Answer:
0.459
the 9 rounds the 5 up to a 6 so its 0.46
Answer:
The answer is 0.46
Step-by-step explanation:
The 9 is over 5, so you round up which bumps the 5 up to a 6. It could also be written as 0.460 but the extra 0 is unnecessary.
Ramon surveyed his friends about their favorite snacks. He found that 1/6 of his friends prefer trail mix. What is the equivalent decimal for the fraction of friends that prefer trail mix? Drag and drop the correct number to the box. 1/6 0.16 or 6
Answer:
hlp
Step-by-step explanation:
hlp
-6 • f(-3) - 5 • g(-7) =
please help
Answer:
18f+35g
Step-by-step explanation:
Negative six times negative three will be equivalent to positive f, as negative negative five times negative seven equals thirty-five.
George is 14 years old. His age is 2 years more than twice his brother, Jhon's age. How old is John?
Answer:
30
Step-by-step explanation:
14×2=28
28+2=30
i hate riddles
Jessica runs 7 miles in 60 minutes. At the same rate, how many miles would she run in 24 minutes?
Answer:
If I am wrong I appologize I haven't done this math in years
Step-by-step explanation:
60÷7= 8.57
so each mile takes 8.57 mins
24÷8.57= 2.8 miles
Select all statements that are true.
All points on the same plane are congruent.
All points on the same plane are congruent.
All segments on the same plane are congruent.
All segments on the same plane are congruent.
All angle on the same plane are congruent.
All angle on the same plane are congruent.
All triangles on the same plane are congruent.
Congruence means equivalence in comparison.
All points on the same plane are congruent. (True)
A point is an exact location .
It can be anywhere on the plane. It has one dimension. The point is always the same.All segments on the same plane are congruent. (False)
A line segment has two end points.It can be of different length.Two line segments are congruent only if they have the same length.Without knowing the lengths of different segments these cannot be termed as congruent.
All angle on the same plane are congruent. (False)
Two angles can only be the same if they have the same position with regard to parallel lines. Two angles can only be same if they have the same degree of measurement.All triangles on the same plane are congruent. (False)
Two triangles are congruent if they have
same lengths of their corresponding sidessame measurements of the three angles of both triangles.The triangles congruence can also be understood by
https://brainly.com/question/1675117
The angles congruence can also be understood by
https://brainly.com/question/10128662
The line segments congruency can also be understood by the following link
https://brainly.com/question/82457
find the value of 7u+7 given that -3u-5=4
Answer:
14
Step-by-step explanation:
-3u = 4+5
-3u = 9
u = -3
7u + 7
7(u +1) = 7(-3+1)
7(-2)
14
evaluate:
16÷(2+12)2
A. 2 14/25
B. 4 1/4
C. 6 2/5
D. 8 1/4
The result of the given expression in simplest form is [tex]\frac{4}{7}[/tex].
The given parameters:
16÷(2+12)2
The given expression can be evaluated in the following order as shown below;
add the numbers in the bracket;
2 + 12 = 14
multiply the numbers in the bracket by 2;
14 x 2 = 28
divide the 16 by your result after the multiplication;
[tex]= \frac{16}{28} \\\\[/tex]
divide the numerator and denominator by their common factor which is 4;
[tex]\frac{16}{(2+ 12) 2} = \frac{16}{28} = \frac{4}{7}[/tex]
Thus, the result of the given expression in simplest form is [tex]\frac{4}{7}[/tex].
Learn more about simplification of algebra here: https://brainly.com/question/432678
Write in expanded form
1) 531.029
Answer:
expanded for everything
Step-by-step explanation:
Expanded Form of 531.029:
531.029 = (5 * 102) + (3 * 101) + (1 * 100) + (2 * 1/102) + (9 * 1/103)
531.029 = (5 * 100) + (3 * 10) + (1 * 1) + (2 * 1/100) + (9 * 1/1,000)
531.029 = 500 + 30 + 1 + 2/100 + 9/1,000
531.029 = 500 + 30 + 1 + 0.02 + 0.009
for which value of x does each expression make sense:
(square root) -2x^2
(square root) (-2x)^3
The value of x that makes sense for the expression is the domain of the expression
The value of x makes sense for [tex]\sqrt{-2x^2}[/tex] is 0The value of x must not exceed 0 for [tex]\sqrt{(-2x)^3}[/tex] to make sense[tex]\sqrt{-2x^2}[/tex]
For the above expression to have a defined value, the expression in the bracket must be positive.
However, x^2 will always be positive, and -2 will ensure that the expression is always negative, except when x = 0
Hence, the value of x makes sense for [tex]\sqrt{-2x^2}[/tex] is 0
[tex]\sqrt{(-2x)^3}[/tex]
For the above expression to have a defined value, the expression in the square root must be positive.
However, the power of 3 will ensure that the expression is always positive only when x is less than or equal to 0
Hence, the value of x must not exceed 0 for [tex]\sqrt{(-2x)^3}[/tex] to make sense
Read more about domain at:
https://brainly.com/question/10197594
Answer: First answer = x<=0 and second answer is x<0
Step-by-step explanation: The other guy got the work correct but the answer wrong. The real answer is x≤0 for -2x^2 and the second answer is x < 0.
Find the product. Simplify your answer. (m–4)(2m+2)
Answer:
2m²-6m-8
Step-by-step explanation:
(m-4)(2m+2)
= (m+-4)(2m+2)
= (m)(2m)+(m)(2)+(-4)(2m)+(-4)(2)
= 2m²+2m-8m-8
= 2m²-6m-8
how many times bigger is 3,136 than 486 written as a percentage
Answer:
Step-by-step explanation:
Solution for 468 is what percent of 486:
468:486*100 =
(468*100):486 =
46800:486 = 96.3
Now we have: 468 is what percent of 486 = 96.3
Question: 468 is what percent of 486?
Percentage solution with steps:
Step 1: We make the assumption that 486 is 100% since it is our output value.
Step 2: We next represent the value we seek with $x$.
Step 3: From step 1, it follows that $100\%=486$.
Step 4: In the same vein, $x\%=468$.
Step 5: This gives us a pair of simple equations:
$100\%=486(1)$.
$x\%=468(2)$.
Step 6: By simply dividing equation 1 by equation 2 and taking note of the fact that both the LHS
(left hand side) of both equations have the same unit (%); we have
$frac{100%}{x%}=frac{486}{468}$
Step 7: Taking the inverse (or reciprocal) of both sides yields
$frac{x%}{100%}=\frac{468}{486}$
$Rightarrow x=96.3%$
Therefore, $468$ is $96.3%$ of $486$.
HELP QUICK!
Read the description of f below, and then use the drop-down menus to complete an explanation of why f is or is not a function.
f relates each student in South High School to their grade point average (GPA) and number of credits earned.
Using the function concept, it is found that f is a function, as each student is related to only one GPA and only one number of credits.
In a function, one value of the input can be related to only one value of the output.
In this problem:
The input is the student.The output is the student GPA, and the number of credits earned.Each student is related to only one GPA and only one number of credits, hence one value of the input is related to only one value of the output, and f is a function.
To learn more about the function concept, you can take a look at https://brainly.com/question/12463448
Alana deposited $20 in a savings account earning 5% interest, compounded annually.
To the nearest cent, how much will she have in 2 years?
Submit
Answer:
Step-by-step explanation:
y = $20(1.05)² = $22.05
A triangle has two sides of length 9 and 3. What is the smallest possible whole-number length
for the third side?
Answer:
The answer is 11
Step-by-step explanation:
hope this helps a little bit
Solve for q using both equation 1 and 2 question in pic
Answer:
p=1/8 q=3/4
Step-by-step explanation:
-2p+7q=5
-6p+35q=51/2
cancel out a variable
(-5)(-2p+7q=5)
-6p+35q=51/2
10p-35q=-25
-6p+35q=51/2 =
4p=1/2
4p/4=1/2 /4
p=1/8
substitute p=1/8 into one of the equation to find q
-2p+7q=5
-2(1/8)+7q=5
-1/4+7q=5
7q=5+1/4
7q=21/4
q= 21/4 /7
q=3/4
hlep me plsssssssssssssssssssssssss
Answer:
B.
Step-by-step explanation:
It is not A because it does not make sense and does not match up.
It Is not C because that is just points and it is asking for a function.
D is wrong.
So It is B.
Here is the graph for B. It matches up.
[tex]\mathrm{Axis\:interception\:points\:of}\:2x-1:\quad \mathrm{X\:Intercepts}:\:\left(\frac{1}{2},\:0\right),\:\mathrm{Y\:Intercepts}:\:\left(0,\:-1\right)[/tex]
[tex]\mathrm{Slope\:of\:}2x-1:\quad m=2[/tex]
Solve the following systems of linear equations below by elimination or by substitution method. y = 4/3 x - 9
y = x + 3
Answer:
x=33 and y=36
Step-by-step explanation:
You can rewrite the equation into
x+2=4/3x-9
Now you can subtract 2 on both sides
x=4/3x-11
Now subtract 4/3x on both sides:
-1/3x=-11
Multiply -3 on both sides:
x=33
Now substitute x with 33
y=33+3
y=36
Thus x=33 and y=36
Hope this helps!
What is an equation of the line with slope 6 and y-intercept -4?
Answer:
y = 6x - 4
General Formulas and Concepts:
Algebra I
Slope-Intercept Form: y = mx + b
m - slope b - y-interceptStep-by-step explanation:
Step 1: Define
Identify variables.
m = 6
y = -4
Step 2: Find Equation
Substitute in variables [Slope-Intercept Form]: y = 6x - 4A train leaves a point A at 5 pm and reach another point B at 11 pm. Another train leaves point B at 7 pm and reach point A at 10 pm. At what point will the two trains meet?
Step-by-step explanation:
let's think this through.
train a goes from A to B in 6 hours. that means with a speed of 1/6 / hour.
train b goes from B to A in 3 hours, so it is twice as fast as train a = 2/6 / hour.
when train b leaves B (at 7pm), train a was already traveling for 2 hours (1/3 of the whole trip) leaving it with 4 hours to go (2/3 if the distance).
that means that at that point now both trains are moving against each other with a relative speed of 3 times the
speed of a (the original speed of a plus the double speed of b).
this is the same as one train standing, and the other going the whole distance with 3 times the speed of a.
the whole distance is 2/3 of AB.
the speed is 3/6 / hour = 1/2 / hour.
so, a single train with that speed would cover the total distance AB in 2 hours. or half of the distance in 1 hour.
the question now, how long for 2/3 of AB.
the distances relate by a factor :
1/2 × f = 2/3
f = 2/3 / 1/2 = 2/3 × 2/1 = 4/3
now we need to multiply also the time in the distance/time speed ratio by this factor.
therefore, 2/3 of the total distance is done in 1×4/3 = 4/3 of an hour.
that means both trains meet after 4/3 of an hour after 7pm.
that is 7pm plus 1 hour and 20 minutes giving us 8:20pm.
9x2+8x(5x-4) simplify
Answer:
40x --14
Step-by-step explanation:
Multiply 9 and 2 to get 18
Use distribute property
Multiply 8 by 5x -15
Subtract 32 from 18 = -14
help
Pls no joking around
Answer:
I think like expressions you use x or y or such many variables. you use - or + too. like (x+2)y there are parentheses too.
what is 7 plus 56 divided by 4 tims 7
Answer:
107
Step-by-step explanation:
Answer:
The answer is 105
Step-by-step explanation:
hope its help:)
Kesha went for a drive in her new car. She drove at a speed of 51.2 miles per hour for 2 hours. For how many miles did she drive?
Answer:
102.4
Step-by-step explanation:
51.2 x 2 = 102.4
For the high school basketball game, it costs $8 for every 2 tickets.
Complete the table below showing the cost and the number of tickets.
Answer:
$8 16 24 32 40 48 56 64 72 80
---------------------------------------------------------------------------
4 8 12 16 20 24 28 32 36 40
Step-by-step explanation:
SOMEONE PLS HELP ME WITH GEOMETRY: what triangle is congruent to ABC?
Answer:
MLK :)
Step-by-step explanation:
Congruent means identical shape.
Answer:
D. KLM
Step-by-step explanation:
A box is 36 inches long,18 inches wide, and 6 inches deep. How many cubic feet are in the box?
Answer:
3,888 ft³
Step-by-step explanation:
Multiply the dimensions together.
[tex](36)(18)(6)=3888[/tex]
Therefore, the box is 3,888 ft³.
The volume of the box in feet given its dimensions is 2 1/4 feet³.
What is the volume of the box?The volume of the box can be determined by multiplying the length, width and height of the box with each other.
Before the volume can be determined, the dimensions have to be converted from inches to feet.
1 inch - 1/12 feet
Length = 36 / 12 = 3 feet Width = 18 / 12 = 3/2 feet Height = 6/12 = 1/2 feetVolume = 3 x 3/2 x 1/2 = 9/4 = 2 1/4 feet³
To learn more about the volume of a cuboid, please check: https://brainly.com/question/26406747
#SPJ2
I will give u a crown The rectangles below are similar in shape and their sides are proportional. The large rectangle is 42 feet tall and 54 feet wide. The smaller rectangle is 36 feet wide. How tall is the smaller rectangle? *
Answer:
28ft tall
Step-by-step explanation:
Since they are proportional, you can set up a ratio of length to width.
L/W=L/W
42/54=L/36
L=(42*36)/54
L=28
sushi is a food peculiar to which country
Answer:
The concept of sushi was introduced to Japan
What is the measure of ZB?
Answer:
∠ B = 116°
Step-by-step explanation:
The sum of the 3 angles in a triangle = 180° , that is
∠ B + 28° + 36° = 180°
∠ B + 64° = 180° ( subtract 64° from both sides )
∠ B = 116°
Answer:
116°Step-by-step explanation:
The sum of interior angles of a triangle is 180°
so
180 - 36 - 28 =
116°
PLS PLS PLS HELP ON GEOMETRY PLS
Answer:
40 degrees
Step-by-step explanation:
Since triangle HJL is isosceles, angle HJL is congruent to HLJ, so it is 75 degrees.
Angle HLM is linear with HLJ, so they add up to 180, so HLM = 105 degrees.
Triangle HLM adds to 180 degrees, so 180 - 35 - 105 = 40