Olivia solved a division problem by subtracting and keeping track as shown. Identify the problem she solved.

Answer:

3

Step-by-step explanation:

Is means equals and of means multiply

15% * 20 = ?

Change to decimal form

.15 * 20 = ?

3 = ?

15% of 20 is 3

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Answer: part 2: 2n-1

Step-by-step explanation:

Answer:

The sum is [tex]144,177[/tex]

Step-by-step explanation:

we know that

The formula of the sum in a geometric sequence is equal to

[tex]S=a1[\frac{1-r^{n}}{1-r}][/tex]

where

a1 is the first term

r is the common ratio

n is the number of terms

we have

a1=-11

r=-4

n=8

substitute the values

[tex]S=(-11)[\frac{1-(-4)^{8}}{1-(-4)}][/tex]

[tex]S=(-11)[\frac{1-(65.536)}{5}][/tex]

[tex]S=144,177[/tex]

Answer:

154 adults 94kids

Step-by-step explanation:

We can sum two fractions if they have the same denominator, so we have to rewrite both fractions so that they'll have the same denominator.

We can generate equivalent fractions by multiplying both numerator and denominator by the same number.

So, we have

[tex]-\dfrac{7}{9} = -\dfrac{7\cdot 10}{9\cdot 10} = -\dfrac{70}{90}[/tex]

Similarly, we have

[tex]-\dfrac{5}{10} = -\dfrac{5\cdot 9}{10\cdot 9} = -\dfrac{45}{90}[/tex]

Now we can sum the fractions:

[tex]-\dfrac{7}{9}-\dfrac{5}{10} = -\dfrac{70}{90}-\dfrac{45}{90} = \dfrac{-70-45}{90} = -\dfrac{115}{90} = -\dfrac{23}{18}[/tex]

To simplify the expression -7/9 - 5/10, find a common denominator, which is 90, convert and add the fractions to get -115/90, which is the simplified form of the expression.

The question asks to simplify the expression -7/9 - 5/10. To do this, we need to find a common denominator to combine these fractions. The least common denominator (LCD) for 9 and 10 is 90.

First, convert both fractions:

Then, add the fractions:

-70/90 - 45/90 = -115/90

Finally, it is usually a good practice to simplify the fraction, but in this case, -115 and 90 do not have any common factors other than 1, so the simplified expression is -115/90.

Answer:

Step-by-step explanation:

[tex]5|b+8|=30\qquad\text{divide both sides by 5}\\\\|b+8|=6\iff b+8=6\ or\ b+8=-6\qquad\text{subtract 8 from both sides}\\\\b=-2\ or\ b=-14[/tex]

To solve the equation 5|b+8|=30, we first isolate the absolute value by dividing by 5, then set up two separate equations for b + 8 = 6 and b + 8 = -6. Solving each gives us the solutions b = -2 and b = -14.

To solve the equation 5|b+8|=30, we will first divide both sides of the equation by 5 to isolate the absolute value expression.

So moving from the equation 5|b+8|=30, we get |b+8| = 6. This means that the expression inside the absolute value can be either positive 6 or negative 6.

We then write two separate equations to solve for the variable b:

Solving the first equation, we subtract 8 from both sides to find that b = -2. Solving the second equation, we subtract 8 from both sides to find that b = -14.

Thus, the solution for the equation 5|b+8|=30 is b = -2 or b = -14.

Answer:

answer is Z

Step-by-step explanation:

Answer:

0.00039745627

13 / 32708 is 0.004

I got this answer by using Long Division.

Hope this helps

Answer:

C) 5.6

Step-by-step explanation:

AC = sqrt(11^2 + 2^2) = sqrt(125)

(1/2)AC = (1/2)sqrt(125)

(1/2)AC = 5.6

Answer: C) 5.6

Answer:

C, 5.6

Step-by-step explanation:

A midsegment is half of the side it is parallel to. This means that it is half of BC. They give us the coordinates for B and C so we can just use the distance formula (the square root of the change in x squared plus the change in y squared)

If you simplify it, you get root 125 which is about 11.2. 11.2 divided by 2 is 5.6, so your answer would be C.

Their are 34 females in the class.

If 42 is the total amount of French students; subtract the amount of males(8) from the whole class to receive how many females their are in the class. Which is 34.

7 is the answer dddddddddddddddd

Answer:

M+7

Step-by-step explanation:

Hello,

In Q5. Being a straight line the angles are supplementary to each other.

And x = 70°

In Q6.

The angles sum up to 90° , so 25x + 30° = 90

25x = 60°

x= 60°/25 = 2.4°

Hope this helps.

Answer:

see explanation

Step-by-step explanation:

5

x and 110 form a straight angle and are supplementary, thus

x + 110 = 180 ( subtract 110 from both sides )

x = 70

6.

25x and 30 form a right angle and are complementary, thus

25x + 30 = 90 ( subtract 30 from both sides )

25x = 60 ( divide both sides by 25 )

x = [tex]\frac{60}{25}[/tex] = [tex]\frac{12}{5}[/tex]

Answer: [tex](y-4)=3(x-1)[/tex]

Step-by-step explanation:

We know that the point slope form of a line that has a slope m and passing through point (a,b) is given by :-

[tex](y-b)=m(x-a)[/tex]

Given: Slope of a line: m = 3

Point through which line is passing : (1, 4)

The point slope form of a line that has a slope 3 and passing through point (1, 4) is given by :-

[tex](y-4)=3(x-1)[/tex]

– 4 = 3[(x – (–1)]

Step-by-step explanation:

The answer would be [tex]\frac{1}{4}[/tex] because half the chance of landing on an even number divided by 2 (2 times landing on the even number).

The probability that the spinner will land on an even number both times when spun twice is 1/4 or 25%.

To find the probability of two independent events occurring together, we multiply their individual probabilities. First, let's determine the probability of landing on an even number in a single spin. There are two even numbers (2 and 4) out of the four possible outcomes, so the probability of landing on an even number in one spin is 2/4 or 1/2.

Since we're spinning the spinner twice, the events are independent. This means that the outcome of the first spin does not affect the outcome of the second spin. Therefore, the probability of landing on an even number in both spins is the product of the individual probabilities. So, the probability of landing on an even number both times is:

Probability of landing on an even number in one spin = 1/2

Probability of landing on an even number twice = (1/2) * (1/2) = 1/4

To know more about probability here

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ANSWER

[tex]\cos(150 \degree) = - \frac{ \sqrt{3} }{2} [/tex]

EXPLANATION

We want to find the exact value of cos(150°).

150° makes an angle of 30° with the positive direction of the x-axis and it is also in the second quadrant.

The cosine ratio is negative in the second quadrant.

Using the unit circle,

[tex] \cos(150 \degree) = - \cos(30 \degree) = - \frac{ \sqrt{3} }{2} [/tex]

Answer:

-√3/2

Step-by-step explanation:

Cos 150° can also be rewritten as shown;

Cos 150° = cos(90°+60°)

According to trigonometry identity

Cos(A+B) = cosAcosB - sinAsinB

Therefore;

Cos(90°+60°) = cos90cos60-sin90sin60

Cos(90°+60°) = 0(1/2) - 1(√3/2)

Cos(90°+60°) = 0-√3/2

Cos(90°+60°) = -√3/2

Cos 150° = -√3/2

Answer:

C.) n < 6

Step-by-step explanation:

Subtract 8:

n/-3 > -2

Multiply by -3. The negative multiplier requires the comparison be reversed:

n < 6

To solve the inequality n/-3 + 8 > 6, we first subtract 8 from both sides of the inequality and then multiply by -3. This reveals that n < 6, which corresponds to option C.

To solve the inequality n/-3 + 8 > 6, we first isolate the term containing n by subtracting 8 from both sides of the inequality:

n/-3 + 8 - 8 > 6 - 8

n/-3 > -2

Now, we can multiply both sides of the inequality by -3 to find the value of n. Remember, when you multiply or divide both sides of an inequality by a negative number, you must reverse the inequality sign:

n/-3 × -3 < -2 × -3

n < 6

Thus, the correct answer to the inequality n/-3 + 8 > 6 is n < 6, which corresponds to option C.

[tex]\bf \qquad \qquad \textit{direct proportional variation} \\\\ \textit{\underline{y} varies directly with \underline{x}}\qquad \qquad y=kx\impliedby \begin{array}{llll} k=constant\ of\\ \qquad variation \end{array} \\\\[-0.35em] ~\dotfill\\\\ ~\hfill y=\stackrel{\stackrel{k}{\downarrow }}{4.2}x~~\checkmark~\hfill[/tex]

Answer: its proportional,

bud

Step-by-step explanation:

ANSWER

-1

EXPLANATION

The slope formula is given by

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

The slope of the line through (2, -3) and (-4, 3) is found by substituting the points into the above formula;

[tex]m = \frac{ - 3 - 3}{2 - - 4} [/tex]

This simplifies to

[tex]m = \frac{ - 6}{ 6} = - 1[/tex]

The slope is -1

Answer:

-1

Step-by-step explanation:

The slope of a line is the ratio of its change in rise to its change in run. In the -xy-plane, this is the same as the ratio of the change in y coordinate to the change in x coordinate. In notation, we write this as

[tex]\frac{\Delta y}{\Delta x}[/tex]

and calculate it by finding the difference between y coordinates and dividing it by the difference between x coordinates. Here, our y coordinates are 3 and -3, and our x coordinates are -4 and 2, so our slope would be

[tex]\frac{3-(-3)}{-4-2}=\frac{3+3}{-6}=\frac{6}{-6}=-1[/tex]

You brought back 12.2

hope that helped

Answer:

20%

Step-by-step explanation:

First: work out the difference (decrease) between the two numbers you are comparing.

Decrease = Original Number - New Number

350-280= 70

Then: divide decrease by original number & multiply the answer by 100.

70/350= .2

.2*100= 20

Percentage Reduced = 20%

% Decrease = Decrease ÷ Original Number × 100

Answer:The answe is D

Step-by-step explanation:

The correct next step is to keep the compass at the same width used at point B to draw an arc through points C and D, enabling the construction of a perpendicular line. Hence correct option D.

The best next step in the construction of a line that passes through point B and is perpendicular to line A is to keep the compass setting the same width as when it was placed at point B to draw the arc that passes through points C and D. This ensures that the arcs intersect the line A at points that are equidistant from B, which is essential in establishing a perpendicular line.

Final answer:

Grams are best used to measure small, lightweight items. Therefore, a lettuce leaf, a grape, and an onion are the items from the provided list that would be best measured in grams. A watermelon, being larger, is typically measured in kilograms.

Explanation:

Selecting Items Best Measured in Grams

To answer the question regarding which items would be best measured in grams, let's start by understanding what grams are used for. Grams are a unit of mass commonly used to measure smaller, lightweight items. Considering the options given, let's evaluate each one:

A watermelon: While it has a significant amount of mass, a watermelon is generally better measured in kilograms due to its larger size.

B lettuce leaf: This is lightweight and would be best measured in grams, fitting the use of grams for small items.

C grape: Grapes are small and light, making grams the appropriate measure for their mass.

D onion: Typically, an onion is not too heavy and is suitably measured in grams, although if it's a particularly large onion, kilograms might be considered.

So, the items from the list that would be best measured in grams - considering they are small enough to fall into the range that the gram unit typically covers - would be a lettuce leaf, a grape, and an onion.

The expression '2 3/2' is a mixed number. Converting this to an improper fraction results in 7/2, which simplifies to 3.5. This does not match any of the provided options.

The expression '2 3/2' implies that we are dealing with mixed numbers, meaning you have a whole number and a fraction combined. When you see this, you should convert the mixed number into an improper fraction. The way to do this is to multiply the whole number by the denominator of the fraction and then add the numerator to this product. In this case that would be (2*2) + 3 which equals 7. Your new fraction would be 7/2 which equals 3.5 when simplified to a decimal. This does not correspond to any of the provided options (A, B, C, D), signifying that the original question may have been misinterpreted or contains a typographical error.

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2 3/2 is equal to 7/2 or D) Two times the square root of 16​.

When we have a whole number followed by a fraction, we can convert it to an improper fraction.

To do this, we multiply the whole number by the denominator of the fraction and add the numerator.

So in this case, 2 x 2 + 3 = 7.

Therefore, 2 3/2 is equal to 7/2 or D) Two times the square root of 16​.

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-24x. This is an example of a "telescoping series". If you notice, the last and first part of each term cancel out. Take away the parenthesis and you'll see it. x-3x+3x-5x+5x-7x+7x... everything goes away except x-25x so it's -24x.

C; A and B are incorrect because the shift is not vertical, it is horizontal. This is because 3 is in parenthesis or a 'grouping' (same thing if it is in an exponent) and is being modified. Since the graph is being translated down 3 units, D is incorrect since it is a translation up 3 units. The answer is C.

Answer: i say its A but i could be wrong

Step-by-step explanation:

Answer:

B

Step-by-step explanation:

Answer:

66 ⅔ m

Step-by-step explanation:

2 ⅓ km can be written in improper form as 5/3 km.

There's 1000 m in 1 km, so we can convert this:

5/3 km × (1000 m / km) = 5000/3 m

The submarine rises at 800 m/h.  So after 2 hours:

distance = rate × time

d = 800 m/h × 2 h

d = 1600 m

So the new position is:

5000/3 m − 1600 m

5000/3 m − 4800/3 m

200/3 m

66 ⅔ m

Final answer:

After ascending at a rate of 800 meters per hour for 2 hours from a depth of 2 1/3 kilometers, the position of the submarine would be 733.3 meters below sea level.

Explanation:

The student has asked to find the position of a submarine after it ascends from a depth of 2 1/3 km below sea level at a rate of 800 m/h for 2 hours.

Firstly, we convert the depth of the submarine from kilometers to meters to match the ascent rate's unit. There are 1,000 meters in a kilometer, so 2 1/3 km is equivalent to 2,333.3 meters (since 2 km = 2000 m and 1/3 km = 333.3 m).

The submarine ascends at a rate of 800 meters per hour. After 2 hours, the total ascent will be 800 m/h * 2 h = 1,600 meters.

To find the new position, we subtract the ascent distance from the original depth: 2,333.3 m - 1,600 m = 733.3 meters below sea level.

Therefore, after 2 hours, the position of the submarine would be 733.3 meters below sea level.

Answer:

A

Step-by-step explanation:

sorry just a little confused

Answer:

A) Flipping a coin and rolling a six sided dice.

Step-by-step explanation:

Lets use a process of elimination in order to find the correct answer.

We are looking for a uniform probability model. This means that every outcome in this situation has the same chance of occurring.

D) This cannot be the right answer as the chances of probability are [tex]\frac{2}{5} ,\frac{2}{5} ,\frac{1}{5}[/tex]

As these are not all equal, this cannot be the right answer.

B) This cannot be the right answer as the chances of probability are [tex]\frac{2}{5} ,\frac{3}{5}[/tex]

As these are not equal, this cannot be the right answer.

C) Lets look at every outcome that could occur in this situation.

You could have 2H, 2T, HT, and TH. As HT and TH are the same, their probability can be written together.

This means that the probabilities would be

[tex]\frac{1}{4} ,\frac{1}{4} ,\frac{1}{2}[/tex]

This means that A must be the correct answer as we have ruled out every other option.

Answer: D

Step-by-step explanation: APEX

Answer:

The correct option is D)

Step-by-step explanation:

line x = 0 is y-axis (vertical line)

When graph is reflected along y-axis so, it will be in second quadrant.

so, the graph which satisfying these condition is only option D)

in which c ordinate are A has (-1,1) ,B has (-4,1) and C has (-3,3)

Hence, the correct option is D)

Answer:

D

Step-by-step explanation:

Look at where the two functions intersect.

[tex](-3,-3)[/tex] and [tex](0,6)[/tex].

Those are the solutions.