Answers
Related Questions
which rational number must be added to3\7to get -3\4 ?
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20 pts
Score Number of Students 0 1 1 2 2 5 3 3 4 6 5 7 6 9 Based on the table, what is the mean baseball score?
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The sum of these numbers is 54. 54 divided by 14 is 3.8571428571429.
Answer:
3.8
Step-by-step explanation:
the last one is correct but shorten it to 3.8 so it doesnt look like u used a calculator
Xavier is two years more than twice as old as Yoko. The sum of their ages is 86. How old is Xavier?
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Xavier is 2+2x of Yoko when you put 28 in x
28 times 2
56 +2
58
58+28
86
Simon used a probability simulator to roll a 12-sided number cube 100 times. His results are shown in the table below:
Number on
the Cube Number of
Times Rolled
1
18
2
5
3
16
4
12
5
10
6
5
7
8
8
14
9
2
10
5
11
2
12
3
Using Simon's simulation, what is the frequency of rolling a 3 on the number cube? (5 points)
100 over 16
100 over 84
16 over 100
84 over 100
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The probability would be 16 over 100.
We can tell this because by the table, the number 3 was rolled 16 total times. You can state the probability by expressing with the number of times rolled over total times rolled. Since it was rolled a total of 100 times, we are left with 16/100.
Answer:
The probability would be 16/100
Step-by-step explanation:
I took the test and got it right!! :)
3 litters were born last year and each litter had 7 puppies how many puppies were born last year
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please solve x+9.72=21
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Solve the equation. 3.1x + 4.6 = 10.8
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3.1x + 4.6 = 10.8
3.1x + 4.6 - 4.6 = 10.8 -4.6
3.1x = 6.2
3.1x/3.1 = 6.2/3.1
x=2
3.1x+4.6(−4.6)=10.8(−4.6)
3.1x=6.2
3.1x/3.1=6.2/3.1
x=2
3.1(2)+4.6=10.8
Solve 4w = 2w - 12. Plis help me with that
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4w=2w-12
4w-2w=2w-12-2w
2w/2=-12/2
w=-6
Solve for W and make sure w is isolated
Solve for w;
4w = 2w - 12
First, we need to establish that our primary goal is to get w on one side by itself.
Subtract 2w from both sides.
4w - 2w = 2w
2w - 2w = 0
2w = -12
Divide both sides by 2 to solve for w.
2w / 2 = w
-12 / 2 = -6
w = -6
I hope this helps!
Find the product of 6, m and 5. Then, identify the coefficient.
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The coefficient is 30, since the coefficient is the number next to the variable.
It says to find each product
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[tex]Number[/tex] [tex]31.[tex]33.[/tex] [/tex]: [tex],6(-5) = -30 \\ -30(3) = -90 [/tex]
[tex]Number[/tex] [tex]33.[/tex]: [tex]8(-6) = -48 \\-48(-3) = 144 [/tex]
So, [tex]31[/tex] answer is [tex]-90[/tex]
and [tex]33[/tex] answer would be: [tex]144[/tex]
Good luck on your assignment and enjoy your day!
~[tex]MeIsKaitlyn[/tex]
[tex]Remember [/tex]
Neg + Neg = pos
pos + pos = pos
neg + pos = neg
pos + neg = neg
The weight of a sack of potatoes was more than 11 pounds. Shana wants to write an inequality for the weight of the sack of potatoes. What constant should she use in the inequality?
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Answer: The constant that Shana should use in the inequality is 11.
Step-by-step explanation: Given that the weight of a sack of potatoes was more than 11 pounds and she wants to write an inequality for the weight of the sack of potatoes.
We are to find the constant that she should use in the inequality.
Let x pounds represents the weight of the sack of potatoes.
Then, according to the given information, the inequality can be written as
[tex]x>11.[/tex]
Thus, the required constant that Shana should use in the inequality is 11.
Greg bought 2 boxes of balloons he used half of them to decorate his yard he used 40 to decorate his porch he used the rest inside his house how many balloons did he use
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The two lines, A and B, are graphed below: Line A is drawn by joining ordered pairs negative 3,18 and 9, negative 6. Line B is drawn by joining ordered pairs negative 5, negative 2 and 8,17 Determine the solution and the reasoning that justifies the solution to the systems of equations. (−4, 6), because both the equations are true for this point (2, 8), because the graph of the two equations intersects at this point (2, 8), because neither of the two equations are true for this coordinate point (−4, 6), because the graph of the two equations intersects the x-axis at these points
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Enlarging the graph, we find that the intersection of the two lines drawn is at point (2,8). Hence, the solution of the equation is (2,8) because the graphs of the two lines intersect at this point.
The answer is therefore the second choice.
Answer:
B. (2,8) because the graph of the two equations intersects at this point.
Step-by-step explanation:
Nina has 5 bills and 10 bills in her wallet. She has a. total of 7 bills with a value of $55. How many of each type of Bill does she have?
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Answer:
4 tens3 fivesStep-by-step explanation:
If all were $5 bills, the total would be $35. It is $20 more than that. Each time a $5 bill is replaced by a $10 bill, the total goes up $5. Since the total is $20 higher, there must be $20/$5 = 4 such replacements.
There are 4 $10 bills and 3 $5 bills.
An arithmetic sequence has a first term of 6.3 and a second term of 8.8 Which term has a value of 78.8?
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Common difference [ d ] = 8.8 - 6.3 = 2.5
Using general term formula,
[tex]t_{n} = a + (n-1)d[/tex]
78.8 = 6.3 + (n-1)*2.5
2.5*(n-1) = 72.5 [ Dividing both sides by 2.5 ]
n-1 = 29
n = 30
Hence, 78.8 is the 30th term in the arithmetic series.
is 4/2 an integer?
I am stumped, so that is why I want to know
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This means that you can divide 4 by 2 to get 2
2 is a whole number thus 4/2 is an interger.
Hope this helps! :)
find the apporximate side length of a square game board with an area of 151 in2
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To find the approximate side length of a square game board with an area of 151 in², take the square root of 151.
Explanation:To find the approximate side length of a square game board with an area of 151 in2, we can use the formula for the area of a square, which is length x width. Since all sides of a square are equal, we can represent the side length as 's'. So, s x s = 151. To find the side length, we can take the square root of 151, which is approximately 12.29 inches. Therefore, the approximate side length of the square game board is 12.29 inches.
Two systems of equations are shown below. The first equation in System B is the original equation in system A. The second equation in System B is the sum of that equation and a multiple of the second equation in System A.
A. 1/2x + 3y = 11 → 1/2x + 3y = 11
5x − y = 17 → 15x − 3y = 51
15 1/2x = 62
B. 1/2x + 3y = 11
151/2x = 62
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A=(3,4)
B=(3,5)
C=(4,3)
D=(5,3)
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Answer: C (4,3)
Step-by-step explanation:
When Emma was born she was 20.5 inches long. At her 6-month checkup, she was 26.25 inches long. what was the approximate percentage change in her length?
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128% - 100% = 28%
Answer:
28% and she increased by 5.75 inches. Hope this helped
Step-by-step explanation:
Nathan wants to use coordinate geometry to prove that the opposite sides of a rectangle are congruent. He places parallelogram ABCD in the coordinate plane so that A is (0, 0), B is (a, 0), C is (a, b), and D is (0, b).
What formula can he use to determine the distance from point C to point D?
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We take CD as the hypotenuse of the right-angled triangle and the distance between the x-coordinates and y-coordinates as the length of two short sides.
We can write the formula as
CD = [tex] \sqrt{( x_{1}- x_{0}) ^{2}+ ( y_{1}- y_{0}) ^{2} } [/tex]
CD = [tex] \sqrt{(a-0)^{2}+ (b-b)^{2} } [/tex]
Wrong on apex is is a-0+(b-b)2=a2=a
Which line has an undefined slope? A y = 0 B y = 2 C x = y D x = 2
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Line x =2 has undefined slope.
What is slope?" Slope is defined as the ratio of the difference in the increase of y-coordinates to the difference in the increase of x-coordinates."
Formula used
Equation of the line
y = mx + c
c = y-intercept
m = slope
m = [tex]\frac{y_{2}-y_{1}}{x_{2}-x_{1}}[/tex]
According to the question,
1. y = 0
Compare it with standard equation of the line
y = 0x + 0
slope = 0
It is not a correct answer.
2. y =2
Compare it with standard equation of the line
y = 0x + 2
slope = 0
It is not a correct answer.
3. x= y
Compare it with standard equation of the line
y = 1x + 0
slope = 1
It is not a correct answer.
4. x=2
It is vertical line , x value remain constant.
Therefore,
[tex]x_{1}=2\\x_{2}=2[/tex]
Slope = [tex]\frac{y_{2}-y_{1}}{2-2}[/tex]
= [tex]\frac{y_{2}-y_{1}}{0}[/tex]
Zero in the denominator therefore, undefined slope
Hence, line x =2 has undefined slope.
Learn more about slope here
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Final answer:
The line with an undefined slope is D. x = 2, which is a vertical line with a constant x-value for all points on the line.
Explanation:
The question asks which line has an undefined slope. An undefined slope occurs when a line is vertical since slope is defined as the change in y over the change in x, and in a vertical line the change in x is zero. Looking at the options given, the equation representing a vertical line is D. x = 2. This line is vertical because it has the same x-value for all points on the line, meaning there is no change in x as you move along the line, thus creating an undefined slope.
how would you simplify -2+3i/-3-2i (im doing conjugates in math right now)
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hope this helps
To simplify -2+3i/-3-2i, multiply both the numerator and denominator by the conjugate of the denominator (-3+2i).
Explanation:To simplify -2+3i/-3-2i, we can multiply both the numerator and denominator by the conjugate of the denominator, which is -3+2i. This will help us eliminate the imaginary terms in the denominator.
Multiplying the numerator and denominator, we get:
(-2+3i)(-3+2i) / (-3-2i)(-3+2i)
Expanding and simplifying:
(6i+4i^2-9+6i) / (9+4)
Combining like terms:
(-9+12i+4i^2) / 13
Since i^2 is equal to -1, the expression becomes:
(-9+12i-4) / 13
Combining like terms:
(-13+12i) / 13
Therefore, the simplified form of -2+3i/-3-2i is (-13+12i) / 13.
Given $a \equiv 1 \pmod{7}$, $b \equiv 2 \pmod{7}$, and $c \equiv 6 \pmod{7}$, what is the remainder when $a^{81} b^{91} c^{27}$ is divided by 7?
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[tex]a^{81}\equiv1^{81}\equiv1\pmod7[/tex]
[tex]b^{91}\equiv2^{91}\pmod7[/tex]
[tex]2^{91}\equiv(2^3)^{30}\times2^1\equiv8^{30}\times2\pmod7[/tex]
[tex]8\equiv1\pmod7[/tex]
[tex]2\equiv2\pmod7[/tex]
[tex]\implies2^{91}\equiv1^{30}\times2\equiv2\pmod7[/tex]
[tex]c^{27}\equiv6^{27}\pmod7[/tex]
[tex]6^{27}\equiv(-1)^{27}\equiv-1\equiv6\pmod7[/tex]
[tex]\implies a^{81}b^{91}c^{27}\equiv1\times2\times6\equiv12\equiv5\pmod7[/tex]
Answer:
5 (mod 7)
Step-by-step explanation:
If m C=66, find the values of x and y.
A) x = 24, y = 66
B) x = 90, y = 66
C) x = 90, y = 24
D) x = 66, y = 24
Answers
∠ABD = 66°
(Base angle of isosceles triangle)
∠BAC = 180° - (66° × 2) = 48°
y = 48° ÷ 2 = 24°
z = 90°
Answer is C.
Answer:
C) x=90°, y=24°
Step-by-step explanation:
The two sections into which A is split, are the same size as indicated. Sides AB and AC are the same length. Because of those reasons, it can be concluded that B and C are the same size.
The corners of a triangle adds up to 180°. For ΔABC:
[tex]A+B+C=180\\A+2(66)=180\\A=48[/tex]
y° is half of A:
∴y° = 24°
Now add up the corners of triangle ABD:
[tex]y+x+B=180\\24+x+66=180\\x=90[/tex]
∴x° = 90°
mr. lee had a bag of red beans and a bag of black beans. 20% of the total number of beans were black, and there were 180 ounces more red beans than black beans. he transferred some red beans to the bag containing black beans, so that, the bag now contained 30% of the total number of beans. How many ounces of beans were there in the bag of mixed beans
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b = .2(r+b)
so,
b = 60
r = 240
Total beans = 300 oz
After the transfer, 30% = 90 oz
Final answer:
After finding the total weight of beans based on the given percentages and difference in weight between red and black beans, we determine that there are 90 ounces of beans in the mixed bag.
Explanation:
The question asks us to find out how many ounces of beans are now in the bag of mixed beans, given certain percentages before and after mixing. We know that initially, 20% of the total beans are black, and the rest are red. After Mr. Lee transferred some red beans to the bag containing black beans, the bag contained 30% of the total number of beans.
To solve this, let's denote the total number of beans by T, the number of black beans by B, and the number of red beans by R. According to the information provided:
20% of T is black beans: B = 0.20TThere are R = B + 180 oz of red beans.After transferring, the mixed bag contains 30% of T.First, we use the initial conditions to write an equation for the total number of beans T. Since R is 180 ounces more than B:
T = B + R
T = B + (B + 180)
T = 2B + 180
Given that B is 20% of T, we can also write this as:
T = 2(0.20T) + 180
T = 0.40T + 180
We can now solve for T:
T - 0.40T = 180
0.60T = 180
T = 180 / 0.60
T = 300 ounces
Since we know that the mixed bag contains 30% of the total, we calculate 30% of 300 ounces:
30% of T = 0.30 x 300
30% of T = 90 ounces
Therefore, after transferring, there are 90 ounces of beans in the mixed bag.
it takes trevon ten hours to clean an attic. cody can clean the same attoc in seven hours.find how long it would take them if they worked together.
Answers
If Trevon takes 10 hours to clean the attic and Cody takes 7 hours to clean the same attic, it would take them approximately 4.11 hours to clean the attic if they worked together.
Explanation:If Trevon takes 10 hours to clean the attic and Cody takes 7 hours to clean the same attic, we can find the rates at which they clean per hour. Trevon cleans at a rate of 1/10 of the attic per hour, and Cody cleans at a rate of 1/7 of the attic per hour. To find out how long it would take them if they worked together, we add their rates: 1/10 + 1/7 = 17/70. This means that together, they can clean 17/70 of the attic per hour.
To find out how long it would take for them to clean the whole attic, we divide 1 (representing the full attic) by their combined rate: 1 / (17/70) = 70/17 = 4.11 hours (rounded to the nearest hundredth).
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90% of students at a university use a backpack, while the rest do not. Of all the students, 50% carry their laptops with them and 5% carry neither a backpack nor laptop. What percentage of students carry their laptops and use a backpack?
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50% of 90 = 45
5% of 45 = 2.25
The answer is 2.25
The percentage of students who carry their laptops and use a backpack is 45%.
Explanation:To find the percentage of students who carry their laptops and use a backpack, we need to subtract the percentage of students who carry neither a backpack nor laptop from the percentage of students who carry their laptops.
Given that 5% carry neither a backpack nor laptop, we can subtract this from the 50% who carry their laptops to find that 45% of students carry their laptops and use a backpack.
Explain why rational number is either a terminating or repeating decimal?
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a terminating decimal can be written as a/b like this
3.14=314/100
all repeating decimals can be written as a fraction. it just might take work to find which fraction
example: 0.33333333333333=1/3
Plz Someone Help Me.
I got to pass this piece of homework to school tomorrow.
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Angle DAB measures ( 2x4 )°− and angle BCD measures 47°. Find x.