2.) A group of kids ate 3/4 of a pizza. If each kid ate a 1/8 piece of the whole pizza, how many kids shared the pizza? *youre answer?

Answer:

C. 1.2009

Step-by-step explanation:

1.3240 + 1.4872 = 2.8112

4.0121 - 2.8112 = 1.2009 - C

Answer:

= 10 tickets

Step-by-step explanation:

= 20% × 50

= 20/100 × 50

= 1000/100

= 10

Answer:

he got 5000 rands for it

Step-by-step explanation:

you multiply it

500 x 10 = 5000

Answer:

3

Step-by-step explanation:

Answer:

simple ( principal *rate*time)/100.

3500*4*10/100 = 1400 interest

account balance =3500+1400=4900

compound p(1+r)^t

3500(1+.04)^10 =3500* 1.480=5180

interest earned = 5180-3500= 1680

how much more interest. ; 1680-1400=280

Answer:

Step-by-step explanation:

Simple Interest:

Simple Interest formula is S.I. = P × r × t

Interest Eared: $3,500 × 0.04 × 10 = $1,400

Account Balance formula is A = P ( 1 + rt )

Account Balance: $3,500 + $1,400 = $4,900

Compound Interest:

Compound Interest formula: [tex]A =P(1+r)^{t}[/tex]

Account balance: $5,180.85

Interest Earned: $5,180.85 - 3,500.00 = $1,680.85

Answer:

c or d

Step-by-step explanation:

Answer:

Step-by-step explanation:

Slope- intercept form:

In the process of solving it was found that:

The equation therefore is:

Correct choice is D

Answer:

Ummm..... I would think 10??

Step-by-step explanation:

I don't really know tho.....

Answer:

10

Step-by-step explanation:

4x = 40

/4       /4

x = 10

Answer:

I'm guessing: The value of y is 6.5

Step-by-step explanation:

Mark 2.5 on the x-axis between 2 and 3, then draw a line to meet the graph.

Or use the table , y=3x-1

y=3(2.5)-1

y=7.5-1

y=6.5

please mark BRAINLIEST...

Answer:

[tex]1,171,862[/tex]

Step-by-step explanation:

Original equation: [tex]5^7 * 15-8-5[/tex]

Remember the PEMDAS rule --> in this case the exponents are first.

[tex]5^7[/tex]= 5*5*5*5*5*5*5 = 78,125

=  [tex]78,125*15-8-5[/tex]

The next step to this problem is multiplication because you are starting from left to right and its after the exponents.

= [tex]1,171,875-8-5[/tex]

The last 2 steps is to subtract (from left to right)

= [tex]1,171,867-5[/tex]

= [tex]1,171,862[/tex]

Hope this helps!!!

Answer:

a)

2x/3 = 8. First, multiply both sides by 3 to make 2x = 24. Then, divide both sides by 2: x = 12.

b)

3x/2 = 6. First, multiply both sides by 2 to make 3x = 12. Then, divide both sides by 3: x = 4.

Hope this helps!

Answer:

A.) x = 12

B.) x = 4

Step-by-step explanation:

A.) 2x/3 = 8

First let’s multiply both sides by three to get rid of our division equation,

2x/3 = 8

*3 *3

2x = 24

Now we divide both sides by 2 to single out our variable,

2x = 24

/2 /2

X=12

Let’s check our answer just to be sure this is correct, we do this by plugging in “12” for our x

2(12)/3 = 8

24/3 = 8

8 = 8

Now we know that x = 12 is true,

B.)3x/2 = 6

Again well will multiply both sides by 2 to remove our division equation,

3x/2 = 6

*2 *2

3x = 12

We divide both sides by 3 to remove our coefficient in front of the variable,

3x = 12

/3 /3

x=4

Let’s check our answer once again,

3x/2 = 6

3(4)/2 = 6

12/2 = 6

6 = 6

X = 4 is true

[tex] \sf \underline{ \red{Solution - }} \\ [/tex]

Given,

[tex] \sf{\quad { \dfrac{-7}{\sqrt{11} - \sqrt{5}} }} \\ [/tex]

The denominator is √11 - √5.

We know that

Rationalising factor of √a-√b is √a+√b.

Therefore, the rationalising factor of √11-√5 is √11+√5.

On rationalising the denominator them

[tex] \longrightarrow \sf{\quad { \dfrac{-7}{\sqrt{11} - \sqrt{5}} \times \dfrac{(\sqrt{11} + \sqrt{5})}{(\sqrt{11} + \sqrt{5})} }} \\ [/tex]

Multiplying (√11 + √5) with both the numerator of the fraction.

[tex] \longrightarrow \sf{\quad { \dfrac{-7(\sqrt{11} + \sqrt{5}) }{(\sqrt{11} - \sqrt{5})(\sqrt{11} + \sqrt{5})} }} \\ [/tex]

Performing multiplication in the numerator and by using identity (a + b)(a - b) = a² - b², solving further in the denominator.

[tex] \longrightarrow \sf{\quad { \dfrac{-7\sqrt{11} -7\sqrt{5}}{(\sqrt{11})^2 - (\sqrt{5})^2} }} \\ [/tex]

Writing the squares of the numbers in the denominator.

[tex] \longrightarrow \sf{\quad { \dfrac{-7\sqrt{11} -7\sqrt{5}}{11 -5} }} \\ [/tex]

Performing subtraction in the denominator.

[tex] \longrightarrow \quad \underline{ \boxed{ \dfrac{ \textbf{ \textsf{-7 }}\sqrt{ \textbf{ \textsf{11 }}} - \textbf{ \textsf{7}}\sqrt{ \textbf{ \textsf{5 }}}}{ \textbf{ \textsf{ 6}}}} } \\ [/tex]

Hence, the denominator is rationalised.

Answer:

Sale kute bhan के lole

Tera baap aya ajju(^bhai 94

Step-by-step explanation:

Explanation:

Less Men, means more Days {Indirect Proportion}

Let the number of days be x then,

27 : 36 :: 18 : x

[Please pay attention, we have written 27 : 36 rather than 36 : 27, in indirect proportion, if you get it then chain rule is clear to you :)]

=>27x = 36 * 18

=> x = 24

So 24 days will be required to get work done by 27 men..

Answer:

36 men can complete work in 18 days

so, one man can complete work in 18×36 days

Therefore, 27 can complete work in 18×36/27 = 24 days

Step-by-step explanation:

2√5 exact form

4.47213595 decimal form

Answer:

Kenny found 80% of the eggs.

Step-by-step explanation:

(4 ÷ 5) × 100 = x

0.8 × 100 = x

80% = x

Kenny found 80% of the eggs.

Answer:

x = 14

Step-by-step explanation:

So because the sides are equal, that means that the angles are equal.

5x = 3x + 28

Step 1.) Subtract 3x from 5x which leaves you with 2x.

2x = 28

Step 2.) Divide 28 by 2, to get the variable on its own. This leaves you with 14

x = 14

Answer:

The slope is (4)  which means that the temperature (increases)  by (4) degrees every minute

Step-by-step explanation:

Answer:

28/15

Step-by-step explanation:

have a wonderful day :)

Answer:

1 13/15

Step-by-step explanation:

7/10 ÷ 3/8

Copy dot flip

7/10 * 8/3

Rewrite

7/3 * 8/10

Simplify

7/3 * 4/5

Multiply

28/15

Change to a mixed number

15 goes into 28 1 time with 13 left over

1 13/15

Hello macelynn190!

[tex] \huge \boxed{\mathfrak{Question} \downarrow}[/tex]

[tex] \huge \tt \frac{5 - 2(a + 3b)}{2} [/tex]

[tex] \large \boxed{\mathfrak{Answer \: with \: Explanation} \downarrow}[/tex]

To solve this question we need to substitute the given values of 'a' & 'b' in the equation & then simplify it.

Given,

Now, substitute this in the place of 'a' & 'b'..

[tex]\large \tt \frac{5 - 2(a + 3b)}{2} \\ = \large \underline{\underline{\tt \: \frac{5 - 2((4) + 3(1))}{2} }}[/tex]

Lastly, simplify it...

[tex]\large \tt \: \frac{5 - 2((4) + 3(1))}{2} \\ = \large \tt\frac{5 - 2(4 + 3)}{2} \\ = \large \tt \: \frac{5 - 2(7)}{2} \\ = \large \tt \: \frac{5 - 14}{2} \\ = \large \tt\frac{-9}{2} \\ = \large \boxed{\boxed{ \bf \: -\frac{9}{2}=-4.5}}[/tex]

__________________

Hope it'll help you!

ℓu¢αzz ッ

Given info:-

Simplify: 5-2(a+3b)/2. When a=4 and b=1.

[5-2(a+3b)]/2

Now, put a=4 and b=1 (Because this is given in question only)

so,

⇛[5-2{4+3(1)}]/2

⇛[5-2{4+3}]/2

⇛[5-2{7}]/2

⇛[5-2×7]/2

⇛[5-14]/2

⇛-9/2 Ans.

Similar questions:

Evaluate -[-1⅘ ÷ 0.3(1.2)] - 5/6

https://brainly.com/question/25291603

Answer:

[tex] = > 10 \times 5 \times 13[/tex]

[tex] = > 50 \times 13[/tex]

[tex] = > 650[/tex]

Answer:

Step-by-step explanation:

[tex]y =\dfrac{-3}{4}x -6[/tex]

Multiply the entire equation by 4,

[tex]4*y=\dfrac{-3}{4}x*4 - 6*4\\[/tex]

4y = -3x - 24

Add 3x to both sides

3x + 4y = -24

Add 24 to both sides

3x + 4y + 24 = 0

Answer:25,347

Step-by-step explanation:

Answer:

the slope is y2 - y1 over

x2 - x1

which means

[tex]( - 3- 2) = - 5[/tex]

[tex](4 - 2) = 2[/tex]

slope is m= -5/2

then you take a y from the first set of points for b

[tex]y = - \frac{5}{2} x \times 2[/tex]

hope it helps.

Answer:

33x + 55y

Step-by-step explanation:

1. To simplify this expression, we have to apply the distributive property. To utilize this property means to distribute (or multiply) the quantity outside the parentheses by the quantities inside the parentheses.

Therefore, the answer is 33x + 55y.

Answer:

D

Step-by-step explanation:

Eighth-grade students tend to do better on the mathematics section compared to the reading and writing sections.

Bc math is 5 when writing is 3 and the reading is at 1 so math is better

Eighth-grade students tend to do better on the mathematics section compared to the reading and writing sections. Therefore, option D is the correct answer.

Given that, the two-way frequency table shows the number of students in a class whose top scores on a standardized test were on the reading, writing, and mathematics sections.

A frequency table lists a set of values and how often each one appears. Frequency is the number of times a specific data value occurs in your dataset. These tables help you understand which data values are common and which are rare.

By interpreting the given data table we get

Eighth-grade students tend to do better on the mathematics section compared to the reading and writing sections.

Therefore, option D is the correct answer.

To learn more about the frequency table visit:

https://brainly.com/question/12576014.

#SPJ5

Answer:

5/12 is your answer

=^-^=

Step-by-step explanation:

y = 3x - 6

the slope of a line is always the factor of x in the equation. in our case here : 3 = 3/1.

the slope is the y/x ratio indicating how many units y changes, when x changes by a certain amount of units (e.g. when going from one point on the line to another).

the perpendicular slope (crosses the original line in a right angle = 90 degrees) turns x and y upside-down and flips the sign.

so, in our case, it is -1/3.

the equation for the perpendicular line looks like this then :

y = (-1/3)×x + b

to get b we use the provided point and it's x and y values.

6 = (-1/3)×-3 + b = 1 + b

b = 5

so, the full equation of the perpendicular line is

y = (-1/3)×x + 5

Answer:

60 DEG

Step-by-step explanation:

Angle on a straight line = 180 DEG

Equation:

4x + 2x + 90 DEG = 180 DEG

6x = 90 DEG

x = 15 DEG

Therefore,

angle LMN = 15 * 4 = 60 DEG