Which division problem does the number line below best illustrate?
A. 10 divided by 2= 5
B. 15 divided by 3= 5
C. 50 divided by 5= 10
D. 20 divided by 10= 2

Answer:

574.4 flaps

Step-by-step explanation:

77/9 =  8.5555555 flaps per second

60 seconds x 1.119 minutes = 67.14 seconds

8.5555555 x 67.14 = 574.42 flaps

Answer:

i know i had this question let me find it

Step-by-step explanation:

Answer:

40

Step-by-step explanation:

the formula for a parallelogram is A=b*h

Answer:

48 and 72 degrees.

Step-by-step explanation:

The sum of the other 2 angles = 180-60 = 120 degrees.

So they are  2 / (2+3) * 120 = 2/5 * 120 = 48 and 3/5 * 120 = 72 degrees.

Answer:

y = -7

Step-by-step explanation:

Minus the five from both sides

Answer:

Y = -7

Step-by-step explanation:

subtract 5 from both sides

-7 = y

Answer:

x =11,  y=1

(11,1)

Step-by-step explanation:

Answer:

Because it is 3 units to the left of 2 on a horizontal number line

Step-by-step explanation:

Given

[tex]2 + (-3) = -1[/tex]

Required

Why?

The interpretation of the question is that:

[tex]2 + (-3) = -1[/tex]

What is the result when 2 is shifted 3 units in the negative direction (i.e. towards the left)?

First, we have a horizontal to have the the following representation:

<.....-4   -3   -2   -1   0   1    2   3   4   5 ......>

Taking the positions of 2 and -1 into consideration,

<.....-4   -3   -2   -1   0   1    2   3   4   5 ......>

We can see that the distance between 2 and -1 is 3 units towards the left

In other words, -1 is 3 units from 2 in the left direction

Hence, option A answers the question

Answer:

Because it is 3 units to the left of 2 on a horizontal number line

Step-by-step explanation:

Answer: X<7

Step-by-step explanation:

3x+9<30

-9       -9

3x<21

/3    /3

X<7

Answer:

5.3 or 28

Step-by-step explanation:

[tex]6^{2}[/tex]+[tex]b^{2}[/tex]=[tex]8^{2}[/tex]

36+[tex]b^{2}[/tex]=64

64-36=28

[tex]\sqrt{28\\}[/tex]

=5.29 or 5.3

Given:

Selling price of child ticket = $5.40

Selling price of adult ticket = $9.40

Total tickets = 168

Total sales = $1199.20

To find:

The number of adult tickets sold.

Solution:

Let x be the number of child tickets and y be the number of adult tickets.

Total tickets : [tex]x+y=168[/tex]          ...(i)

Total sales : [tex]5.40x+9.40y=1199.20[/tex]      ...(ii)

From equation (i), we get

[tex]x=168-y[/tex]

Put this value in (ii).

[tex]5.40(168-y)+9.40y=1199.20[/tex]

[tex]907.2-5.40y+9.40y=1199.20[/tex]

[tex]4y=1199.20-907.2[/tex]

[tex]4y=292[/tex]

Divide both sides by 4.

[tex]y=\dfrac{292}{4}[/tex]

[tex]y=73[/tex]

Therefore, 73 adult tickets were sold that day.

Answer: she scored 4 points

Step-by-step explanation: 5% of 80=4

;-----------;

Answer:

4 points were scored by bridgette

Step-by-step explanation:

80 times 5 equal 400

Then you move the decimal point to the left by the number of digits the whole number has. In this case, it only has 2, so we move the decimal point 2 spaces over to the left.. Therefore, 400 becomes 4.00. 4.00 is the same as 4, so 4 is your answer.

Good luck and have a great day!

The answer is 5841 minutes.

Answer:

the answer is opposite

Answer:

3

Step-by-step explanation:

Answer:

x=3

Step-by-step explanation:

PLEASE MARK BRAINLIEST

9514 1404 393

Answer:

Step-by-step explanation:

If we let 'a' represent the price of an adult ticket, and 's' represent the price of a student ticket, the two sales can be described by ...

  5a +4s = 85

  5a +2s = 55

Subtracting the second equation from the first gives ...

  (5a +4s) -(5a +2s) = (85) -(55)

  2s = 30 . . . . simplify

  s = 15 . . . . divide by 2

Substituting this into the second equation, we have ...

  5a +2(15) = 55

  5a = 25 . . . . subtract 30

  a = 5 . . . . . divide by 5

Each adult ticket sold for $5; each student ticket sold for $15.

Answer:

Step-by-step explanation:

Add up (1) and (2)

Double (2) and subtract from (3)

Double (4) and subtract (5)

Finding x

Finding z

So the answer is:

Answer:

p x q[tex]^{9}[/tex]

Step-by-step explanation:

You can combine all of the q terms as one single exponent.

Answer:p=q^9

Step-by-step explanation:

Answer:

1.298

Step-by-step explanation:

After the decimal the numbers go

tenths Hundredths and then thousands

Then take the number that's after thousands and raise the thousands number up is the numbers after is above 5 keep it the same if its 4 or under.

Answer: f=-2

Step-by-step explanation:

math

Answer:

f < -2

Step-by-step explanation:

Answer:

C

Step-by-step explanation:

You know that if its < or >, the line is - - - -, not a fully dark line.

So it would be either A or C

Plot in some numbers for x

Less than would be to the left.

So it wouldn't be A, leaving us with C

Answer:

I belive this would be C

Step-by-step explanation:

Answer:

20.77

Step-by-step explanation:

Answer:

20.77

Step-by-step explanation:

Simplify  16.9+ 1.7  to  18.6

18.6 +0.17+2.0

Simplify  18.6+0.17 to  18.77

18.77+2.0

Simplify.

ANddddd the answer is

20.77

Answer:

the 2 nd one 9/m=10/n

Step-by-step explanation:

Answer:

the answer is courageous and kind

Answer:

Courageous and Kind

Step-by-step explanation:

At least all the animals showed Courage and Kindness to the others.

Have a great day mate!

Answer:

Step-by-step explanation:

Let the probability of getting employed after graduated within a year be P(A)

and the probability of buying a car within a year be P(B)

Given that:

The probability of getting employed after graduated within a year = 90% = 0.9

Then; Let that be P(A)

The probability of getting employed and buying a car within a year = 72% = 0.72.

Then; Let that be P(A∩ B).

The probability that a college student will get both events is P(B/A)

[tex]P(B/A) = \dfrac{P(A \cap B) }{P(A)}[/tex]

[tex]P(B/A) = \dfrac{0.72}{0.90}[/tex]

P(B/A) = 0.80

Answer:

210m

Step-by-step explanation:

60+60+45+45

120+90

210m

Answer:

yea

Step-by-step explanation:

Yes.

16 could also be written as 16.0, or 16.00 or even 16.00000.

16.4 could also be written as 16.40, or 16.400.

And of course, you know 4 is greater than 0.

This is why 16.4 is greater.

When you add a decimal to a number, it always makes it larger. its like saying 16 and 4 tenths.

9514 1404 393

Answer:

  a) correct

  b) needs parentheses: -1, (1±i√2)/3

Step-by-step explanation:

a) You can factor by grouping:

  (x³ -2x²) -(5x -10) = x²(x -2) -5(x -2) = (x² -5)(x -2)

Roots are ±√5, 2.

__

b) The sum of odd-degree coefficients is equal to the sum of even-degree coefficients (3-1 = 1+1), so one root is x=-1. Factoring out that leaves the quadratic factor ...

  3x³ +x² -x +1 = (x +1)(3x² -2x +1)

The quadratic formula can be used on the quadratic factor to find its roots:

  x = (-(-2) ±√((-2)²-4(3)(1)))/(2(3)) = (2 ±√-8)/6 = (1 ±√-2)/3

Roots are -1, (1 ±i√2)/3.

Answer:21

Step-by-step explanation:

Answer:

315359990076847

Step-by-step explanation:

3x^4+2x^2-5x+1 when x=3202

replace the x's with 3202

3(3202)^4+2(3202)^2-5(3202)+1

solve the exponent first

3(105119989862416)+2(10252804)-5(3202)+1

then multiply

315359969587248+20505608-16010+1

add/subtract

315359990076847

Answer:

Solution,

First term (a) = 25

Common difference (d) = Second term - first term = 20 - 25 = -5

Now,

nth term = a + (n - 1)d = 25 + (n - 1) (-5) = 25 - 5n +5 = 30 - 5n

The nth term of the series is 30 - 5n

Answer:

The nth term will be:

[tex]a_n=-5n+30[/tex]

Step-by-step explanation:

Given the sequence

25, 20, 15, 10, 5​

An Arithmetic sequence has a constant difference 'd' and is defined by

[tex]a_n=a_1+\left(n-1\right)d[/tex]

Computing the common difference of all the adjacent terms

[tex]25,\:20,\:15,\:10,\:5[/tex]

[tex]20-25=-5,\:\quad \:15-20=-5,\:\quad \:10-15=-5,\:\quad \:5-10=-5[/tex]

As the difference between all the adjacent terms is the same and equal to

[tex]d=-5[/tex]

Also, the first term is:

[tex]a_1=25[/tex]

Hence, the nth term will be:

[tex]a_n=a_1+\left(n-1\right)d[/tex]

[tex]a_n=-5\left(n-1\right)+25[/tex]        ∵ [tex]a_1=25[/tex], [tex]d=-5[/tex]

[tex]a_n=-5n+30[/tex]

Therefore, the nth term will be:

[tex]a_n=-5n+30[/tex]