Carman spent 42$ on 6 hats how much did each hat cost. Its for my sisters elementary school class and i dont even know the awnser because she hasnt learned division
Answer: 7
Step-by-step explanation:
Step 1: Since it is asking how much each hat costed. We would divide.
42$ divide 6 = 7$ per hat
the area of a rectangular dog pen is 8 1/2 square feet. if the width is 3 2/5 feet, what is the length, in feet?
Answer:
Area of rectangle is equal to multiply the length by width
i.e [tex]A = l\times w[/tex] .....[1]
where
A is the area of rectangle ,
l is the length and
w is the width of the rectangle respectively.
Given : Area of rectangular do pen(A) = [tex]8\frac{1}{2} = \frac{17}{2}[/tex] square feet and width(w) = [tex]3\frac{2}{5} = \frac{17}{5}[/tex] feet.
To calculate the length in feet.
Substitute the given values in [1], we get
[tex]\frac{17}{2}= l\times \frac{17}{5}[/tex]
Multiply both sides by [tex]\frac{5}{17}[/tex] we get;
[tex]l = \frac{17}{2} \times \frac{5}{17} =\frac{5}{2} = 2\frac{1}{2}[/tex] feet.
Therefore, the length in feet is, [tex]2\frac{1}{2}[/tex]
Simplify using the distributive property, Show all work -2(x - 5) + 4(9 + x).
Answer:
c= 5
Step-by-step explanation:
right on edg 2020
Two angles form a linear pair. The measure of one angle is 2/3 the measure of the other angle. Find the measure of each angle
Answer:
108° and 72°
Step-by-step explanation:
let one angle be x then the other angle is [tex]\frac{2}{3}[/tex] x
the sum of the 2 angles = 180°, hence
x + [tex]\frac{2}{3}[/tex] x = 180 ( combining the left side )
[tex]\frac{5}{3}[/tex] x = 180
multiply both sides by 3 then divide both sides by 5
5x = 540 ⇒ x = 108
the 2 angles are x = 108° and [tex]\frac{2}{3}[/tex] x = 72°
Answer:
sorry i cant add a comment but which is the smallest angle
Step-by-step explanation:
A bookstore is having a sale in which you can get 4 notebooks for $7.00 and 10 folders for 2.50. How much will it cost Rico to buy 5 notebooks and 6 folders
Step-by-step explanation:
First, you divide the money by how many notebooks/folders you can get.
Folders: $2.50 / 10 = $0.25
Notebook: $7.00 / 4 = $1.75
Now, you just multiply the notebooks and folders.
6 folders x $0.25 = $1.50
5 notebooks x $1.75 = $8.75
$1.50 + $8.75 = $10.25
Answer: $10.25
To calculate the cost for 5 notebooks and 6 folders with given sale prices, first find the unit price of each item, then multiply by the desired quantity and add the totals to get the final cost, which is $10.25.
The cost for 4 notebooks is $7.00, which means one notebook costs $1.75 (since $7.00 divided by 4 equals $1.75). To find the cost of 5 notebooks, we multiply 5 by $1.75 to get $8.75.
The cost for 10 folders is $2.50, which means one folder costs $0.25 (since $2.50 divided by 10 equals $0.25).
To find the cost of 6 folders, we multiply 6 by $0.25 to get $1.50.
Finally, we add these two amounts together to find the total cost: $8.75 (for notebooks) + $1.50 (for folders) equals $10.25, which is the total amount Rico will spend.
Which unit rate corresponds to the proportional relationship shown in the graph? Drag and drop the answer into the box to match the graph with its unit rate. A graph with a line running through coordinates left parenthesis 0 comma 0 right parenthesis and coordinates left parenthesis 12 comma 16 right parenthesis .
opitions- 0.33 cm/s 0.25 cm/s 0.75 cm/s 1.33 cm/s
Answer:
the correct option is D: 1.33 just finished test need any other answers feel free to message me :)
Answer:
1.33 cm/sStep-by-step explanation:
The line is going from point (0;0) to point (12;16), the proportional relationship between these points refer to the slope of the line, which can be found with this expression:
[tex]m=\frac{\Delta y}{\Delta x}=\frac{y_{2}-y_{1}}{x_{2}-x_{1}}[/tex]
Replacing all values we have:
[tex]m=\frac{16-0}{12-0}=\frac{16}{12}=1.33[/tex]
Therefore the relation shown in the graph is represented by 1.33 cm/s, which refers to the constant speed developed by the object.
there are 75 students in a speech contest. Yesterday, 1/3 of them gave their speeches. Today, 2/5 of the remaining students gave their speeches. how many students still haven't given their speeches?
Answer:
30 students
Step-by-step explanation:
Yesterday: 1/3 of the 75 students (75 / 3) = 25 students
There are now 50 students remaining to give their speeches.
Today: 2/5 of the 50 students (50 / 5 = 10 x 2 ) = 20 students
50 - 20 = 30 students remaining to give their speeches.
Therefore, 30 students still haven't given their speeches.
To find out how many students still haven't given their speeches, we first need to calculate the number of students who gave their speeches yesterday and today. Since there were 75 students in total and 1/3 of them gave their speeches yesterday, we multiply 75 by 1/3:
75 * 1/3 = 25 students
This means that 25 students gave their speeches yesterday. To find out how many students were left for today, we subtract the number of students who gave speeches yesterday from the total number:
75 - 25 = 50 students remained
Today, 2/5 of the remaining students gave their speeches. We calculate this by multiplying the number of remaining students by 2/5:
50 * 2/5 = 20 students
Therefore, 20 students gave their speeches today. Now, we subtract the number of students who have given their speeches today from the remaining number of students to find out how many have not given their speeches yet:
50 - 20 = 30 students
Thus, 30 students still haven't given their speeches.
50 POINTS*****
Why is partitioning a directed line segment into a ratio of 1:3 not the same as finding the length of the directed line segment?
The ratio given is part to whole, but fractions compare part to part.
The ratio given is part to part. The total number of parts in the whole is 3 – 1 = 2.
The ratio given is part to part. The total number of parts in the whole is 1 + 3 = 4.
The ratio given is part to whole, but the associated fraction is .
Answer:
The ratio given is part to part. The total number of parts in the whole is 1 + 3 = 4.
Step-by-step explanation:
We know that partitioning a directed line segment into a ratio of 1:3 means that we are dividing the given line segment into two parts whose first part is 1 times the of some quantity while the another part is 3 times of the same quantity. So basically we are comparing part to part in by ratio. And total number of parts in the whole will be just sum of both so we get 1+3=4
Hence choice (3) is correct answer.
"The ratio given is part to part. The total number of parts in the whole is 1 + 3 = 4."
Final answer:
Partitioning a directed line segment into a ratio of 1:3 is not the same as finding the length of the directed line segment. The ratio compares parts within the whole, while finding the length involves measuring the entire segment. To find the length of each part in a 1:3 ratio, divide the length of the segment by 4.
Explanation:
Partitioning a directed line segment into a ratio of 1:3 is not the same as finding the length of the directed line segment because the ratio given is part to whole, while finding the length involves determining the actual measurement of the segment. The ratio 1:3 compares the parts within the whole, while finding the length of the segment involves measuring the entire length.
When the ratio is given as 1:3, it means that the segment is divided into 4 equal parts (1 part + 3 parts). The length of the entire segment is the sum of these 4 parts. To find the length of each part, you can divide the length of the segment by 4.
For example, if the length of the segment is 8 units, each part will have a length of 8/4 = 2 units.
Identify the terms. (include 20)
3x+5=20
Answer:
x = 2.5
------------------
Equation:
3 + 5 = 8
Starting:
8x = 20
Conclusion:
x = 2.5
Check:
2.5 * 8 = 20
Hurry im despret i need help
The slope-point form of line:
[tex]y-y_1=m(x-x_1)\\\\m=\dfrac{y_2-y_1}{x_2-x_1}[/tex]
We have the points (-9, 7) and (6, 2). Substitute:
[tex]m=\dfrac{2-7}{6-(-9)}=\dfrac{-5}{6+9}=-\dfrac{5}{15}=-\dfrac{1}{3}\\\\y-7=-\dfrac{1}{3}(x-(-9))\\\\\boxed{y-7=-\dfrac{1}{3}(x+9)}[/tex]
The slope-intercept form of line:
[tex]y=mx+b[/tex].
We have the slope m:
[tex]y=-\dfrac{1}{3}x+b[/tex]
Pu the coordinates of the point (6, 2) to the equation:
[tex]2=-\dfrac{1}{3}(6)+b[/tex]
[tex]2=-2+b[/tex] add 2 to both sides
[tex]4=b\to b=4[/tex]
[tex]\boxed{y=-\dfrac{1}{3}x+4}[/tex]
Use the function rule. Find y for x = 0, 1, 2, and 3.
y = 4x – 2
y = –2, 2, 6, 10
y = 2, 6, 10, 14
y = 4, 6, 8, 10
y = –4, –2, 0, 2
Answer:
Y = -2, 2, 6, 10 PLEASE GIVE BRAINLIEST
Step-by-step explanation:
X = 0 X = 1 X = 2 X = 3
4(0) - 2 4(1) - 2 4(2) - 2 4(3) - 2
Y = - 2 y = 2 Y = 6 Y = 10
What is the equation in point slope form of the line that passes through the point (2, 6) and has a slope of 5?
y−6=5(x−2)
y+2=5(x+6)
Answer: [tex]y-6=5(x-2)[/tex]
Step-by-step explanation:
1. You have that the point slope formula is:
[tex]y-y_1=m(x-x_1)[/tex]
Where [tex]m[/tex] is the slope and [tex](x_1,y_1)[/tex] the given point.
2. You know the point (2,6) and the slope 5, which are given in the problem, therefore you only need to substitute values, as you can see below:
[tex]m=5\\x_1=6\\y_1=2\\y-y_1=m(x-x_1)\\y-6=5(x-2)[/tex]
3. Therefore, the answer is [tex]y-6=5(x-2)[/tex]
Answer:
The answer is y-6=5[x-2]
Step-by-step explanation:
I just finished the test and got 100%
Haruka hiked several kilometers in the morning. She hiked only 6 kilometers in the afternoon, which was 25% less than she had hiked in the morning.
Haruka hiked 8 kilometers in the morning. This is calculated by recognizing that the 6 kilometers she hiked in the afternoon was 25% less than her morning hike, making it 75% of her morning hike.
Explanation:Haruka hiked several kilometers in the morning. She hiked only 6 kilometers in the afternoon, which was 25% less than she had hiked in the morning. To solve this problem, let's represent the number of kilometers Haruka hiked in the morning as x.
Since the afternoon hike was 25% less than the morning hike, this means she hiked 75% of the distance she did in the morning in the afternoon. The 6 kilometers she hiked in the afternoon then represent this 75% of the morning hike.
We can set up the equation as follows: 0.75x = 6. To find x, we divide both sides of the equation by 0.75. So, x = 6 / 0.75 which simplifies to x = 8.
Therefore, Haruka hiked 8 kilometers in the morning.
Mia paid $21.00 to rent 12 games throughout the month. The store charges $1.25 for new games and $2.75 for older games. How many new games did Mia rent? please show all work.
Answer:
8
Step-by-step explanation:
1.25x8+2.75x4
What is the value of the underlined digit? 526
In the number 526, the underlined digit '5' represents the 100's place, so its value is not simply 5, but 500. A helpful tool to work with such problems is the place value chart.
Explanation:In the number 526, the emphasized or underlined digit represents the 100's place. So, the value of this specific digit, which happens to be 5, isn't simply 5 but 500 in the context of this particular group of digits. You can easily understand this by breaking down the number: 526 equals 500 (5 hundreds) plus 20 (2 tens) plus 6 (6 ones).
Another easy method to identify the value of an underlined or specific digit in a number is by knowing the place value chart, which runs from right to left as: Ones, Tens, Hundreds, Thousands, and so on. The third digit from right is the Hundreds place, and since in 526, 5 is in this position, its value becomes 500.
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combine like terms 19a+2b+11a-b hurry plz
Answer:
30a+b
Step-by-step explanation:
Ben is raising money for the food bank Make a line graph comparing people fed to the amount of the donation
Long division for 211.96 divided by 3
Answer:
70.653333
Step-by-step explanation:
Go to the website, cymath.com
Search up your question.
Helps a lot for me
See ya! ;-)
the sum of 4 consecutive even integers is 460. Write an equation that models this situation and find the value of the 4 integers?
What is the value of x? 6.75+3/8x=131/4
1. 2 7/16
2. 171/3
3. 18 2/3
4. 531/3
[tex]6.75+\frac{3}{8}x=13\frac{1}{4}\\\\ 6\frac{3}{4}+\frac{3}{8}x=13\frac{1}{4}\\\\ \frac{3}{8}x=13\frac{1}{4}-6\frac{3}{4}\\\\ \frac{3}{8}x=12\frac{5}{4}-6\frac{3}{4}\\\\ \frac{3}{8}x=6\frac{2}{4}\\\\x=\frac{13}{2}\cdot\frac{8}{3}\\\\x=\frac{52}{3}\\\\ x=17\frac{1}{3}[/tex]
Answer:
its B 0o0
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
and also this thing is 3 years old
i feel old -'-
what is the use of force to move an object over distance
a. power
b. work
c. distance
d. none of the above
Answer:
work
Step-by-step explanation:
I will give brainlyiest, 5 stars!, a thanks and also a friend request if you get this right
Answer:
the answer is n=>8
Step-by-step explanation:
What is the measure of
Answer:
47
Step-by-step explanation:
What does 45 dividend by 5/11
Answer:
i think the answer is 99 im not completely sure though
but i hope this helps
What does this simplify to? 3+5.25 = 1 - 2.8x
Answer:
-2.59 = x
Step-by-step explanation:
3+5.25 = 1 - 2.8x
Combine like terms
8.25 = 1-2.8x
Subtract 1 from each side
8.25 -1 = 1-1-2.8x
7.25 = -2.8x
Divide each side by -2.8
7.25/-2.8 = -2.8x/-2.8
-2.589285714 = x
Rounding
x=-2.59
Mark is trying to determine all three side lengths of an isosceles triangle. He knows that the two congruent sides on the triangle are both the square root of 36. The third side is the cube root 27. What are the three side lengths of the isosceles triangle?
Answer:
The congruent side length is 6. The third side length is 3.
Step-by-step explanation:
You find the square root by multiplying two of the same numbers to equal 36 which the answer is equal to 6.Then you find the cube root of 27 by multiplying three of the same numbers together to equal 27 which is equal to 3.what is the slope of a line perpendicular to the line of y=-1/4x-1
Answer: 4
The given line has a slope of -1/4 as this is the number in front of the x. The general equation y = mx+b has m as the slope. So m = -1/4 is given
Flip the sign to get -1/4 turn into +1/4 or just 1/4
Then flip the fraction (aka reciprocal) to go from 1/4 to 4/1 and that simplifies to 4.
Multiplying the original slope (-1/4) and the perpendicular slope (4) will result in -1.
What is the equation in point-slope form of the line that passes through the point (-1,-4) and has a slope of -3? Drag and drop the appropriate number,symbol,or variable to each box.
[tex]\bf (\stackrel{x_1}{-1}~,~\stackrel{y_1}{-4})~\hspace{10em} slope = m\implies -3 \\\\\\ \begin{array}{|c|ll} \cline{1-1} \textit{point-slope form}\\ \cline{1-1} \\ y-y_1=m(x-x_1) \\\\ \cline{1-1} \end{array}\implies y-(-4)=-3[x-(-1)]\implies y+4=-3(x+1)[/tex]
The equation in point-slope form of the line that passes through the point (-1,-4) and has a slope of -3 is y=-3x-7
What is the Point-slope form?The equation of the straight line has its slope and given point.
If we have a non-vertical line that passes through any point(x1, y1) has gradient m. then general point (x, y) must satisfy the equation
y-y₁ = m(x-x₁)
We are given the slope of the line of -3 and a point (-1,-4) that it passes through.
We will use the Point-Slope Formula:
Plug in the values and solve:
y-(-4)=-3(x-(-1)
y+4=-3(x+1)
y+4=-3x-3
y=-3x-3-4
y=-3x-7
Hence, the equation in point-slope form of the line that passes through the point (-1,-4) and has a slope of -3 is y=-3x-7
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slope that goes through points -15,70 and 5,10
Answer:
The slope is ( 10 - 70 ) / ( 5 + 15 ) = ( - 60 ) / 20 = - 3;
Step-by-step explanation:
Answer:
Step-by-step explanation:
You have to use this formula: Y2 - Y1
X2 - X1
(-15,70) ]& (5,10):
Y2 represents 10Y1 represents 70X2 represents 5X1 represents -15Y2 - Y1
X2 - X1
10 - 70
5 - - 15
-60
20
Simplified because both -60 & 20 can be divided by 10: -6
2
Simplified again because -6 & 2 can be divided by 2: -3
1
IF the 1 is NOT needed, then it's just -3!!! :)
Really really sorry if I'm incorrect!!!
Can anyone show me how to do this ? It’s geometry btw
Answers:
Problem 1) ASA
Problem 2) ASA
Problem 3) AAS
Problem 4) Neither
Problem 5) AAS
Problem 6) Neither
==============================
Explanation:
Any time we have ASA is when we can match up two pairs of angles and a pair of sides between the two pairs of angles. With problems 1 and 2, this happens. The corresponding angles that are congruent are the ones that have the same angle markers.
AAS is slightly different from ASA in that the side is not between the angles. This happens with problem 3 and problem 5. For problem 3, for instance, the second pair of angles are the two vertical angles. These angles are not marked, but they are congruent due to the vertical angle theorem. The same thing can be said about problem 5 as well.
With problem 4 and problem 6, we don't have any information about any pairs of angles, so we can't use AAS or ASA at all. We don't know if the triangles are congruent or not. They might be, but we simply don't have enough info to say either way.