HELP PLEASE!! a class must have fewer than 18 students due to the number of desks that can be placed in the classroom. write an inequality that represents this situation. use the variable n to represent the number of students​

Answer:

no

Step-by-step explanation:

Because if we substitute the value of x,y and z we get

x+y=z

5+3=53(FALSE)

Answer and Step-by-step explanation:

No, this equation is not true. But in order to show this, we need to write out the equation. So if x = 5, and y = 3, then the equation for this equation would look like this:

5 + 3 = 8.

That is incorrect because 5 + 3 does not equal 53. This is a trick question that is trying to trick you. Now if that 5 was a 50, then this equation would be true.

So, 5 + 3 ≠ 53.

I hope that this helps.

Answer:

i guess it is 1 inch??

Step-by-step explanation:

6/29+13/29+10/29

(6+10+13)/29

29/29

1

Answer:

Don't know the answer but good luck?

Step-by-step explanation:

Answer:

y= 3/2x-1/2

Step-by-step explanation:

Answer:

3/2 or 1.5

Step-by-step explanation:

gradient = ∆y/∆x

∆y = 4 - 1 =3

∆x = 3 - 1 = 2

∆y/∆x = 3/2

[tex]\huge\textbf{Hey there!}[/tex]

[tex]\mathsf{x^4\ \bullet \ x^{-7}}\\\\\mathsf{\rightarrow x\bullet x\bullet x\bullet x (\dfrac{1}{x\bullet x \bullet x \bullet x\bullet x \bullet x \bullet x})}\\\\\mathsf{\star \heartsuit \ - 7 = \bf -3 \ \star \heartsuit}\\\\\mathsf{\rightarrow \dfrac{1}{x\bullet x \bullet x}}\\\\\mathsf{\approx \dfrac{1}{x^3}}\\\\\\\huge\textbf{Therefore, your answer is: \boxed{\mathsf{\dfrac{1}{x^3}}}}\huge\checkmark[/tex]

[tex]\huge\textbf{Good luck on your assignment \& enjoy}\\\huge\textbf{your day!}[/tex]

~[tex]\frak{Amphitrite1040:)}[/tex]

Answer:

  61%

Step-by-step explanation:

Multiply the fraction by 100%.

  76/125 × 100% = (7600/125)% = 60.8% ≈ 61%

I think its c

Step-by-step explanation:

Answer:

you would have $2.98 left

Step-by-step explanation:

$4.59 x 2=9.18

3.00 x 3=9.00

$1.99 x 2=3.98

$9.18+$9.00+$3.98=22.16

$25.00-$22.16 = $2.89

Answer:

Step-by-step explanation:

Let the number of sandwiches is x.

We have the following equation:

Answer: The answer is She would have to buy 20 sandwiches. which is $200. She's buying those rich sandwiches.  

Step-by-step explanation: I used a graph and added till I got the number the same for both which was 200 I hope this helps have a great day!

Step-by-step explanation:

this second is your answer

Solution:

The expression "a(b-c)" is an example of distributive property. To simplify it, simply multiply a by the terms inside the bracket.

Simplifying the distributive property.

Hence, the simplified expression is ab - ac.

We can use the distributive law to simplify it or factor it but more

[tex]\\ \tt\hookrightarrow a(b-c)[/tex]

[tex]\\ \tt\hookrightarrow a(b)-a(c)[/tex]

[tex]\\ \tt\hookrightarrow ab-ac[/tex]

Answer:

K/q = p if you're taking about the inverse proportions

Answer:

[tex]\red{ m\angle B= 121\degree}\\\\\purple{AD=23\: units}[/tex]

Step-by-step explanation:

Quadrilateral ABCD is a parallelogram.

opposite angles of a parallelogram are equal in measure.

[tex]\implies (10x-19)\degree=(9x-5)\degree[/tex]

[tex]\implies 10x-19=9x-5[/tex]

[tex]\implies 10x-9x=19-5[/tex]

[tex]\implies x=14[/tex]

[tex]m\angle B= (9x-5)\degree[/tex]

[tex]\implies m\angle B= (9*14-5)\degree[/tex]

[tex]\implies m\angle B= (126-5)\degree[/tex]

[tex]\huge\implies m\angle B= 121\degree[/tex]

Opposite sides of a parallelogram are equal.

3y - 1 = y + 15

3y - y = 15 + 1

2y = 16

y = 16/2

y = 8

AD = 3y - 1 = 3*8 - 1 = 24 - 1

AD = 23

Answer:

AREA = 48

I HOPE ITS CORRECT, AND BE SAFE :)

Answer:

1/2 of the bag would be red and orange.

Step-by-step explanation:

if 3/10 of the bag was red

and 2/10 was orange, then all you have to do is the add the number of jelly beans that are red and orange,

3/10 + 2/10 is 5/10

simplify and that will get you to 1/2

Answer:

Step-by-step explanation:

if 3/10 of the bag was red

and 2/10 was orange, then all you have to do is the add the number of jelly beans that are red and orange,

3/10 + 2/10 is 5/10

simplify and that will get you to 1/2

Answer:

Step-by-step explanation:

If we go up once with another scoop of flour,

you should get this:

well, the longer piece is clearly the latter, so let's firstly convert the mixed fractions to improper fractions and then subtract.

[tex]\stackrel{mixed}{14\frac{3}{8}}\implies \cfrac{14\cdot 8+3}{8}\implies \stackrel{improper}{\cfrac{115}{8}} ~\hfill \stackrel{mixed}{25\frac{1}{16}}\implies \cfrac{25\cdot 16+1}{16}\implies \stackrel{improper}{\cfrac{401}{16}} \\\\[-0.35em] ~\dotfill\\\\ \cfrac{401}{16}~~ - ~~\cfrac{115}{8}\implies \implies \cfrac{(1)401~~ - ~~(2)115}{\underset{\textit{using this LCD}}{16}}\implies \cfrac{171}{16}\implies 10\frac{11}{16}[/tex]

Answer:

What is the length of the altitude drawn to the hypotenuse?, Corollary: The length of the altitude to the hypotenuse of a right triangle is the geometric mean of the lengths of the two segments of the hypotenuse.

Furthermore, When an altitude is drawn to the hypotenuse of a given right triangle the new figure comprises two similar right triangles?, Theorem 62: The altitude drawn to the hypotenuse of a right triangle creates two similar right triangles, each similar to the original right triangle and similar to each other. Figure 2 shows the three right triangles created in Figure . They have been drawn in such a way that corresponding parts are easily recognized.

Finally,  When the altitude is drawn to the hypotenuse of a right triangle three similar triangles are formed?, The Inscribed Similar Triangles Theorem states that if an altitude is drawn from the right angle of any right triangle, then the two triangles formed are similar to the original triangle and all three triangles are similar to each other. Perpendicular lines are lines that intersect at a 90^{circ} angle.

Step-by-step explanation:

Answer:

thats tuff...

:

Answer:

19

Step-by-step explanation:

Answer:

19

because it has only two factors and prime has only two factors

Answer:

At least one student is 23: Must be true

Some students are younger than 15: Could be true

Step-by-step explanation:

Statement 1: A median is a number in the middle for ex. 1, 2, 3, 4, 5 in this example 3 is the median. Another ex could be 1, 2, 3, 4, 5, 6. This time you would have to add (3 + 4), divide by 2, which equals 3.5.

Since there are 21 students in class making it an odd number 23 must be true.

Statement 2: Based on the information I am given, I would say could be true because the difference between the oldest and the median is 29 - 23 = 6 so it could be true.

Answer:

1) At least one (the 11th) student is 23 (years old), Must be true

2) Some students are younger than 15 Could be true

Step by step explanation:

1) The given parameters are;

The number of student in the class = 21

The median age of the student = 23

The age of the oldest student = 29

Therefore, given that the median age = The age of the (n + 1)/2 the student

Where;

n = The number of student in the class = 21

The median age = The age of the (21 + 1)/2 th = 11 th student, when the age of the students are arranged in increasing order, therefore, we have;

At least one (the 11th) student is 23 (years old), Must be true

2) Given that there are 10 students with ages equal to or lower than the  median age, and the difference between the median age and the age of the oldest student = 29 - 23 = 6 years, we have;

Some students are younger than 15 Could be true

Solution:

Note that:

Substitute the value of W into the formula (Area = LW).

Option C is correct.

Answer:

XY = 18

Step-by-step explanation:

XY → XZ - YZ      [ here given XZ is 35 and YZ is 17 ]

XY → 35 - 17        [ subtracting ]

XY → 18               [ final answer ]

Let XY be x

Put values

XY=18

Answer:

63 papers total.

Step-by-step explanation:

3 piles, 21 papers a pile, 3*21 =63.

Answer:

63

Step-by-step explanation:

because 3x21 is 63

1. Observe problem

2. Simplify

-3-4(2x-3)

expand by distributive property

-3-8x+12

addition and subtraction

-8x+9

I have no idea what Andy And Sylvie were doing, so therefore...

I don't know which brain cell in there head is dysfunctional.

Answer:

-9 - 8x

Step-by-step explanation:

Andy multiplied incorrectly it should have been -4*2x, -4*-3

Sylvie forgot to multiply both sides she did -4*2x but forgot to do -4*-3

The correct answer should be...

-3-4(2x-3)

-3 - 8x + 12

-9 - 8x

Answer:

550

Step-by-step explanation:

Divide the $100 by 12 = 8.33

Multiply 8.33 * 66 = 550

#1

Answers are

Only this rest are not possible

#2

#3

Answer:

It will cost 124 cents to buy 31 inches of wire.

Step-by-step explanation:

12 inches costs 48 cents

1 inches will cost her [tex]\frac{48}{12}[/tex] → 4 cents

Then 31 inches will cost: 31 * 4 → 124 cents

Answer:

Step-by-step explanation:

Solve using ratios since this is a proportional relationship:

firstly let's convert the mixed fractions to improper fractions and then divide.

[tex]\stackrel{mixed}{2\frac{2}{5}}\implies \cfrac{2\cdot 5+2}{5}\implies \stackrel{improper}{\cfrac{12}{5}} ~\hfill \stackrel{mixed}{2\frac{1}{10}}\implies \cfrac{2\cdot 10+1}{10}\implies \stackrel{improper}{\cfrac{21}{10}} \\\\[-0.35em] ~\dotfill\\\\ \cfrac{12}{5}\div \cfrac{21}{10}\implies \cfrac{12}{5}\cdot \cfrac{10}{21}\implies \cfrac{120}{105}\implies \cfrac{8}{7}\implies 1\frac{1}{7}[/tex]

Answer:

first make them improper fractions

2 2/5 = 12/5

2 1/10 = 21/10
now set them up

12/5 divided by 21/10

make 21/10 a reciprocal(flip the fraction upside down)  and multiply across

12/5 x 10/21 = 1.14 or 1 1/7