A farmer had 1,000 horses and cows. After selling some of them, he had 550 horses and 350 cows left. How many horses and cows did he sell altogether?
Answer:
he sold 450 horses and 650 cows
Step-by-step explanation:
number of horses he sell =total horses - sold horses
number of cows he sell = total cows- sold cows
Which word sentence represents the equation?
6(x + 3) = 42
A. The sum of 3 and six times some number is 42.
B. Three plus 3 times some number is 42.
C. Six times some number plus 3 is 42.
D. Six times the sum of a number and 3 is 42.
The word sentence that represents the equation 6(x + 3) = 42 is option A: The sum of 3 and six times some number is 42.
Explanation:The word sentence that represents the equation 6(x + 3) = 42 is option A. The sum of 3 and six times some number is 42.
To understand why, let's break down the equation step-by-step:
We have the expression (x + 3) in parentheses, which means that whatever number the student chooses to replace x with should be added to 3.Next, we multiply the entire expression (x + 3) by 6.The result of that multiplication should equal 42.So, option A correctly expresses the equation by stating that the sum of 3 and six times some number is 42.
how to find exterior angle (8th grade math i really need help with this i wasn't paying attention when we learned about this and it is on my hw)
Simplify (4/7) divided by (3/-8)
it would be -32/21 because if you multiple 4/7 -8/3 it would be -32/21
The cost C (in dollars) for the care and maintenance of a horse and carriage is C=15x+2000 where x is the number of rides.
Rides cost 35$
A: write an equation for the revenue R in terms of the number of rides
B: How many rides are needed to break even.
Need help with both parts
Answer: 100 rides are needed to break even.
Step-by-step explanation:
We have given the cost function
C(x)=15x+2000 where x is the number of rides.
And rides cost 35$
⇒ revenue function would be 35 times x
i.e.R(x)=35 x , where x is the number of rides.
Break even point of a firm occurs when at a certain point x the total cost equals to the total revenue.
i.e. at break even point
total revenue=total cost
⇒35x=15x+2000
⇒35-15x=2000[subtract 15x from both sides]
⇒20x=2000 [simplify]
⇒x=2000/20[dividing both sides with 20]
⇒x=100
∴ 100 rides are needed to break even.
The revenue function will be 35x and the breakeven point will be 100 rides.
From the information given, the revenue function will be calculated by multiplying the price by the quantity. This will be:
= 35 × x
= 35x
The breakeven point will be the point where total revenue equals the total cost. This will be:
35x = 15x + 2000
35x - 15x = 2000
20x = 2000
x = 2000/20
x = 100
Therefore, the revenue function will be 35x and the breakeven point will be 100 rides.
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Which of the following is equivalent to 3^4?
A) 7
B) 12
C) 64
D) 81
3^4 = 3x3x3x3 = 81
Answer is D) 81
Describe why it might not be a good idea to use a key where each symbol stands for 1 in a picture graph
Final answer:
It is inefficient to use a key where each symbol represents the value 1 in a picture graph because it can make the graph cluttered and hard to interpret, especially with large data sets. Picture graphs should simplify visualization of data, yet remain clear and easily comprehensible.
Explanation:
Using a key where each symbol stands for 1 in a picture graph might not be a good idea because picture graphs are meant to represent larger sets of data visually and efficiently. If each symbol represents only 1, the graph could quickly become cluttered and hard to read, especially if the data set is large. This defeats the purpose of a picture graph, which is to provide a clear and simplified visual representation of the data. Moreover, the choice of symbols in a mathematical context is arbitrary; they are placeholders that have no intrinsic significance, and what matters is the concept they represent.
For instance, when dealing with large quantities, using symbols that represent 10, 100, or any other convenient large number makes the graph much more readable and helps to emphasize important relationships and comparisons between different data sets. Similarly, when using equations, symbols are used as stand-ins for numbers, and changing a symbol does not affect the underlying relationship they represent. Introducing more effective representations pictures the concept that equations capture. Likewise, the practicality of picture graphs can be compared to other types of graphs, like pie graphs, bar graphs, and line graphs, each of which serves a different purpose and has its own best use scenario.
Using a key where each symbol stands for 1 in a picture graph can make it cluttered and confusing, especially for large data sets. It is advisable to use symbols to represent larger values or to choose different types of graphs for readability and clear communication of the data's relationships.
Explanation:Using a key where each symbol stands for 1 in a picture graph could be inadvisable in some situations. For large quantities, having one symbol represent a single unit could make the graph cluttered and difficult to read. It is more effective to have symbols represent larger, rounded values so the graph remains clear and interpretable. The use of symbols in mathematics and graphs is generally arbitrary, and they can be chosen to best represent the data being visualized. For example, in equations or graphs illustrating one-dimensional kinematics, symbols are chosen to present information on position, velocity, and acceleration over time in a way that makes relationships between these physical quantities easily understandable.
When considering how to best display data, it's crucial to think about readability and the ease of extracting useful information from the graph. If a picture graph with one symbol representing 1 becomes too complex, it might be better to opt for other types of graphs like bar graphs or line graphs, depending on the data's characteristics. Furthermore, the real purpose of graphs is to capture and represent relationships or trends, which is often better achieved with symbols that represent more suitable quantities, especially when dealing with large numbers.
The glossary of key symbols and notation in mathematics reaffirms the concept that the symbols themselves are not inherently meaningful, but are placeholders to facilitate understanding of the relationships and quantities they represent. Therefore, when creating picture graphs, the key chosen should enhance the viewer's ability to quickly grasp the depicted information.
At the local grocery store, lemons are 52 cents each each and lines are 21 cents each . How many lemons and limes can you but for exactly $3.75.
Mary Stevens earns $6 an hour at her job and is entitled to time-and-a-half for overtime and double time on holidays. Last week she worked 40 hours of regular time, 61/2 hours of overtime, and 8 hours of holiday time. How much did she earn?
Jay Downs only worked 15 of his scheduled hours last week. If he worked 75% of his scheduled hours, how many hours was he scheduled to work?
divide 15 hours by 75%
15 / 0.75 = 20
he was scheduled for 20 hours
ASAP! PLEASE HELP MEEEE! I WILL GIVE BRAINLIEST!!!
Estimate the amount of the tip by rounding the bill to the nearest dollar before calculating.
15% tip on a bill of $46.62
The amount of the tip is approximately...?
10 points
What is an irrational number between 7.7 and 7.9?
and no, 7.8 is not irrational.
Solve for s.
2/3s+5/6s=21
Enter the answer, as a whole number or as a fraction in simplest form, in the box.
s =
To solve the equation 2/3s + 5/6s = 21, you first combine the fraction terms into 1.5s = 21, then solve for s by dividing both sides of the equation by 1.5, giving you s = 14.
Explanation:To solve for s, you need to first combine like terms on the left-hand side of the equation 2/3s + 5/6s = 21.
To add these fractions, you first need to find a common denominator, which is 6 in this case. So, the equation becomes 4/6s + 5/6s = 21, which simplifies to 9/6s = 21 or 1.5s = 21.
Now you can solve for s by dividing both sides of the equation by 1.5, resulting in s = 21 / 1.5.
So, the solution for s is 14, which can be entered as a whole number.
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if 4 apples cost $3.04 how much does just one cost
-8(5v-x-5)
use the distributive property to remove the parentheses
pls help!
The prefix (deci-, centi-, or deca-) tells you to multiply by 0.1. Which one is it?
what the answer ?????
a^2 + b^2 = c^2
3^2 +b^2 = 5^2
9 + b^2 = 25
b^2 = 16
b = sqrt(16)
b=4
What would x equal? Please help
23*2 = 46
5x-4 =46
5x = 50
x = 50/5 = 10
x = 10
Apply the definition of subtraction and properties of operations to find the result. (3/2 + 2/3) - 3/8
Ahmad drove 638 miles in 11 hours. At the same rate, how long would it take him to drive 522 miles?
Which of the following correctly shows the distributive property?
A. 4(x + 5) = x + (4)(5)
B. 4(x + 5) = (4)(x) + 5
C. 4(x + 5) = 5(x + 4)
D. 4(x + 5) = (4)(x) + (4)(5)
Answer:
D. 4(x + 5) = (4)(x) + (4)(5)Step-by-step explanation:
The distributive property: a(b + c) = ab + ac
which letters have rotational symmetry ? answers : W , K, Y , O , P , Z
math 8th grade anybody help me
What is 6×2 49÷7 +5=
the pressure exerted on the floor by the heel of someone's shoe is inversely proportional to the square of the width of the heel of their shoe. When Megumi wears 2cm wide heels, she exerts a pressure of 400 kPa. Determine a function to represent the pressure, p, exerted by Megumi if she wears heels of width, w.
Relationship A has a greater rate than Relationship B. This table represents Relationship B.
Hours worked 2 4 5 8
Amount paid ($) 25 50 62.50 100
Which equation could represent Relationship A? Hours worked is represented by x and Amount paid is represented by y. Select each correct answer
a] y = 12.25xb] y = 13x
c] y = 12.75xd] y = 11.5x
Answer:
12.75 and 13x
Step-by-step explanation:
took the test (k12)
A rug maker is using a pattern that is a rectangle with a length of 96 inches and a width of 60 inches. The rug maker wants to increase each dimension by a different amount. Let l and w be the increases in inches and the length and width. Write and simplify an expression for the perimeter of the new pattern.
How do I use 2.81 + 3.72 in benchmark to estimate this problem showing all work
r(x)=2√x s(x)=√x (rs)(4) = and (r/s)(3)=
plz help i am on a quiz right now if i get it right i will mark the one who helped me the brainlyest answer
To evaluate (rs)(4) and (r/s)(3) for the given functions, substitute the value of x into the functions and calculate the product and quotient, respectively.
Explanation:To find (rs)(4), we need to substitute the value of x into the functions r(x) and s(x) and then find their product. r(x) = 2√x, so r(4) = 2√4 = 2√2 = 2(2) = 4. s(x) = √x, so s(4) = √4 = 2. Therefore, (rs)(4) = 4(2) = 8.
To find (r/s)(3), we need to substitute the value of x into the functions r(x) and s(x) and then find their quotient. r(3) = 2√3 and s(3) = √3. Therefore, (r/s)(3) = (2√3) / √3 = 2.
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Which statement is not true about similar triangles? Corresponding angles are equal. Each triangle has 3 sides. The lengths of corresponding sides are proportional Corresponding sides are congruent.
Corresponding sides are congruent is not the correct answer here.
What is a similar and congruent triangle ?Similar triangles has same corresponding angles and the corresponding sides are in proportion and for the congruent triangles the corresponding angles and the corresponding sides are same.
Two triangles is similar if their corresponding angles are congruent and their corresponding sides are in equal proportion.
We can can think of a triangle having x°, y°, z° as it's interior angle and for the other triangle to be similar it must also have x°, y°, z° as it's interior angle and the first triangle has length of the 3 sides equal to some values the other triangle to be similar it's side must have values in the same multiples of the previous values of the first triangle.
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