Answer:
4 * 13
Step-by-step explanation:
Okay, so we have to use the distributive property to solve this. We know 28 and 24 have a common factor of 4. If we factor a 4 out of 28 + 24, then we get 4 * (7 + 6). Adding 7 + 6, we get 13. Therefore, we get 4 * 13.
convert
d) 14 yd² to ft²
e) 5.4 cm² to mm²
Answer:
14 yd²= 126 ft²
5.4 cm² = 540 mm²
Please explain.
No bit links.
Answer:
Top right
Step-by-step explanation:
The equation is saying that x is greater than or equal to the number two. That mean our line will be bold and not dotted and the the shaded area will be everywhere past the 2 line
please can someone help me with this question. I will mark as brainliest!
please explain this got a final tomorrow
Answer:
9/9=(1/2x+2)/x_2x_2=1/2x+21/2x=4x=8Please help! :0 :0 PLEASEEEEEE
Answer:
i would say either F or G
i guess choose F
Answer:
8
Step-by-step explanation:
if you add -10 to 4 times the mystery number you get 0 what is the mystery number?
Answer:
2.5
Step-by-step explanation:
2.5x4=10
10-10=0
The solution a+b>-9 is a >-25. What is the value of b
Answer: b > 16
Step-by-step explanation:
Because a > -25, b must be at least greater than 16, as if a is -25.1, for example, b must be 16.11.
Find values of x and y
Answer:
x=15
y= 21
Step-by-step explanation:
6x-11+x+5+81=180
6x+x+86-11=180
7x+75=180
-75. -75
7x=105
--- ----
7. 7
x=15
substitute the x value we just got into the following equation to find y
4y-18+y+14+6x-11=180
4y-18+y+14+6(15)-11=180
4y+y+14+79-18=180
5y+75=180
-75 -75
5y=105
---- -----
5. 5
y=21
Which multiplication problem is represented by this grid?
Answer:
The last one is the answer.
solve for x:2a+5=11
[tex]2a + 5 = 11 \\ = > 2a = 11 - 5 \\ = > 2a = 6 \\ = > a = \frac{6}{2} \\ = > a = 3[/tex]
Answer:a = 3
Hope it helps.
Do comment if you have any query.
evaluate 10-(5-(4-(8-2))
=》The answer is 3.
Steps are in the attachment.
______
Hope it helps :)) ⚜
Answer:
The answer is 3
Step-by-step explanation:
By using PEMDAS, calculate the parenthesis first.
10-(5-(4-(8-2))
10-(5-(4-6)
10-(5-(-2)
10-7
= 3
How to factorise n(2n+1)(n+1)+n(2n+1)? I know the answer is n(2n+1)(n+2) but can someone explain every step fully, thanks:)
we have n(2n+1)(n+1) +n(2n+1) = n(2n+1)(n+1)+n(2n+1).1
= n(2n+1)(n+1 +1) = n(2n+1)(n+2)
P/s: sorry i don't know how to explain but i can give you some example so you can understand the question easily
3x(x+1) + (x+1).2 = (x+1)(3x+2)
(5x-4).1 - (5x-4).8 = (5x-4)(1-8) = 7(5x-4)
ok done. Thank to me :>
Solve each proportion.
5/n=6/12
Answer:
5/n=6/12n = 6/12×5n = 6/60n =1/ 10n = 1:10What time does the clock show?
12
11
1
10
2
9
3
8
4
7
6 5
Answer:
5:20
Step-by-step explanation:
In order to tell the time on an analog clock, we start by looking at the hour (shorter) hand. On this clock, it is pointing between the 5 and the 6, so we know it's a little after 5 o'clock.
Next, we look at the minute hand. Each number on the clock represents five minutes past the hour and the minute hand is pointing at the 4, so we know it is 4 x 5 or 20 minutes past the hour.
Therefore, we know that the time is 20 minutes after 5, or 5:20.
The time shown on the clock, obtained by reading the clock is; 5 : 20
How does one read a clock?Reading an analog clock involves looking at the positions of the clock's hands to determine the time.
The long hand, which is the minute hand of the clock is pointing at the number 4, which indicates that the time is 20 minutes past the hour, because each number on the clock face represents 5 minutes; (4 × 5 = 20). The direction the short hand, which is the hour hand is past the number 5, it indicates that the time is past 5 o'clock.
The position of the hour hand between 5 and 6 indicates that the time shown on the clock is 20 minutes past 5; 5 : 20
Learn more on reading clocks here: https://brainly.com/question/30202307
#SPJ2
A study investigated the job satisfaction of teachers allowed to choose supplementary curriculum for their classes versus teachers who were assigned all curricular resources for use in their classes. On average, when surveyed regarding job satisfaction, teachers give a score of 3. 3 out of 5 with a standard deviation of 0. 6. When the authors of the study interviewed 40 teachers who supplemented with their own materials, they found 3. 5 to be the mean. The authors wanted to know if the group of teachers that could choose supplementary curriculum had a higher level of job satisfaction. They used a significance level of 1%. Which of the following statements is valid based on the results of the test? The data shows that teachers allowed to choose supplementary curriculum for classes are more satisfied with their jobs. The data shows that teachers who were assigned all curricular resources for classes are more satisfied with their jobs. The data shows that there is no difference in job satisfaction between the two groups of teachers. The data shows that the authors cannot make a determination either way with this data.
Answer:the data shows that the authors cannot make a determination either way with this data
Step-by-step explanation:
Answer:
D
Step-by-step explanation:
on edge
Jillian and Camilla need 5 feet of ribbon to make a craft. Jillian has 2 4/5 feet of ribbon. Camilla has 2 3/5 feet of ribbon. How much ribbon do they have altogether? Select all that apply. *
Answer:
5 2/5 ft
Step-by-step explanation:
2 4/5 + 2 3/5 = 4 7/5 = 4 + 5/5 + 2/5 = 4 + 1 + 2/5 = 5 2/5
Answer:
5 2/5 feet of ribbon
Step-by-step explanation:
2 4/5
+ 2 3/5
5 2/5
plz mark brainliest
2.5(10x +8) + 3x distributive property
Answer:
23/25
Step-by-step explanation:
(25x+20)/25x+3x/25x
20+3/25=23/25
28x+20
Step-by-step explanation:
[tex]2.5(10x + 8) + 3x \\ 25x + 20 + 3x \\ 28x + 20[/tex]
4/9 plus -6/9
PLS I NEED HELP ASAP
Answer:
-2/9
Step-by-step explanation:
Since the denominators are the same, we can combine like terms
4/9 + (-6/9)
-2/9
[tex] \: \: \: \: \: \: [/tex]
[tex] = - \frac{2}{9} [/tex]
Step-by-step explanation:
[tex] \frac{4}{9} + \frac{ - 6}{9} [/tex]
write all numerators above the common denominator[tex] \frac{4 - 6}{9} [/tex]
calculate the difference[tex] \frac{ - 2}{9} [/tex]
[tex]use \: \: \frac{ - a}{b } = \frac{a}{b} = - \frac{a}{b} \: \: \: \: to \: \: rewrite \: \: the \: \: fraction[/tex]
[tex] = - \frac{2}{9} \\ \\ or \: \: in \: \: alternate \: form \\ \\ - 0.2[/tex]
hope it helps[tex] \: \: \: \: \: \: [/tex]
Guys need help with c,f,g,j
Answer:
Step-by-step explanation:
Select Is a Function or Is not a Function to correctly classify each relation.
Is a Function Is not a Function
{(2, 2),(4, 4),(6, 6),(8, 8)}
Is a Function – { ( 2, 2 ),( 4, 4 ),( 6, 6 ),( 8, 8 ) }
Is not a Function – { ( 2, 2 ),( 4, 4 ),( 6, 6 ),( 8, 8 ) }
{(0, 3),(3, 5),(5, 6),(8, 4)}
Is a Function – { ( 0, 3 ),( 3, 5 ),( 5, 6 ),( 8, 4 ) }
Is not a Function – { ( 0, 3 ),( 3, 5 ),( 5, 6 ),( 8, 4 ) }
{(1, 2),(3, 3),(4, 8),(6, 3)}
Is a Function – { ( 1, 2 ),( 3, 3 ),( 4, 8 ),( 6, 3 ) }
Is not a Function – { ( 1, 2 ),( 3, 3 ),( 4, 8 ),( 6, 3 ) }
{(3, 4),(5, 2),(5, 6),(7, 3)}
Is a Function – { ( 3, 4 ),( 5, 2 ),( 5, 6 ),( 7, 3 ) }
Is not a Function – { ( 3, 4 ),( 5, 2 ),( 5, 6 ),( 7, 3 ) }
Answer:
1. Yes, is a function {(2, 2),(4, 4),(6, 6),(8, 8)}
2. Yes, is a function {(0, 3),(3, 5),(5, 6),(8, 4)}
3. Yes, is a function {(1, 2),(3, 3),(4, 8),(6, 3)}
4. No, not a function {(3, 4),(5, 2),(5, 6),(7, 3)}
Step-by-step explanation:
1. Since there is one value of y for every value of x in {(2, 2),(4, 4),(6, 6),(8, 8)} , this relation is a function.
2. Since there is one value of y for every value of x in {(0, 3),(3, 5),(5, 6),(8, 4)}, this relation is a function.
3. Since there is one value of y for every value of x in {(1, 2),(3, 3),(4, 8),(6, 3)}, this relation is a function.
4. Since x=5 produces y=2 and y=6, the relation {(3, 4),(5, 2),(5, 6),(7, 3)}, is not a function.
1 2 3 are true the last one is not there it is.
how do i know?
well i did the test my self.
just trust me.
4 pounds of grapes cost 5$ 7 pounds of grapes cost $8.75. What is the cost per pound?
Answer:
$1.25 per pound
How do you write 7,700,000 in scientific notation?
Answer:
7.7 × [tex]10^{6}[/tex]
Step-by-step explanation:
Start off with finding the digits in this case it would be 7,700,000
Now insert a decimal so that it is a number under 10.
That would be 7.7
to figure out what the exponent would be you have to count how many "jumps" the decimal takes to get back to the original number.
It would take 6 "jumps" to end up back to 7,700,000
Now that we have that information we can make the scientific notation
1) Take the number (7.7)
2) Multiply the number by 10 with the exponent of "jumps"
Thus,
7.7 × [tex]10^{6}[/tex]
Identify the shapes in the picture
Answer:
we're are the images pls
There are 27 beads in a box. Lea 4 blue boxes, 9 yellow boxes 4 red boxes 2 silver boxes.
Lea bought about beads
Answer:
104 blue boxes
243 yellow boxes
108 red boxes
54 silver boxes
Explain in detail how would you plot the points -1, 5, -2.5, -3, and 2 on the number line. What is the order of the numbers?
PLEASE HELP!!
WILL GIVE BRAINLIEST
ANY WRONG ANSWERS OR LINKS WILL BE REPORTED!!!
Answer:
-3 -2.5 -1 2 5
Step-by-step explanation:
In order to do this you can look on a number line or you could look at the numbers carefully and the biggest number with a minus is what you start with and end it with a positive number.
Is that the correct answer for it please help me. I want to past my ecam
Answer:
No answer is be 28%
5+9+7+4=25
7/25 + .28 =28%
Step-by-step explanation:
Which is the reciprocal of 1 6/7
Answer:
7/13
Step-by-step explanation:
You would first have to turn the fraction into an improper fraction to find the reciprocal of the fraction!
1 6/7 = 13/7
Reciprocal means reverse, so reverse the improper fraction of 13/7 to get 7/13!
I hope this helps you!
What percentage of businesses are using social media today? 35 percent 50 percent 65 percent 80 percent
Answer:
80
Step-by-step explanation:
5y-3=-23
ttttttttttttttttttttttttttttttttt
[tex]5y-3 = -23\\\\\implies 5y = -23 +3 = -20\\\\\implies y = -4[/tex]
Solve the equation for X:
4x2 + 15x = 4
Answer:
15x=-4
Step-by-step explanation: