You know that a number 8 less than 60 is the number 52. so, you could write your answer from the previous part as, "what number can you multiply by 4 to get 52

 29 feet = 348 inches

352 yards = 0.2 miles

372 feet = 124 yards

2 miles = 10560 feet 

 you can actually just google for the answers lol

29 feet = 348 inches

352 yards = 0.2 miles

372 feet = 124 yards

2 miles = 10560 feet  

Absolutely, it is correct.

[tex]\boxed{ \ 60 \div 5 (7 - 5) = 24 \ }[/tex]

In the 1500s the specific rules of the order of operation were promptly issued. The order of these workings states which processes take precedence (as a key priority) before which other operations.

Operation priorities are as follows.

Let's implement the rule.

[tex]\boxed{ \ 60 \div 5 (7 - 5) = \ ? \ }[/tex]

Subtract 7 by 5 in parentheses.

[tex]\boxed{ \ 60 \div 5 (2) = \ ? \ }[/tex]

Properly apply rule number 3 from the priority operation above. Initially, we have to divide 60 by 5.

[tex]\boxed{ \ 12(2) = \ ? \ }[/tex]

Continuing with multiplication 12 by 2 proves the exact result.

[tex]\boxed{ \ 12 \times 2 = 24 \ }[/tex]

Thus, this equation is correct.

[tex]\boxed{ \ 60 \div 5 (7 - 5) = 24 \ }[/tex]

Note:

What is the result if we don't follow operation priorities? Let's see.

At this crucial point.

[tex]\boxed{ \ 60 \div 5 (2) = \ ? \ }[/tex]

We decide to multiply 5 by 2, even though there are no parentheses from them, only parentheses for 2.

[tex]\boxed{ \ 60 \div 5 \times 2 = \ ? \ }[/tex]

[tex]\boxed{ \ 60 \div 10 = 6 \ }[/tex]

[tex]\boxed{ \ 60 \div 5 (7 - 5) = 6 \ }[/tex]

That's what happens if we don't follow operating priorities.

Unless the problem like this:

[tex]\boxed{ \ 60 \div (5 (7 - 5)) = 6 \ }[/tex]

[tex]\boxed{ \ 60 \div (5 (2)) = 6 \ }[/tex]

[tex]\boxed{ \ 60 \div 10 = 6 \ }[/tex]

Thus, the difference must be considered. Consequently, follow the priority of the operation and look at the problem in detail.

Keywords: the order of operation, operation priorities are as follows, parentheses, brackets, simplify, exponent, multiplication, division, from left to right, add, subtract

In John's experiment, the independent variable is the condition of the groups (listening to music or sitting in silence), the dependent variables are pulse and blood pressure, and the control variables could include room temperature, the timing, the duration of the experiment, and the use of consistent measurement devices.

In this experiment conducted by John, the independent variable is the condition under which each group is placed—which is, one group listening to soothing music and the other group sitting in silence. This is the independent variable because it's the factor that John changes or manipulates during the experiment.

The dependent variables here would be the pulse and blood pressure of the individuals in both groups. These variables are considered dependent because their values may change based on the effect of the independent variable (i.e., the type of noise the group is subjected to).

The constants, or control variables, in this experiment could include the room temperature, the timing of the experiment, the duration for which the conditions are applied (the length of the song), and the same pulse and blood pressure checking device, among others. These are the factors that remain the same throughout the experiment to ensure that the results are only influenced by the independent variable and not by any other factors.

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As the has half as many females as males, the number of males in the team is 10, and the number of females in the team is 5.

Given the parameter:

A team for 5-year-olds has half as many females as males.

There are 15 children on the team.

There are half as many females as males, this can be expressed as:

Let G represents females and B represents males.

G = 0.5B

Also, there are 15 children on the team, so we can write an equation based on the total number of children:

B + G  = 15

Now, we solve the system of equations:

G  = 0.5B

B + G  = 15

First, substitute the expression for females from the first equation into the second equation:

B + 0.5B  = 15

1.5B = 15

B = 15/1.5

B = 10

Plug B = 10 into the first equation and solve for females:

B + G = 15

10 + G  = 15

G = 15 - 10

G = 5

So, there are 10 males and 5 females on the team.

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Answer:

Three pencils are worth greater than seventeen paper clips.

Step-by-step explanation:

Each paper clip can be traded for three matches.

Each pencil can be traded for six paper clips.

Three pencils are worth [tex]3\times6=18[/tex] paper clips.

So, the correct statement is - Three pencils are worth greater than seventeen paper clips.

To find the amount of salt in the tank at any time t, we can use the equation S(t) = 10 - 10(W(t)/20), where W(t) represents the amount of water in the tank at time t. Substituting the given values, we can calculate the amount of salt in the tank.

To find the amount of salt in the tank at any time t, we need to consider the rate at which pure water enters and leaves the tank. Since water enters the tank at a rate of 5 gallons/minute, the amount of water in the tank at any time t can be represented by the equation: W(t) = 5t, where t represents time in minutes. The concentration of salt in the tank remains constant, so the amount of salt in the tank at any time t can be represented by the equation: S(t) = 10 - 10(W(t)/20), where S(t) represents the amount of salt in pounds and W(t) represents the amount of water in gallons.

Let's solve for S(t) when t = 10 minutes:
S(10) = 10 - 10(5/20) = 10 - 10(1/4) = 10 - 10/4 = 10 - 2.5 = 7.5 pounds of salt.

Answer:

21.9 ft

Step-by-step explanation:

The area of a square is the square of the side length, so the side length is the square root of the area:

... s = √(479 ft²) ≈ 21.886 ft

This is approximately 21.9 ft.

Answer:

P=S-2b/h

Step-by-step explanation:

To solve this equation the first thing we do is subtract 2B from both sides of the equation. S-2b=ph+2b-2b which would give us S-2B=PH. next, we divide H from both sides of the equation which would give us the answer: S-2B/h=p

3/47= 0.06383 so it is RATIONAL

Answer:

Rational.

Step-by-step explanation:

We have been given a fraction [tex]\frac{3}{47}[/tex]. We are asked to determine whether our given number is rational or not.

We know that a number is rational number, when it can be represented as a fraction of form [tex]\frac{p}{q}[/tex], where q must be a non-zero number.

Upon looking at our given number, we can see that it is a fraction and numerator is equal to 47 that is a non-zero number.

Therefore, our given number is a rational number.

Answer:

The value of the equation for x is [tex]x=\frac{u}{k+y}[/tex].

Step-by-step explanation:

Consider the provided equation.

[tex]u= kx + yx[/tex]  

We need to solve the equation for x.

Take x common from right side as shown below:

[tex]u= x(k + y)[/tex]

Divide both the sides by k+y.

[tex]\frac{u}{k+y}=\frac{x(k + y)}{k+y}[/tex]

[tex]x=\frac{u}{k+y}[/tex]

Hence, the value of the equation for x is [tex]x=\frac{u}{k+y}[/tex].

Since there are 20 standard amino acids, the number of possible linear polypeptides of length n can be expressed as [tex]20^n[/tex].

Amino acids may be defined as compounds that significantly contain carbon, hydrogen, oxygen, and nitrogen. These compounds serve as the monomers or the building blocks of proteins that are composed of an amino group, a carboxyl group, a hydrogen atom, and a specific side chain.

Two amino acids are held together by a linkage known as peptide linkage. When a number of peptide linkages are present in the structure of the protein, it is known as polypeptides.

If any polypeptide chain is derived from 20 amino acids. So, the possibility of a combination for any polypeptide chain will be [tex]20^n[/tex], where n = the number of amino acid residues in the polypeptide chain.

Therefore, since there are 20 standard amino acids, the number of possible linear polypeptides of length n can be expressed as [tex]20^n[/tex].

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Answer:

4

Step-by-step explanation:

Final answer:

Both schools will serve chicken wraps again on March 29th.

Explanation:

The question involves finding the next calendar date when both the high school and middle school will serve chicken wraps again. To solve this problem, we need to find the Least Common Multiple (LCM) of the two repeating cycles, which are 6 days for the high school and 8 days for the middle school.

First, let's calculate the LCM of 6 and 8:

We find that the smallest common multiple is 24 days.

Since both schools served chicken wraps on March 5th, we simply add 24 days to that date. This gives us:

Therefore, both schools will serve chicken wraps again on March 29th.

Answer:

seven point three five one thousandths

Step-by-step explanation: