What is three ratios that are equivalent to 18:4

Answer: 3125

Step-by-step explanation:

Given: A fair sortition trial is carried out, and one of the candidates is assigned the number = 32,041

If each digit can be chosen from 0-4, and if each of the possible sequences is assigned to a candidate, then the number of candidates (repetition of digits allowed)=[tex]5\times5\times5\times5\times5[/tex]

[tex]=3125[/tex]

Hence, the number of candidates there are = 3125.

Answer:

(a) [tex]\text{New Price}=0.96\times \text{Original Price}[/tex]

(b) The new price of car is $43584.

Step-by-step explanation:'

(a)

The original price of car is $45400.

It is given that the car dealership decreased the price of a certain car by 4%.

[tex]\text{New Price}=\text{Original Price}-\frac{4}{100}\times \text{Original Price}[/tex]

[tex]\text{New Price}=(1-\frac{4}{100})\times \text{Original Price}[/tex]

[tex]\text{New Price}=\frac{96}{100}\times \text{Original Price}[/tex]\

[tex]\text{New Price}=0.96\times \text{Original Price}[/tex]

(b)

Using part (a), we get

[tex]\text{New Price}=0.96\times \text{45400}[/tex]

[tex]\text{New Price}=43584[/tex]

Therefore the new price of car is $43584.

The formula for the new price is New Price = 0.96 x 45400, while the value of the new price of the car is $43,584

From the question, we have:

Original price = $45,400

Rate decreased = 4%

The new price would be calculated using:

New Price = (1 - Rate) x Original price.

So, we have:

New Price = (1 - 4%) x Original price

Express the percentage as decimal

New Price = (1 - 0.04) x Original price.

So, we have:

New Price = 0.96 x 45400

In (a), we have:

New Price = 0.96 x 45400

Evaluate

New Price = 43584

Hence, the new price of the car is $43,584

Read more about percentage change at:

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Answer:

the answer on edge is D) h(3)-h (0)/3

And, the answer to the equation is 156.

Final answer:

The goal of solving equations with variables on both sides or multi-step equations is to isolate and solve for the variable. Operations such as addition, subtraction, multiplication, and division are used to maintain equation balance and eliminate terms, which is necessary for solving any algebraic equation. The process involves careful step-by-step simplification, including dealing with multiple variables when necessary.

Explanation:

The goal of solving equations with the variable on each side is essentially the same as solving multi-step equations because in both scenarios, we aim to isolate the variable to find its value. When we encounter an equation with variables on both sides, we usually perform operations to get all variable terms on one side and constant terms on the other. This often involves addition or subtraction to eliminate terms and then the use of multiplication or division to isolate the variable. This process aligns with the steps taken in solving multi-step equations, where we also combine like terms, use inverse operations, and apply the distributive property if necessary.

Multiplication or division by the same number on both sides of an equation maintains equality, which is a fundamental principle in algebra. For an equation with more than one term on either side, it is important to enclose the side with more terms in brackets before applying a multiplication or division operation to ensure the operation is distributed to each term within the brackets. By doing so, we preserve the balance of the equation while simplifying it step by step toward finding the unknown value.

When faced with an equation containing more than one variable, our objective is to use algebra to determine the remaining unknowns. This could involve solving simultaneous equations or manipulating a single equation to isolate the variable of interest. In more complex scenarios involving several unknowns, finding a set of equations that each contain only one unknown becomes essential, and careful consideration of physical principles or context may guide us in selecting the right equations to solve for the variables in question.

Answer:

Step-by-step explanation:

Given dimensions of original rectangle , length(l)=3 cm and width(w)=2.5 cm

We know that after dilation with scale factor (k), the dimension of new figure = k times the original dimensions.

Thus width of new rectangle=[tex]4\times2.5=10\ cm[/tex]

length of new rectangle=[tex]4\times3=12\ cm[/tex]

∴The dimensions of the new rectangle will be 10 cm by 12 cm.

Now, Perimeter of original rectangle=[tex]2(l+w)=2(3+2.5)=2(5.5)=11\ cm[/tex]

Thus, Perimeter of new rectangle=[tex]2(4l+4w)=2(12+10)=2(22)=44\ cm[/tex]

⇒ Perimeter of new rectangle=44 cm=[tex]4\times11\ cm[/tex]

∴The new perimeter will be 4 times the original perimeter.

Now, Area of original rectangle=[tex]lw=3\times2.5=7.5\ cm^2[/tex]

Thus, Area of new rectangle=[tex]4l\times4w=12\times10=120\ cm^2[/tex]

Area of new rectangle=[tex]16lw=16(lw)[/tex]

⇒The new area will be 16 times the original area.

25.

 answer is B since it is adding he amount of the bill with the amount of the tip.

 the other 3 will all calculate just the amount of the tip

26

3x-4 needs to equal or be below 8

rearrange the formula to 3x,=8+4

so 3x<=12

12/3 = 4

 so x <= 4 to satisfy the inequality

so answer is A

Answer:

[tex]\text{64 must be added to the expression }x^2 + 16x\text{ to make it a perfect-square trinomial}[/tex]

Step-by-step explanation:

Given the expression

[tex]x^2+16x[/tex]

we have to tell which value must be added to the above expression to make it a perfect-square trinomial.

Expression: [tex]x^2+16x[/tex]

By completing the square method,

The square of half of the coefficient of x must be added , we get

[tex]x^2+16x+64[/tex]

[tex]x^2+8x+8x+64[/tex]

[tex]x(x+8)+8(x+8)[/tex]

[tex](x+8)^2[/tex]

which is a perfect square.

[tex]\text{Hence, 64 must be added to the expression }x^2 + 16x\text{ to make it a perfect-square trinomial}[/tex]

Answer: Our required probability is 0.34.

Step-by-step explanation:

Since we have given that

Number of seventh grade student s= 21

Number of eight grade students = 14

Number of ninth grade students = 7

Total number of boys and girls = 42

Probability of an eigthth grader winning the competition would be

[tex]\dfrac{14}{42}\\\\=\dfra{1}{3}\\\\=0.3333333..................\\\\\approx 0.34[/tex]

Hence, our required probability is 0.34.

Answer:

Step-by-step explanation:

cot(x) can be written as

[tex]cot(x) =\frac{cosx}{sinx}[/tex]

Here we have [tex]cot(\frac{2x}{3}[/tex]

so It will be undefined whenever

[tex]sin(\frac{2x}{3}) = 0[/tex]

As we cannot have a 0 in the denominator .

so to point all the discontinuties we need to identify the x values where

[tex]sin (\frac{2x}{3} ) = 0[/tex]

[tex]\frac{2x}{3} = 0 + \pi k[/tex] where k is any integer

[tex]x= \frac{3\pi }{2} k[/tex]

It means f(x) is discontinuous at all the values of [tex]x = \frac{3\pi }{2}k[/tex]

for k = 0 , 1 ,2.....

PART A) the initial value of the function is 150 at 0 weeks, that means that there are still 150 songs to be downloaded at the beginning.
The rate of change is -30 songs each week, that is because the amount of songs left to be downloaded decrease by 30 each week.

PART B:
lets use 2 points of the graph p1(0, 150), p2(1, 120)
calculate the slope:
m = (y2- y1)/(x2 - x1) = (120 - 150)/(1 - 0)
m = -30
and now use line equation in form point-slope:
y - y1 = m(x - x1)
y - 150 = -30(x - 0)
y = -30x + 150

2nd picture: for bushels of corn

 Part A, looking at the line in the graph, you can see the line falls on 2 bushes cost $16, 4 bushels cost $31, etc., using that information you can calculate that 1 bushel of corn costs $8, ( 16/2 = 8, 32/4 = 8)

 PART B

 using the table for previous years you can calculate corn cost $6 a bushel ( 12/2=6)

 so corn cost $2 more this year.

The answer is 22 add

16g+4

4(4g+1)

49-14h

7(7-2h)

The simplified form of the given expression is [tex]25 x^{2} y^{20}[/tex].

Simplifying expressions mean rewriting the same algebraic expression with no like terms and in a compact manner.

The different Laws of exponents are:

According to the given question.

We have an expression [tex](5xy^{7} )^{2}(y^{2} )^{3}[/tex]

To simplify the above expression we use the exponent rules.

Therefore,

[tex](5xy^{7} )^{2}(y^{2} )^{3}[/tex]

[tex]= 5^{2}x^{2} y^{7\times2} y^{2\times3}[/tex]

[tex]= 25 x^{2} y^{14} y^{6}[/tex]

[tex]= 25 x^{2} y^{14+6}[/tex]

[tex]= 25 x^{2} y^{20}[/tex]

Therefore, the simplified form of the given expression is [tex]25 x^{2} y^{20}[/tex] .

Find out the more information about the simplified form of the expression and exponent rules here:

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To subtract the mixed numbers 9 1/4 and 6 2/3, first convert them to improper fractions, find a common denominator, and then perform the subtraction. The result is expressed as the mixed number 2 7/12 with the fractional part in lowest terms.

Subtracting Mixed Numbers

The question involves subtracting mixed numbers, specifically 9 1/4 (nine and one quarter) from 6 2/3 (six and two thirds). First, we need to convert these mixed numbers into improper fractions for easier subtraction.

The answer is 2 7/12.

To subtract mixed numbers, find a common denominator. Subtract the fractional part by subtracting the numerators. Subtract the whole numbers as usual. The answer is 8 7/12.

To subtract mixed numbers, we first need to find a common denominator. In this case, the common denominator is 12. Then, we can subtract the fractions by subtracting the numerators and leaving the denominator the same.

For the whole numbers, we simply subtract them as usual.

So, 9 1/4 - 6 2/3 = 8 7/12.

You need to look at each term and find the degree by adding the exponents of each variable in it. The largest degree is the degree of the polynomial.

The polynomial has 2 terms, so it's binomial  ← classification 

it should be 1/6 not 16

there are 6 numbers on a die so to get a number you have a 1/6 probability

 so 1/6 x 1/6 = 1/36

the probability of getting both a 6 and a 3 is 1/36

Answer:

I believe it is The Multiplication Property of Equality

Step-by-step explanation:

Since "x" is being divided by 6, we need to do the opposite!

Answer:

multiplication

Step-by-step explanation:

since x/6 is a fraction and fractions represent division we would havw to do the opposite to isolate the x variable. pLeAsE mArK bRaInLiEsT