carmen participated in a read-a-thon.MR.cole pledge $4.00 per book and gave carmen $44.00.How many books did carmen read

Answer: Less than

Without actually solving this, we can find that the product of 3 and 4/5 will be less than 3. The reason for this is because 4/5 < 1. If we simply would do 3 * 1 we would just get 3. But since we are multiplying it by a number smaller than 1, we will be getting a number less than 3.

Solving this:

4/5 = 0.8

3 * 0.8 = 2.4

Answer: " 200 % . "  

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          " 20 " is:  " 200 % " of:  "40 ."

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Step-by-step explanation:

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(n/100) * 20 = 40 ;   Solve for "n" ;

Note that:  percent =  per "100" ;  thus "(n/100)" ;

Divide each side of the equation by:  "20" :

(n/100) * 20 ÷ 20 = 40 ÷ 20 ;

to get:

(n/100) = 2 ;  

Multiply each side of the equation by "100" ; to get rid of the "fraction" ;

          and to isolate "n"  on one side of the equation ;

          and to solve for "n" ;

(n/100) * 100 = 2 * 100 ;

to get:

n = 200 ;

The answer is:  200 % .  

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          " 20 " is:  " 200 % " of:  "40 ."

___________________________________________________

Hope this helps!

  Best wishes to you in your academic pursuits

          — and within the "Brainly" community!

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There is 200% of number 20 is, 40

Since, A number or ratio that can be expressed as a fraction of 100 or a relative value indicating hundredth part of any quantity is called percentage.

To Calculate the percent of a number , divide the number by whole number and multiply by 100.

We can assume that,

x% of 20 is, 40

Hence, We can formulate;

⇒ x% of 20 = 40

Solve for x;

⇒ x/100 × 20 = 40

⇒ x / 5 = 40

⇒ x = 40 × 5

⇒ x = 200

Thus, There is 200% of number 20 is, 40

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Answer:

Its graph A on edge. Just took it!

Step-by-step explanation:

The graph that represents the inequality |x + 1| + 2 < –1 is at option 1. Since the equation has no solution (empty set), the graph does not get intersected.

The inequality equation is the one that is true for some values of the variable. The inequalities may be greater than, less than, greater than or equal, or less than or equal.

The given inequality equation is

|x + 1| + 2 < –1

⇒ |x + 1| +2 - 2 < –1 -2

⇒ |x + 1|  < –3

So, (x+1) < -3 or (x+1) > -3

⇒ x < -4 or x > -4

This is not possible. So the solution set of the given inequality is empty.

So, the graph is shown for different expressions.

The expressions are considered as

f(x) = |x + 1| + 2 and y < -1

In option 1, the graph shows these two expressions. So, the correct representation for the given inequality is option 1.

Since there is no solution, they do not have any intersecting points in the graph.

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Answer: w = 7

Step-by-step explanation: In order to solve this you must first multiply the inside of the parentheses by -1:

1 = w - 6

Next, add 6 to both sides:

7 = w

You just divide 480 by 80 to see how many times it can go into.

480/80 = 6

Therefore, 8 goes into 480 6 times.

Hopefully, that helps you.

It can go into it 6 times

The answer is:

C. [tex]F(x)=2^{x}-1[/tex]

In order to find the correct option, we need to substitute/evaluate the given values of "x" into each function.

Substituting into the first equation, option A:

[tex]F(x)=3^{x} \\F(3)=3^{3}=27\\F(3)=3^{4}=81[/tex]

... and so.

We can see that the option A is not the correct option since the obtained values do not match with the given values.

Substituting into the second equation, option B:

[tex]F(x)=3x\\F(3)=3*3=9\\F(4)=3*4=12\\[/tex]

... and so.

We can see that the values obtained from the function do not match with the given values, so the option B is not correct.

Substituting into the third equation, option C:

[tex]F(x)=2^{x}-1\\F(3)=2^{3}-1=8-1=7\\F(4)=2^{4}-1=16-1=15\\F(5)=2^{5}-1=32-1=31\\F(7)=2^{7}-1=128-1=127\\F(8)=2^{8}-1=256-1=255\\[/tex]

So, since all the obtained values match with the given values, we can conclude that the correct option is the option C.

Have a nice day!

Answer:

The answer is c

Step-by-step explanation:

Answer:

See attachment.

Step-by-step explanation:

The given equation is

[tex] {y}^{2} = - 4x[/tex]

We solve for x to obtain:

[tex]x = - \frac{1}{4} {y}^{2} [/tex]

This is a horizontal parabola that has its vertex at the origin.

The graph of this parabola opens in the direction of the negative x-axis because of the negative coefficient.

The focus is (-1,0) and the directrix is x=1

See diagram in the attachment.

Answer:

The answer is A

Step-by-step explanation:

Its just the other persons longer answer but simplified I guess..

To solve the system of equations using the substitution method, substitute the value of x into the other equation and solve for y.

To solve the system of equations using the substitution method, we first need to solve one of the equations for one variable and then substitute that expression into the other equation. In this case, the second equation is already solved for x, so we can substitute x = 2 into the first equation:

2(2) + 3y = 13
4 + 3y = 13
3y = 9
y = 3

Therefore, the solution to the system of equations is x = 2 and y = 3.

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Answer:

The answer is 600

Step-by-step explanation:

Answer:

[tex]\large\boxed{slope=\dfrac{1}{2}}[/tex]

Step-by-step explanation:

The formula of a slope:

[tex]m=\dfrac{y_2-y_1}{x_2-x_1}[/tex]

We have the points (-2, -5) and (2, -3). Substitute:

[tex]m=\dfrac{-3-(-5)}{2-(-2)}=\dfrac{-3+5}{2+2}=\dfrac{2}{4}=\dfrac{1}{2}[/tex]

To find the volume of a cylinder, start with the formula for the volume of a cylinder.

Volume = [tex]\pi[/tex][tex]r^{2}[/tex][tex]^{h}[/tex]

Notice that our cylinder has a radius of 7 and a height of 16. So we have

([tex]\pi[/tex]) (7)[tex]^{2}[/tex] (16)

Let's start by simplifying the exponents. [tex]7^{2}[/tex] ≈ 49

([tex]\pi[/tex]) (49) (16)

49 × 16 = 784[tex]\pi[/tex][tex]m^{3}[/tex]

We can add a unit so we have 784[tex]\pi[/tex][tex]m^{3}[/tex].

Hey!

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Formula: V = πr²h

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Solution:

V = (3.14)(7)²(16)

V = (3.14)(49)(16)

V = 784π

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Answer:

Volume is equal to 784π

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Hope This Helped! Good Luck!

Answer:

3:2

Step-by-step explanation:

I think the answer is 3:2 and 12:8

Hope this helps.

Answer:

Never

Step-by-step explanation:

Answer:

182

Step-by-step explanation:

12.5 - 9 = 3.5

3.5 times 52 = 182

C because -5/4 is equal to 1.25

ANSWER

point C

EXPLANATION.

[tex] - \frac{5}{4} = - 1.25[/tex]

-1.25 is less than -1 but greater than negative -2.

On the number line, -1.25 is closer to -1 than to -2.

From the graph, point C is between -2 and -1 but closer to -1.

Therefore

[tex] - \frac{5}{4} [/tex]

is represented by point C on the number line .

Answer:

56

Step-by-step explanation:

The angular sum of a triangle is 180 and we know 2 angles so we just add them together and subtract that from 180 for the last angle measure.

90+34 = 124

180-124=56

Answer:

50 yards

Step-by-step explanation:

Yards are 3 feet. This is a simple question, all you have to do is 150 divided by 3 and you shall receive 50 yards. Hope this helps!

type cos(155) into a calculator

cos(155)= -0.906307787...

Answer:

-0.9063077

Step-by-step explanation:

The cos of 155 degrees is equals to -0.9063077

To obtain cos 155 degrees in radian multiply 155 by π/180

cos 155 degrees =  (155 /180) π  radian

Dividing 155 and 180 by its common factor 5 we will get (31/36)π

so cos 155 in terms of radian is equals (31/36)π

Since our angle is greater than 90 degrees and less than or equals to 180 degrees, it is located in quadrant II . In second quadrant the value of sin are positive only that is why cos 155 is  -0.9063077

It can also be solved by using identities of cosine

cos (∅) = sin(∅-90)

putting ∅ = 155, we get

= sin(155-90)

= sin(-65)

= -0.9063077

Answer:

He can show his numbers only to the thousandths place.​

This means with only three decimals

a) 2.3587

Needs to be rounded

2.359

b) 3/8 = 0.375

Doesn't need to be rounded

c) 4*π = 12.5663

Needs to be rounded

12.566

d) 10/9 = 1.111111

Needs to be rounded

1.111

e) 9/10 = 0.9

Doesn't need to be rounded

f) 15/4 = 3.75

Doesn't need to be rounded

Answer:

Beto will reach school first

Step-by-step explanation:

Delia lives 3/4 mile from school, and if she walks at 16 minutes per mile, it would take her

3/4 x 16 = 12 minutes to reach school.

Beto lives 3 1/2 (7/2) miles from school, and if she walks 3 minutes a mile, it would take her

7/2 x 3 = 10.5 minutes to reach school

Answer:

Beto reaches school first

Step-by-step explanation:

We are given that Delia lives 3/4 mile from school and walks at a pace of

16 minutes per mile.

So Delia takes [tex] \frac{3}{4} \times 16 = [/tex] 12 minutes to reach school.

While Beto lives 3 1/2 miles from school  and bikes at a pace of 3 minutes per mile.

So Beto takes [tex] \frac{7}{2} \times 3 = [/tex] 10.5 minutes to reach school.

Therefore, Beto reaches school first.

Answer:

1/1296

Step-by-step explanation:

Assuming that the probability of rolling a number is the same (1/6), all we have to do it multiply 1/6 by 4 (the number of times you roll the dice).

So 1/6 * 1/6 * 1/6 * 1/6 is just 1/6^4 and 6^4 is 1296.

Therefore the probability of rolling a 6 4 times in a row is 1/1296.

Answer:

Step-by-step explanation:

C = 2pir

75 = 2pir

75 / 6.28 = r

r = 12 inches

Answer:12

Step-by-step explanation:

C = 2pir

75 = 2pir

75 / 6.28 = r

r = 12 inches

50 individuals bought single tickets and 65 couples bought couple tickets.

Let's define our variables first:

Let [tex]x[/tex] be the number of individuals who bought single tickets.
Let [tex]y[/tex] be the number of couples who bought couple tickets.

From the problem, we have two pieces of information:

We can use these pieces of information to create the following system of equations:

[tex]x + 2y = 180[/tex]

[tex]3x + 5y = 475[/tex]

First, solve equation 1 for [tex]x[/tex]:

[tex]x = 180 - 2y[/tex]

Now, substitute this expression for [tex]x[/tex] in equation 2:

[tex]3(180 - 2y) + 5y = 475[/tex]

Simplify and solve for [tex]y[/tex]:

[tex]540 - 6y + 5y = 475[/tex]

[tex]540 - y = 475[/tex]

[tex]-y = 475 - 540[/tex]

[tex]-y = -65[/tex]

[tex]y = 65[/tex]

So there were 65 couples at the dance.

To find the number of individuals who bought single tickets, substitute [tex]y[/tex] back into the expression for [tex]x[/tex]:

[tex]x = 180 - 2(65)[/tex]

[tex]x = 180 - 130[/tex]

[tex]x = 50[/tex]

The answer is c. 1/5

[tex]\bf 5y=x-3\implies y=\cfrac{x-3}{5}\implies y=\stackrel{\stackrel{m}{\downarrow }}{\cfrac{1}{5}}x-\cfrac{3}{5}\impliedby \begin{array}{|c|ll} \cline{1-1} slope-intercept~form\\ \cline{1-1} \\ y=\underset{y-intercept}{\stackrel{slope\qquad }{\stackrel{\downarrow }{m}x+\underset{\uparrow }{b}}} \\\\ \cline{1-1} \end{array}[/tex]

Yeah you did well on the table

No, your answer is not correct. There was a total of 484 students surveyed, so your grand total at the bottom needs to be 484.

The first section that you will want to complete is the girls. They have given you each of the breakdowns, so you just need to add them together for the total number of girls.

36+55+144 = 235 girls.

Next, you know that you have 484 students, and if 235 are girls then 249 are boys. (484-235=). Enter 249 for the total boys.

Now you know that you have 249 boys, 40 always wear glasses and 161 never do. In order to calculate how many sometimes do you need to subtract 40 and 161 from 249.

249 - 40 - 161 = 48 sometimes wear glasses.

Now, you just need to add up each of the columns at the bottom. The answers are 76,

103 and 305. When you total these number together you get 484, which is the total number of students.

Hope this will help you 2(-15)-1=-31

By using the formula [tex]a_n= -n^2 + n+ 5[/tex]. The eighth term of the sequence 5,3,-1,-7,-15... is -51.

A number pattern is a pattern in a series of numbers that represents the common relationship between the numbers.

We will use the formula to identify the sequence

here, [tex]a_n= -n^2 + n+ 5[/tex]

where n is the number of terms

So,

[tex]a_8= -8^2 + 8+ 5\\\\a_8 = -64 + 13\\\\a_8 =-51[/tex]

Thus, The eighth term of the sequence 5,3,-1,-7,-15... is -51.

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Answer:

[tex]\sqrt[3]{3}[/tex]

Step-by-step explanation:

Answer:

[tex]\sqrt[3]{3}[/tex]

Step-by-step explanation:

The given radical is

[tex]\frac{\sqrt[3]{60} }{\sqrt[3]{20} }[/tex]

We give the two radicals  a common radical to obtain;

[tex]\sqrt[3]{\frac{60 }{20}}[/tex]

Divide the expression under the common radical.

[tex]\sqrt[3]{3}[/tex]

The correct choice is A.

Answer:

Answer C. 4 to 7

Step-by-step explanation:

32 muffins to 56 donuts.

32/8=4 and 56/8=7

So it reduces to 4 to 7

4 to 7

i just divided each number by the smallest common factor which was 8

Answer:

490 students have back packs

Step-by-step explanation:

700 / 10 = 70

70* 7 = 490