What is 0.895 repeating simplified in a fraction

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Work Shown:

Area of parallelogram = base*height

Area of parallelogram = 11.4*7.1

Area of parallelogram = 80.94 square cm

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notes:

Answer:

Step-by-step explanation:

[tex]A = b \times h\\b = 11.4\\h = 7.1\\\\A = 11.4\times 7.1\\\\Area = 80.94[/tex]

Answer:

7/100

Step-by-step explanation:

We want to write .07 as a fraction

7/100  were a = 7 and b = 100

Answer:

seven hundredths

Answer:

c x 3 = ?

Step-by-step explanation:

you would get how many boxes you have solded then multiply it by 3

we are using c for boxes of candy.

The notation will be 3 × c = R .

A candy is being sold at $3 for school fundraiser.

If c is no. of boxes of candy then we have to find Revenue R.

What will be the value of 10 pens if one pen costs $3 ?

The cost of 10 pens will be 10 × 3 = $ 30 .

As per the question ;

Price at which candy is being sold is $3 per box.

So ,

price of 1 box = $3

price of c boxes = 3 × c

This is equal to total revenue from school fundraiser.

i.e., 3 × c = R

Thus , the notation will be 3 × c = R .

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Answer:

[tex]x=-3, y=5, z=6[/tex]

Step-by-step explanation:

1. Divide by 2 both sides in the second equation:

2. From the third equation find z in terms of x:

3. Add up the first and new second equations and find y in terms of x:

4. Put new alternatives instead of y and z in the first equation:

5. Now we can easily find other two unknowns by using their equations by means of x:

Answer:

Step-by-step explanation:

2x + 6y - 2z = 12

12x - 6y + 6z = -30

14x + 4z = -18

6x + z = -12

14x + 4z = -18

-24x - 4z = 48

-10x = 30

x = -3

6(-3) + z = -12

-18 + z = -12

z = 6

-3 + 3y - 6 = 6

-9 + 3y = 6

3y = 15

y = 5

x = -3, y = 5, z = 6

Answer:

m = 21 - 72·i in an ordered pair =  (21, -72)

Step-by-step explanation:

Graphing complex numbers involves the application of the methodology of graphing real numbers on the coordinate plane in addition to the Argand coordinate plane to form the complex coordinate plane, such that where the complex number is of the form a + bi, the real part of the complex number, a, is taken as the x-coordinate value while the imaginary part, b, is taken as the y-coordinate value

As such to represent the complex number as an ordered pair, we have;

a + bi is equivalent to (a, b)

Therefore;

To write the complex number, m = 21 - 72·i as an ordered  pair in an Argand diagram, we have;

m = 21 - 72·i in an ordered pair =  (21, -72).

Answer:

66%

Step-by-step explanation:

To find the percentage, we can use this formula:

Part/Whole

In this case, the Part=Seniors and Whole=All of the students in the class

Part/Whole

23/(23+12)

=23/35

=0.65714

=0.66

=66%

Answer:

Star B

Step-by-step explanation:

If Star A is 5.23*10^7 light years away from earth, and star B is 7.1*10^5 light years away from earth, then the closest Star to earth is Star B.

this is because a light year is 9.461*10^15 m away, if we multiply this, then Star A is 4.948*10^23 m away from earth, and Star B is 6.717*10^21 m away from earth, and this makes it closer when compared to Star A.

Answer:

C

Step-by-step explanation:

Let's go through each of the answer choices:

I) All real numbers are rational numbers.

This is immediately proven false by irrational numbers: real numbers that are not rational. Examples include π or √2.

II) Zero is an integer number.

This is true. Integers include the set of whole numbers, which includes 0.

III) All counting numbers are whole numbers.

This is true. Whole numbers (0,1,2,3...) is basically the counting numbers (1,2,3,...) but with 0.

IV) Irrational Numbers are not real numbers.

This is false. Real numbers can be divided into two subsets: irrational and rational.

So, our answer is C :)

Answer:

For larger measurements, we use larger unit while for smaller measurement we use smaller unit.

Step-by-step explanation:

Normally, For larger distances we make use of larger units while for smaller distances we make use of smaller units.

For example, if we consider the distance travelled by a person in some days;

For 15000 units distance; We can represent this value as 15 Kilometers

For 800 units distance; Rather than using kilometers, it would be better to represent it in meters as 8 meters.

Also, For 70 units distance; Instead of kilometers or meters, 70 cm would be a better unit of representation.

Likewise, If we consider some 3 dimensional shapes holding some substances,

For 7000 units, best unit of weight representation would be 7 Kg

For 600 units, instead of in kg, best unit of weight representation would be 600 grams

For 50 units, best unit of weight representation would be 50 grams

So, looking at the examples given in both weight and distances, we will conclude that for larger measurements, we use larger unit while for smaller measurement we use smaller unit.

Answer:

its A - 3 [tex]\frac{5}{6}[/tex]

Step-by-step explanation:

Answer:

A

Step-by-step explanation:

23/4 / 3/2

23/4 x 2/3

3 5/6

Answer:

x^2 - 3

Step-by-step explanation:

they both contain the variable of x^2 and -3 when factored out it would be

3 and x + 2

Answer:

Step-by-step explanation:

The segment addition theorem tells you ...

  XY +YZ = XZ

  (3a -4) +(6a +2) = (5a +22)

  4a = 24 . . . . . . . . add 2-5a and simplify

  a = 6 . . . . . . . . . . divide by 4

Then the length of YZ is ...

  YZ = 6a+2 = 6(6) +2

  YZ = 38

Answer:

Step-by-step explanation:

Given the expression written by Elizabeth as  3.3 - 0.21= 1.2, to check if Elizabeth expression is reasonable or not, we need to check if her answer is close to or equal to the answer of the diiferebce between 3.3 - 0.21.

Converting 3.3 and 0.21 to fraction

3.3 = 33/10

0.21 = 21/100

Taking the difference of both fractions

[tex]= \dfrac{33}{10} -\dfrac{21}{100} \\\\= \dfrac{330-21}{100} \\\\= \dfrac{309}{100} \\\\= 3.09\\[/tex]

Hence 3.3 - 0.21 = 3.09 ≈ 3.0 (to nearest whole number). Comparing Elizabeth answer which is 1.2 to the answer f=gotten, it can be seen that her answer is far from the right answer with a difference of about 1.8 (3.0-1.2). This large difference makes Elizabeth answer unreasonable.

D.

The estimate would be 30

3​, so her answer is not reasonable

Answer:

the answer is 22/9 .

Step-by-step explanation:

convert the mixed fractions into improper fractions and then divide the ratios

Answer:

3.39g

Step-by-step explanation:2.69+0.7=3.39g

Answer:

Step-by-step explanation:

3 * 4/3 = 4 is the solution

Answer:

4

Step-by-step explanation:

[tex]\frac{3}{1}/\frac{3}{4}\\\frac{3}{1}*\frac{4}{3}[/tex]

cancel out the threes and you get:

[tex]\frac{1}{1}=\frac{4}{1}\\1*4=4[/tex]

Answer:

x = -5

Step-by-step explanation:

− 6 x − 15 = 4 x + 35

Add 6x to each side

− 6 x+6x  − 15 = 4 x+6x + 35

-15 = 10x+35

Subtract 35 from each side

-15-35 = 10x+35-35

-50 = 10x

Divide each side by 10

-50/10 = 10x/10

-5 =x

Answer: x = -5

Step-by-step explanation:

In order to solve this problem, you need to isolate the variable.

In this problem, you need to isolate the x.

-6x -15 = 4x +35

10x = -50

x = -5

Answer: the numbers are 24 and 56

Answer:

19.05 knots average per hour

Step-by-step explanation:

Distance traveled = 200 nautical miles

Time taken = [tex]10\frac{1}{2}[/tex]  hours = [tex]\frac{10\times2+1}2=\frac{21}{2}[/tex] hours

To find:

How many knots did the ship average each hour ?

Solution:

Here, we are given the distance traveled and total time taken to travel the distance.

As per question statement, we have to find the average speed of the ship.

Formula for average speed is given as:

[tex]\text{Average Speed = }\dfrac{\text{Total Distance traveled}}{\text{Total Time Taken}}[/tex]

Putting the values in the formula:

[tex]\Rightarrow \text{Average Speed = }\dfrac{200}{\frac{21}{2}}\\\Rightarrow \text{Average Speed = }\dfrac{200\times 2}{21}\\\Rightarrow \text{Average Speed = }\dfrac{400}{21}\\\Rightarrow \text{\bold{Average Speed = 19.05 nautical miles per hour}}[/tex]

It is also given that 1 nautical mile per hours is equal to one know.

Therefore, the average speed can be written as:

19.05 knots average per hour

Answer:

0 it went minus 2 minus 3 minus and so forth

Answer:

Step-by-step explanation:

[tex]f(x) = 2x + 2\\\\f^-^1 (x) = ?[/tex]

Let y equal to the given equation ;

[tex]y = 2x+2\\[/tex]

Solve for x ;  

[tex]y-2 = 2x\\Divide \:both\:sides\:of\:the\:equation\:by \:2\\\\\frac{y}{2} - \frac{2}{2} = \frac{2x}{2} \\\\\frac{y}{2} -1 =x\\\\x = \frac{y}{2} -1[/tex]

Change the y back to x

[tex]x = \frac{x}{2} -1 \\\\f^-^1(x) = \frac{x}{2} -1[/tex]

Answer:

X=6

Step-by-step explanation:

Step 1: Simplify both sides of the equation.

15=7x+3−5x

15=7x+3+−5x

15=(7x+−5x)+(3)(Combine Like Terms)

15=2x+3

15=2x+3

Step 2: Flip the equation.

2x+3=15

Step 3: Subtract 3 from both sides.

2x+3−3=15−3

2x=12

Step 4: Divide both sides by 2.

2x2=122

x=6

Answer:

x=6

500 because 80% of 500 is 100

Answer:

No

Step-by-step explanation:

Alrighty let's put this in decimal mode

.74<.80<.60

this statement is false considering .80 is not greater than .60

Answer:

Holly is incorrect. The decimal part follows a pattern but does not actually repeat.

so D is the correct option

Step-by-step explanation:

The numbers follow a pattern but if you take a closer look you will see that the numbers do not repeat even though they still use the numbers 1, and 3 doesn't mean there a rational number.

Holly is incorrect. The decimal part follows a pattern but does not actually repeat.

The numbers follow a pattern but if you take a closer look you will see that the numbers do not repeat even though they still use the numbers 1, and 3 doesn't mean there is a rational number.

If the value of a numerical expression is terminating then they are the rational number then they are called the rational number and if the value of a numerical expression is non-terminating then they are called an irrational number.

Hence, the decimal part follows a pattern but does not actually repeat.

More about the rational number link is given below.

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Answer:

[tex] \boxed{ \bold{ \boxed{ \sf{15 \: cookies}}}}[/tex]

Step-by-step explanation:

Total cookies = 150

percentage of cookies that she ate = 10 %

To find : Number of cookies that she ate

[tex] \sf{10\% \: of \: 150}[/tex]

To convert percent into fraction, divide it by 100 and remove the % symbol.

⇒[tex] \sf{ \frac{10}{100} \times 150}[/tex]

⇒[tex] \sf{15 \: cookies}[/tex]

Thus, She ate 15 cookies.

Hope I helped!

Best regards!!

Answer:

Additional 26 pendants are to be sold to make profit.

Step-by-step explanation:

Rent of booth at the craft fair = $200

Cost of material for each pendant = $7.80

Let Kelsey makes [tex]x[/tex] number of pendants.

To calculate the total spending, we have to add the rent of booth at the craft fair and cost of material for [tex]x[/tex] number of pendants.

Cost of material for [tex]x[/tex] number of pendants = Cost of material for each pendant multiplied by number of pendants

Cost of material for [tex]x[/tex] number of pendants = $7.80 [tex]\times[/tex] [tex]x[/tex]

So, total cost = $200 +  $7.80 [tex]\times[/tex] [tex]x[/tex]

Now, each pendant is sold at $13.50

So, total money made by selling  [tex]x[/tex] pendants =  $13.50 [tex]\times[/tex] [tex]x[/tex]

For making profit, total money made must be greater than the total cost.

Therefore, the inequality becomes:

[tex]\bold{13.50 \times x > 200+7.80\times x }[/tex]

Let us solve the inequality now:

[tex]13.50x - 7.80x>200\\\Rightarrow 5.7x > 200\\\Rightarrow \bold{x > 35.08}[/tex]

So, at least 36 pendants are to be sold to make a profit.

Additional 36-10  = 26 pendants are to be sold to make profit.

Answer:

60 cm^2

Step-by-step explanation: