broccoli cost 1.50 per pound at a grocery store. how much does 64 ounces of broccoli cost, before tax

Answer:

The domain is the temperature

Step-by-step explanation:

The domain of a function can be seen as the set of all possible independent values or variables which will make the function "work", and will output real values for the independent variable.

In the question above, what's been recorded daily is the temperature.

Hence, it serves as the independent variable as its variation does not depend on that of another.

So, temperature is the domain for the function above

For girls: 12/30 = 4/10 = 2/5

For boys: 16/40 = 4/10 = 2/5

The ratios of the number of students on the team to the number of students trying out for both boys and girls are the same since 12/30 = 16/40...

A number line that represents a strategy for determining how many more dollars Corrine needs to earn so that she earns exactly as much as she plans to spend is: C. number line C.

In Mathematics, every number line would primarily increase in numerical value towards the right from 0 and decrease in numerical value towards the left from 0.

Based on the information, the total expenses incurred by Corrine can be calculated as follows;

Total expenses = -($20 + $13 + $4)

Total expenses = -$37

In this context, the amount of dollars that Corrine needs to earn to balance her expenses is given by;

Amount of dollars = $20

Amount of dollars = $20 + $13 = $33.

Amount of dollars = $33 + $4 = $37.

In conclusion, a double numer line such as numer line C, should be used to show the addition (-37 + 37) = 0.

Complete Question:

Corrine plans to spend $20 on a new shirt, $13 on dinner, and $4 on a bus ticket. She knows that she will earn $30 for baby-sitting. Which number line represents a strategy for determining how many more dollars Corrine needs to earn so that she earns exactly as much as she plans to spend?

Mathematical properties like the Commutative Property and place value concepts can assist in simplified addition of decimals and whole numbers. Multiplying decimals by powers of ten can further ease such additions.

In the field of mathematics, properties can significantly aid in the process of adding whole numbers and decimals. One such property is the Commutative Property which states that the order in which numbers are added does not change the sum. For example, if you are adding 2.3 (decimal) + 4 (whole number), you would get the same result as 4 + 2.3.

Furthermore, you can leverage the concept of place value. This involves aligning the decimal points and adding digits from right to left to get the correct sum.

Lastly, multiplying by powers of ten can aid in the addition of whole numbers and decimals. When we multiply a decimal by a power of 10, we simply move the decimal point to the right by the same number of places as there are zeros in the power of 10. This can make additions easier. For instance, if we want to add 4 + 0.23, we could multiply 0.23 by 100 (a power of 10) to get 23, and then it's much straightforward to add 4 + 23. But we have to remember to divide by 100 at last to get the real answer: 4.23.

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Answer:

Every number from 51 all the way to 99.

Step-by-step explanation:

these are all not greater nor less than 50 and 100.

To find the differences between the average height and the actual heights reached, subtract each actual height from the average height. Then order the differences from least to greatest. Ordering the differences from least to greatest, we have: -11.4, -9.0, 9.7, 10.8.

To find the differences between the average height and the actual heights reached, we subtract each actual height from the average height:

Ordering the differences from least to greatest, we have: -11.4, -9.0, 9.7, 10.8.

The differences between the average height and actual heights are calculated and then ordered from least to greatest. Negative values indicate the actual height is higher than the average, while positive values indicate the opposite.

The student is asked to find the differences between an average height of 545 feet and the four given actual heights reached by a model rocket and to write them as positive and negative rational numbers, then order the differences from least to greatest.

Now, we order these differences from least to greatest (considering negative numbers are lower than positive numbers):

Jan sold 8 magazines.

The question is a classic example of a system of linear equations in the context of solving word problems. To solve for the number of magazines Jan sold, we need to set up equations based on the information provided.

Let's denote the number of magazines Jan sold as J. According to the problem, Larry sold twice as many magazines as Jan did, which can be represented as 2J. Henry sold 8 more magazines than Jan, which can be represented as J + 8. Lastly, we are told that Larry and Henry sold the same number of magazines, meaning 2J is equal to J + 8.

To find the number of magazines Jan sold (J), we solve the equation:

2J = J + 8

2J - J = 8 (Subtract J from both sides)

J = 8

Thus, Jan sold 8 magazines.

Answer:

Explained below.

Step-by-step explanation:

Multiplication using partial products is the process of multiplying the ones first, tens next, hundreds next and so on. and finally adding all the products.

Ex:

15 × 75 = 15 × (70 + 5)

= (15 × 70) + (15 × 5)

= 1050 + 75

= 1125

Multiplication using regrouping is the process of carrying over the tens, hundreds, thousands, and so on. to the next level and adding them to the subsequent products.

Ex:

15 × 75 =

  75

105

----------

1125

Multiplication involves calculating the product of a set of numbers or expressions.

An illustration of partial product is as follows:

[tex]\mathbf{39 \times 4}[/tex]

Start by rewriting 39 as 30 + 9

[tex]\mathbf{39 \times 4 = (30 + 9) \times 4}[/tex]

Expand

[tex]\mathbf{39 \times 4 = 30 \times 4+ 9 \times 4}[/tex]

Calculate the product

[tex]\mathbf{39 \times 4 = 120+ 36}[/tex]

[tex]\mathbf{39 \times 4 = 156}[/tex]

The above product by regrouping is as follows

[tex]\mathbf{39 \times 4}[/tex]

Start by multiplying 9 and 4

[tex]\mathbf{9 \times 4 = 36}[/tex]

Write down 6, carry 3

Multiply 3 and 6

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

Add the carried 3

[tex]\mathbf{3 \times 4 +3= 12 +3}[/tex]

[tex]\mathbf{3 \times 4 +3= 15}[/tex]

So, the complete product is:

[tex]\mathbf{39 \times 4 = 156}[/tex]

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Answer:

4

Step-by-step explanation:

Final answer:

To find the approximate difference in the amount of wax needed to make a candle from each of these molds, we can calculate the volume of wax using the formula for the volume of a cylinder. The approximate differences in volume can be calculated by subtracting the volume of mold a) from the volumes of molds b), c), and d).

Explanation:

To find the approximate difference in the amount of wax needed to make a candle from each of these molds, we need to calculate the volume of wax required for each mold. The formula for the volume of a cylinder is V = πr²h, where r is the radius and h is the height.

Using the given values, we can calculate the volumes as follows:

Volume for mold a) = 3.14 × (sqrt(4.19/3.14))² × 1 = 7.98 cubic inches

Volume for mold b) = 3.14 × (sqrt(10.4/3.14))² × 1 = 35.58 cubic inches

Volume for mold c) = 3.14 × (sqrt(12.56/3.14))² × 1 = 50.24 cubic inches

Volume for mold d) = 3.14 × (sqrt(20.93/3.14))² × 1 = 111.51 cubic inches

The approximate differences in the amount of wax needed to make a candle from each of these molds are:

Approximate difference between mold a) and b) = 35.58 - 7.98 = 27.6 cubic inches

Approximate difference between mold a) and c) = 50.24 - 7.98 = 42.26 cubic inches

Approximate difference between mold a) and d) = 111.51 - 7.98 = 103.53 cubic inches