Answer:
Gold, Orange, White, Blue
Step-by-step explanation:
Orange: 11.875%
Blue: 62.5%
White: 15.625%
Gold: 10%
How do you make comparisons between an equation and a verbal description?
Answer:
equtions have mathematical signs and descritions are like riddles and you have to figure out the operation
Step-by-step explanation:
When The equations have mathematical signs and also descriptions are like riddles. Then we have to figure out the operation.
What are Equation and Verbal descriptions?Equation Verbal description
y = T-shirts are being
1.25x sold in a store for
$5.25 each.
A variable is a missive used to represent a value or unexplored quantity that can modify or vary in an expression or equation.
An utterance is a variety of variables, quantities, and mathematical functions; 4, 8 x, and b + 102 are all expressions.
An equation is an presentation set equal to another expression; a = 4, 1 + 23 = x + 9, and (2 + 3)1 = 2 c. are all equations. 1 3. 6. 1: Formation Processes from Context.
Find more information about Equation and Verbal descriptions here:
https://brainly.com/question/26579359
I NEED HELP ASAPPPP
In square YOLA , RL=5x+28 and RO=8x-11 find the measure of line segment RY
Answer:
RL=5x+28 and
RO=8X-11
diagonal of square bisect equally the side
:.5x+28=8x-11
11+28=8x-5x
39=3x
x=39/3=13
RY=RL=5x+28=5×13+28=93If the answer is 93, move to S
If 16 units of chlorine are needed for every 1250 gallons of water. How many units of chlorine are needed for 625 gallons of water? a. 12 units b. 10 units c. 8 units d. 5 units
Answer:
8 :)
Step-by-step explanation:
Cassie simplified the composed function f(x)= cot(arcsin x). Her work is shown below.
In which step did Cassie make her first error?
step 1
step 2
step 3
step 4
She didn't make any errors
Answer:
1. C
2. A
3. A
4. D
Step-by-step explanation:
Solve the simultaneous equations
2y - 5x = 9
4y + 3x = 5
Do not use trial and improvement
Answer:
y = 2, x = -1
Step-by-step explanation:
2y - 5x = 9
2y = 9+5x
y = (9+5x) /2
4y + 3x = 5
4((9+5x) /2) + 3x = 5
13x + 18 = 5
13x = -13
x = -1
y = (9+5x) /2
y = (9+5(-1)) /2
y = 2
Answer:
x = -1, y = 2
Step-by-step explanation:
2y - 5x = 9
4y + 3x = 5
eliminate one of the variables by multiplying the equations and then adding them together.
3(2y - 5x = 9)
5(4y + 3x = 5)
6y - 15x = 27
20y + 15x = 25
26y = 52
y = 2
now input the value of y into one of the original equations to find x.
8 + 3x = 5
8-5 = 3
x = -1
54x+34y=
solve the prob pls
Answer:
Factor
2 out of 54 x + 34 y
2 ( 27 x + 17 y )
Step-by-step explanation:
please do ALL 3 will give brainliest!! and a surprise!!!
Answer:
a) -2.5x+3.9+1.7x
circle: 2.5x and 1.7x
variables: x
b) 1 1/2+t+2/3s
no like terms
variables: s and t
c) 15k+2/3k+3m
circle: 15k and 2/3k
variables: k and m
can you guys help me please.
Answer:
question 1: answer is 4
question 2: answer is 1
Step-by-step explanation:
For which of the following is x = 5 NOT a solution
(a) 12 + 3x = -15
(b) 2x − 6x = -20
(c) 18 = 13 + x
(d) -4x = x − 25
Answer:
A) x= -9
B) x=5
C) x=5
D) x=5
Step-by-step explanation:
if 15 of the 1001
cars in a parking
lot are white,
how many cars
are white?
Answer:
15...
Step-by-step explanation:
Is this the full question?
I guess the question is somewhat incomplete. Please check and post again.
Tell whether (3,5) is a solution of y = 5x – 10.
Answer:
yes it is
Step-by-step explanation:
plug x and y in
3 * 5 - 10 = 5 <== And this is true
Answer:
The answer would be yes.
there 6 more girls than boys in a class there 44 students in the class in all how many boys are there
Answer: 28 boys and 16 girls
Step-by-step explanation: Divide 44 by 2 to get 22 subtract 22 by 6 to get the girls and add 6 to 22 to get the boys.
Answer:
44% of the students of a class are girls. If the number of girls is 6 less than the number of boys, how many students are there in the class?
let x be the number of boys, so (x - 6) will be number of girls.
total number of students will be boys plus girls : x + (x - 6) = 2x - 6
now 44% are girls which come from formula no. of girls divide by total students into 100: (x - 6)/(2x-6)*100 = 44
by solving we get x = 28 (where x is number of boys)
now x - 6 = 28–6 = 22 (number of girls)
add both we get total number of students = 28 + 22 = 50
Answer = 50
Step-by-step explanation:
This is not the answer this is a example!
Answer this question ASAP.
Answer:
turkey
indonesia
sweden
iceland
Step-by-step explanation:
well turkeys population is going to equal up to 807,450,00
sweden is 9,910,000
iceland equals 335,000
indonesia is 264,000,000
Complete the statement. Round to the nearest hundredth if necessary.
15 lb ≈ ? kg
Answer:
6.82 kg
Step-by-step explanation:
set up a proportion based on 2.2 lbs in 1 kg
2.2/1 = 15/x
cross-multiply:
2.2x = 15
x = 6.82
The value of 15 lb in kg is 6.81 kg.
What is Multiplication?To multiply means to add a number to itself a particular number of times. Multiplication can be viewed as a process of repeated addition.
We know that;
⇒ 1 lb = 0.454 kg
Hence, We get;
⇒ 1 lb = 0.454 kg
⇒ 15 lb = 15 × 0.454 kg
= 6.81 kg
Thus, We get;
⇒ 15 lb = 6.81 kg
Learn more about the multiplication visit:
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The measure of angle Y is 45°, and the measure of angle Z is 70°.
Z
W
Y
What is the measure of angle W?
25°
65°
1150
120°
Answer:
115 degrees
Step-by-step explanation:
We know that angle y is 45 degrees and angle z is 70 degrees so to find x, you do 180-45-70 to get 65 degrees.
Because W plus X has to equal 180 degrees, 180-65=115, so the answer is 115 degrees
Answer:
choice 3) W = 115 degrees
Step-by-step explanation:
all triangle interior angles add up to 180 degrees
180 = 45 + 70 + X
X = 65 degrees
Angle W is supplemental to angle X (angle W and angle X add up to 180 degrees.)
W = 180 - 65 = 115 degrees
FOR 50 POINTS COME ON GUYS!
Hiro painted his room. After 3 hours of painting at a rate of 8 square meters per hour, he had 28 square meters left to paint.
Let y represent the area (in square meters) left to paint after x hours.
Which of the following information about the graph of the relationship is given?
Answer:
Slope and a point that is not an intercept
Let
x ----> the time in hours
y ----> the area (in square meters) left to paint
we know that
Hiro paint at a rate of 8 square meters per hour
The rate is equal to the slope of the linear equation
we have the point (3, 28) ---> After 3 hours of painting, he had 28 square meters left to paint.
therefore
we have
Slope and a point that is not an intercept
Step-by-step explanation:
I hope this helps and pls mark me brainliest :)
Answer:
C - Slope and a point that is not an intercept
Step-by-step explanation:
Khan answer
After the math contest, Basil noticed that there were four extra-
large pizzas that were left untouched. In addition, another three
slices of pizza were uneaten. If there were a total of 51 slices of
pizza left, how many slices does an extra-large pizza have?
MATH
CONTEST
3:30
RM
105
EX PIZZA
EX.16. DIZZA
XG. PIZZA
X LG PIZZA
14
12.
15
Answer:
correct answer = 12
Step-by-step explanation:
the extra large pizza contains = 12 slices of pizza.
plz mark my answer as brainlist plzzzz.
hope this will be helpful to you ☺️
Answer:
An extra large pizza has 12 slices
Helpppppppp helpppppppp
Answer:
D
Step-by-step explanation:
divide the fraction lol
Answer:
D
Step-by-step explanation:
gchchchxhccydhdjchhxxhxchxxhbddbxbdbhdxh
y-8= - * - 4
y=-*
4
(3,-5)
no solution
an infinite number of solutions
Given:
The system of equation is
[tex]y-8=-\dfrac{1}{3}x-4[/tex]
[tex]y=-\dfrac{1}{3}x-4[/tex]
To find:
The solution of given system of equations.
Solution:
The slope intercept form of a line is
[tex]y=mx+b[/tex]
Where, m is slope and b is y-intercept.
Write the given equation in slope intercept form.
The first equation is
[tex]y-8=-\dfrac{1}{3}x-4[/tex]
[tex]y=-\dfrac{1}{3}x-4+8[/tex]
[tex]y=-\dfrac{1}{3}x+4[/tex] ...(i)
Here, slope is [tex]-\dfrac{1}{3}[/tex] and y-intercept is 4.
The second equation is
[tex]y=-\dfrac{1}{3}x-4[/tex] ...(i)
Here, slope is [tex]-\dfrac{1}{3}[/tex] and y-intercept is -4.
Since the slopes of both lines are same but the y-intercepts are different, therefore the given equations represent parallel lines.
Parallel lines never intersect each other. So, the given system of equation has no solution.
Hence, the correct option is B.
A game is considered "fair" if the player can expect to win $0.
Which is a fair game?
A Game A
cost to play: $1
prize: $5
probability of winning: 0.2
Game C
cost to play: $3
prize: $20
probability of winning: 0.1
B Game B
cost to play: $2
prize: $10
probability of winning: 0.3
Game D
cost to play: $4
prize: $10
probability of winning: 0.5
Answer:
eeuu
Step-by-step explanation:
dijud
cost to play: $4
prize: $10
probability of winning: 0.5
Step-by-step explanation:
PLEASE HELP I NEED THIS BEFORE 8:00 pm
Answer:
y = -27
Step-by-step explanation:
-3 * 3 = -9 * 2 = -18/9 = -27
Answer:
The answer is Y=-27
Step-by-step explanation:
Hope this helped
can you find the area for this?
Answer:
b. is the right answer of your question
Answer:
106.5=0.01065
26.6=0.00266
60.35=0.00266
53.25=0.005325
What can be the equation for 2 2/5?
I need help with this please.
Linda and Philip share £54 in the ratio 4:5. Find how much money each of them will recieve
Answer:
Linda has £24 and Philip has £30.
Step-by-step explanation:
Denote a variable to the amount of money Linda and Philip have:
Money Linda has = L
Money Philip has = P
L + P = 54
There is a ratio of 4:5 so for every £4 Linda has, Philip will have £5. When adding both values, 4+5, you get 9.
Divide the total amount of money by the sum of the ratio numbers so 54/9 which gives 6.
Multiply the number you get from the division by their respective ratios.
Linda = 6 * 4 = 24
Philip = 6 * 5 = 30
Add both numbers if you want to make sure the answer is correct.
Why is it a problem to find the square root of a negative number, for example √-4?
Answer:
It is not possible because no number times itself can equal a negative number.
Answer:
Taking the square root of a negative number is a problem because this technically does not follow the rules of a square root. A square root is made of a number times itself, and therefore, is impossible to have a negative times a positive to make a negative total (An example would be √4, as the answer can be 2 (because 2 x 2 = 4) or -2 (because -2 x -2 = 4)).
This means that in order to solve √-4, you must use imaginary numbers. This is represented by "i."
For the example of √-4, your answer would be 2i. These imaginary numbers are used whenever you are square rooting a negative number in order to show that it is breaking the real rules of roots.
a) The term-to-term rule of a sequence is
MULTIPLY BY 2 and ADD 1
The sequence starts 5 11
Work out the next two terms of the sequence.
b) The term-to-term rule of another sequence is
MULTIPLY BY 2 and ADD 3
The third term of the sequence is 17
17
Work out the first term of the sequence.
Answer:
a) 5, 11, 23, 47
b) 2, 7, 17
Step-by-step explanation:
a) 5*2+1=11
11*2+1=23
23*2+1=47
b) 17-3 /2 = 7
7-3 /2 = 2
Fill in the table using this function rule.
y = -3x+5
x:
-4
-2
0
2
Answer:
x=5/3 or 2
Step-by-step explanation:
Malaya is following this recipe for bread rolls.
She uses 400 g of flour.
How much of the other ingredients does she use?
Recipe: Makes 14 bread rolls
700 g flour
14 g salt
7 g yeast
35 mL oil
420 mL water
Answer:
Step-by-step explanation:
400/700 = 4/7
salt: 4/7 × 14 g = 8 g
yeast: 4/7 × 7 g = 4 g
oil: 4/7 × 35 mL = 20 mL
water: 4/7 × 420 mL = 240 mL
Anyone know the answer to this?
