x)

3x + 4 = 5x - 10

4 + 10  = 5x - 3x

    14    = 2x

   14/2  =  x

     7 = x

Answer:

[tex]4,872\ mi^2[/tex]

Step-by-step explanation:

The complete question is

Lake Victoria has the largest surface area of all lakes in Africa. Its surface area is 26,828 square miles. How much larger is the surface area of Lake Superior than that of Lake Victoria?

we know that

Lake Superior has a surface area of 31,700 square miles---->  see the attached figure

To find out how much larger is the surface area of Lake Superior than that  of Lake Victoria, subtract the surface area of Lake Victoria from the surface area of Lake Superior

so

[tex]31,700-26,828=4,872\ mi^2[/tex]

Answer:

PS = 37

Step-by-step explanation:

The opposite sides of a rectangle are congruent, thus

perimeter = 2(3x + 1) + 2(4x - 3) = 136 ← distribute and simplify left side

6x + 2 + 8x - 6 = 136

14x - 4 = 136 ( add 4 to both sides )

14x = 140 ( divide both sides by 14 )

x = 10

Hence

PS = 4x - 3 = (4 × 10) - 3 = 40 - 3 = 37

Final answer:

In this problem, we are given the percentage (25%) and the amount (40), and we need to find the base. To find the base, we can set up an equation and solve for x. The base in this problem is 160.

Explanation:

In this problem, we are given the percentage (25%) and the amount (40), and we need to find the base. The base represents the whole quantity or number that the percentage is taken from.

Let x be the base. We can set up the equation: 25% of x is equal to 40, or 0.25x = 40.

To find the base, we divide both sides of the equation by 0.25: x = 40 / 0.25.

Simplifying, we get x = 160. Therefore, the base is 160.

To summarize, the percent is 25%, the amount is 40, and the base is 160.