22
alue of the expression below.
7 + (30 – 2) = 7 * 23

Answer:

yes it is proportional but i can't see what the rest of the answers say

Step-by-step explanation:

Answer: 40%

Step-by-step explanation: To find out what percent of shots Hanley made in the last basketball game, we need to write 14/35 as a percent.

To write a fraction as a percent, first remember that a percent is a ratio of a number to 100. So to write 14/35 as a percent, we need to find a fraction equivalent to 14/35 with a 100 in the denominator. We can do this by setting up a proportion.

So we have [tex]\frac{14}{35} = \frac{n}{100}[/tex]

Now, we can use cross products to find the missing value.

1,400 = 35n

÷35      ÷35   ← divide by 35 on both sides of the equation

   40 = n

This means that Hanley made 40% of his shots last basketball game.

To find the percentage of how many shots Hanley made, we can divide how many shots he made to how many shots he took.

14 ÷ 35 = 0.4

Multiply by 100 to find the percentage.

0.4 * 100% = 40%

Thus, Hanley made 40% of his shots.

Best of Luck!

0.222222222 is the exact decimal.

Answer:

320 cubes

Step-by-step explanation:

3 1/3 inches = 10/3 inches

There are 10 lengths of 1/3 inch in 10/3 inches.

2 2/3 inches = 8/3 inches

There are 8 lengths of 1/3 inch in 8/3 inches.

1 1/3 inches = 4/3 inches

There are 4 lengths of 1/3 inch in 4/3 inches.

In the 3 1/3 inch by 2 2/3 inch by 1 1/3 inch box, you can place 10 by 8 by 4 cubes measuring 1/3 inch on the side.

10 * 8 * 4 = 320

Answer: 320 cubes

It will take 320 cubes of size 1/3 inch  to fill the box a box with a width of 3 1/3 inches, a length of 2 2/3 inches, and a height of 1 1/3 inches

Volume of a cube of side a inch is [tex]\rm a^3\; inch^3[/tex]

Length of one side of the cube = 1/3 inch

[tex]\rm Volume\; of \; the \; cube = (1/3)^3 = 1/27 \; inch^3[/tex]

[tex]\rm Length\; of \; the \; box = 3 \dfrac{1}{3}\; inches = \dfrac{10}{3}\; inches[/tex]

[tex]\rm Width\; of \; the \; box = 2 \dfrac{2}{3}\; inches = \dfrac{8}{3} \; inches[/tex]

[tex]\rm Height\; of \; the \; box = 1 \dfrac{1}{3}\; inches = \dfrac{4}{3} \; inches[/tex]

[tex]\rm The\; volume \; of \; cuboid\; = \; Length\times Width \times Height\\\\So \; the \; volume \; of\; the\; box = (10/3)\times (8/3) \times (4/3)[/tex]

Let there be n be the number of cubes in the box so

Sum of volumes of n cubes = Volume of the box

[tex]\rm n \times (1/27 ) = (10/3)\times (8/3)\times (4/3)\\n \times (1/27) = 320 /27\\n = \bold{320}[/tex]

So, It will take 320 cubes of size 1/3 inch  to fill the box a box with a width of 3 1/3 inches, a length of 2 2/3 inches, and a height of 1 1/3 inches.

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Answer:

[tex]\frac{3}{12} ,\frac{8}{12}[/tex]

Step-by-step explanation:

Given fraction: 1/4 and 2/3

To find common denominator, we will use Least common divisor (LCD) of 4 and 3.

[tex]4= 2\times 2\\3= 3\times 1[/tex]

∴ Least common divisor (LCD) = [tex]4\times 3= 12[/tex]

Now, to make denominator common for both the fractions, we need to multiply denominator with a number equal to 12.

∴ [tex]\frac{1}{4} =\frac{?}{12}[/tex]

Multiply numerator and denominator by 3

[tex]\frac{1\times 3}{4\times 3} = \frac{3}{12}[/tex]

Next solving for another fraction:

[tex]\frac{2}{3} =\frac{?}{12}[/tex]

Multiply numerator and denominator by 4

[tex]\frac{2\times 4}{3\times 4} = \frac{8}{12}[/tex]

∴ We have [tex]\frac{3}{12}\  and \ \frac{8}{12}[/tex] with common denominator.

Answer:

D (9+5-2)

Step-by-step explanation:

Monica is 9 years old, Josh is 5 years older -> 9 +5 is Josh's age

We also know that Arleta is 2 years younger than Josh -> 9+5 -2

Therefore Arleta (9+5-2) years old

Answer:

118 miles

Step-by-step explanation:

Assuming that a month has 4 weeks

Each week has 5 weekdays.

The number of weekdays in a month is the number of weeks times 5.

4 X 5 = 20

Multiply the number of weekdays in a month by 5.9 miles.

20 X 5.9 miles = 118 miles

Therefore he runs 118 miles every months.

Answer: -6.3, -3.9, 3.4, 4.2, 7.7

Step-by-step explanation:

Use the number line.

Now remember, the highest negative is last.

So -6.3 goes first, then the next negative, -3.9.

Now use the natural order of numbers, 1,2,3,4....

So then continued, it would be 3.4, 4.2, 7.7

Answer:

This is your answer:

Step-by-step explanation:

Least to greatest:

NOTE:

Remember - when you are dealing with negative numbers and ordering them, the greater the negative number, the less value it has>

-6.3 has less value than -3.9 because -6.3 is a greater negative number, and because as you keep moving left on the number line, the values keep decreasing in value.

-6.3 has less value than -0.01

but

-6.3 has greater value than -6.5

I hope this helps!

One song download costs $2 and one movie download costs $11.

Step-by-step explanation:

Let,

Price of one song download = x

Price of one movie download = y

According to given statement;

8x+9y=115     Eqn 1

15x+9y=129   Eqn 2

Subtracting Eqn 1 from Eqn 2

[tex](15x+9y)-(8x+9y)=129-115\\15x+9y-8x-9y=14\\7x=14[/tex]

Dividing both sides by 7

[tex]\frac{7x}{7}=\frac{14}{7}\\x=2[/tex]

Putting x=2 in Eqn 1

[tex]8(2)+9y=115\\16+9y=115\\9y=115-16\\9y=99[/tex]

Dividing both sides by 9

[tex]\frac{9y}{9}=\frac{99}{9}\\y=11[/tex]

One song download costs $2 and one movie download costs $11.

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Answer:

3

Step-by-step explanation:

Answer: 3

Step-by-step explanation:

x*2=6

x=3

Answer:

The solution for long division of 238÷7 is 34 with remainder of 0. You may check the attached figure a to visualize step by step solution of this long division.

Step-by-step explanation:

Please check the attached figure a to visualize step by step solution of this long division.

Here is the step by step solution of 7 divided by 238.

Hence, The solution for long division of 238÷7 is 34 with remainder of 0. Please see the attached figure a to visualize step by step solution of this long division.

Keywords: long division, divide

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34 with the remainder of 0 is the result of the long division when 7 is divided by 238.  

The following steps will be taken to do the long division:

23 divided by 7 will result in 3

Divide the divisor by the quotient digit (3).

Subtract the numbers =  21 away from 23.

Bring the number as the next dividend figure.

28 divided by 7 will result in 4

Divide the divisor by the quotient digit (4).

Subtract 28 from 28 and the result is 0

The remainder after the division will be 7

The resultant will be 0.

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Answer:  

Explanation:

The angle STV is an inscribed angle, i.e. an angle with its vertex (point T) on a circle and formed by two intersectic chords.

As per the inscribed angle therorem, this angle is half the central angle.

Thus, the central angle is 82º × 2 = 164º.

That central angle is the measure of the arc SVU.

By the construction, the measure of the arc SV plus the measure of the arc VU is equal to the measure of the arc SU.

Thus, you have:  

Answer:

The slope formed using points (4,6) and (8,0) is [tex]\dfrac{3}{2}[/tex]

Step-by-step explanation:

Given as :

The points are (4,6) and (8,0)

([tex]x_1[/tex] , [tex]y_1[/tex]) = (4,6)

([tex]x_2[/tex] , [tex]y_2[/tex]) = (8,0)

Let The slope that formed = m

So,

slope = m = [tex]\dfrac{y_2 - y_1}{x_2 - x_1}[/tex]

m =  [tex]\dfrac{0 - 6}{8 - 4}[/tex]

Or, m =  [tex]\dfrac{6}{4}[/tex]

∴ m = [tex]\dfrac{3}{2}[/tex]

So, The slope formed using points = m =  [tex]\dfrac{3}{2}[/tex]

Hence , The slope formed using points (4,6) and (8,0) is [tex]\dfrac{3}{2}[/tex] Answer

Answer:

64

Step-by-step explanation:

f(-1)=-1-7=-8

g(f(-1))=(-8)^2=(-8)(-8)=64

Answer:

average rate of change of the plane = average speed = [tex]\frac{40}{5} =8\frac{feet}{s}[/tex]

Step-by-step explanation:

we know that

average rate of change of the plane = average speed of the plane

average speed = (change in distance)/(change in time)

since th goes from 15 feet to 55 feet from 2 seconds to 7 seconds

change in time = final time - initial time = 7-2 = 5 seconds.

change in distance = final distance - initial distance

                                = 55-15 = 40 feet.

therefore average speed = [tex]\frac{40}{5} =8\frac{feet}{s}[/tex]

Answer:

/2 and /4 because angle 1 is 90

Complementary angles in Mathematics are two angles that add up to 90 degrees. You determine this by adding the measures of two angles; if the sum is 90, the angles are complementary. An example would be angles of 30 and 60 degrees.

In the field of Mathematics, specifically geometry, complementary angles are two angles that add up to 90 degrees. Without the diagram, it's tricky to provide an accurate pair of complementary angles. Nevertheless, if you have pairs of angles in the diagram, you calculate their sum: if it equals 90 degrees, those angles are complementary. For example, if one angle measures 30 degrees and the other measures 60 degrees, those two angles are complementary because they add up to 90 degrees.

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Answer:

A, B and C

Step-by-step explanation:

A. Adding another researcher to provide ratings will make the study less biased.

B. A quiz or exam will show which students have a better understanding of the math material. Better quiz or exam results show that the site is more effective for a student with or without the supplemental instruction.

C. Having a greater sample size is better because a greater scope of students is covered. Different students have different abilities and learning preferences.

Answer:

A. - Have another researcher provide ratings, as well.

B. - Administer a quiz or exam that gauges student understanding

C. - Increase the sample size.

Step-by-step explanation:

Option A is correct because additional researchers help identify and eliminate bias in individuals.

Option B would be very helpful in obtaining quantitative data on students improvement.

Option C will also improve the study because larger sample sizes mean more accurate results.

Option D is NOT correct, as limiting observations to students who are engaged eliminates the control group and makes it so that there is no baseline, rendering the experiments results almost meaningless.

Answer:

g(x) is shifted 1 unit to the right and 5 units up.

Step-by-step explanation:

f(x) =,

x  --------> (original function)

(x - 1) = [x - (+1)]------>  shifted 1 unit in the positive x direction, i.e 1 unit to right

(x - 1) + 5 ----------> shifted 5 units in the positive y direction, i.e 5 units up.

combining all the steps.

g(x) is shifted 1 unit to the right and 5 units up.

Question is not proper; Proper question is given below;

Eliza and Jamie are making cupcakes for a bake sale at school.Eliza needs 2 1/3 cups of flour for her recipe, and Jamie needs 1 3/4 cups for her recipe. they have 4 cups of flour.Do they have enough flour for both of their recipes? explain.

Answer:

They do not have enough flour for both recipes.

Step-by-step explanation:

Given:

Amount of flour Eliza needs = [tex]2 \frac{1}{3}[/tex] cup

[tex]2 \frac{1}{3}[/tex] can be rewritten as [tex]\frac{7}{3}[/tex]

Amount of flour Eliza needs = [tex]\frac{7}{3}[/tex] cup

Amount of flour Jamie needs = [tex]1 \frac{3}{4}[/tex] cup

[tex]1\frac{3}{4}[/tex] can be rewritten as [tex]\frac{7}{4}[/tex]

Amount of flour Eliza needs = [tex]\frac{7}{4}[/tex] cup

Total Amount of flour they have = 4 cups

We need to find whether  they have enough flour for both recipes.

Total Amount of flour they need is equal to sum of Amount of flour Eliza needs and Amount of flour Jamie needs.

framing in equation form we get;

Total Amount of flour they need = [tex]\frac{7}{3}+\frac{7}{4}[/tex]

Now taking LCM for making the denominator common we get;

Total Amount of flour they need = [tex]\frac{7\times 4}{3\times 4}+\frac{7\times 3}{4\times3} = \frac{28}{12}+\frac{21}{12}= \frac{28+21}{12} = \frac{49}{12} \ cups \ \ \ \ \ OR \ \ \ \ \ 4\frac{1}{12} \ cups[/tex]

Now Since the Total amount of flour they need is [tex]\frac{49}{12} \ cups \ \ \ \ \ OR \ \ \ \ \ 4\frac{1}{12} \ cups[/tex] which greater than Total Amount of flour they have which is 4 cups.

Hence we can say that they do not have enough flour for both recipes.

Answer:

[tex]\sqrt[4]{y}[/tex]

Step-by-step explanation:

The quotient property of radicals requires the indices of the radicals to be the same.

This statement is true and is applicable also for expressing the ((4th root of y^3)/(square root of y)) as a single radical.

The given expression is  

[tex]\frac{\sqrt[4]{y^{3}}}{\sqrt{y} }[/tex]

Now, [tex]\sqrt{y}[/tex] can also be written as [tex]\sqrt[4]{y^{2}}[/tex], and hence,

[tex]\frac{\sqrt[4]{y^{3}}}{\sqrt{y} }[/tex]

= [tex]\frac{\sqrt[4]{y^{3}}}{\sqrt[4]{y^{2}}}[/tex]

= [tex]\sqrt[4]{\frac{y^{3}}{y^{2}}}[/tex]

= [tex]\sqrt[4]{y}[/tex] (Answer)

Answer:

The radicals are the power of the same base so they can be written using rational exponents. Simplified the quotient of the exponential expression by getting a common denominator and subtracting exponents. The simplified expression is the 4th root of y

Step-by-step explanation:

Got it right on edg

Answer:

75 degrees

Step-by-step explanation:

Complementary angles add up to 90 degrees. If we are given that one angle is 15 degrees, we can find the other one using a simple one-step equation.

let x represent the measure of angle N

90 = 15 + x

Subtract 15 from both sides to isolate the variable

75 = x

Angle N measures 75 degrees

Answer:

Exact form : 5723^9

Decimal form : 6.58587848 • 10^33

Step-by-step explanation: Evaluate.

Hope this helps you out! ☺

Answer:

The original price is $25

Step-by-step explanation:

Let x represent the original price

If the shirt was sold on a 20% discount. Then the sale price is 80/100x

The original price was five dollars more than the sale price .

To put this in an equation

X= 5+ 80/100x

X-0.8X= 5

0.2x= 5

X= 5/0.2

X= $25

4 km = 4000 m = 400000 cm

Scale: 3:400000

answer: 3:400000

Final answer:

Scale on a map is the ratio between map distance and actual distance on Earth's surface. For the given question, the scale is found to be approximately 1 cm representing 1.33 km.

Explanation:

Scale on a map is the ratio between the distance on the map and the actual distance on Earth's surface. In this question, a scale of 3 cm representing 4 km means the ratio is 3 cm to 4 km. To find the scale, divide the map distance by the actual distance: 3 cm / 4 km = 0.75 cm/km. Therefore, the scale of the map is 1 cm representing approximately 1.33 km.

Answer:

Step-by-step explanation:

x + 24 > 4x

24 > 4x - x

24 > 3x

24/3 > x

8 > x or x < 8

so ur answer is : all numbers less then 8

Answer:

Step-by-step explanation:

Let be "x" the unit price (price/ounce) of the soda in the 2-liter bottle and "y"  the unit price (price/ounce) of the soda in the case  of twelve 12 ounces cans.

According to the data provided in the exercise, you know that:

1. The 2-liter bottle of soda  is equal to 67.6 ounces.

2. That bottle costs  $1.89

Then, the unit price is:

[tex]x=\frac{1.89}{67.6}\\\\x\approx0.028[/tex]

3. There are 12 ounce  cans in the case. Then the total ounces is:

[tex]12\ oz*12=144\ oz[/tex]

4. It costs $2.99.  So the unit price is:

[tex]y=\frac{2.99}{144}\\\\y\approx0.021[/tex]

Since:

[tex]y<x[/tex]

The better bargain is the case of 12 ounce cans.

Answer:

There are 500 staples in each package.

Step-by-step explanation:

This is a simple problem which requires us to tell number of staples each package have. The total number of staples in the catoon and the total number of staples that each package have is given in the question. So we can easily calculate total number of staples that each package have by dividing total number of staples in the cartoon by number of staples each packet have i.e.

25,000/50 = 500

Answer:

There are 9 terms, and the common difference is 11.

Step-by-step explanation:

The sum of the first n terms of an arithmetic sequence is:

S = n (a₁ + aₙ) / 2

where a₁ is the first term and aₙ is the last term.

252 = n (-16 + 72) / 2

n = 9

The nth term of an arithmetic sequence is:

aₙ = a₁ + d (n−1)

where d is the common difference.

72 = -16 + d (9−1)

d = 11

There are 9 terms, and the common difference is 11.

To find the number of terms and the common difference of an arithmetic progression, you can use the formulas for the sum of an arithmetic progression and the last term. In this case, there are 10 terms in the AP and the common difference is 8.

The first step is to understand that the sum 'S' of the first 'n' terms of an arithmetic progression (AP) can be given by this formula: S=n/2(2a+(n-1)d). Here 'a' is the first term, 'd' is the common difference, and 'n' is the number of terms.

From the question, we know that S=252, a=-16, and the last term is 72. The last term can be expressed as a+(n-1)d, hence 72=-16+(n-1)d.

Solving these two equations we get n=10, meaning there are 10 terms in the AP, and d=8, the common difference.

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To determine Jordan's unit rate of swimming, divide the number of laps by the minutes taken. If Jordan swims 2 laps in 4 minutes, the unit rate is 0.5 laps per minute. This concept is widely applicable, enabling comparisons of performance across different contexts.

Jordan can swim 2 laps in a given number of minutes. To find Jordan's unit rate of laps per minute, we would simply divide the number of laps by the number of minutes. For example, if Jordan swims 2 laps in 4 minutes, the unit rate would be 0.5 laps per minute.

To find a unit rate, you always divide the first quantity (number of laps) by the second quantity (time in minutes), ensuring you have a rate reflective of one unit of time. This unit rate can then be used to calculate how many laps Jordan could swim in a different given time frame.

Examples of Unit Rates

Unit rates are beneficial for comparing performance and can apply to various scenarios like estimating how long it would take to fill a swimming pool or determining the velocity of a common garden snail.