Sally has 6 boxes of colored pencils only three of the boxes contain 12 colored pencils each .the remaining boxes each contain 20 colored pencils.she packs the colored pencils into 8 packets.how many pencils are there in each packet??

Answer:  the distance between the points R and T is 45 units.

Step-by-step explanation:  We are given to find the distance between the points R and T on the co-ordinate grid.

Distance Formula : The distance between the points (a, b) and (c, d) i given by

[tex]D=\sqrt{(c-a)^2+(d-b)^2}.[/tex]

From the co-ordinate grid, we note that the co-ordinates of point R are (-30, 10) and the co-ordinates of point T are (15, 10).

Therefore, the distance between the points R and T is given by

[tex]D=\sqrt{(15-(-30)^2+(10-10)^2)}=\sqrt{45^2+0^2}=\sqrt{45^2}=45.[/tex]

Thus, the distance bewteen the points R and T is 45 units.

To determine how much stone Jason will spread on each square yard, one must divide the total amount of stone, which is 3/4 ton, by the number of square yards, which is 3. The result is 1/4 ton of stone per square yard.

Jason has 3/4 ton of stone to spread equally in 3 square yards. To find out how many tons of stone will be spread in each square yard, you divide the total tons by the number of square yards. That gives you:

This calculation shows that Jason will spread 1/4 ton of stone on each square yard.

The solution of the expression is 48.

Here,

The given expression is;

The quotient of a number and four decreased by ten is two .

We have to find the value of given expression.

What is Mathematical expression?

An expression or mathematical expression is a finite combination of symbols that is well-formed according to rules that depend on the context.

Now,

The given expression is;

The quotient of a number and four decreased by ten is two .

Let a number is ''x''.

Then, the quotient of x and four is = x/4

So, the given expression is written as,

x/4 - 10 = 2

x/4 = 10 + 2

x/4 = 12

x = 12 * 4

x = 48

Hence, The solution of the expression is 48.

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The below-level floors will be represented by negative numbers and the above level by positive numbers.

An integer is a number whose values are ranges from 0 to infinite positive and zero to infinite negative. A numeral system is a way to convey numbers in writing; it is a way to describe numbers in mathematics by utilizing a consistent collection of digits or other symbols.

Given that a parking garage has floors above and below ground level. For a scavenger hunt, Gaia's friends are given a list of objects ground level is 0 and the first level above ground is 1.

The floors are -3,-4, and 4 because the negative numbers represent below ground as they are below zero and the positive 4 is higher than 1 so which shows that level 4 is higher than level 1.

Therefore, the below-level floors will be represented by negative numbers and the above level by positive numbers.

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We start with the larger number when adding on a number line due to the commutative property in mathematics, which means the order in numbers is not important in addition. Our counting system also plays a role since it's based on increases of ten, making it easier to use the larger number as a starting point. Number lines must be scaled accurately to represent the numbers involved.

The reason we start with the larger number when adding on a number line is because it acts as a starting point and the smaller number is treated as the distance to travel along the line. This practice is based on the concept of commutative property in mathematics, which states that the order in which the numbers are added does not affect the sum. So, if you're adding 2 + 3 or 3 + 2, the result is the same.

Our counting system is based on increases of ten, also known as powers-of-ten notation. Each place in our numbering system is ten times greater than the place to its right. This makes it convenient to use the larger number as a starting point since it positions us further along the number line.

When using a number line for addition, it's key to remember that the line must be properly scaled to accurately depict the numbers involved. Regardless of whether you start with a smaller or larger number, the line should be scaled in a way that represents all your data and makes it easy to identify trends.

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Answer:

He will have to run a total of 8.65 miles to reach his goal.

Step-by-step explanation:

We are given the total of how long he ran for his three short runs, and all we have to do is simplysubtract. We know he has to run 18 miles total, so we subtract the three shorter runs from the total. 18-9.35=8.65. He has to run 8.65 miles in one run, he's going to have a long day.

Answer:

If it was iready it would be $85 dollars!

Step-by-step explanation:

The original price of the sofa before the 15% discount was applied was approximately $620.59.

The question is asking about finding the original price of a sofa, given its discounted price and the discount rate. In mathematics, this is a common problem within the topic of percentages.

In this case, the sofa was bought for $527, which was 15% off the original price. You want to find this original price. Let's denote the original price as x. The equation would be: 0.85 × x = $527, since 15% of the original price was deducted (100% - 15% = 85% = 0.85).

To find x (the original price), you just divide $527 by 0.85. Your result should be around $620.59. That means, the original price of the sofa was approximately $620.59 before the 15% discount.

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Answer: C. [tex]\dfrac{4}{25}[/tex]

Step-by-step explanation:

Given : A spinner that is evenly spaced and numbered from 1 to 10. When it stopped, June spun it again.

Then both events of spinning the spinner is independent of each other.

The numbers greater than 6 on spinner = 7 , 8, 9, 10

Probability of getting a number greater than 6 on one spin =[tex]\dfrac{\text{Numbers greater than 6}}{\text{Total numbers}}[/tex]

[tex]=\dfrac{4}{10}[/tex]

Since , both vents are independent , then probability that the spinner stopped on a number greater than 6 on both spins will be :-

[tex]\dfrac{4}{10}\]times\dfrac{4}{10}=\dfrac{4}{25}[/tex]

Hence, the correct answer is Option C. [tex]\dfrac{4}{25}[/tex]

We are required to determine if 4:18 and 2:12 are equivalent ratio

4:18 and 2:12 are not equivalent ratio

Given:

4:18 and 2:12

= 4 / 18

= 2/9

= 2 : 9

= 2 / 12

= 1 / 6

= 1 : 6

Therefore, 4:18 and 2:12 are not equivalent ratio

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The side length of the square table is 13.64 inches.

A square is a shape in two-dimensional area which has four sides with equal length and four angles all of which are equal and is equal to 90 degrees.

Area of a square with the length of side equals 'a' is given by,

Area = a

Here it is given that area of the square table = 186

Let 'a' be the length of one side of the square table.

a² = 186

a = √186 = 13.64

Hence,  the side length of the table having an area of 186 is 13.64.

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Answer-

10 + 20 + 40 + 80 +160

5 months