Here are three figures. Two are similar and one is not.

Explain which figures you think are similar and how you know.

Answer: The probability or percentage of the spinner landing on 1 once is 36% or 9 out of 25.

Step-by-step explanation:

Answer: The percentage change is 16%.

Step-by-step explanation:

February:

4,100 water bottles.

March:

(4,100 + 7/100 x 4,100) water bottles

(4,100 + 287) water bottles.

4,387 water bottles.

April:

(500 + 4,387) water bottles.

4,887 water bottles.

= (4,887 - 4,100) / 4,887 x 100

= 787/4,887 x 100

= 16%

The percentage change is 16%.

Answer

310000

Step-by-step explanation:

Times the first number by 24%, add it up with the number, and the answer is there!

Answer:

A

Step-by-step explanation:

When we're solving with scale factors, we either divide or multiply.

If the shape becomes larger, we multiply to get the new length.

If the shape becomes smaller, we divide to get the new length.

We're given:

Because the shape becomes larger, we have to multiply the original side length by the scale factor, 6, to get the new side length.

2.5 x 6 = 15

Therefore, the missing side length is 15 units.

15 units

Answer:

6

Step-by-step explanation:

Answer:

Below

Step-by-step explanation:

A'(-3,3)

B'(-4,1)

C'(2,-1)

D'(1,3)

Answer:

1. 21837843

2. 28s792215

Step-by-step explanation:

hope this help

Answer:

49/12 4 1/12

Step-by-step explanation:

Step 1: 7/4+7/3

4×3=12

Step 2:

3 ×7=21

4×7=28

Step 3:

21/12+28/12

21 +28=49

49/12

Step 4:

Simplify

49/12= 4 1/12

Answer:

Step-by-step 49/12 4 1/12Step-by-step explanation:Step 1: 7/4+7/34×3=12Step 2: 3 ×7=214×7=28Step 3: 21/12+28/1221 +28=4949/12Step 4: Simplify49/12= 4 1/12

Answer:

\(g^{-1}(x) = \frac{8x}{3} - \frac{128}{3}\)

Step-by-step explanation:

To find the inverse, interchange the variables and solve for y.

Answer: 5

Step-by-step explanation:

The median is the middle number of a group of numbers. So, to find the median, first, find out how many numbers there are. You can do this on the dot plot by counting the dots. There are 9 dots.

To find the middle number when the total is odd, you can drop the number down to an even number that will divide in half (or divide the number by two). In this case, you can drop the number to 8 and divide by two. The answer to that is 4. Because there was an odd number of dots, you should use the 4th and then the 5th numbers to determine the middle number. We also count the 5th number because the total was odd. If the total is even, use only one number as the middle number.

Since the 4th and the 5th number are lined up on the 5, that is the median number.

(If you ever have to find two numbers that are not lined up on the same number, you have to add those two numbers and divide by 2 to find the median.)

Answer:

P(not blue) = 1 - P(blue) = 1 - 10/50 = 40/50

= 4/5

P(2) = 5/20 = 1/4 = 25%

Answer:17

Step-by-step explanation:

1) 30 -13=17

n=17

Each triangle Perimeter is 128 dm and 160 dm.

With similar geometric figures all around the dimensions, consider the ratios of the dimensions:

length = 1-dimension: a:b

area = 2-dimensions: a²:b²

volume = 3-dimensions: a³:b³

Given the areas (2-D) of the two figures, 75 dm² and 48 dm²

the a²:b² ratio is 25:16. Therefore, the ratio of the perimeters (1-D) would be √25: √16 or 5: 4.

Solving, 288  = x + (5/4)x

x = 128 dm

Therefore the other triangle = 288 - 128 = 160 dm.

One triangle Perimeter is 128 dm and the other is 160 dm.

Know more about Ratios: https://brainly.com/question/12024093

Answer:

37.5%

Step-by-step explanation:

You need to convert this fraction into a decimal to start. After you do this you need to turn the decimal into its percentage form. Soo 0.375 = 3/8 = 37.5%

Answer:

shaded area = 3/8 of whole shape = 3/8 * 100 =37.5% to do this without a calculator =  To convert 3/8 so you can write it as a decimal, simply divide the numerator by the denominator, like this:

= 3/8

= 3 ÷ 8

= 0.375  or show long division  3/2  / 2 (/2 /2 ) = 1.5 / 2 (/ 2) = 0.75 /2 =  0.375

Answer:

D is the right choice and no you cannot fit the pizza inside the box.

Step-by-step explanation:

D is the answer because to turn 2/3 into a decimal you would divide 2 by 3 and the answer you would get would be 0.66666666666...You would then add 12 to the answer and get 12.6666... Once you get this answer you would round it to the hundredths to get 12.67 but since that is not an option you could use D, 12.66 inches.

Answer:

I believe the answer is D.

Step-by-step explanation:

GOOGLE

Answer:

The Area of the polygon is 36m².

Step-by-step explanation:

Area of the polygon= Area of rectangle + Area of triangle

Diagram

______________

l. l \

3m |. 3m l. \

|. l. /

|_____________ l /

11m. 2m

( 13m).

Area of rectangle= Length × Width

= 11m × 3m

= 33m²

Area of triangle= ½ × base × height

To find the height= 13m - 11m = 2m

= ½ × 3 × 2

= ½ × 6

= 3m²

Area of the polygon= 33m² + 3m² = 36m²

Answer:

$3.10

Step-by-step explanation:

Since there are three necklaces we multiply $3.80 x 3= $11.40

$20.70 - $11.40= 9.30

9.30/3= 3.10

Your Answer is 13.076

have a good day

Answer: The Surface Area is a sum total of Area of the planes that form a surface/shape while Volume is the space enclosed within a figure/shape/surface.

The Surface Area is a 2-Dimensional concept with units m², cm² or mm² where as Volume is a 3-Dimensional concept with m³, cm³ or mm³ as units.

Answer:

Step-by-step explanation:

The perimeter of a polygon is the total length of the boundary. For a triangle, we can find it by adding the lengths of its three sides. So, if ABC is a triangle. We find the perimeter of triangle ABC by adding the length of all the three sides.

Answer:

additive inverse of 7/10 is -7/10 and 0.6 is 0.6

Step-by-step explanation:

Additive inverse simply means changing the sign of the number and adding it to the original number to get an answer equal to 0. The properties of additive inverse are given below, based on the negation of the original number. For example, if x is the original number, then its additive inverse is -x.

Answer:

5Hope it helps!

Step-by-step explanation:

153805 is divisible by 5

Answer:

It is C, x-axis

Step-by-step explanation: if the point is at 0 on the y-axis but on a number greater than or less than 0 on the x-axis then the point is on the x-axis line.

Answer:

Since the y-coordinate is zero, that means that our point lies on the x-axis because any point on the x-axis has a v-coordinate of 0.  Therefore our best option would be option E (x-axis).

Answer:

10:56 = ?; 1/4% = 1/400; 11:15 = ?; 3/5% = 3/500;  12:13 = ?; 1/3% = 1/300

Step-by-step explanation:

10:56, 11:15, 12:13, are not viable to be converted so I don't understand but here is the rest.

Answer:

5/28

Step-by-step explanation:

10:56=10/56=5/28

Answer:

Opening (2 minutes)

Move students into groups of two or three, and distribute the bags of tiles.

Mathematical Modeling Exercise (15 minutes)

 Today, we will model a problem that happens in restaurants every day: moving tables together so that

everyone in a group can sit together. Use the square tiles to represent square tables. One person can sit along

each edge of a table side, no crowding. Our first goal is to find how many people can sit at tables made of

various numbers of square tables pushed together end to end.

 How many chairs can fit around one square table? What is the perimeter of the square if the edge length is

one yard? Record the results in your table.

 4; 4 yards

 If two square tables are pushed together to form a longer rectangular table, how many chairs will fit around

the new table? What is the perimeter of the rectangle? Record the results in your table.

 6; 6 yards

Make sure that each student can connect the square model on the desk to the picture on the classwork sheet.

 If there are twice as many square tables in the new rectangular table, why can’t twice as many chairs fit

around it?

 No chairs will fit right where the tables come together.

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 21 6•4

Lesson 21: Writing and Evaluating Expressions―Multiplication and Addition

223

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This work is licensed under a

Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

 Make a record of the number of chairs that will fit around longer rectangular tables when 3, 4, and 5 square

tables are pushed together to form long rectangular tables.

Mathematical Modeling Exercise

The Italian Villa Restaurant has square tables that the servers can push together to accommodate the customers. Only

one chair fits along the side of the square table. Make a model of each situation to determine how many seats will fit

around various rectangular tables.

Number of Square Tables Number of Seats at the Table

+ or ( + )

Are there any other ways to think about solutions to this problem?

Regardless of the number of tables, there is one chair on each end, and each table has two chairs opposite one another.

It is impractical to make a model of pushing tables together to make a long rectangle. If we did have a rectangle that

long, how many chairs would fit on the long sides of the table?

on each side, for a total of

How many chairs fit on the ends of the long table?

chairs, one on each end

How many chairs fit in all? Record it on your table.

chairs in all

Work with your group to determine how many chairs would fit around a very long rectangular table if square tables

were pushed together.

chairs on each side, totaling , plus one on each end; grand total

If we let represent the number of square tables that make one long rectangular table, what is the expression for the

number of chairs that will fit around it?

+

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 21 6•4

Lesson 21: Writing and Evaluating Expressions―Multiplication and Addition

224

This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 Great Minds. eureka-math.org

This file derived from G6-M4-TE-1.3.0-09.2015

This work is licensed under a

Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Example (13 minutes)

Example

Look at Example 1 with your group. Determine the cost for various numbers of pizzas, and also determine the expression

that describes the cost of having pizzas delivered.

a. Pizza Queen has a special offer on lunch pizzas: $. each. They charge $. to deliver, regardless of how

many pizzas are ordered. Determine the cost for various numbers of pizzas, and also determine the

expression that describes the cost of having pizzas delivered.

Number of Pizzas Delivered Total Cost in Dollars

+

Allow the groups to discover patterns and share them.

What mathematical operations did you need to perform to find the total cost?

Multiplication and addition. We multiplied the number of pizzas by $ and then added the $ delivery fee.

Suppose our principal wanted to buy a pizza for everyone in our class. Determine how much this would cost.

Answers will vary depending on the number of students in your class.

b. If the booster club had $ to spend on pizza, what is the greatest number of pizzas they could order?

Students can use the “guess and check” method for answering this question. A scaffold question might be, “Could they

order 100 pizzas at this price?”

The greatest number of pizzas they could order would be . The pizzas themselves would cost

× $ = $, and then add $. for delivery. The total bill is $.

Step-by-step explanation:

The complete third row is solved and mentioned below -

6   2   5.5   -12   36   1/4

Given are the values of {a} and {b}.

We can complete the third row as -

The complete third row is -

6   2   5.5   -12   36   1/4

Therefore, the complete third row is solved and mentioned below -

6   2   5.5   -12   36   1/4

To solve more questions on algebraic expressions, visit the link below -

brainly.com/question/1041084

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