Find the solution for −0.5x − 3.69 = x − 1.9 − 2.39.

Answer:

\(64\frac{1}{8}\)

Step-by-step explanation:

Convert mixed numbers to improper fractions, this is done by taking the denominator multiplying it by the whole number and adding that to the numerator. The denominator is kept the same

4 * 2 = 8 + 1 = 9

9/4

8 * 5 = 40 + 7 = 47

47/8

Use the LCM to be able to add both fractions. The LCM is 8

47/8 already has a denominator of 8, so only 9/4 has to be changed

9 * 2 = 18

4 * 2 = 8

Simplify

47/8 + 18/8

Add the numerators

47 + 18 = 65/8

Convert the improper fraction back to a mixed number

This is done by multiplying to the highest extent and placing the remainder as the numerator, the denominator is untouched.

8 * 8 = 64, we have a remainder of 1, which is the numerator. The denominator is untouched.

Simplify

64 1/8

The answer is 64 1/8

Answer:

80.

Step-by-step explanation:

Angles of a triangle add up to 180. 180-80-20 is 80.

Answer:

14.583333% decrease

Step-by-step explanation:

First find the difference

24000-20500 =3500

Then divide by the original amount

3500/24000 =.14583333

Change to a percent

14.583333% decrease

Answer:

14.6%

Step-by-step explanation:

Use the ol’ reliable: \(\frac{new(value)-old(value)}{old(value)}*100\)

In this case: \(\frac{20500-24000}{24000}*100=-14.6\)

It’s a 14.6% decrease.

Answer:

12.50x less than or equal to $200

Step-by-step explanation:

Answer:

79 degree

Step-by-step explanation:

A triangle is 180 degrees

We know that angle D and F is equal to each other

180 - 22 = 158 degree

158 / 2 = 79 degree

So, m<F = 79 degree

Answer:

A.

Step-by-step explanation:

Because If you are simplifying then -3 would become -1 and -5 would become -3 and -4 would become -2 so your basically just simplifying

Answer:

3

Step-by-step explanation:

5k + 6 = 21

      -6    -6

5k = 15

5k/5

k

15/5

3

k = 3

Answer:

K=3

Step-by-step explanation:

198, 714

a. What digit is in the ten thousands place? - 9

b. Which place is used to decide which way to round the ten thousands place? - thousands place

c. What is the digit in this place? - 8

d. Should you round the number in the ten thousands place up or down? - UP

e. What happens when you round up a 9? - It becomes 10.

f. What do you do when the value of a place is 10 or more? - The number becomes 0 and we add 1 to the next place to the right.

g. What is the value of the ten thousands place when the number is rounded to the nearest ten thousand? 100,000

h. What is 198,714 rounded to the nearest ten thousand? - 200,000

i. What is 302,895 rounded to the nearest thousand? - 303, 000

j. What is 7,142 rounded to the nearest ten? - 7, 140

k. Round 24,793 to the nearest hundred? - 24, 800



Answer: y = 5x - 2

Step-by-step explanation:

3 - - 2 = 5

1 - 0 = 1

5/1 = 5    M= 5

y = mx+b

3 = 5(1) + b

3 = 5 + b

-5     -5

-2 = b

y = 5x - 2

Answer:

sorry i cant help with those im in elementrey school in 4th grade

John walked 9.842 m (to 3 decimal places) further than Melanie.

In the given question, John started at point A and walked 40 m south, 50 m west and a further 20 m south to arrive at point B. Melanie started at point A and walked in a straight line to point B. We have to find how much further John walked than Melanie. To find this, we have to first find the distance between points A and B. Then, we can calculate the difference between the distance walked by John and Melanie. Let us solve this problem step by step.

Step 1: Draw the diagram to represent the situation described in the problem.  [asy]

size(120);

draw((0,0)--(4,0)--(4,-6)--cycle);

label("A", (0,0), W);

label("B", (4,-6), E);

label("50 m", (0,-1));

label("40 m", (2,-6));

label("20 m", (4,-3));

[/asy]

Step 2: Find the distance between points A and B. We can use the Pythagorean theorem to find the distance. Let x be the distance between points A and B. Then, we have:\($x^2 = (40+20)^2 + 50^2$$x^2 = 3600 + 2500$$x^2 = 6100$$x = \sqrt{6100}$$x = 78.102$\) Therefore, the distance between points A and B is 78.102 m (to 3 decimal places).

Step 3: Find the distance walked by Melanie. Melanie walked in a straight line from point A to point B. Therefore, the distance she walked is equal to the distance between points A and B. We have already calculated this distance to be 78.102 m (to 3 decimal places).Therefore, Melanie walked a distance of 78.102 m.

Step 4: Find the distance walked by John. John walked 40 m south, 50 m west, and a further 20 m south. Therefore, he walked a total distance of:\($40 + 20 + \sqrt{50^2 + 20^2}$$40 + 20 + \sqrt{2500 + 400}$$60 + \sqrt{2900}$\)Therefore, John walked a distance of 87.944 m (to 3 decimal places).

Step 5: Find the difference between the distance walked by John and Melanie. The difference is: \($87.944 - 78.102$$9.842$\).John walked 9.842 m (to 3 decimal places) further than Melanie.

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We will get that the angle theta is:

θ = β/2

Remember that the sum of the interior angles of any triangle must be equal to 180°.

Now, looking at the triangle in the left, we can see that the top angle is equal to:

180 - 2α

The right angle is equal to:

180 - 2β

And the left angle is α

Then we can write:

α + (180 - 2α) + (180 - 2β) = 180

-α - 2β = -180

α = 180 - 2β

Now we can go to the other triangle, where theta is, and write:

α + β + 2θ = 180

Replacing what we found above, we get:

180 - 2β + β + 2θ = 180

-β + 2θ = 0

θ = β/2

That is the best simplification we can get with the given diagram.

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Answer:

hi !!!

Step-by-step explanation:

Vcylinder = pi*radius*radius*height= pi*25*9= 706.5 cubic milimeters = 7.065 cubic centimenter

Answer:

C. 20%

Step-by-step explanation:

50*2=100

40*2=80

100-80=20

A percentage is a number or ratio that represents a fraction of 100. 

The percentage decrease in the cost of the pair of pants is 20%.

A percentage is a number or ratio that represents a fraction of 100. 

Example:

50% = 50/100 = 1/2

10% = 10/100 = 1/10

25% = 25/100 = 1/4

20% = 20/100 = 1/5

We have,

The initial cost of pair of pants = $50

The final cost of pair of pants after reduced = $40

The percentage decrease in the cost of pair of pants:

= [( Initial cost - Final cost ) / Initial cost] x 100

= [(50 - 40) / 50] x 100

= (10/50) x 100

= 20%

Thus,

The percentage decrease in the cost of the pair of pants is 20%.

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Answer:

3. 200ft
4. 21ft
5. 37.5m
6. 4.2ft

Step-by-step explanation:

3. use proportions:
\(\frac{h}{50} = \frac{50}{12.5}\)
50(50) = 12.5h
h = 200ft

4.
\(\frac{h}{6} =\frac{7}{2}\)
6(7) = 2h
h = 21ft

5.
\(\frac{25}{8} =\frac{x}{12}\)
25(12) = 8x
x = 37.5m

6.
\(\frac{9}{15} =\frac{h}{7}\)
9(7) = 15h
h = 4.2ft

The total number of students in the sixth grade is equal to 250.

Percent of students purchased their lunch = 24%

Number of students brought their lunch from home = 190

Let us call the total number of students in the 6th grade 'x'.

We know that all students either purchased their lunch or brought their lunch from home,

x = students who purchased their lunch + students who brought their lunch from home

24% of the students purchased their lunch, so the number of students who purchased their lunch is 0.24x.

And we know that 190 students brought their lunch from home.

Substituting these values into the equation above, we get,

x = 0.24x + 190

Solving for x, we can start by subtracting 0.24x from both sides,

⇒ 0.76x = 190

Then we divide both sides by 0.76 to isolate x,

x = 250

Therefore, there are 250 students in the 6th grade.

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The above question is incomplete, the complete question is:

All students in the 6th grade either purchased their lunch or brought their lunch from home on Monday.• 24% of the students purchased their lunch.• 190 students brought their lunch from home. How many students are in the 6th grade?

Answer:

28 - 8= 20 ÷ 5 = 4

Step-by-step explanation:

Use distributive property. The answer is 4

Answer:

5(4) + 8 = 28

Step-by-step explanation:

X is 4 hope this helps

Answer:

20 paitents

Step-by-step explanation:

In the word problem since x represents the number of hours all you have to do is plug in 5 for the x-value.

y = 4 (5)

once you do that, multiply 4 x 5 and you get 20.

The expected number of people who prefer either carrot or bran muffins is given as follows:

21.1 million.

The expected number of people who prefer either carrot or bran muffins is obtained applying the proportions in the context of the problem.

The population is given as follows:

33.7 million.

The fraction with the desired features is given as follows:

3/8 + 1/4 = 3/8 + 2/8 = 5/8.

Hence the expected number of people who prefer either carrot or bran muffins is given as follows:

5/8 x 33.7 = 21.1 million.

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There are 210 different ways for the club to fill the positions of president, vice-president, and secretary if the club consists of 7 members.

To calculate the different ways for the club to fill the positions of president, vice-president, and secretary if the club consists of 7 members, we need to use the permutation formula.

The permutation formula helps in counting the number of ways an event can occur.

Here, we need to select 3 members out of 7 members and arrange them for the 3 positions of the club.

Hence, we can use the permutation formula as:

P(7,3) = 7! / (7 - 3)! = 7! / 4! = 7 x 6 x 5 = 210

Therefore, there are 210 different ways for the club to fill the positions of president, vice-president, and secretary if the club consists of 7 members.Hope this helps!

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Vic would think that the amount of butter in Imani's cookies is appropriate since the ratio of flour to butter used in Imani's recipe is the same as the ratio used in Vic's favorite cookie recipe, which is 250:170 grams of flour to butter.

Specifically, in Vic's recipe, there are approximately 1.47 grams of flour for every gram of butter (250/170), while in Imani's cookies, there are approximately ratio 1.19 grams of flour for every gram of butter (750/630). This means that there is relatively more butter in Imani's cookies compared to Vic's recipe. Based on this difference, Vic might expect Imani's cookies to have a richer, denser texture and a stronger buttery flavor than his favorite recipe.

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Answer:

1.-6 is the Y intercept

2.3/14

3.empty set

step by step explanation:

1.Y= mX-B

so B is -6

2.11-2raised3/14

2raised 3 is 8

that means 11-8/14=3/14

3. 7(x+3)= 7x-8

7x+21=7x-8

7x-7x=-8-21

0=-29

over here X is gone its so empty set

Answer:

Your answer is 15 which is your rate of change/slope

Step-by-step explanation:

To calculate rate of change/slope which also means the gradient we need any two points from the figure for the formula

\(m=\frac{y_2-y_1}{x_2-x_1}\)

I took the points (2,30) and (4,60)

so we put the values in our formula

\(m=\frac{60-30}{4-2}\)

\(m=\frac{30}{2} \\m=15\)

Answer:

5^0

Step-by-step explanation:

(5^3)^9 = 3 + 9 = 12

= 5^12

5^12/5^12 = 12 - 12 =0

5^0

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The definition and explanation of an equation are given below with an example.

in mathematics, an equation is defined as an expression that expresses equality between 2 quantities or expressions. We use equations quite a lot in our daily lives whenever we have to equate two quantities and find out how they are equal. These are used in all branches of science because of the huge purpose they serve.

in simple words it tells what we have on the Left-Hand Side of the "=" sign is the same as what we have on the right-hand side of the statement. Some examples of equations are-

E²=m²c⁴+p²c²

x²+3x-1=0

70 oranges= 7 oranges × 10 oranges

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Answer:

congrats for the car!

Step-by-step explanation:

Answer:

cos(52)

Step-by-step explanation:

Both sin(38) and cos(52) are equal to KJ/KL.

We square the residuals when using the least-squares line method to find the line of best fit because we believe that huge negative residuals (i.e., points well below the line) are just as harmful as large positive residuals (i.e., points that are high above the line).

We treat both positive and negative disparities equally by squaring the residual values.  We cannot discover a single straight line that concurrently minimizes all residuals. The average (squared) residual value is instead minimized.

We might also take the absolute values of the residuals rather than squaring them. Positive disparities are viewed as just as harmful as negative ones under both strategies.

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