Anne rides her horse with a constant speed of 14 miles per hour. How far can she travel in 3/4 hour?

Answer:

5,200

Step-by-step explanation:

Answer:

5,000

Step-by-step explanation:  Think back to your elementary days: how did you learn to round numbers? Chances are, your teacher taught the class how to round up or down from the number 5. In other words, if the last number is below five, you might round it down, and if it’s above, it gets rounded up.  

In fact, there are a whole plethora of rounding rhymes that can easily be found on the internet. Complete a quick Google search, and you might find something like, “5 and above, give it a shove! 4 and below, let it go!”. While these sayings might seem like a great solution to help kids quickly learn to solve problems, how do children know what place value they are rounding to?  

kids with scores

Before the current Common Core or individual state standards were established, mathematics was often taught by encouraging students to memorize facts and learn tricks to complete problems. Rounding is no exception, as many educators have encouraged kids to use rhymes like those described above. Needless to say, it doesn’t teach a child the underlying concept itself.  

Below we’ll explore exactly why teaching math tricks don’t work, even if it helps students to arrive at a correct answer. Then, keep reading to discover 7 of the best ways to teach rounding numbers.  

Why Getting Answers Correct is Not Enough

As mentioned above, teaching kids tricks or “hacks” to complete math problems can sometimes be helpful, it doesn’t help your child understand the mathematical concept behind the skill. For kids, teaching them to think about the number 5 and round up or down can help them arrive at the right answer, but they aren’t thinking about place value when they use the trick. So, if children are completing a rounding activity, they don’t know if they should round to the nearest ten or hundred. In fact, they might not know why they’re rounding up or down at all!  

Answer:

Maths is universally common. People in every country use maths and all its branches. ... Give it a try, look around you, measure something, solve a sum, count something and there are so many more ways you can start knowing maths. Maths is interesting, it's just numbers to play with.

Answer:

what's fun about math is when you figure out the equations and questions.

Answer:

500 inches

Step-by-step explanation:

r= d÷2

25÷2= 12.5

Area of circle = pi × r²

=3.14×(12.5)²

=490.625

~500 inches

Answer:

BD= 12

Step-by-step explanation:

Please see the attached picture for the full solution.

Answer:

All of the points would be eight places lower in the y value

Step-by-step explanation:

Lets check by putting 8 in the place of x y= 8^2  which equals 64, that means that y equals 64, then do the second equation y = 8^2 - 8 which equals 56, which means y equals 56, 64 minus 56 equals 8 so they have a difference of 8.

Answer:

so

box1 = x

box2= 9

Step-by-step explanation:

5(x+9)  

distribute

5(x) + 5(9)

5x + 45

Answer:

y = -32

Step-by-step explanation:

Y=-2x+8

Let x= 20

y = -2 * 20 +8

y = -40+8

   = -32

Answer:

Slope of a line = rise/run

Your answer:

m = 8/5

Answer:

The equation of this function is [tex]h = -16\cdot t^{2}+64\cdot t+192[/tex].

Step-by-step explanation:

From Mechanical Physics we must remember that height reached by the ball as a function of time is a quadratic function if and only if ball is uniformly accelerated by gravity and viscous forces and Earth's rotation effects can be neglected. After assuming those considerations as true, the standard form of the quadratic function is:

[tex]h = a\cdot t^{2}+b\cdot t + c[/tex] (Eq. 1)

Where:

[tex]t[/tex] - Time, measured in seconds.

[tex]h[/tex] - Height of the ball, measured in feet.

[tex]a[/tex] - Second order coefficient, measured in feet per square second.

[tex]b[/tex] - First order coefficient, measured in feet per second.

[tex]c[/tex] - Zero order coefficient, measured in feet.

From Algebra, we can obtain a quadratic function by know three distinct points and solving the resulting system of linear equations:

[tex]A(t, h)= (0\,s,192\,ft)[/tex]

[tex]c = 192\,ft[/tex] (Eq. 2)

[tex]B(t,h) = (1\,s,240\,ft)[/tex]

[tex]a+b+c = 240\,ft[/tex] (Eq. 3)

[tex]C(t,h) =(6\,s,0\,ft)[/tex]

[tex]36\cdot a + 6\cdot b + c = 0[/tex] (Eq. 4)

By Algebraic methods, we get this unique solution:

[tex]a = -16\,\frac{ft}{s^{2}}[/tex], [tex]b = 64\,\frac{ft}{s}[/tex], [tex]c = 192\,ft[/tex]

The equation of this function is [tex]h = -16\cdot t^{2}+64\cdot t+192[/tex].

Answer:

2 : 3

Step-by-step explanation:

We have 4 squares and 6 circles. We would like the ratio of squares to circles, so we divide 4 by 6:

4 / 6  ⇒  the ratio here would be 4 : 6

We need to simplify this. Notice that both 4 and 6 are divisible by 2. So, we can divide both by 2:

4/2 : 6/2  ⇒  2 : 3

2 and 3 don't share any factors other than 1, so we leave the ratio like this.

The answer is thus 2 : 3.

~ an aesthetics lover

Answer:

2.5 cups

Step-by-step explanation:

Answer:

I think that the answer is D

Step-by-step explanation:

Answer:

41 and then 24 i belive

Step-by-step explanation:

Answer:

17

Step-by-step explanation:

purple triangle= 10

circle=5

square=4

pink triangle=2

Answer:

The missing number would be 17.

Step-by-step explanation:

1 equilateral triangle = 10

1 circle = 5

1 isosceles triangle = 2

When you add one of each of those together; 10+5+2, you get 17.

Answer:

If both Kelsey and Jeana purchase 6 pairs of uniform pants then they would pay the same amount for their purchases.

Step-by-step explanation:

The information provided is as follows:

The variable x is the number of pairs of pants.

The total cost function for Kelsey will be:

[tex]TC_{K}=17.95\cdot x+24[/tex]

The total cost function for Jeana will be:

[tex]TC_{J}=18.95\cdot x+18[/tex]

Consider that both pay the same total cost for their purchases.

Compute the value of x as follows:

            [tex]TC_{K}=TC_{J}[/tex]

[tex]17.95\cdot x+24=18.95\cdot x+18\\\\18.95\cdot x-17.95\cdot x=24-18\\\\x=6[/tex]

Thus, if both Kelsey and Jeana purchase 6 pairs of uniform pants then they would pay the same amount for their purchases.

Answer: x-int: (-4, 0), y-int: (0, 1/2)

Step-by-step explanation:

x-int: when y = 0

-x + 8*0 = 4

-x = 4

x = -4

(-4, 0)

y-int: when x = 0

0 + 8y = 4

8y = 4

y = 1/2

(0, 1/2)

Answer:

16

Step-by-step explanation:

(2(t3+0.5))=16(2t3+t1)

Answer:

1+2*t

Step-by-step explanation:

I checked it and it seemed right. I think it is. Test it and tell me if wrong. if it is wrong I WILL EDIT THIS

Answer:

The last one (x,y)->(x+3,y+5)

Step-by-step explanation:

Whenever you move the x coordinate it’s the opposite, for example translated 3 units the the left is +3 and translated 3 units to the right is -3.

Whenever you move the y coordinate it’s normal so up 5 units means +5 and down means -5.

Answer:

C

Step-by-step explanation:

simple addition

Answer:

7 is the unit rate.

Step-by-step explanation:

7 because 7x4 is the 28.

Answer:

the answer is 7

Step-by-step explanation:

28/4=7 therefore his unit rate of miles a day is 7

Answer:

You want to make it so you have an even amount of both, correct? This is where you need to know your multiples... here is what I got...

Step-by-step explanation:

By 4 packs of hotdogs and 5 packs of hotdog buns, this way you end up with 40 of each.

Answer:

p is 2.

Step-by-step explanation:

Answer:

b

Step-by-step explanation:

because X= the amount of time hes on each machine. so 8 times x

Answer: B

Step-by-step explanation:A P E X

Answer:

10. Supplementary

11. Congruent

12. Congruent.

13 . congruent

14 supplement

15 supplementary

Answer:

45

Step-by-step explanation:

7 x 4 - 5 x 5 + 9 (2/3 + 4)

28 - 25 + 9 x 14/3

28 -25 + 3 x 14

28 - 25 + 42

45

Answer:

45

Step-by-step explanation:

Given

7w - 5z + 9([tex]\frac{2}{3}[/tex] + w) ← distribute parenthesis

= 7w - 5z + 6 + 9w ← collect like terms

= 16w - 5z + 6 ← substitute w = 4, z = 5 into the expression

= 16(4) - 5(5) + 6

= 64 - 25 + 6

= 45

Answer:

Three segments: AB, BC, AC

Step-by-step explanation:

Remember to put the line on top since they’re segments.

Hope this helps!

Answer:

It is helpful to know how to compare and order fractions  because when doing division between different groups or classes it is easy to determine their share and so on.

Step-by-step explanation:

Suppose we have two fractions 1/2 and 1/3 . And suppose we have two cakes of equal sizes. We cut the first cake into 2 equal parts and the 2nd cake into three equal parts.

Now comparing both the cakes the cake with two pieces  will have a larger piece as compared to the cake having three pieces.

So 1/2 > 1/3

or half of the cake is greater than one third of the cake.

The larger denominator means a smaller fraction because it shows greater number of divisions. Like wise a fraction with smaller denominator is a larger fraction as it shows smaller number of divisions.

It is helpful to know how to compare and order fractions  because when doing division between different groups or classes it is easy to determine their share and so on.

It can be employed between the different groups and to find different rates / scores or for statistical calculations etc.

In finding the order of division and so on.

Answer:

99%

Step-by-step explanation:

The percentage increase of the given item is 55.56%.

The percentage is defined as a ratio expressed as a fraction of 100.

For example, If Misha obtained a score of 67% on her exam, that corresponds to 67 out of 100. It is expressed as 67/100 in fractional form and as 67:100 in ratio form.

The price of an item has increased to $279 today yesterday it was $180

The percentage increase can be calculated by:

(Current price - Original price) / Original price x 100 = Percentage increase

As per the question, we have to substitute the values to get:

⇒ (279 - 180) / 180 x 100 = 55.56%

Therefore the percentage increase is 55.56%.

Learn more about the percentages here:

brainly.com/question/24159063

#SPJ2