The junior class has $350. The juniors want to raise at least $698 by having each member of the class pay dues. There are 116 juniors.

Which of the following inequalities could be used to find how much each junior would need to pay in dues?

A. $350 + 116x < $698

B. $350 + 116x ≤ $698

C. $350 + 116x > $698

D. $350 + 116x ≥ $698

Answer:

x > 8

Step-by-step explanation:

To isolate the variable, you must follow the order of the operations in reverse: that is, from the sum the opposite operation is the subtraction and from the multiplication the inverse is the division. As first you must undo the sum or subtraction before the multiplication, on both sides of the inequality you subtract 12, with the objective, as it was said, of isolating the variable x using the inverse operations.

-2*x+12 -12 < -4 - 12

Resolving you get:

-2*x < -16

Now, to isolate the variable x, you reapply the inverse operation, in this case the opposite operation of the multiplication.  And ou should keep in mind that if the two members of an inequality are multiplied or divided by the same negative number, the resulting inequality changes direction. For this reason you get:

-2x divided by (-2) > (-16) divided by (-2)

Resolving these accounts, you finally get:

x > 8

Answer:

Draw out a table of the factors.

54-1,2,3,6,9,18,27,54,

42-1, 2, 3, 6, 7, 14, 21, 42

After you write out your table then find the greatest common factor. Once you find the Greatest common factor that's going to tell you how many flowers left over.

Step-by-step explanation:

Using the greatest common factor, it is found that the greatest number of identical arrangements is 6 arrangements of 9 roses and 7 tulips.

------------------------

------------------------

54 - 42|2

27 - 21|3

9 - 7

Thus: gcf(54,42) = 6.

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[tex]\frac{54}{6} = 9, \frac{42}{6} = 7[/tex]

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Answer:

It is incorrect,

Step-by-step explanation:

The factors of 4 are 1, 2, and 4. The number 4 has three factors.

Although 2 × 2 is 4, the factor 2 is only counted once.

Adam's claim that the number 4 has four factors is incorrect; the number 4 has only three factors: 1, 2, and 4.

Adam's statement that the number 4 has four factors is incorrect. The factors of a number are the integers that can be multiplied together to result in the original number. The number 4 has three factors, not four. These factors are 1, 2, and 4 itself.

Here's why: The factor 1 is a universal factor because it can divide into any number without leaving a remainder. The number 2 is a factor of 4 because 2 x 2 equals 4. Finally, the number itself, 4 in this case, is always a factor because 4 x 1 equals 4. Listing out all the factors of 4, we would not find any number other than 1, 2, and 4 that can multiply together to produce 4.

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The remainder when 4z is divided by 8 is 4

From the question, when z is divide by 8, the remainder is 5. But we do not know the quotient.

From the formula

[tex]\frac{Dividend}{Divisor}= Quotient + \frac{Remainder}{Divisor}[/tex]

Here, the dividend is z, divisor is 8, and the remainder is 5.

Let the quotient be x, then we can write that

[tex]\frac{z}{8} = x + \frac{5}{8}[/tex]

Now, to determine the remainder when 4z is divided by 8,

Multiply both sides of the equation by 4

[tex]4 \times\frac{z}{8} =4\times( x + \frac{5}{8})[/tex]

[tex]\frac{4z}{8} = 4x + \frac{20}{8}[/tex]

Then,

[tex]\frac{4z}{8} = 4x +2+ \frac{4}{8}[/tex] (NOTE: [tex]\frac{Remainder}{Divisor}[/tex]must be a proper fraction)

[tex]\frac{4z}{8} = (4x +2)+ \frac{4}{8}[/tex]

Compare this to the formula [tex]\frac{Dividend}{Divisor}= Quotient + \frac{Remainder}{Divisor}[/tex]

The remainder is 4

Hence, the remainder when 4z is divided by 8 is 4.

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The linear equation y=1/2x -2 can be graphed by first plotting the y-intercept, then using the slope to plot additional points.

Such equations can be graphed using a few different methods. One common approach is plotting data pairs on a coordinate grid.

For the given equation y = 1/2x - 2, it is convenient to begin by identifying b, which is the y-intercept. In our case, b equals -2. This is the point where the line crosses the y-axis. Next we need to understand what the slope (1/2 in our equation) means: for every step we move to the right along the x-axis (in the positive direction), we move half a step up along the y-axis.

To graph the equation, you start at the y-intercept (0,-2) and use the slope to identify subsequent points. For instance, if x = 2, then y = 1/2*2 - 2 = -1.  Repeat this process with different x-values to plot enough points, and then connect them to draw the line written by the equation.

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The numerical expression with parentheses for the total number of pieces of wood Jordan chopped is (20 + 30 ) 10  + 5.

In mathematics, parentheses are used to indicate a portion of an equation or expression that must be solved first before any further calculations may be made. The solution substitutes the expression in the more complex mathematical equation; the portion between the two parentheses is considered as one integer.

Given, As winter approaches, Jordan starts cutting wood. He uses the same procedure for ten days straight: He cuts 20 pieces of wood in the morning and another 30 pieces in the evening. Jordan cuts just 5 pieces of wood on the eleventh day. Hence,

Equation for 10 days = (20 + 30) * 10

Equation for 11 days = (20 + 30) * 10 + 5

Therefore, Jordan cut a total of 20 pieces of wood, which is expressed mathematically as (20 + 30) 10 + 5.

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Answer:

2k/2,000

Step-by-step explanation:

we know 1676 turns into 2k

Answer:

point x and c would switch places and then point n would be at (-3,2) and point z would be al (1,5)

Answer: Option 4 is correct.

Step-by-step explanation:

Since we have given that

[tex]\dfrac{3.\bar{1}}{1}[/tex]

so, Let x = 3.1111......... (1)

Now, multiply by 10, we get that

10x = 31.1111.............(2)

Now, subtract (2)-(1)

[tex]10x-x=31.1111...-3.1111............\\\\9x=28\\\\x=\dfrac{28}{9}[/tex]

Hence, Option 4 is correct.

Rounding to the nearest centimeter involves adjusting a precise measurement to the nearest whole centimeter mark on a measuring tool. Millimeters and centimeters are appropriate units for measuring small objects, and understanding the conversion between these units is important for accurate rounding.

When you are asked to round to the nearest centimeter, you are being tasked with adjusting a measurement to reduce its precision to the nearest whole number of centimeters. In the context of using a measuring device such as a meterstick, you typically have the ability to measure in centimeters (cm) as well as millimeters (mm), with 10 millimeters making up 1 centimeter. For example, if you have a measurement that falls between the 1.2 cm and 1.3 cm marks, you will evaluate which of those two centimeters marks is closest to your measurement. If your object's measurement to the nearest millimeter is beyond the 1.25 cm mark (or 12.5 mm), you will round up to 1.3 cm; if it's less, you'll round down to 1.2 cm.

It's important to choose an appropriate unit of measurement based on the size of the object being measured. For an item like a paper clip, a large unit such as kilometers or meters would not be practical. Instead, you'll choose between millimeters and centimeters, which are better suited to small objects. When converting measurements from a smaller unit like millimeters to a larger unit like centimeters, you would divide the number by 10, moving the decimal point one place to the left because there are 10 millimeters in 1 centimeter.

so then P could be any number greater then or equal to 200,hope this helps,please vote me brainliest

The value of p can be 200 or more than 200.

Algebra is a branch of mathematics that deals with symbols and the arithmetic operations across these symbols. These symbols do not have any fixed values and are called variables. In our real-life problems, we often see certain values that keep on changing. But there is a constant need to represent these changing values. Here in algebra, these values are often represented with symbols such as x, y, z, p, or q, and these symbols are called variables. Further, these symbols are manipulated through various arithmetic operations of addition, subtraction, multiplication, and division, with an objective to find the values.

given:

one half of a number is at least 100.

So,

let the number be x

1/2*x= 100

x= 100*2

x= 200

Hence, the value of p ≥ 200.

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