Answer:
15 cents or 3 nickels
Step-by-step explanation:
1 Nickel = 5 cents
triple = 3
5 x 3 = 15
Answer:
It depends on how many nickles Tommy has to begin with...
Step-by-step explanation:
The equation is y=3x
x stands for the number of nickles Tommy has to begin with. y sands for the number of nickles Tommy has if he triples his number of nickles.
Which algebraic property is used to rewrite 2(x + 3) as 2x + 6?
Distributive property
Associative property
Commutative property of addition
Commutative property of multiplication
Answer:
Distributive property.
Step-by-step explanation:
You distribute, or spread out, the 2 to each term in the parentheses.
Answer:
A. Distributive property
Step-by-step explanation:
Can you help? please....
Answer:
72ft
Step-by-step explanation:
Formula: 6 x 12
Plug in Values: 6ft & 12ft
Area: 72ft
I hope this helps
hey i need this answer real quick like 1 minute quick not for teat or anything
If I do 65 cartwheels in 1 minute what is dependant and independent?
Answer:
DEPENDET I THINK
Step-by-step explanation:
PLS HELP ILL GIVE BRAINLIEST I NEED ANSWER WITHIN 5 MINS
Answer:
easy, 1.899999... endless 9's its a repeated number basicly, to be simple...
1.89
Step-by-step explanation:
Have a nice day
Answer:
k=17/9
Step-by-step explanation:
The scale factor k is 17/9=1.88 repeating
Please help me with answers
Answer:
Answer is
Step-by-step explanation:
For the signs
#1= minus
#2=minus
#3=minus
#4=pluse
#5=minus
#6=pluse
The point (4, −7) is reflected over the x-axis. Its image is reflected over the y-axis. What ordered pair represents the final image?
Answer:
(-4, 7)
Step-by-step explanation:
reflecting it over the x-axis changes the x-coordinate to the opposite. reflecting it over the y-axis changes the y-coordinate to the opposite.
Answer:
(-4,7)
Step-by-step explanation:
x axis
.(-4,7) |
3rd |
|
-----------|------------y axis
|
2nd | 1st
.(-4,-7)| . (4,-7)
Please give brainliest :)
Offering brainlyest!! Find the Volume of each cylinder using 3.14 for π and rounding to the nearest tenth:
Answer:
7. 45.24
8. 114.51
9. 115.92
10. 105.62
Answer:
7) 45.21
8) 114.5
9) 115.9
10) 105.6
Step-by-step explanation:
Volume of a cylinder is πr^2h
Substitute the values of 3.14 for π.
r = radius which is 1/2 of diameter
h = height
Round the answer to one place after the decimal (tenth place)
The area is 2 times the radius times the circumference.
True or False?
Answer:
I believe its true
Step-by-step explanation:
You have to find circumference of a circle. Pi comes here because of its ratio. 2 and r comes because it equals the diameter. So pi times 2 times r is basically circumference over diameter times diameter which gives circumference.
Hope this helps
All the love, Ya boi Fraser :)
If the statement 4 > 3 is true, which of the following are true about the relationship between –4 and –3? Check all that apply.
–4 < –3
The inequality changes from greater than to less than because -4 is less than -3.
–4 > –3
The greater than inequality holds true even when the opposites of 4 and 3 are used.
–4 = –3
(50 points)
Step-by-step explanation:
The first statement is true (-4<-3)
if u take the first statement (4>3) and divide by -1 you have -4<-3( because when u divide by a negative number the < > changes)
The system of equations below represents the hangers: 2x + 2y = 20, 3x = 2y. Which of the following points is a solution to this system?
Answer:
5lb
Step-by-step explanation:
Question
In the number 8.025, what number is in the tenths place?
Answer:
the 0
Step-by-step explanation:
the 0 is in the tenths place
Answer:
0 is in the tenths place
Janiyah is 2/3 years older than Hannah. Hannah is 1/4 a year older than Sia. If Sia is 10 1⁄2 years old, how old is Hannah?
Hannah is 10 and 3/4 years old
Step-by-step explanation:
please help me im being timed-
2 3/5, 2 1/3, 1 7/8, 2 4/7, 1 1/2, 1 1/5, 2 1/4, 1 2/3, 1 2/5
Name two of the above numbers that have a difference of 27/40.
PLS HELP ILL GIVE 5 Stars AND THANKS AND BRAINLIEST FAST ASAP
Answer:
i think its 2 3/5 and 11/5
Step-by-step explanation:
A triangle has side lengths 15 and 8. Which could be the length of the third side?
Help me please really quick please last questions
Need help 5-Points and brainliest.
Answer:
The answer is D
Step-by-step explanation:
Tell whether each triangle with the given side lengths is a right triangle.
1. 15, 35, 38
2. 28, 45, 53
Mr. Salvatore mixed nuts that cost $3.90
per pound with nuts that cost $4.30 per
pound. He now has a mixture of 50 pounds
of nuts that costs $4.20 per pound. How
many pounds of each type of nuts did he
use? Set up a system and solve
Answer:
(20) 3.90's and (30) 4.30's
Step-by-step explanation:
Mrs. Gonzales has only $63.50 to spend at a clothing store. She wants to buy a shirt that costs $28, including tax, and some bracelets that cost $4.50 each, including tax. PART A: Choose an equation to determine x, the maximum number of bracelets Mrs. Gonzales could buy. plz help ill give 40 points
Answer:
Mrs. Gonzales can buy a maximum of 7 bracelets.
Step-by-step explanation:
A shirt costs $28 total.
Bracelets cost $4.50 each total.
Mrs. Gonzales has $63.50 in all, assuming she wants to spend all of it.
Set the equation, let bracelets be denoted by the variable, x.
4.50x + 28 = 63.50
Isolate the variable, x. Note the equal sign, what you do to one side, you do to the other. Do the opposite of PEMDAS. First, subtract 28 from both sides:
4.50x + 28 (-28) = 63.50 (-28)
4.50x = 63.50 - 28
4.50x = 35.50
Next, divide 4.50 from both sides of the equation:
(4.50x)/4.50 = (35.50)/4.50
x = 35.50/4.50
x = ~7.89
However, note that you cannot round up, as you are buying. You also cannot buy .89 of a bracelet, so round down.
x = 7
Mrs. Gonzales can buy a maximum of 7 bracelets.
~
Answer: Sorry but I don't know how to write it out but the answer is he can buy 7 bracelets total.
Step-by-step explanation:
Im so sorry I dont know how to write it out ahh its kinda confusing.
PLEASE HELP I NEED THIS HELPPPPPPP
Answer:
B: yes they are A:i do not know
Step-by-step explanation:
A teacher surveys a sample of students from Lake Middle School. He asks the students where they’d like to go for a field trip. He records these results:
80 choose the aquarium.
60 choose the science center.
30 choose the planetarium.
40 choose the farm.
The teacher wants to figure out the relative frequency of a student choosing the aquarium. He will then estimate how many students out of all 1000 at the school are likely to choose the aquarium.
Answer the questions to solve the problem.
1. How many students did the teacher survey?
Write your answer in the space below.
2. What is the relative frequency of a student choosing the aquarium? Give your answer as a decimal rounded to the nearest hundredth. Show your work.
Write your answer in the space below.
3. Suppose the teacher surveys one student at random. Based on the survey results, what is the estimated probability that the student chooses the aquarium?
Write your answer in the space below.
4) Write and solve a proportion that the teacher can use to estimate how many students in the whole school would choose the aquarium. Show your work.
Write your answer in the space below.
A teacher surveys a sample of students from Lake Middle School. He asks the students where they’d like to go for a field trip. He records these results:
80 choose the aquarium.
60 choose the science center.
30 choose the planetarium.
40 choose the farm.
The teacher wants to figure out the relative frequency of a student choosing the aquarium. He will then estimate how many students out of all 1000 at the school are likely to choose the aquarium.
Answer the questions to solve the problem.
1. How many students did the teacher survey?
Write your answer in the space below.
2. What is the relative frequency of a student choosing the aquarium? Give your answer as a decimal rounded to the nearest hundredth. Show your work.
Write your answer in the space below.
3. Suppose the teacher surveys one student at random. Based on the survey results, what is the estimated probability that the student chooses the aquarium?
Write your answer in the space below.
4) Write and solve a proportion that the teacher can use to estimate how many students in the whole school would choose the aquarium. Show your work.
Write your answer in the space below.
Answer:210 students
Step-by-step explanation:
add 80+60+30+40=
Can someone plz help me
Answer:
D
Step-by-step explanation:
First I added all the pieces she already used:
[tex]\frac{1}{8} +\frac{8}{4} +\frac{5}{8} +\frac{6}{4} +\frac{7}{8} = 5\frac{1}{8}[/tex]
so she used 5 and 1/8th and has 1 foot left so
1 + 5 1/8 = 6 1/8 !
Answer:
d
Step-by-step explanation:
I will give brainliest to whoever helps me with this question. Also, if you could please explain to me how you solved it I would appreciate it!
Answer:
480
Step-by-step explanation:
20 x 24
20
x
24
——
480
0 x 4 = 0
4 x 2 = 8
2 x 2 = 4
Answer ASAP PLEASEEE
Answer:
Neither
Step-by-step explanation:
[tex]2^{28}=[/tex] multiply 2 for 28 times
Actual answer would be 268435456 (weird number, but true)
you only have to answer one, dont answer one thats been answered. also english please im a baby who wont learn new languages.
Answer:
1. x=11
Step-by-step explanation:
2x+5=27
Subtract 5 from both sides
2x=22
Divide 2 from both sides
x=11
Answer:
1. 11
2. -3
3. 7
Step-by-step explanation:
Salvador inherited $20,000 and he plans to invest it into a savings account that earns 6% interest compounded annually. Assuming he makes no additional deposits or withdrawals, what will be the total value of Salvador’s account after 10 years?
Which statement best describes the equation x = 3? A. The equation can not be graphed. B. The equation represents a function, but not a linear function. C. The equation represents a linear function. D. The equation represents a line, but not a linear function.
Answer:
D
Step-by-step explanation:
x=3 is a vertical line intersecting 3 on the x axis parallel to the y axis. it can be shown a a line, but it is not a function. A function must have 1 y value for every x value. Here there is infinite y values for one x value therefore it is not a function, but a line.
The statement which best describes the equation x=3 is statement which is in option d which tells that the equation describes a line but not a linear function.
What is function?A function is relationship between two or more variables expressed in equal to form. In a function each value of x must have a corresponding v value. The value that is entered into function is domain of the function and the value which we are getting is known as codomain of function.
How to identify statement?The given equation is x=3.
1) This statement says that the equation cannot be graaphed but it is incorrect because the line of this equation will be vertical line parallel to y axis.
2) This statement says that the equation represents a function but not a linear function but it is also not correct because in this equation there are infinite values of y for the value of x which is a contradiction of the definition of function.
3) This statement says that the equation represents a linear function but it is also not correct because the equation is not a function then how it is a linear function.
4) This statement says that the equation represents a line but not a linear function. It is true because the graph of this equation is a line and the equation is not a linear function because it is not a function.
Hence the statement which best describes the equation x=3 is statement which is in option d which tells that the equation describes a line but not a linear function.
Learn more about function at https://brainly.com/question/10439235
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For each set of values for a and b, evaluate the given expressions and record your answers in the table (please help ASAP)
Answer:
Opening (2 minutes)
Move students into groups of two or three, and distribute the bags of tiles.
Mathematical Modeling Exercise (15 minutes)
Today, we will model a problem that happens in restaurants every day: moving tables together so that
everyone in a group can sit together. Use the square tiles to represent square tables. One person can sit along
each edge of a table side, no crowding. Our first goal is to find how many people can sit at tables made of
various numbers of square tables pushed together end to end.
How many chairs can fit around one square table? What is the perimeter of the square if the edge length is
one yard? Record the results in your table.
4; 4 yards
If two square tables are pushed together to form a longer rectangular table, how many chairs will fit around
the new table? What is the perimeter of the rectangle? Record the results in your table.
6; 6 yards
Make sure that each student can connect the square model on the desk to the picture on the classwork sheet.
If there are twice as many square tables in the new rectangular table, why can’t twice as many chairs fit
around it?
No chairs will fit right where the tables come together.
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 21 6•4
Lesson 21: Writing and Evaluating Expressions―Multiplication and Addition
223
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This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Make a record of the number of chairs that will fit around longer rectangular tables when 3, 4, and 5 square
tables are pushed together to form long rectangular tables.
Mathematical Modeling Exercise
The Italian Villa Restaurant has square tables that the servers can push together to accommodate the customers. Only
one chair fits along the side of the square table. Make a model of each situation to determine how many seats will fit
around various rectangular tables.
Number of Square Tables Number of Seats at the Table
+ or ( + )
Are there any other ways to think about solutions to this problem?
Regardless of the number of tables, there is one chair on each end, and each table has two chairs opposite one another.
It is impractical to make a model of pushing tables together to make a long rectangle. If we did have a rectangle that
long, how many chairs would fit on the long sides of the table?
on each side, for a total of
How many chairs fit on the ends of the long table?
chairs, one on each end
How many chairs fit in all? Record it on your table.
chairs in all
Work with your group to determine how many chairs would fit around a very long rectangular table if square tables
were pushed together.
chairs on each side, totaling , plus one on each end; grand total
If we let represent the number of square tables that make one long rectangular table, what is the expression for the
number of chairs that will fit around it?
+
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 21 6•4
Lesson 21: Writing and Evaluating Expressions―Multiplication and Addition
224
This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 Great Minds. eureka-math.org
This file derived from G6-M4-TE-1.3.0-09.2015
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Example (13 minutes)
Example
Look at Example 1 with your group. Determine the cost for various numbers of pizzas, and also determine the expression
that describes the cost of having pizzas delivered.
a. Pizza Queen has a special offer on lunch pizzas: $. each. They charge $. to deliver, regardless of how
many pizzas are ordered. Determine the cost for various numbers of pizzas, and also determine the
expression that describes the cost of having pizzas delivered.
Number of Pizzas Delivered Total Cost in Dollars
+
Allow the groups to discover patterns and share them.
What mathematical operations did you need to perform to find the total cost?
Multiplication and addition. We multiplied the number of pizzas by $ and then added the $ delivery fee.
Suppose our principal wanted to buy a pizza for everyone in our class. Determine how much this would cost.
Answers will vary depending on the number of students in your class.
b. If the booster club had $ to spend on pizza, what is the greatest number of pizzas they could order?
Students can use the “guess and check” method for answering this question. A scaffold question might be, “Could they
order 100 pizzas at this price?”
The greatest number of pizzas they could order would be . The pizzas themselves would cost
× $ = $, and then add $. for delivery. The total bill is $.
Step-by-step explanation:
The complete third row is solved and mentioned below -
6 2 5.5 -12 36 1/4
What are algebraic expressions?In mathematics, an expression or mathematical expression is a finite combination of symbols that is well-formed according to rules that depend on the context.Mathematical symbols can designate numbers (constants), variables, operations, functions, brackets, punctuation, and grouping to help determine order of operations and other aspects of logical syntax.Given are the values of {a} and {b}.
We can complete the third row as -
- a = - (- 6) = 6- 4b = - 4 x - 1/2 = 2- a + b = 6 - 1/2 = 5.5a ÷ ( - b) = - 6/(1/2) = - 12a x a = 36b x b = 1/4The complete third row is -
6 2 5.5 -12 36 1/4
Therefore, the complete third row is solved and mentioned below -
6 2 5.5 -12 36 1/4
To solve more questions on algebraic expressions, visit the link below -
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Simplify the expression 4(2x + 8) using the distributive property.
Answer:
[tex]8x + 32[/tex]
Step-by-step explanation:
[tex]4(2x+8)[/tex]
4 × 2x = 8x
4 × 8 = 32
[tex]8x + 32[/tex]
Simplify the expression 4(2x + 8) using the distributive property.
The distributive property tells us how to solve expressions in the form of a(b + c). The distributive property is sometimes called the distributive law of multiplication and division. ... Then we need to remember to multiply first, before doing the addition!
Hence, the information sho above we can now solve the equation
4(2x + 8) without any problem.
4(2x + 8) ---> 4 * 2x + 4 * 8 ---> 8x + 32
Therefore, your finnal answer is
8x + 32