Answer:
The cookies would cost $20.125
Step-by-step explanation:
You would mulitply 1 3/4 by 11.50 to get your answer
Answer:
Step-by-step explanation:
11.50 a pound and he buys 1 3/4 a pound.
11.50*1.75= $20.125 or $20.13 if you round.
the cube_____of 27 is 3.
Answer:
3
Step-by-step explanation:
Answer:
the cube ROOT of 27 is 3.
Step-by-step explanation:
[PICTURE] please answer all questions 1-5 ASAP thanks! FOR 20 PTS!!
Answer:
bellnshaped i think
Step-by-step explanation:
when solving the equation 5x-3=5, MaReeco rewrote the equation as 5x =2.Did MaReeco perform an acceptable move to this equation? why or why not?
Answer:
Please check the explanation.
Step-by-step explanation:
Given the equation
[tex]5x-3=5[/tex]
MaReeco's rewrote equation is given by
[tex]5x = 2[/tex]
As MaReeco subtracted 3 to the right side of the equation, which imbalanced the equation. Hence, it is not correct.
Correction:
For the next step, MaReeco should have added 3 to both sides
i.e.
[tex]5x-3+3=5+3[/tex]
[tex]5x=8[/tex]
Therefore, the acceptable move would have been:
[tex]5x=8[/tex]4. If m3 = 54°, find the measure of each missing angle
Answer:Answer/Step-by-step explanation:
Given that m<3 = 54°
a. <1, <2, and <3 are angles on a straight line. They add up to 180°.
m<3 is given as 54°, m<2 = 90°, therefore,
m<1 = 180 - (54 + 90) = 180 - 144
m<1 = 36°
b. <2 is indicated as a right angle. Therefore, m<2 = 90°
c. <1 and <4 are vertical opposite angles. Vertical angles are congruent, since m<1 = 36°, therefore, m<4 = 36°
d. <5 and <2 are vertical opposite angles. m<2 = m<5, therefore, m<5 = 90°
e. <6 and <3 are vertical opposite angles. m<3 = m<6, therefore, m<6 = 54°
f. m<7 + m<6 = 180° (same side interior angles are supplementary)
m<7 = 180 - m<6
m<7 = 180 - 54
m<7 = 126°
g. m<7 + m<8 = 180° (linear pair)
126° + m<8 = 180
m<8 = 180 - 126
m<8 = 54°
h. m<9 = 180 - m<8 (linear pair)
m<9 = 180 - 54
m<9 = 126°
i. m<10 = m<8 (vertical angles)
m<10 = 54°
j. m<11 = m<4 (alternate interior angles are congruent)
m<11 = 36°
k. m<12 = 180 - m<11 (linear pair)
m<12 = 180 - 36
m<12 = 144°
l. m<13 = m<11 (vertical angles)
m<13 = 36°
m. m<14 = m<12 (vertical angles)
m<14 = 144°
Step-by-step explanation:
Answer:
A. M<1 = 36°
B. M<2= 90°
C. M<4= 36°
D. M<5= 54°
E. M<6= 54°
F. M<7= 126°
G. M<8= 54°
H. M<9= 126°
I. M<10 = 54°
J. M<11 = 36°
K. M<12 = 144°
L. M<13= 36°
M. M<14 = 144°
Your welcome
X to the second power plus 3x - 4=6
Answer:
answer is 2
Step-by-step explanation:
Answer:
x^2+3x-4=6
Step-by-step explanation:
first you add the x
A sports ball has a diameter of 27 cm. Find the volume of the ball. cm.) Round your answer to the nearest tenth if necessary.
Gary's garage has 12 liters of motor oil. Gary pours equal amounts of oil into 3 trucks. How many liters of oil did Gary pour into each truck?
Answer:
4
Step-by-step explanation: 12 divided by 3 equals 4
Answer:
4 liters
Step-by-step explanation:
12 divided by 3 is 4
The perimeter of a square picnic blanket is 40 feet. How long is each side?
Answer:
Perimeter of square: 4*side
Let's take the side to be 'x'
4x = 40
x = 10
Therefore, EACH SIDE = 10ft.
The school band has saved $3,600 for their field trip, and this is 60% of their trip. What is the total cost of the field trip?
$.4000
Answer:$6,000
Step-by-step explanation:
Need help right now, big points
1, I thought of a two-digit number. The unit digit of my number is a prime number, and the tens digit is four times as big as the unit digit. What is my number?
2,I thought of a two-digit number. The digits of my number are different. The unit digit of my number is the tens digit raised to the third power. What is my number?
3,I thought of a two-digit number. The unit digit of my number is 7 more than the tens digit cubed. What is my number?
4. I thought of a three-digit number. Each digit to the left is the square of the previous digit. What is my number?
(Answer all the questions please, thank you very much!)
Answer:
1) 82
2) 28
3) 18
4) 111
Step-by-step explanation:
1) a two digit number can be written as:
N = b*10 + c*1
where b and c must be single digit numbers
in this case, c is a prime number, and b = 4*c
The prime numbers are:
2, 3, 5...
if c = 2, then:
b = 4*2 = 8
And the two digit number is: 82.
if c = 3, then:
b = 4*3 = 12, and this leads to a 3 digit number.
And for any large value of c, b will not be a single digit number, then the only option here is 82.
2) same as before:
N = b*10 + c
c = b^3.
c ≠ b
Let's give different values for b, and see what happens.
b can not be zero, because that will lead to a single digit number, then we start with one.
b = 1 ----> c = 1^3 = 1 ----> (c = b, then this is not our number)
b = 2 ----> c = 2^3 = 8, then:
N = 2*10 + 8 = 28.
if b = 3 ----> c = 3^3 = 28 (this is not a single digit number, then any value of b equal or larger than 3 does not work)
The only solution here is 28.
3) Same as before:
N = b*10 + c
c = b^2 + 7.
Same approach as before, let's give different values to b and see which one works:
b = 1 ----> c = 1^2 + 7 = 8
N = 1*10 + 8 = 18.
b = 2 ---> c = 2^2 + 7 = 4 + 7 = 11 (This is a two digit number, then any value of b equal or larger than 2 can be discarded)
The only option here is 18.
4) Now we have:
N = a*100 + b*10 + c.
where:
b = c^2
a = b^2.
Now let's give values to c. (here we can start with zero).
if c = 0 , then: b = 0^2 = 0, then: a = 0^2 = 0.
Then N = 0*100 + 0*10 + 0 = 0 (this is not a 3 digit number)
if c = 1, then: b = 1^2 = 1, then: a = 1^2
N = 1*100 + 1*10 + 1 = 111
If c = 2, then: b = 2^2 = 4, then: a= 4^2 = 16 (here a is not a single digit number, then values of c equal or larger than 2 can be discarded)
The only correct option here is 111.
Kara earned $136.75 last week working 16 hours. She earned $10.50 per hour at the fast food restaurant and $4.25 per hour helping her aunt clean her store.
How many hours did she work at the fastest food restaurant? How many hours did she help her aunt clean the store? In your response make sure to:
Create a model that can be used to determine the number of hours Kara worked at each job.
Define your variables.
Show all your work.
Answer:
First we are going to try to find how many hours she worked on the fast food restaurant so you multiply 4.25 time 16 and x
10.50x + 4.25(16-x) =136.75
10.50x + 68 - 4.25x= 136.75
Then, you subtract 68 from both sides and subtract 4.25x from 10.50x
6.25x=68.75
Divide
X=11 that is how many hours she worked at the FAST FOOD RESTAURANT
Then 16-11 and that gives us how many hours she helped her aunt.
ANSWER: she worked 11 hours at the fast food restaurant and 5 hours helping her aunt
Step-by-step explanation:
Here, we are required to determine how many hours Kara worked at the fastest food restaurant and how many hours did she help her aunt clean the store.
The number of hours worked by Kara in the restaurant is; 11hours.The number of hours worked by Kara in the restaurant is; 11hours.The number of hours worked by Kara in her aunt's store is; 5hours.First, we need to create a model for the work done and how much she earned.
Total earnings = $136.75Total hours worked = 16 hoursLet hours worked at the restaurant = xLet hours worked at the store = (16-x)Hourly rate at restaurant = $10.50Hourly rate at store = $4.25The model is therefore in the form;
$10.50(x) + $4.25(16-x) = $136.75
To determine the no. of hours worked at the fast food restaurant, we have to evaluate the value of x.
Therefore;
10.50x + 68 - 4.25x = 136.756.25x = 68.75x = 11
The number of hours worked by Kara in the restaurant is; 11hours.
The number of hours worked by Kara in her aunt's store is; (16 - 11) hours = 5hours.
Read more:
https://brainly.com/question/24392720
What is the exact value of sin(75°)?
Step-by-step explanation:
sin 75°: Now using the formula for the sine of the sum of 2 angles, sin(A + B) = sin A cos B + cos A sin B, we can find the sine of (45° + 30°) to give sine of 75 degrees.
Answer:
D.)
Step-by-step explanation:
Edge
Assessment
D. Fibonaces
2. The geometne sequences below has a common ratio of -2. except:
A32, 16, S. B*8. 16, 32 2. 4.-8.16 D. 3.-6. 12. 24
3. What is the common rate of the sequence 1000, 1000, 100, 10, 12
A
B 10
C 100
D. 1000
1.3,
4. Which of the following sequences illustrates arithmetic sequence?
-5. 0, 5, 10, 15.
3. 9. 27. 81.243,
IV. 4.1. -2.-5.-8.
AI and I
C II and III
B. I and IV
DI and IV
5. Which of the following does NOT belong to the group?
4.5. -10. 20.0
C 18. 15. 12.9
B-5. -10, -15, -20
D. 2. 4. 6,8
6. In the geometric sequence what is the next term?
A
B. 3
C.
D. 729
8
1). c
2). a
3). a **
4). d
5). a
6). c
** Question #3 has a typo (a typographical error, a misprint, an error, a mistake, a blunder, an oops, an owee) on the question sheet. The first number of the sequence should be 10,000 instead of 1000 .
1. If a sequence has a common ratio, it is called: C. Geometric Sequence
2. The sequence that does not have a common ratio of -2 is: A. -32, 16, -8, 4
3. The common ratio of 10,000, 1,000, 100, 10, 1 is: [tex]\mathbf{A. \frac{1}{10}}[/tex]
4. The sequences that are arithmetic sequence are:
D. I and IV.
5. The sequence that does not belong to the group is: A. 5, -10, 20, -40.
6. The next term of the geometric sequence is: C. [tex]\frac{1}{729}[/tex]
Recall:
In an ordered list of numbers, if each next term is found by multiplying the previous term by a constant known as the common ratio (r), the sequence is referred to as Geometric sequence.For an arithmetic sequence, the next term is found by adding a constant to the previous term. The constant added is referred to as the common difference.1. Therefore, if a sequence has a common ratio, it is called: C. Geometric Sequence
2. Common ratio = next term / previous term
The sequence, -32, 16, -8, 4 has the following common ratio which is not -2:
[tex]\frac{4}{-8} = \frac{-8}{16} = \frac{16}{-32} = -\frac{1}{2}[/tex]
The common ratio is: [tex]-\frac{1}{2}[/tex]
Therefore, the sequence that does not have a common ratio of -2 is: A. -32, 16, -8, 4
3. Find the common ratio of: 10,000, 1,000, 100, 10, 1
Common ratio = next term / previous term
Thus:
Common ratio = [tex]\frac{1}{10} = \frac{10}{100} = \frac{100}{1,000} = \frac{1,000}{10,000} = \frac{1}{10}[/tex]
Therefore, the common ratio of 10,000, 1,000, 100, 10, 1 is: [tex]\mathbf{A. \frac{1}{10}}[/tex]
4. An arithmetic sequence is an ordered list whereby the next term is gotten by adding a constant to the previous term.
Simply put, the ordered list of numbers has a difference between each terms.
To find the common difference, subtract the previous term from the next term.
Thus:
-5, 0, 5, 10, 15 would have the following common difference:
0 - (-5) = 5
5 - 0 = 5
10 - 5 = 5
15 - 10 = 5
Also:
4, 1, -2, -5, -8 would have the following common difference:
1 - 4 = -3
-2 - 1 = -3
-5 -(-2) = -3
-8 -(-5) = -3
Therefore, the sequences that are arithmetic sequence are:
D. I and IV.
5. The sequence, 5, -10, 20, -40, is a geometric sequence, that is it has a common ratio as shown below:
Common ratio = [tex]\frac{-40}{20} = \frac{20}{-10} = \frac{-10}{5} = -2[/tex]
The rest of the sequence in the answer choices have a common difference and are arithmetic sequences except 5, -10, 20, -40.
Therefore, the sequence that does not belong to the group is: A. 5, -10, 20, -40.
6. To find the next term in the geometric sequence, [tex]\frac{1}{9}, \frac{1}{27}, \frac{1}{81}, \frac{1}{243}[/tex], find the common ratio.
Then multiply it by the last term to get the next term in the sequence.
Common ratio = Next term / previous term
[tex]= \frac{1}{27} \div \frac{1}{9} \\\\= \frac{1}{27} \times \frac{9}{1} \\\\= \frac{1 \times 9}{27 \times 1}\\\\= \frac{9}{27} \\\\= \frac{1}{3}[/tex]
Multiply [tex]\frac{1}{3}[/tex] by [tex]\frac{1}{243}[/tex] to get the next term:
[tex]\frac{1}{243} \times \frac{1}{3} = \frac{1 \times 1}{243 \times 3} \\\\= \frac{1}{729}[/tex]
Therefore, the next term of the geometric sequence is: C. [tex]\frac{1}{729}[/tex]
In summary,
1. If a sequence has a common ratio, it is called: C. Geometric Sequence
2. The sequence that does not have a common ratio of -2 is: A. -32, 16, -8, 4
3. The common ratio of 10,000, 1,000, 100, 10, 1 is: [tex]\mathbf{A. \frac{1}{10}}[/tex]
4. The sequences that are arithmetic sequence are:
D. I and IV.
5. The sequence that does not belong to the group is: A. 5, -10, 20, -40.
6. The next term of the geometric sequence is: C. [tex]\frac{1}{729}[/tex]
Learn more about sequence here:
https://brainly.com/question/12474324
helppp
i will mark the crown
please do all
Answer:
Answer is C
Step-by-step explanation:
c. What is the major drawback of using the recursive rule?
Answer:
Use of recursion in an algorithm has both advantages and disadvantages. The main advantage is usually the simplicity of instructions. The main disadvantage is that the memory usage of recursive algorithms may grow very quickly, rendering them impractical for larger instances.
Answer:
uses more memory
recursion can be slow
PLEASE HELP ITS PRE CALC LUV U
Answer:
Option A: -2≤x<-1
Step-by-step explanation:
Then select graph a
Answer: Anyway, option A.
Step-by-step explanation:
the product of x and y squared
Answer:
(xy)^2
Step-by-step explanation:
70 POINTS Please answer the questions, it would help a lot.
You did not give 70 points, that was just 35 points
Simplify the expression using order of operations.
5×2+32
Answer:
42
Step-by-step explanation:
start with the first 5x2 then add
Answer:
42
Step-by-step explanation:
5×2+32
10+32
42
please answer this and look at the photo for info, and read below for to understand the math problem!
Write an equation that shows the pattern in the table/photo. Use the equation to find how many hours will it take Martina to earn $518 to buy a new phone. Please show your steps and write long.
Answer:
Equation: [tex] y = 14x [/tex].
It would take Martina 37 hours to earn $518
Step-by-step explanation:
✍️An equation that shows a proportional relationship between the time she spends babysitting (x) and amount of money she earns for babysitting (y) can be represented as [tex] y = kx [/tex], where k = constant of proportionality.
Let's find k using any of the pairs given in the table of values. Let's use (1, 14).
Substitute x = 1, and y = 14 into [tex] y = kx [/tex], and find k.
[tex] 14 = k(1) [/tex]
[tex] 14 = k [/tex]
Substitute k = 14 into [tex] y = kx [/tex].
✅The equation would be:
[tex] y = 14x [/tex].
✍️Using the equation, we can find how many hours Martina needs to work in order to earn $518 she wants to use to buy a new phone.
Simply, substitute y = 518 in [tex] y = 14x [/tex].
[tex] 518 = 14x [/tex]
Divide both sides by 14
[tex] \frac{518}{14} = x [/tex]
[tex] 37 = x [/tex]
✅Thus, it will take Martina 37 hours to earn $518
Analyze the graph of the function f(x) to complete the statement.
Answer:
Step-by-step explanation:
What they are asking for here is where the y-values are negative in interval format. Intervals are x things only, no y's allowed. So the interval of (-infinity, -3) indicates an x value of negative infinity to an x value of -3. The y's are negative from an x value of negative infinity to an x-value of -3, then again from an x value of almost -1 to an x value of almost positive 1. So your choice is the last one listed there.
Convert the binary number 10000010 to decimal.
Answer:
130
Step-by-step explanation:
First you want to start in the one's place in 10000010, multiply the ones place with 2^0
then move to the left to the tens place with 2^1
hundreds place with 2^2 an so on
Decimal equivalent of "0" = 0 × 2^0 = 0
Decimal equivalent of "1" = 1 × 2^1 = 2
Decimal equivalent of "0" = 0 × 2^2 = 0
Decimal equivalent of "0" = 0 × 2^3 = 0
Decimal equivalent of "0" = 0 × 2^4 = 0
Decimal equivalent of "0" = 0 × 2^5 = 0
Decimal equivalent of "0" = 0 × 2^6 = 0
Decimal equivalent of "1" = 1 × 2^7 = 128
Next you want to add all the products you just got to get the decimal equivalent of 10000010
0 + 2 + 0 + 0 + 0 + 0 + 0 + 128 = 130
Therefore the binary number 10000010 in decimal is 130
A car traveled 480 miles in 4 hours. If its speed was 12 mph faster, what distance would it have traveled in 4 hours?
Answer:
528 miles
Step-by-step explanation:
First, we need to figure out how many miles it drives in 1 hour:
480 divided by 4 = 120
now, we add 12 to 120: 120 + 12 = 132
132 x 4 = 528
hope this helped have a great day/night!! :'')
Andrew is showing his work in simplifying −4.5 + 4.2 + 5.6 − 7.3. Identify any errors in his work or in his reasoning.
Step Work Reasoning
−4.5 + 4.2 + 5.6 − 7.3 Original problem
1 −4.5 + 4.2 + 5.6 + (−7.3) Additive inverse
2 −4.5 + (−7.3) + 4.2 + 5.6 Commutative property
3 [−4.5 + (−7.3)] + (4.2 + 5.6) Associative property
4 −11.8 + 9.8 Simplify
5 −21.6 Simplify
Step 1: He wrote −7.3 incorrectly as + (−7.3).
Step 2: He identified changing the order of the numbers as the commutative property, which is incorrect.
Step 3: He identified changing the grouping of the numbers as the associative property, which is incorrect.
Step 5: He simplified incorrectly.
Answer:
5.
Step-by-step explanation:
He simplified incorrectly:
-11.8 + 9.8 = -2, not -21.6.
Trapezoid PSTK is isosceles. SK = 20, SH = 12, If ST = 1 4 HK, find HK, Area of PTSK, m∠P, and PS.
Answer:
HK-16, Area- 50, m<p=45
Step-by-step explanation:
I don't know the last one but give me the brainliest.
A car covered a certain distance at a speed of 24 mph. While returning, the car covered the same distance at a speed of 16 mph. What was the average speed of the car for the entire journey? \
Answer:
19.2 mph
Step-by-step explanation:
just trust me
can someone please help me? :( ill give brainiest :D
Answer:
im pretty sure if you guessed that you guessed right thats its c i have a small headache but it should be right
Answer:
You are correct, c is the answer.
Step-by-step explanation:
Two hot air balloons.
Balloon one: starts at 30 miles from town and after 2 hours, it is 48 miles
Distance of Tasha's balloon is represented by function y = 8x + 20
x is independent variable so it would represent the time.
y is dependent so it represents the miles travelled.
Balloon one = (0, 30) <-- begins here and (2, 48)
Balloon two = (0, 20).
So balloon one began at 30 miles while tasha's balloon began at 20 miles from town.
So Henry's balloon was farther form the town at the beginning.
Now let's find the slope/rate of change and compare then.
Henry's balloon: y-y1/x-x1 = 48-30/2 = 18/2 = 9
Tasha's balloon m: 8
9>8 Therefore henry was faster
Are the following 2x2 matrices inverses or not?
1 ㅔ
1 2 & 0 1
30
2 -1
Answer: A . Not all 2 × 2 matrices have an inverse matrix. If the determinant of the matrix is zero, then it will not have an inverse; the matrix is then said to be singular. Only non-singular matrices have inverses.
Step-by-step explanation:
What is the constant proportionality in the table below?
Answer:
1/2
Step-by-step explanation:
Y is half as large as x. I cant see the options but I know that 10/2=5, 6/2=3 and so on so i would go with 1/2
Look at this coordinate plane
Which equation can be used to find the y-coordinate of point B?
y/1=23
y/2=56
y−1/2=4/6
y−1/2=y−5/4
Answer:
Hrmm
Step-by-step explanation:
