Mathematics Middle School

there are 20 cookies and 40 slices of pizza to be shared equally. Each student had the same number of whole cookies and same number of pizza with nothing left over. How many students could go to the party?

how many slices of pizza will each get?

how many cookies will each get?

Answers

Answer 1
20 students can go, who each get 1 cookie (smallest whole number) and 2 slices each.
Answer 2
20 students can go and they will each get two slices of pizza and 1 cookie

Related Questions

If there are 5,280 feet in a mile, how many feet are in 2.6 miles?

Answers

The correct answer is 13,728 

Hope this helps!
13728 is your answer

Two bicyclists are 180 miles apart when they start racing towards each other. If their speeds are 14 mph and 16 mph respectively, how long will it be before they are twenty miles apart?

Answers

Answer:

5 1/3 hours

Step-by-step explanation:

Answer:

5 1/3 hours or 320 minutes

Step-by-step explanation:

If the Alexanders completed the 735 mi. trip in 15 hr., what was their average rate of travel?

Answers

The average rate of travel was 49 mi /hr. To find the average rate/speed, you just divide the overall distance by the overall time. In this case, 735 mi/ 15 hrs, give you the average rate/speed of 49 mi/hr

The ratio of students to teachers at a school is 19:1 how many students are there in each total of people?



A.100 people B.280 C.440 D.760

Answers

I got D. 760
this needs to be more than 20 characters so yeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeee

what is x? x^2+(x+1)^2=145

Answers

We want to determine x from the equation
x² + (x+1)² = 145

Expand.
x² + x² + 2x + 1 = 145
2x² + 2x + 1 - 145 = 0
2x² + 2x - 144 = 0
x² + x - 72 = 0

Factorize.
(x - 8)(x + 9) = 0

Therefore
x = 8, or x = -9

Answer:  x = 8 or x = -9
Answer:  " x = 8, -9 " .
___________________________________________
Explanation:
___________________________________________
Given:
___________________________________________
x² + (x + 1)² = 145 ;  Solve for "x" :
___________________________________________
Note:  (x+1)² = (x+1) (x+1) = x² + 1x + 1x + 1 = x² + 2x + 1 ;
___________________________________________
 → x² + (x + 1)²   = x² + x² + 2x + 1 ;

                          = 2x² + 2x + 1 ; 
__________________________________
             2x² + 2x + 1 = 145 ;

Subtract "1" from each side:
__________________________________
  ↔  2x² + 2x + 1 - 1  = 145 - 1 ; 

to get: 
__________________________________________
  →  2x² + 2x = 144 ; 
__________________________________________
Now, subtract "144" from EACH SIDE of the equation:
__________________________________________
  → 2x² + 2x - 144 = 144 - 144 ;
__________________________________________
to get:

  → 2x² + 2x - 144 = 0 ;

which is an equation written in "quadratic format" that is:

" ax² + bx + c = 0 ;  (a≠ 0) " ; 
____________________________________
We have:
____________________________________
  → 2x² + 2x - 144 = 0 ; 
____________________________________
Divide each side of the equation by "2" ; to simplify:

  → {2x² + 2x - 144} / 2 = 0 / 2 ;
____________________________________
to get:
____________________________________
   →   x² +  x - 72 = 0 ; 
____________________________________
The "left-hand side" of the equation can be factored:
____________________________________
    (x - 8) (x + 9) = 0 ; 
______________________________________
 →  x = 8, -9 .
______________________________________

Mr nielson works 154 hours each month He works 8 months each year. How many hours does Mr nielson work each year

Answers

If Mr. Nielson works 154 hours a month, and 8 months ( 154 x 8 ) then he works 1232 hours a year.

Hope this helps. :)
154 hours for 1 month

works 8 months

to find total number of hours per year you multiply 154*8 because there are 154 hours in one month.


ANSWER: 1232

BRAINLIESTTTTT ASAP!

Answers

The answer is  Morgan earns more money per hour on Friday 

Explanation: If you were to calculate how much she earns per hour on Friday, (63/6), you would get 10.5 per hour which is greater than the amount she makes per hour on Saturday.

4+5=9 write the doubles fact used to solve

Answers

3X3? Is that what you’re looking for?

What is 1/2 x 2/3 x 3/4

Answers

       
I believe the answer is 0.25



The answer is:  "  [tex] \frac{1}{4}[/tex] " ;  or, write as:  "0.25" .
___________
Explanation:
__________
Method 1)
__________
[tex] \frac{1}{2}[/tex]*[tex] \frac{2}{3} [/tex]*[tex] \frac{3}{4}[/tex] ;

= [tex] \frac{1 * 2 * 3}{2* 3 *4} [/tex] ;

= [tex] \frac{6}{24}[/tex] ; 

= [tex] \frac{6/6}{24/6}[/tex] ;

= [tex] \frac{1}{4}[/tex] ;  or, write as:  "0.25" .
_________________
Method 2)
_________________
[tex] \frac{1}{2}[/tex]*[tex] \frac{2}{3} [/tex]*[tex] \frac{3}{4}[/tex] ;

= [tex] \frac{1 * 2 * 3}{2* 3 *4} [/tex] ;

→ The "2's" & "3's" in both the numerator & denominator "cancel out" to "1" ;  {since:  "(2÷2=1)" ; and "(3÷3=1" ) ; 

→ And we have:

   →  [tex] \frac{1 * 1 * 1}{1 * 1 * 4} [/tex] ;

            =  [tex] \frac{1}{4} [/tex] ;  or; write as:  "0.25" .
________________
Method 3)  (similar to "Method 2" above):
_________________
[tex] \frac{1}{2}[/tex]*[tex] \frac{2}{3} [/tex]*[tex] \frac{3}{4}[/tex] ;

= [tex] \frac{1 * 2 * 3}{2* 3 *4} [/tex] ;

→ The "2" in numerator cancels out to "1" ; and the "4" in the denominator cancels to "2" ;  {since:  "(4÷2=2)" ; and since: "(2÷2=1)" ;

→  The "3's" in both the numerator AND denominator "cancel out" to "1" ;                      {since:  "(3÷3=1" ) ; 

→ And we have:

   →  [tex] \frac{1 * 1 * 1}{2 * 1 * 2} [/tex] ;

            =  [tex] \frac{1}{4} [/tex] ;  or; write as:  "0.25" .
_______________
Method 4)
_______________
[tex] \frac{1}{2}[/tex]*[tex] \frac{2}{3} [/tex]*[tex] \frac{3}{4}[/tex] ;

→ Cancel out the "2" in the denominator of "[tex] \frac{1}{2}[/tex]" ; to a "1" ; AND cancel out the "2" in the numerator of "[tex] \frac{2}{3} [/tex] " ; to a "1" ;
       {since: "{2÷2=1}" ;
 
 → Cancel out the "3" in the denominator of "[tex] \frac{2}{3} [/tex] " ; to a "1" ;
AND cancel out the "3" in the numerator of: "[tex] \frac{3}{4}[/tex]" ; to a "1" ;
      {since:  "(3÷3=1}" ;

→ And we have:

   →  [tex] \frac{1}{1}[/tex] * [tex] \frac{1}{1} [/tex] * [tex] \frac{1}{4} [/tex] ; 

              = [tex] \frac{1 * 1 * 1}{1 * 1 *4} [/tex] ; 
           
              =  [tex] \frac{1}{4} [/tex] ;  or; write as:  "0.25" .
________________
Variation:
________________
At the point when we have:
________________

   → [tex] \frac{1}{1}[/tex] * [tex] \frac{1}{1} [/tex] * [tex] \frac{1}{4} [/tex] ; 
________________
We can eliminate the: 

"  [tex] \frac{1}{1}[/tex]  *  [tex] \frac{1}{1}[/tex]  " ;

{since: "  [tex] \frac{1}{1}[/tex] = 1 " ; 

{and since:  "  [tex] \frac{1}{1}[/tex]  *  [tex] \frac{1}{1}[/tex]  "  =  1 * 1 = 1 ; 

and since: "1", multiplied by any value, equals that exact same value; 
_____________
THAT IS:
_____________
    → [tex] \frac{1}{1}[/tex]  *  [tex] \frac{1}{1}[/tex]   *  [tex] \frac{1}{4}[/tex]  ;

         =  1  *  1  *  [tex] \frac{1}{4}[/tex] ;

         =  (1 * 1)  *  [tex] \frac{1}{4}[/tex] ;

         =    1 *   [tex] \frac{1}{4}[/tex]  ;
  
         =    [tex] \frac{1}{4}[/tex] ;  or, write as:  "0.25" .
_____________
Method 5)   (similar to "Method 4" above):
____________________
[tex] \frac{1}{2}[/tex]*[tex] \frac{2}{3} [/tex]*[tex] \frac{3}{4}[/tex]  ;

  → Cancel out the "2" in the numerator of "[tex] \frac{2}{3} [/tex]" ; to a " 1 " ; 
AND cancel out the "4" in the denominator of "[tex] \frac{3}{4}[/tex]"; to a "2" ;
       {since: "{4÷2=2}" ; and since: "{2÷2=1}" ; 

  → Cancel out the "3" in the denominator of "[tex] \frac{2}{3} [/tex] " ; to a "1" ;
AND cancel out the "3" in the numerator of: "[tex] \frac{3}{4}[/tex]" ; to a "1" ;
      {since:  "(3÷3=1}" ;

→ And we have:
_____________
   →  [tex] \frac{1}{2}[/tex] * [tex] \frac{1}{1} [/tex] * [tex] \frac{1}{2} [/tex] ; 

              = [tex] \frac{1 * 1 * 1}{2 * 1 *2}[/tex] ; 

                      =  [tex] \frac{1}{4}[/tex] ; or, write as:  "0.25" .
__________
Variation:
__________
At the point when we have:
__________
   →  [tex] \frac{1}{2}[/tex] * [tex] \frac{1}{1} [/tex] * [tex] \frac{1}{2} [/tex] ; 
__________
We can eliminate the: 

"  [tex] \frac{1}{1}[/tex]  " ; 

{since: "  [tex] \frac{1}{1}[/tex]  =  1 " } ; 

{and since: "1", multiplied by any value, equals that exact same value} ; 
___________
THAT IS:
___________
   →  [tex] \frac{1}{2}[/tex] * [tex] \frac{1}{1} [/tex] * [tex] \frac{1}{2} [/tex] ; 

      =    [tex] \frac{1}{2}[/tex]   *    1    *    [tex] \frac{1}{2}[/tex]  ;

          =    [tex] \frac{1}{2}[/tex]   *    [tex] \frac{1}{2}[/tex]  ;

          =    [tex] \frac{1*1}{2*2} [/tex]  ;

              =  [tex] \frac{1}{4}[/tex] ; or, write as:  "0.25" .
__________________________________________________________

A road has a speed limit of 40 mi/h. Write an inequality that describes the legal speeds r for motor vehicles.


a r < 40

b r <_40

c r _> 40

d r > 40

Answers

This is the answer - B) r <_40
- thanks (: -

What is the distance between points 
(9, −7)
and 
(9, 4)
on a coordinate plane?

Answers

The answer would be 11 because the x's 9 doesnt have to move because they're on the same point. If you take 7 away from -7 you get zero. Add 4 to that 7 and you get 11. Make sesnse?
Hope this helped!

Final answer:

The distance between the points (9, -7) and (9, 4) is calculated by finding the absolute difference between the y-coordinates since the x-coordinates are the same. The distance is 11 units.

Explanation:

To calculate the distance between two points on a coordinate plane, you can use the distance formula, which is derived from the Pythagorean theorem. However, in this particular case, since the x-coordinates of the points (9, -7) and (9, 4) are the same, the distance is simply the absolute difference between the y-coordinates.

The formula to find the distance between two points (x1, y1) and (x2, y2) is:

d = √((x2 - x1)² + (y2 - y1)²)

So, substituting the known values:

d = √((9 - 9)² + (4 - (-7))²) = √(0 + 11²) = √121 = 11

Therefore, the distance between the points (9, -7) and (9, 4) on a coordinate plane is 11 units.

Charles will babysit for up to 4 hours and charges $7 per hour. Write a function in function notation for this situation.

Answers

x hour and 7 dollars per hour

x = hour

7(x) is your function


thank you for Anlian for pointing it out.. there is 4 hours

so x = 4

plug in 4 in x. 7(4)

7 x 4 = 28

28 is your answer

hope this helps
well it actually you can tell the answer, the answer will be 4x7=28
If you mean by another way then is: X/7less than or equal to 4
well then is 7x=?

What is 0.623 divided by 0.07

Answers

You may find it easier to do this division if you'd first multiply both divisor and dividend by 1000.

the problem will then look like  623/70.

How many times does 70 divide into 62?  None.  Next, ask, how many times does 70 divide into 623?  7 times 9 is 63 (too large).  7 times 8 is 56 (OK).

So, 70 divides into 623 8 times, with a remainder of 63.  bring down a zero and then divide 70 into 630.

And so on.

On calculator:  623/70 = 8.9

The solution to the division of 0.623  by 0.07 is;

8.9

We want to divide 0.623 by 0.07.

This is;

0.623/0.07

Now, to solve this easily, let's make use of multiplication property of equality where if we multiply the numerator and the denominator by the same number, we will still get the same answer.

Let's multiply numerator and denominator by 100 to get;

(0.623 × 100)/(0.07 × 100)

⇒ 62.3/7

Dividing this gives us a final answer of; 8.9

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Simplify the expression. w - .25w

Answers

Combine like terms.

1w - 0.25w = 0.75w

Hope this helps!

london buys 3 more packs of trading cards today. each pack has 8 cards. write a multiplication sentence to show how many cards landon buys today. then find how many cards landon has now.

Answers

The answer to this question is 24

32 is the sum of a number z and 9

Answers

You can find out the answer by subtraction 32 by 9. This equals 23. 23 + 9 = 32. Therefore, z = 23. Hope this helps!
Z is 23.so you have to add 9 to 23 .ND YOU GET THE SIM OF 32

What is 6 1/6 as a Decimal Please!

Answers

6 1/6 as a decimal is 6.16666667
6 1/6 = 6.166666666...well basically six goes on forever.

Hope this helps:)

Max and Sheila are making orange juice. Max has mixed 15 cups of water with 4 cups of juice concentrate. Sheila has made her choose by mixing 8 cups water with 3 cups just concentrate.compare their ratios of juice concentrate to water using racial tables. State which beverage has a higher juice concentrate to water ratio.

Answers

so 15:4 and 8:3. 15:4 has a greater juice concentrate 

The domain of the function given below is the set of all real numbers greater than 1/2 f(x)=(1/2)^x

Answers

any answer choices please???
Final answer:

The function f(x) = (1/2)^x accepts any real number as an input, so its natural domain is the set of all real numbers. However, the question specifies that the domain is all real numbers greater than 1/2, which might be due to the context in which this function is used.

Explanation:

The function f(x) = (1/2) x is a function that will accept any real number as an input. Therefore, the natural domain of this function would be the set of all real numbers. However, in your question, the function is given a specific domain, that is, all the real numbers greater than 1/2. This domain restriction might be due to the context in which this function is used.

Remember, the domain of a function is the set of all possible input values (x-values) that will give a valid output value (f(x)). For example, in the function f(x) = 1/x, the domain is all real numbers except zero because we cannot divide by zero.

In your function f(x) = (1/2)x, there is no value of x that will result in a not defined output, so unless stated otherwise, the domain is all real numbers. However, here we are given that the domain is all real numbers greater than 1/2.

Learn more about Domain of a function

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What is the 7.2222222222..... as a rational number?

Answers

Final answer:

The repeating decimal 7.2222222222... as a rational number is 7 2/9. The conversion involves setting the repeating decimal equal to x, scaling it by a power of 10, subtracting the original number, and then solving for x to find the equivalent fraction.

Explanation:

The number 7.2222222222..., when expressed as a rational number, is the fraction 7 2/9. To convert a repeating decimal to a fraction, you can use the following steps:

Let x equal the repeating decimal, so x = 7.2222222222...Multiply x by a power of 10 that moves the decimal point to the right just before the repeating digits start. In this case, we use 10x to get 10x = 72.222222222...Subtract the original number (x) from this new number (10x). Doing this will get 10x - x = 72.222222222... - 7.222222222... = 65.Since 10x - x = 9x, we now have 9x = 65. Therefore, x = 65/9, which simplifies to 7 2/9.

This process shows how to express the repeating decimal as a fraction and thereby convert it into a rational number.

Javier is cooling a liquid in a science lab. The liquid starts at 85 degrees, and he cools it 3.5 degrees every minute for 12 minutes. Create a number sentence to model this scenario.

Answers

The equation that can be used in order to represent the scenario presented above is,
       
     T(x)= 85 - 3.5x

Where T(x) is equal to the temperature at any given point and x is the number of minutes (The values of x range from 0 - 12. Solving for these values,
   
    T(0) = 85 - 3.5(0) = 85
    T(1) = 85 - (3.5)(1) = 81.5
     T(2) = 85 - (3.5)(2) = 78

The list will then be completed as,
      85, 81.5, 85 up to 43. 

HELP ASAP


Angelica swims 14 3/7 hours per month. If she swims the same amount every month, how many hours does she swim in 6 months?

Answers

multiply 14 over 7 to get the number as one fraction. after adding three to that product, you get 101/7. Multiply that by 6/1 to get 606/7, then divide 606 by 7 to get 86 4/7 hours every 6 months.
Just multiply 14 3/7 by 6 to get your answer.

What is the domain of the function y= square root of x-10

Answers

I don't know if your saying y= √(x-10) or y= √(x) - 10. But I'll do both
Domain for √(x-10): [10, ∞)
Domain for √(x) - 10: [0, ∞)

crystal's mother kept a record of. crystal's. height at different ages. she recorded the information in a table. is the relationship between crystal's age and her height proportional? explain.

Answers

No, Crystal's age and her height are not proportional. The ratios would have the numerators of 25 and 15, in order to be proportional, the numerators would need to be the same number.
Final answer:

The relationship between Crystal's age and her height is determined by examining the ratios of age to height for different entries in the table. If the ratios are equal, then the relationship is proportional.

Explanation:

To determine if the relationship is proportional, compare the ratios of Crystal's age to her height for different entries in the table. If the ratios are equal, then the relationship is proportional. If the ratios are not equal, then the relationship is not proportional.

For example, if Crystal's age is 10 and her height is 50 inches, the ratio would be 10/50 = 0.2. If Crystal's age is 20 and her height is 100 inches, the ratio would be 20/100 = 0.2. Since the ratios are equal, the relationship between Crystal's age and her height is proportional.

What is 20 tiles in 5 rows array

Answers

Your question is incomplete.  What were you hoping to compute?

If you start with 20 tiles and arrange them in 5 rows, then you have (20/5), 
or 4, tiles per row.

You paint 1/2 wall in 1/4 hour. At that rate, how long will it take you to paint one wall?

Answers

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

1/4 ÷ 1/2 = 1/2

1/2 an hour to paint one wall

A baseball dropped from the roof of a tall building takes 5.23 second s to reach the ground. How tall is the building?

Answers

The most general formula useful here would be

s = s0 + v0*t + (1/2)at^2, where s0 is the original height, v0 is the original velocity, a is the acceleration, and t is the time.

Here, s becomes 0 (baseball is on the ground)
           v0 is 0, since the initial speed of the ball was 0.
            a is the acc'n due to gravity, and is -9.8 m per (sec)^2 in the metric sys.
            t is known and is 5.23 sec

All that is left to find is s0, the original height (which is the building height).

0 = s0 + (0)(5.23 sec) + (1/2) (-9.8 m per sec^2)(5.23 sec)^2

 -s0     =         0             - (4.9 m per sec^2) ( 27.35 sec^2)

 So               s0 = 134 meters (approx)

The building height was approx. 134 meters.

A store buys a jacket for $20.00 and then sells it to customers for 80% more than that. What is the selling price of the jacket?

A.$16.00

B.$36.00

C.$24.00

D.$28.00

Please explain how you got the answer

Answers

You need to add 80% of $20 to $20.

First we calculate 80% of $20.

80% of $20 =
= 80% * $20
= 0.80 * $20
= $16

80% of $20 is $16.
That is the amount the store adds to the cost. This is called the markup.

Now we add the cost $20 and the markup $16.
$20 + $16 = $36

The selling price is $36

The selling price of the jacket is $36. so the correct option is B.

What is the percentage?

A percentage is a minimum number or ratio that is measured by a fraction of 100.

Given that store buys a jacket for $20.00 and then sells it to customers for 80% more than that.

We need to add 80% of $20 to $20.

Therefore, First we calculate 80% of $20.

80% of $20

= 80% x $20

= 0.80 x $20

= $16

So 80% of $20 is $16.

This is the amount the store adds to the cost called  as the markup.

Now we add the cost $20 and the markup $16.

$20 + $16 = $36

Thus The selling price is $36

Learn more about percentages;

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hours worked / pay 2/$15.00 4/$30.00 6/$45.00 8/$60.00 A/p=7.50h B/ p=15h C/ p=h+15 D/h=7.50p

Answers

Working for 2 hours pays $15.
Divide $15 by 2 to get $7.50 per hour.
Divide each amount of pay by its hours, and all are $7.50 per hour.
The equation is $7.50 multiplied by the number of hours, or

p = 7.50h

Answer:

The answer is D. p=7.50h

2 PART QUESTION

Ted likes to run long distances. He can run 20km in 95 minutes. He wants to know how many kilometers (k) he will go if he runs at the same pace for 285 minutes. What proportion could Ted use to model this situation?

A.) k/20= 95/285
B.) 285/95=k/20

Solve the proportion to determine how far Ted will run in 285 minutes?

Answers

The first answer is B because the bottom half of the proportions are how many km/minutes he CAN run, while the top half of the proportion is how many he WILL run.

He will run 60km in 285 minutes.
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