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.

divide 20 by 10%

10% = 0.10

20 / 0.10 = 200

 20 is 10% of 200

Total of 92 half gallons of milk they bought.

Determine the known quantities and designate the unknown quantity as a variable while trying to set up or construct a linear equation to fit a real-world application.

In other words, an equation is a set of variables that are constrained through a situation or case.

Let's say they bought x half a gallon of milk.

Cost of buying ⇒

x × 2.20 = 2.2x

Since 13 half gallons were destroyed so

Remaining = x - 13

The selling price of remaining milk ⇒

(x - 13) × 4.04

Now,

Profit = selling price - cost of buying.

116.76 = (x - 13) × 4.04 - 2.2x

4.04x - 2.2x - 52.52 = 116.76

1.84 x = 169.28

x = 92

Hence "Total of 92 half gallons of milk they bought".

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Scale: 1 inch = 13 feet. 1.5 inches on the drawing. Actual length: 1.5 * 13 = 19.5 feet. Elephant length.

To find the actual length of the elephant, you need to use the scale provided by Maria's drawing. The scale states that 1 inch on the drawing represents 13 feet in reality. Since the elephant in the drawing is 1.5 inches long, we can calculate the actual length using the scale.

1. First, determine how many feet one inch on the drawing represents:

[tex]\( 1 \text{ inch on drawing} = 13 \text{ feet in reality} \)[/tex]

2. Multiply the number of inches in the drawing by the conversion factor to find the actual length:

 [tex]\( 1.5 \text{ inches on drawing} \times 13 \text{ feet/inch} = 19.5 \text{ feet in reality} \)[/tex]

So, the actual length of the elephant is 19.5 feet.

Final answer:

Professor Bartlett can arrange the students in 1,440 different ways in the first row, considering Louise must sit next to her tutor on the right.

Explanation:

Professor Bartlett teaches a class of 12 students and needs to seat them in the front row which consists of 7 chairs. Specifically, Louise, who is visually challenged, must sit next to her tutor on the right side. To determine the number of different ways the students can be seated in the first row, we first consider the places of Louise and her tutor. Since Louise's tutor must be seated to her right, they can be viewed as a single entity with two internal arrangements: Louise on the left and the tutor on the right. Therefore, there are now effectively 6 entities to arrange (Louise and her tutor considered as one, plus the 5 other students) in 6 chairs in the front row.

The number of ways to arrange 6 entities in 6 spots is calculated by 6 factorial (6!), which equals 720. However, since Louise and her tutor can switch places within their designated spot, we must multiply this number by the 2 internal arrangements possible, resulting in 720 * 2 = 1,440 different seating arrangements for the first row.

1/6  is the gravitational force (in Newtons) that the Earth exerts on him when he's standing on the moon.

The gravitational force is a force that attracts any two gadgets with mass. We name the gravitational force attractive as it always tries to pull masses together, it in no way pushes them apart. In fact, every item, consisting of you, is pulling on every different item in the entire universe.

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The number 418,712,909 is written in word form as 'four hundred eighteen million, seven hundred twelve thousand, nine hundred nine'. This educates students on place value and the decimal system, crucial elements in middle school mathematics.

The number 418,712,909 in word form is written as four hundred eighteen million, seven hundred twelve thousand, nine hundred nine. Learning to convert numbers into words is an essential skill in mathematics, teaching students not only the names of large numbers but also helping to develop a deeper understanding of place value and the decimal system.

It's a fundamental part of mathematics education, especially in middle school, where students start engaging with more complex numerical concepts.

By solving a system of equations, we will see that Maggie has 18 dimes and 9 quarters.

First, we define the variables that we will use:

There are a total of 27 coins, so:

Q + D = 27.

The total value is 4.05, so:

Q*0.25 + D*0.10 = 4.05

Then our system of equations:

Q + D = 27

Q*0.25 + D*0.10 = 4.05

To solve this we need to isolate one of the variables in one of the equations, I will isolate Q in the first one.

Q = 27 - D

Now we can replace this on the other equation and solve it for D:

(27 - D)*0.25 + D*0.10 = 4.05

6.75 - D*0.25 + D*0.10 = 4.05

6.75 - D*0.15 = 4.05

6.75 - 4.05 = D*0.15

2.70 = D*0.15

2.70/0.15 = D = 18

So she has 18 dimes, and then the other 9 conis must be quarters.

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We have that the total time be for her to complete the worksheet is mathematically given as

x=62.5minutes

Question Parameters:

Keisha is working on a math worksheet with 50 problems.

She has completed 20 problems in 25 minutes.

Generally has completed 20 problems in 25 minutes.

20=25

50=x

Therefore

[tex]x=\frac{5-*25}{20}[/tex]

x=62.5minutes

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Answer:

Step-by-step explanation:

its the first one.