Answer:
Choose... Coupon 2
Coupon 2 is a better deal becausse Coupon 1 would result in a total cost of $25.2
Coupon 2 would result in a total cost of $6.5
Choose Coupon 2
Step-by-step explanation:
Coupon 1: 18+(18x0.4) =
Coupon 2: 18+18=26 26x0.25=6.5
Answer:
Coupon 2
Step-by-step explanation:
3n +15 for n =4
what is the answer
Answer:
the correct answer would be 27
Step-by-step explanation:
So first things first you need to replace n with 4
3n+15
(3)(4)+15
=12+15
=27
Hope this helps have an amazing day!!
Answer: 27
Step-by-step explanation:
-We would need to substitute the value of the variable into the equation and simplify.
-We will be plugging in 4 for n.
Step 1: Plugging in.
3 * 4 = 12
Step 2: Addition.
12 + 15
Final Answer: 27
Dear Garden Designer,
Shed
I've ordered this shed. It is 2 meters wide, 3.25 meters
long and 2.8 meterstal
I have moved into a house with a smal garden that needs a total redesign
Please design my garden for me. I have attached an accurate scale drawing of my
garden to this emai. I ve listed below some features I want in the garden. I will email
you later about some other things I also want.
To start, please could you draw these features accurately on the plan, showing where
you think they should go in the garden. Send me your plan with an explanation of your
thinking
Best wishes,
Decking for barbeques
I want some decking near the patio doors
It should be big enough to seat at least six people
Mandy
Circular pond
I would like a circular pond.
I'd like its area to be about 7 m.
Path and Borders
I would like some flower borders. These should not be
more than one motor wide as I find wider ones difficult
to look after.
I'd like a gravel path 1 meter wide to go from the shed
to the house and from the garden gate to the house
I will cover the rest with grass
Answer:
Step-by-step explanation:MATHEMATICAL GOALS
This lesson unit is intended to help assess how well students are able to interpret and use scale
drawings to plan a garden layout. This involves using proportional reasoning and metric units.
COMMON CORE STATE STANDARDS
This lesson relates to the following Standards for Mathematical Practices in the Common Core State
Standards for Mathematics, with a particular emphasis on Practices 1, 3, 4, 5, and 6:
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
8. Look for and express regularity in repeated reasoning.
This lesson gives students the opportunity to apply their knowledge of the following Standards for
Mathematical Content in the Common Core State Standards for Mathematics:
7.G: Draw, construct, and describe geometrical figures and describe the relationships between
them.
Solve real-life and mathematical problems involving angle measure, area, surface area,
and volume.
7.EE: Solve real-life and mathematical problems using numerical and algebraic expressions and
equations.
7.RP: Analyze proportional relationships and use them to solve real-world and mathematical
problems.
INTRODUCTION
This lesson unit is structured in the following way:
• Before the lesson, students work individually on a task designed to reveal their current levels of
understanding. You review their responses and create questions to help them improve their work.
• At the start of the lesson, students reflect on their individual responses, before producing a
collaborative improved solution to the task. Then, in the same small groups students analyze
sample responses. They then discuss as a whole-class the methods they have seen and used.
• In a follow-up lesson, students reflect on their work. If time allows, an extension task is available.
MATERIALS REQUIRED
• Each student will need a copy of Design a Garden and Garden Plan, some blank paper, a miniwhiteboard, pen, and eraser, and the How Did You Work? questionnaire. The Garden Plan should
be copied at exactly 100% scale so the measurements are accurate. If this is not possible,
photocopy the rules on S-3, one rule per student, which should then match the Garden Plan
measurements. It will be useful to have spare copies of the Garden Plan.
• Each small group of students will need a new copy of the Garden Plan, the Assistants’ Methods, a
glue stick, felt-tipped pen, and a sheet of poster paper. For the optional extension Mandy’s Second
Email will be needed. Provide short rules, meter rules, string, protractors, scissors, glue, card,
plain paper, graph paper, and colored pencils for students who choose to use them.
TIME NEEDED
20 minutes before the lesson, a 110-minute lesson (or two 60-minute lessons), and 10 minutes in a
follow-up lesson. Actual timings will depend on the needs of your students.
If 4 raffle tickets is 6 dollars how much is 1 raffle ticket
Question 3 HELPPPPPPPPPPPPPPPP
Answer
The following is a picture of the number with a point on -2
Given h(x) = 3x + 4, find h(-1).
The value of h(-1) for the given funciton h(x) = 3x + 4 will be 1.
What is a function?A certain kind of relationship called a function binds inputs to essentially one output.
A function can be regarded as a computer, which is helpful.
The machine will only accept specified inputs, described as the function's domain, and will potentially produce one output for each input.
In other words, the function is a relationship between variables, and the nature of the relationship defines the function for example y = sinx and y = x +6 like that.
Given the function h(x) = 3x + 4
If we want to calculate the value of the function at a certain point then we need to keep that point in the function.
So,
Value of function at = -1 will be
h (-1) = 3(-1) + 4
h(-1) = 1
Hence " The value of h(-1) for the given funciton h(x) = 3x + 4 will be 1".
For more about the function,
brainly.com/question/23712366
#SPJ5
could u plz help me with this
x/5=3 and x/2=8.5
Answer:
15 and 17
Step-by-step explanation:
x/5=3
x= 15 15/5 is 3
x/2=8.5
x=17 17/2 is 8.5
Brad has recorded insect activity data for 40 days. He has recorded 1/6 of the data needed for his science fair project. How many total days does he need to record data? Write an equation and explain how you used it to find your answer.
Answer:
240 days
Step-by-step explanation:
Create an equation where x represents the total number of days
Use the information that 40 days is 1/6 of the total:
40 = 1/6x
Now, solve for x:
40 = 1/6x
Multiply both sides by 6, since it is the reciprocal of 1/6
40 = 1/6x
240 = x
So, the total number of days he has to record data is 240 days.
PLEASE HELP DUE IN 6 MINS!!!!!!!!!!!!!!!!!!!!!
Box of nails: $3.80
Box of screws:$5.25
Claw Hammer:$12.95
Electric Drill:$42.50
a.Write two expressions to represent the total cost of 3 boxes of nails, 2 boxes of screws, 2 hammers, and 1 electric drill.
b.What is the total cost of the items purchased?
Answer:
Step-by-step explanation:
a. 3n+2s+2h+1x=42.50
b. 90.3
What is the area of the triangle?
48 in 2
28 in 2
96 in 2
24 in 2
Answer:
48 in^2
Step-by-step explanation:
To find the area of a triangle is (1/2)*base*height, so (1/2)*4in*24in = 2in*24in = 48 in^2.
Answer:
48 in2
Step-by-step explanation:
when finding area we use the equation A= 1/2bh
b meaning base and h meaning height
so for this we would use A= 1/2(24)(4)
multiply them both to get A=1/2(96)
and then take half of 96 to get 48
so the answer is 48in 2
what is 90% of 130?
Answer:
117
Step-by-step explanation:
(0.9)(130)
=117
Answer:
117
Step-by-step explanation:
Step 1:
[tex]\frac{x}{130} = \frac{90}{100}[/tex] Equation
Step 2:
100x = 11700 Multiply
Step 3:
x = 11700 ÷ 100 Divide
Answer:
117
Hope This Helps :)
2a2 - ab - 3b2 + 9 when a = 3 and b = 2
2(3^2)−(3)(2)−3(2^2)+9
2(3^2)−(3)(2)−3(2^2)+9
= 9
A collector has a box of 32 figurines. The value of each figurine increased by $2.32 over the past year. The box of figurines is now worth $114.24. What was the original cost, x, of one figurine? The original cost of one figurine was .
Answer:
$1.25
Step-by-step explanation:
step 1:
2.32 x 32
answer:
74.24
step 2:
114.24 - 74.24
answer:
40
step 3:
40 divided by 32
FINAL answer:
40 divided by 32 = x
x =
1.25--------------
the original cost was $1.25! :D
Which expression represents the completely factored form of 2x3 + x2 - 8x - 4?
a (x2 - 4)(2x + 1)
6 (x - 2)2(2x - 1)
0 (x - 2)(x + 2)(2x - 1)
d (x-2)(x + 2)(2x + 1)
Answer:
D
Step-by-step explanation:
D is also equivalent
The linear combination method gives a solution of (–4, 2) for which of these systems of linear equations? 3 x + 13 y = 14. And 6 x + 11 y = -2. 4 x + 5 y = 12. And 8 x + 3 y = -4. 5 x + 4 y = 12. And 7 x + 8 y = 12. 10 x + 3 y = 8. And 17 x + 6 y = 10.
Answer:
A. [tex]3x + 13y = 14[/tex] and [tex]6x + 11y = -2[/tex]
Step-by-step explanation:
Required
Determine which system of equation satisfy (-4,2)
To do this, we simply substitute -4 for x and 2 for y in the given functions.
A.
[tex]3x + 13y = 14[/tex] and [tex]6x + 11y = -2[/tex]
[tex]3x + 13y = 14[/tex]
[tex]3(-4) + 13(2) = 14[/tex]
[tex]-12 + 26 = 14[/tex]
[tex]14 = 14[/tex]
[tex]6x + 11y = -2[/tex]
[tex]6(-4) + 11(2) = -2[/tex]
[tex]-24 + 22 = -2[/tex]
[tex]-2 = -2[/tex]
The above shows that the given linear combination has a solution of (-4,2).
Hence, this option answers the question and there is no need to check other options
Answer: the answer is A
Step-by-step explanation:
if g(x) = 8x -20, find g(-4)
Answer:
g(-4)= -52
Step-by-step explanation:
g(x) = 8x -20
Substitute -4 for x
g(-4) = 8(-4) -20
g(-4) = -52
Is 5+x equal to 8+0.75x
Answer:
1.2
Step-by-step explanation:
X×5=0.75
X=(6, 5)
x=1.2
Answer:
no
Step-by-step explanation:
5+x=8+0.75x
x=12
Bradley answered 80% of the questions on his science test correctly. There were 30 questions on the test, and all the questions had equal value. How many questions did Bradley answer correctly on his test?
Answer:
24 correct questions
Step-by-step explanation:
40 points on the line please answer I have 4 minutes left!!!
Write the product, and then write the expression in standard form by removing parentheses and combining like terms. Justify each step.
A. The multiplicative inverse of 1/5 and (2x - 1/5)
Please help!!!
Step-by-step explanation:
please see it my steps to work this problem
Helppp I’ll make u a brainlister
Answer:
108 deg
Step-by-step explanation:
Since sides DB and CD are congruent, then opposite angles are congruent.
m<C = m<B = 36
m<B + m<C + m<D = 180
36 + 36 + m<D = 180
m<D = 108
PLEASE HELP ILL GIVE BRAINLIEST
Answer:
The value of x of the solution to the system of equations
x = -8Hence, option (C) is true.
Step-by-step explanation:
Given the system of equations
[tex]\begin{bmatrix}x=2y-4\\ 7x+5y=-66\end{bmatrix}[/tex]
Arrange equation variables for elimination
[tex]\begin{bmatrix}x-2y=-4\\ 7x+5y=-66\end{bmatrix}[/tex]
[tex]\mathrm{Multiply\:}x-2y=-4\mathrm{\:by\:}7\:\mathrm{:}\:\quad \:7x-14y=-28[/tex]
[tex]\begin{bmatrix}7x-14y=-28\\ 7x+5y=-66\end{bmatrix}[/tex]
subtracting 7x-14y=-28 from 7x+5y=-66
[tex]7x+5y=-66[/tex]
[tex]-[/tex]
[tex]\underline{7x-14y=-28}[/tex]
[tex]19y=-38[/tex]
so the equations become
[tex]\begin{bmatrix}7x-14y=-28\\ 19y=-38\end{bmatrix}[/tex]
solve 19y = -38
[tex]19y=-38[/tex]
Divide both sides by 19
[tex]\frac{19y}{19}=\frac{-38}{19}[/tex]
[tex]y=-2[/tex]
[tex]\mathrm{For\:}7x-14y=-28\mathrm{\:plug\:in\:}y=-2[/tex]
[tex]7x-14\left(-2\right)=-28[/tex]
[tex]7x+28=-28[/tex]
[tex]7x=-56[/tex]
Divide both sides by 7
[tex]\frac{7x}{7}=\frac{-56}{7}[/tex]
[tex]x=-8[/tex]
Therefore, the value of x of the solution to the system of equations
x = -8Hence, option (C) is true.
Simplify: 1/2 (24q -1)
Answer:
12q -1/2
Step-by-step explanation:
Answer:
12q -1/2
Step-by-step explanation:
A company produces fruity drinks that contain a percentage of real fruit juice. Drink A contains 20% real fruit juice and Drink B contains 15% real fruit juice. The company used 100.5 liters of real fruit juice to make 30 more liters of Drink A than liters of Drink B. Write a system of equations that could be used to determine the number of liters of Drink A made and the number of liters of Drink B made. Define the variables that you use to write the system.
Answer:
There needs to be 300 liters of Drink A and 270 liters of Drink B
Step-by-step explanation:
Let a = the amount of Drink A and b = the amount of Drink B
Multiplying a number by 0.2 is the same as calculating 20% of it and same goes with 15% and 0.15. This makes our equation for the amount of fruit juice:
0.2a + 0.15b = 100.5
We know what the difference between a and b will be 30 liters so:
a - b = 30
Now we have our system of equations
To cancel out a, we can multiply the first equation by -5 so we will now have:
-a - 0.75b = -502.5
a - b = 30
Adding these two equations together, we get:
-1.75b = -472.5
Both sides are negative, so we can take the negative signs away.
1.75b = 472.5
Now divide both sides by 1.75
b = 270
Plugging 270 into b, we have:
a - b = 30
a - 270 = 30
Add 270 to both sides
a = 300
There needs to be 300 liters of Drink A and 270 liters of Drink B
The system of linear equations which could be used to find the amount in litres of drinks A and B are :
(0.2a + 0.15b) = 100.5a - b = 30Let :
Amount of drink A = a
Amount of drink B = b
Percentage of real fruit juice for drink A = 20%
Percentage of real fruit juice for drink B = 15%
Total litres made = 100.5
(Amount of drink A × percentage) + (Amount of drink B × percentage) = Total litres
(0.2a + 0.15b) = 100.5 - - - - - (1)The difference between the amount of drink A and B made :
Drink A is 30 liters more than B :
a - b = 30 - - - - - (2)The system of equations required to determine the amount of drink A and B made are :
(0.2a + 0.15b) = 100.5a - b = 30Learn more : https://brainly.com/question/20379472?referrer=searchResults
Which is greater: 6/30 or 12/40
Answer:
12/40
Step-by-step explanation:
match the denominators so have 6/30 be multiplies with 40/40 and 12/40 multiplied with 30/30
6/30(40/40) = 240/1200
12/40(30/30) = 360/1200
As we can see, 360/1200 is bigger than 240/1200, therefore 12/40 is bigger
Answer: [tex]\frac{12}{40}[/tex]
Step-by-step explanation:
Hey there!
-If we were to simplify [tex]\frac{6}{30}[/tex] we would be able to simplify it to [tex]\frac{1}{5}[/tex].
-Multiply [tex]\frac{6}{30}[/tex] by 100 and you get 20 .
-Now compare that with [tex]\frac{3}{10}[/tex] which is [tex]\frac{12}{40}[/tex] simplified.
-Multiply [tex]\frac{12}{40}[/tex] by 100 and you get 30.
-We can now tell that [tex]\frac{12}{40}[/tex] is greater than [tex]\frac{6}{30}[/tex].
~I hope I helped :)~
PLEASE HELP ME QUICKLY
I NEED HELP WITH THIS QUESTION
Answer:
69
Step-by-step explanation:
All of the angles in the triangle will add together to be 180 degrees. So to find angle M, you add the two angles that you have together (79 + 32) to get 111. You then subtract 111 from 180 to get angle M (69).
Mark brainiest pls :)
What is 56/5 simplest form???
Answer:
9 1/3
Step-by-step explanation:
this is what i think and i hope im right
Answer:
11 1/5
Step-by-step explanation:
You can do 56 divided by 5 to answer this.
56 / 5 = 11 and 1/5
11 1/5
Which equation represents a linear function? (5 points)
Equation 1: y3 = 2x + 1
Equation 2: y = 3x + 1
Equation 3: y = 5x2 − 1
Equation 4: y = 4x4 − 1
WHAT IS 24÷2 PLS PLS PLS PLS
Answer:
12
Step-by-step explanation:
24/2 = 12
Answer:
12
Step-by-step explanation:
HURRYYYYY!!!
If f(x) = |x + 7| find f(-12).
please help me find my answer for this I will name brainist.
Answer:
IT's -3.6 & 14.4 so D is the correct answer
Step-by-step explanation:
x= -3.6 y= 14.4
HOW I SOLVED IT
-3.6 x 3 = -10.8 2 x 14.4 = 28.8 - 10.8 = 18 so correct since it must equal to 18
-2/3 x -3.6 =2.4 + 12 = 14.4 so correct since y = 14.4
Brainilest would be appreciated :)
what is the meaning of life
Answer:
The meaning of life, or the answer to the question: "What is the meaning of life?", pertains to the significance of living or existence in general. Many other related questions include: "Why are we here?", "What is life all about?", or "What is the purpose of existence?"
Step-by-step explanation:
Answer:
Step-by-step explanation:
The meaning of life, or the answer to the question: "What is the meaning of life?", pertains to the significance of living or existence in general. Many other related questions include: "Why are we here?", "What is life all about?", or "What is the purpose of existence?"