Answer:
7 students had SnickersStep-by-step explanation:
Nestle Crunches - nSnickers - sSystem of equations according to given:
30n + 50s = 680 (converted $6.80 into 680¢)n = s + 4Substitute n into first equation and solve for s:
30(s + 4) + 50s = 68030s + 120 + 50s = 68080s = 680 - 12080s = 560s = 560/80s = 7Equations are
0.30x+0.50y=6.80=>30x+50y=680--(1)x=4+y=>x-y=4-(2)[/tex]EQUATION(2)× 30
[tex]\\ \sf\longmapsto 30x-30y=120--(3)[/tex]
Subtracting (1) and (3)
[tex]\\ \sf\longmapsto 80y=560[/tex]
[tex]\\ \sf\longmapsto y=7[/tex]
What are the terms in the following expression? Choose all that apply.
c + 4a + 2b + 7
Answer:
C, 4a, 2b and 7
Step-by-step explanation:
Use the model why 522 is divisible by 9
Answer:
The rule for divisibility by 9 works because numbers are written in base 10.
Step-by-step explanation:
1 4/7 divided by 3 2/3
[tex] \frac{3}{7} \\ \\ in \: \: alternate \: \: form \\ \\ 0.428571[/tex]
hope it helpssee the attachment for explanation
30 POINTS, I NEED FAST AND CORRECT ANSWERS PLEASE!!!!
The average cost of a compact car at a certain dealership over the last 5 years has ranged from $14,000
to $16,000. Suppose you were going to plot these points on a coordinate grid.
(a) What is a good scale to use for the y-axis? Explain your reasoning.
(b) What is a good interval to use for the y-axis? Explain your reasoning.
Answer:
Plz give brainliest
Step-by-step explanation:
I believe
A) 0 - 20,000
B) Interval= 2000 or 3000
Both Alex and Chris left their homes at 7:00 a.m. and walked to school. The graph shows the distances that each boy was from school as they walked.
A graph titled Distance from school has minutes since leaving home on the x-axis, and miles from school on the y-axis. A line labeled Chris goes through points (0, 4) and (15, 3). A line labeled Alex goes through points (0, 2) and (25, 1).
Which statement is best supported by the graph?
Alex lives farther from the school than Chris lives, and Alex walked to school at a faster rate than Chris walked.
Alex lives closer to the school than Chris lives, and Alex walked to school at a faster rate than Chris walked.
Chris lives farther from the school than Alex lives, and Chris walked to school at a faster rate than Alex walked.
Chris lives closer to the school than Alex lives, and Chris walked to school at a faster rate than Alex walked.
Answer:
Chris lives farther from school than Alex lives, and Chris walks to school at a faster rate than Alex
Step-by-step explanation:
Answer:
c
Step-by-step explanation:
HEYOOOOOO, HELLOOOO, PLEASE LOOK HERE, HELP NEEDED, LIKE NOW LOLOLOL Factor this expression completely, then place the factors in the proper location on the grid.
1/8 x^3 - 1/27 y^3
Answer:
1/8x³- 1/27y³
Step-by-step explanation:
1/216×(27x³-8y³)
1/216×(3x-2y)×(9x²+6xy+4y²)
1/216×(3x-2y)×(9x²+6xy +4y²)
Find m rs. sr 6x + 6 rq 2x + 14
Answer:
arc RS = 72°
Step-by-step explanation:
The measure of the inscribed angle SQR is half the measure of its intercepted arc RS , then
2x + 14 = [tex]\frac{1}{2}[/tex] (6x + 6) = 3x + 3 ( subtract 2x from both sides )
14 = x + 3 ( subtract 3 from both sides )
11 = x
Then
RS = 6x + 6 = 6(11) + 6 = 66 + 6 = 72°
I need a helping hand please
Joseph compared the graphs of two functions.
The first function was f(x)=−2x+6.
The second function fits the values in the table:
x 2 5 8 11
y 2 -4 -10 -16
What is the distance between the y-intercepts of the two functions? To earn full credit, show your work using a method explained in the Orientation.
Answer:
There is no separation (distance) between the first y-intercept (6) and the second (6).
Step-by-step explanation:
We'll assume that the table shows points on a straight line.
If we go from x = 2 to x = 8 (an increase of 6), the corresponding y values go from y =2 to y = -10 (a decrease of 12). Thus, the slope of the line represented by the table is
m = rise / run = -12/6, or m = -2.
We need to find the equation of the line represented by the table, so that we can know the y-intercept. Start with y = mx + b and substitute -2 for m:
y = -2x + b. We arbitrarily choose an ordered pair from the table, such as (11, -16). Here we substitute 11 for x and -16 for y:
-16 = -2(11) + b, or
-16 = -22 + b, which yields b = 6.
This is the same y-intercept as the '6' in the given f(x) = -2x + 6. So: There is no separation (distance) between the first y-intercept (6) and the second (6).
Elizabeth writes down: One multiple of 13; and Two different factors of 77. Elizabeth adds up her three numbers. Her answer is greater than fifty but less than sixty. What three numbers could Elizabeth have written down?
Answer:
7, 11, 39 OR -26, 1, 77;
Step-by-step explanation:
Mumble. Let's call the first number 13k, which is obviously a multiple of 13.
The factor of 77 are easy to find. It's either 77 and 1, or 11 and 7.
Now two cases. If we consider negative multiples of 13 (ie, -39 is -3 times 13) we can use the first pair (77 and 1, who sum up to 78, and start taking 13 from it as many times as we need to get to our interval.
1st pass: 78-13 = 65 out
2nd pass: 65-13 = 52 in
3rd pass : 52 - 13 = 39 out
So a possible triplet is 77, 1 and -26.
Case two: we aren't allowed to take negative numbers, and 77 and 1 will bring out of our range already. Let's stick to 11 and 7, who sum up to 18. Again, let's keep adding 13 as many times as we need
1st pass: 18+13 = 31, no good
2nd pass: 31+13 = 44, out again
3rd pass: 44+13= 57, we're good!
4th pass: 57+13 = 70, too far.
So another possible triplet is 7, 11, 39.
The moment you allow the product of the second and third number to be rationals will open a whole new can of worm that isn't any close to be interesting or fun to explore.
pls pls pls helpe with this:((((((
Step-by-step explanation:
9. option B
3,13
13 = 5(3) - 2
13 = 15 - 12 → 13 = 13
Select the quadrilateral for which the diagonal is a line of symmetry.
A. parallelogram
B. square
C. trapezoid
D. isosceles trapezoid
Answer:
b
Step-by-step explanation:
cut it in half, boom equal
Answer:
b
Step-by-step explanation:
This is the last one! Picture is provided!!
R is the midpoint of AC, and S is the midpoint of BC.
AB = 12
Find RS.
Answer:
RS = 6
Step-by-step explanation:
The line joining the midpoints of 2 sides of a triangle is half the length of the third side, that is
RS = [tex]\frac{1}{2}[/tex] AB = [tex]\frac{1}{2}[/tex] × 12 = 6
Please help I’ll give brainylist in return
Answer: its an enlargement and when it enlarges A goes up 6 and moves to the right 3 spaces P stays the same b also moves to the right 6 spaces
so in conclusion answers are
A'=(8,5)
B'=(-2,10)
Step-by-step explanation:
i hopes this helps if it doesn't I'm very sorry i tried helping the best i can :|
marcus piano teacher wanted him to practice 1.5 hours before she saw him on friday afternoon he practiced 18 minutes on monday 23 minutes on tuesday 16 minutes on wednesday and 13 minutes on thursday. how long did he have to practice on friday morning to meet his goal? what fraction of an hour is that? pls help 15 if correct
he would have to practice 20 minutes on friday
18 + 23 + 16 + 13 = 70
1.5 hours = 90 minutes
90-70 = 20 minutes
2/9
A recipe for 2 dozen cookies uses 300 grams of flour, 250 grams of butter,
and 150 grams of sugar. How much of each ingredient would be required to make 120 cookies?
Flour:
grams
Butter:
grams
Sugar:
grams
What is the image of M(11,-4) using the translation (x,y)->(x-17,y+2?
Answer:
(-6, -2)
Step-by-step explanation:
8y is a ........... in the............ 7 x + 8y
Answer:
Eight is a coefficient in the equation 7x+8y
A class has 8 boys and x girls. Each student has 4 pencils. The total number of pencils the students is 52.Create an equation that models this situation.How many girls are in the class?
8 boys, x girls, 4 pencils each, total number of pencils 52.
The equation can be 4(8+x) = 52
So lets solve:
4(8+x)=52
Divide 4 on both sides:
8 + x=52 / 4
8 + x = 13
Subtract on both sides:
x = 13 - 8
x = 5
There are 5 girls in the class.
Now lets solve to double check:
4(8+5)=52
4(13)=52
52 = 52
Yes!
This means that there are 5 girls in the class.
I hope this helps! :)
Taking into account the definition of equation, there are 5 girls in the class.
Definition of equationAn equation is defined as an equality established between two expressions, in which there may be one or more unknowns that must be solved.
In other words, an equation is the equality between two algebraic expressions connected through the equals sign in which one or more unknown values, called unknowns, appear in addition to certain known data.
Each equation has two members, and these are separated by using the equal sign (=), which in turn each of them are made up of terms.
The unknowns, that is, the values to be found, are represented by letters.
The equality between the two algebraic expressions is only verified for certain values of the unknown.
In this way, the solution of an equation means determining through certain procedures the value that satisfies it.
Equation for this situationA class has 8 boys and x girls. Each student has 4 pencils. The total number of pencils the students is 52.
An equation that models this situation is:
4×(8+x)= 52
It is considered that:
When a value you are adding goes to another side of the equation by subtracting.If a value you are subtracting goes to the other side of the equation by adding.When a value you are dividing goes to another side of the equation, it will multiply whatever is on the other side.If a value you are multiplying goes to the other side of the equation, then it will go by dividing everything on the other side.Solving in this case:
8 +x= 52÷4
8 +x= 13
x= 13 -8
x= 5
Finally, there are 5 girls in the class.
Learn more about equation:
https://brainly.com/question/296895
https://brainly.com/question/643184
PLZ HELP FAST!!
Alson earns a 7% commission on every sale he makes. Let a represent the commission Alson earns.
Damon earns the same commission as Alson. Let d represent the commission Damon earns.
Stefan does not earn the same commission as Alson. Let s represent the commission Stefan earns.
Which statement is true?
d = s
a = s
a = d
a ≠ d
Answer:
a = d
Step-by-step explanation:
I recommend writing the math out.
a = d ≠ s
d can not be equal to s, the same why a can not be equal to s. a and d are the same. a is equal to d, so it can not be a ≠ d. By process of elimnation, that leaves us with a = d
Write the slope-intercept form of the equation of each line given the slope and y-intercept.
6) Slope = -3, y-intercept = 3
7) Slope = -4, y-intercept = 5
Answer:
6) y= -3x+3
7) y= -4x+5
Step-by-step explanation:
Does 2/3 = 4/9? Explain
Answer:
No
Step-by-step explanation:
2/3 > 1/2
4/9 < 1/2
Answer:
The left side ( [tex]\frac{2}{3}[/tex] )
0.6 (bar notation)
does not equal to the right side ( [tex]\frac{4}{9}[/tex] )
0.4 (bar notation)
, which means that the given statement is false.
False
Decide which of the following numbers does not belong in the group.
108
502
603
360
And why does it not belong?
Answer:
603 because it’s odd
360 because it doesn’t have a 0 in the tens place
502 because the sum of the digits doesn’t equal 9
What will be the length of cloth used to make each bag, if 16 bags of equal sizes can be prepared from 50 m cloth?
A) 3 1/4 m
B) 8 1/6 m
C) 8 1/3 m
D) 3 1/8 m
Answer:
3 1/8
Step-by-step explanation:
16 bags = 50 m
1 bag = 50/16
1 bag = 25/8
1 bag = 3 1/8 ( due to mixed fraction )
so the cloth needed to make one bag is 3 1/8 m
At a school
Number of boys : number of girls 11:9
There are 124 boys than girls
Work out the total amount of students at the school
Step-by-step explanation:
Total ratio =11+9
=20
=120/20×124
=744
therefore the number of students are 744
HELP ASAP im failing math plz help
Answer:
x + 9
y + 11
(IGNORE, This part will fill the 20 letter minimum limit)
f(x) = 2(x − 2)2 + 3
Answer:
4x-5
Step-by-step explanation:
the answer is 4x-5 as we apply multiplication and subtraction
PLEASE HELP FAST; What is (7 · 5 · 2 / 7 · 3)^2 x (5^0 / 2^-3)^3 x 2^-9?
-10/9
20/3
-100/9
-700/3
Answer:
I think it's 900
Step-by-step explanation:
There is a proportional relationship between minutes and dollars per minute, shown on a graph of printing expenses. The graph passes through the point (1, 3.40). What is the slope of the graph? What is the unit rate? Complete the explanation.
Answer:
Below!
Step-by-step explanation:
The slope is 1. The unit rate is $4.75/min If the graph of a proportional relationship passes through the point (1 , R) then r equals the slope and the unit rate. $4.75 per min.
The slope of the graph resembles the unit rate.
The unit rate is the amount it cost per minute.
The graph passes through the point (1, 3.40), which means it is at x = 1, the rate is $4.75.
Please help with this
Answer:
x = 27
Step-by-step explanation:
∠AB is 180° as it is a straight line. Then, we have 3 angles here, 2 known and 1 unknown. These angles have to add up to 180° as they just divide ∠AB into 3 sections. Solve for x with the given information:
[tex]36+90+2x=180\\126+2x=180\\2x=54\\x=27[/tex]
Answer:
x = 27
Step-by-step explanation:
solve pls brainliest
Answer:
5/2
Step-by-step explanation:
please mark me brainiest
1/10 = 10%
a percent is
[tex] \frac{part}{whole} = \frac{x}{100} [/tex]
If u take 1/10, 10 is one tenth of 100 (10*10=100).