Together, teammates Pedro and Ricky got 2693 base hits last season. Pedro had 283 more
hits than Ricky. How many hits did each player have?

Answer:

30×3=90 10×9=90 45×2=90 . .

Answer: 5, 10, 18

Step-by-step explanation:

Answer:

y = - 4

Step-by-step explanation:

Given

y = 2 - 9x ← substitute x = [tex]\frac{2}{3}[/tex]

y = 2 - ( 9 × [tex]\frac{2}{3}[/tex] ) ← cancel the 9 and 3 by 3

  = 2 - (3 × 2 )

  = 2 - 6

  = - 4

Answer:

27 can go into 224 8 times by dividing 224 by 27 .

Answer:

F=29

Step-by-step explanation:

27+2

Answer:

f=29

Step-by-step explanation:

Answer:

1)  ∠DCE = (180  - x)°

2)   x  = 60°

Step-by-step explanation:

Here, given :  Lines AD and BE intersect at point C

(a)  Now, as we know, c BE is a straight line.

⇒∠BCD + ∠DCE = 180 °  (LINEAR PAIR)

⇒x °  + ∠DCE = 180 °

or, ∠DCE = (180  - x)° ....... (1)

(b) ∠DCE  = 120°

Putting the value in the equation (1), we get:

120°  = (180  - x)°

or, x =  180 - 120° = 60°

or, x  = 60°

Answer:

-2x-3y

Step-by-step explanation:

-1/4(8x+12y)

-8/4x-12/4y

-2x-3y

Final answer:

The expression -1/4(8x+12y) is expanded by distributing -1/4 to both 8x and 12y, resulting in the equivalent expression -2x - 3y.

Explanation:

To expand the expression -1/4(8x+12y), you need to distribute the term outside the parenthesis (-1/4) to each term inside the parenthesis. This process is known as the distributive property of multiplication over addition. Here's the step-by-step process:

In conclusion, the equivalent expression after expanding -1/4(8x+12y) is -2x - 3y.

Answer:

The system has infinitely many solutions

Step-by-step explanation:

we have

[tex]5x+3y=9[/tex] ----> equation A

[tex]-10x-6y=-18[/tex] ----> equation B

Multiply by -2 both sides equation A

[tex]-2(5x+3y)=-2(9)[/tex]

[tex]-10x-6y=-18[/tex] ----> equation C

Compare equation B and equation C

The equations are identical (is the same line)

therefore

The system has infinitely many solutions

Is a consistent dependent system

Answer:

Step-by-step explanation:

First,you take 3 and 3/7 and line it up with 4 and 5/7 and first you add your whole numbers which come before the fractions and get 7.Next,you add the fractions and get 8/7. Now you know it needs symplified because its an improper fraction. To symplify you have to × or ÷ and whatever one you do you have to do it to both the numerator and denominator. If you divide 8÷7=1 R1  7÷7=1.  Last add 7+1+1/7=8 1/7.

From this problem, we know that during the weekend Fiona bought some frozen seafood at the market. She bought the following things:

Let:

x: The large tray of sardines

y: The 3 kg bag of squid

z: The 2kg box of mussels

Then, we have the following information:

The sardines and the squid cost €50:

[tex]x+y=50 \ ... \ eq1[/tex]

The sardines and the mussels cost €43:

[tex]x+z=43 \ ... \ eq2[/tex]

The squid and the mussels cost €26:

[tex]y+z=26 \ ... \ eq3[/tex]

Isolating x from eq 1 and substituting into eq 2:

[tex]From \ eq1: \\ \\ x=50-y \\ \\ \\ Substituting \ into \ eq2: \\ \\ (50-y)+z=43 \\ \\ -y+z=43-50 \\ \\ -y+z=-7 \ ... \ eq4[/tex]

Adding eq3 and eq4:

[tex]\ \ y+z=26 \\ \\ -y+z=-7 \\ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \\ \\ 2z=19 \\ \\ z=9.5[/tex]

From eq 3:

[tex]y+z=26 \\ \\ y+9.5=26 \\ \\ y=26-9.5 \\ \\ y=16.5[/tex]

From eq 1:

[tex]x=50-y \\ \\ x=50-16.5 \\ \\ x=33.5[/tex]

Finally:

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Answer:

The total area of the two rooms is 188.25 square feet

Step-by-step explanation:

Given:

Area of the kitchen = 132 square feet.

Dimension of the Laundry room =  8 1/3 feet by 6 3/4 feet.

To Find:

The total area of the two rooms = ?

Solution:

Area of the two rooms   =  Area of the kitchen + Area of the laundry room

Area of the two rooms   =    132 +  Area of the laundry room

Area of the laundry room  =[tex](8 \frac{1}{3}) \times (6 \frac{3}{4})[/tex]

Area of the laundry room  =[tex]\frac{25}{3} \times \frac{27}{4}[/tex]

Area of the laundry = [tex]\frac{675}{12}[/tex]

Area of the two rooms   =    [tex]132 + \frac{675}{12}[/tex]

Area of the two rooms   = 132 + 56.25

Area of the two rooms   = 188.25 square feet

Final answer:

The total area of Elle's kitchen and laundry room combined is 188.25 square feet. This is found by first calculating the area of the laundry room with given dimensions and then adding it to the area of the kitchen.

Explanation:

The question involves finding the total area of two rooms, given the area of one and the dimensions of the other. The kitchen has an area of 132 square feet. For the laundry room, we need to calculate the area by multiplying its length and width. The dimensions are 8 1/3 feet by 6 3/4 feet. To find the area, convert mixed numbers to improper fractions: 8 1/3 becomes 25/3 feet, and 6 3/4 becomes 27/4 feet. The area is then calculated as (25/3) * (27/4) square feet.

To compute this, multiply the numerators and denominators separately: (25*27) / (3*4) = 675 / 12, which simplifies to 56.25 square feet. Now, add the area of the laundry room to the area of the kitchen to get the total area of both rooms: 132 + 56.25 = 188.25 square feet. Therefore, the total area of the two rooms is 188.25 square feet.

She made 15 cookies

Solution:

Let "x" be the number of cookies she made

She gave 1/3 of cookies for her husband

Therefore,

[tex]Husband = \frac{1}{3}x[/tex]

Find the remaining

[tex]Remaining = x - \frac{x}{3} = \frac{3x-x}{3} = \frac{2x}{3}[/tex]

1/4 of the cookies to her son

Therefore,

[tex]son = \frac{1}{4} \times \frac{2x}{3} = \frac{x}{6}[/tex]

Now again find the remaining

[tex]Remaining = \frac{2x}{3} - \frac{x}{6} = \frac{x}{2}[/tex]

1/6 of a cookies to her neighbor

[tex]Neighbor = \frac{1}{6} \times \frac{x}{2} = \frac{x}{12}[/tex]

Now again find the remaining

[tex]Remaining = \frac{x}{2} - \frac{x}{12} = \frac{5x}{12}[/tex]

She ate the remaining six cookies

Therefore,

[tex]\frac{5x}{12} = 6\\\\5x = 72\\\\x = 14.4[/tex]

Thus she made approximately 15 cookies

A Dilation factor of 3 means that all dimensions of the figure are three times larger than those of the original figure. This applies to every dimension of the figure including height, width, and depth (if applicable). An example is a rectangle with original measurements 2 cm by 4 cm becoming 6 cm by 12 cm after dilation.

When a figure undergoes a dilation, all its dimensions are altered by the dilation factor.

In this case, the dilation factor is 3, which means that each dimension of the figure is three times larger than before.

It is important to note that this applies to all dimensions: height, width, and depth (if applicable).

For instance, suppose you have a rectangle with a height of 2 cm and width of 4 cm.

If the rectangle is dilated by a factor of 3, the new dimensions would be 6 cm (2 cm * 3) for height and 12 cm (4 cm * 3) for width.

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The question probable may be:

Explain the concept of dilation and provide an example illustrating how the dimensions of a figure change when subjected to a dilation factor. In particular, discuss the scenario where a rectangle with a height of 2 cm and width of 4 cm undergoes a dilation by a factor of 3. What are the new dimensions, and how does this align with the general principle of dilation?

The maximum height of the ball is found at 64 feet

Hello! remember to write complete and clear questions in order to get good and exact answers. I've found a similar question so I have written it in a comment above. We know that h(t) models the height, in feet, of a ball that is kicked into the air where t is given as time in seconds. This equation follows a quadratic function so from math we know that the maximum or minimum of this type of functions is found at the vertex of its graph. So:

[tex]f(x)=ax^2+bx+c \\ \\ \\ Vertex \ (h,k): \\ \\ h=-\frac{b}{2a} \\ \\ k=f(-\frac{b}{2a}) \\ \\ \\ Our \ function \ is: \\ \\ h(t)=-16t^2+64t \\ \\ \\ Comparing: \\ \\ a=-16 \\ \\ b=64 \\ \\ c=0 \\ \\ \\ h=-(\frac{64}{2(-16)})=2 \\ \\ k=-16(2)^2+64(2) \\ \\ k=64[/tex]

Finally, the maximum height of the ball is found at 64 feet

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Answer:

180 points.

Step-by-step explanation:

Given:

A class will have 1 test and 5 homework assignments to complete.

The test is worth 80 points.

Each homework assignment is work 25% of the test.

Question asked:

How many points may be earned during this unit ?

Solution:

By unitary method:

Points may be earned from 1 assignments = [tex]25\% of 80[/tex] (given)

                                                                       = [tex]\frac{25}{100} \times 80 = \frac{2000}{100} = 20[/tex]

Points may be earned from 5  assignments = [tex]5\times 20 = 100[/tex]

Points may be earned from 1 test = [tex]80[/tex]

Total points may be earned = 100 + 80 = 180

Therefore, 180 points may be earned during this unit.

Answer:

my answer is 707

Step-by-step explanation:

i used a calculator lol

Answer:

707

Step-by-step explanation:

Answer:

2 dollars cuz ur poor

Step-by-step explanation:

Answer

wherever the decimal is, put it directly on top of the dividing line thing. Now that the decimal looks like a regular whole number you can divide like you usually would. Whenever you do regular long division, your answer is always going to be on the top of the line. Your answer should have a decimal in it ... and that should be your answer.

Answer:

[tex]4 \sqrt{6} \times \sqrt{3} = 12 \sqrt{2} [/tex]

Step-by-step explanation:

We want to simplify the radical expression:

[tex]4 \sqrt{6} \times \sqrt{3} [/tex]

We write √6 as √(2*3).

This implies that:

[tex]4 \sqrt{6} \times \sqrt{3} = 4 \sqrt{2 \times 3} \times \sqrt{3} [/tex]

We now split the radical for √(2*3) to get:

[tex]4 \sqrt{6} \times \sqrt{3} = 4 \sqrt{2} \times \sqrt{3} \times \sqrt{3} [/tex]

We obtain a perfect square at the far right.

[tex]4 \sqrt{6} \times \sqrt{3} = 4 \sqrt{2} \times (\sqrt{3} )^{2} [/tex]

This simplifies to

[tex]4 \sqrt{6} \times \sqrt{3} = 4 \sqrt{2} \times 3[/tex]

This gives us:

[tex]4 \sqrt{6} \times \sqrt{3} = 4 \times 3 \sqrt{2} [/tex]

and finally, we have:

[tex]4 \sqrt{6} \times \sqrt{3} = 12 \sqrt{2} [/tex]

Answer:

74°

Step-by-step explanation:

all angles of a triangle will always end up equal to 180°

68 + 38 = 106

180 - 106 = 74

Answer:

Yes it is a function given by f(x) = 2x

Step-by-step explanation:

Any function can approximated as series or a polynomial. For example,

[tex]e^{x} = 1 + \frac{x}{1!} + \frac{x^{2}}{2!} + \frac{x^{3}}{3!} ...[/tex]    (exponential function)

(n! or n factorial is equal to n(n-1)(n-2)...3.2.1 ;  3! = 3.2.1 = 6)

and for the series to converge(the sum does not go to infinity), higher order terms must tend to zero.

General form of a polynomial/series: [tex]f(x) = a + bx +cx^{2} + ...[/tex]

For the given set of points, we can start with the straight line equation:

[tex]f(x) = y = a + bx[/tex]    ........(1)

Let us take two points from the given relation: (-5, -10), (-1, -2)

and put the respective x and y values in equation (1), we get two equations, which we can then solve simultaneously to get values of [tex]a[/tex] and [tex]b[/tex]:

[tex]-10=a-5b[/tex]    ........(2)

[tex]-2=a-b[/tex]    ..........(3)

Now (3) - (2) gives us: [tex]b=2[/tex] and putting the value of [tex]b[/tex] in any of the above equation gives us [tex]a=0[/tex]

Hence, we get the equation, [tex]f(x)=y=2x[/tex]

It can be seen that all the given points satisfies this relation and since we get a unique [tex]y[/tex] for every [tex]x[/tex], we can call this a function.

Final answer:

The provided relation is a function because each x-value is unique and maps to exactly one y-value, fulfilling the criterion that every element of the domain is associated with exactly one element of the range.

Explanation:

The question asks if a relation containing the points (-5,-10), (-2,-4), (-1,-2), (4,8), and (5,10) is a function. To determine if this relation is a function, we need to examine if any x-value (the first number in each pair) repeats with a different y-value (the second number in each pair). Upon inspection, we see that each x-value is unique to a single y-value, which means that each element of the domain maps to a unique value in the range. Therefore, we can conclude that this relation is indeed a function.

In general, a function is defined as a relation in which every element of the domain (set of all first elements) is associated with exactly one element of the range (set of all second elements). This criterion is met in the relation provided as each x-value is unique and paired with only one y-value.

Answer:

x-y=-2

Step-by-step explanation:

Divide both sides if the equations by 3.

(3y-3x)÷3=6÷3

y-3x÷3=2

calculate the quotient

y-x=2

multiply both sides of the equation bub -1

-1x(-x)-1y=-1x2

any expression multiplied by -1

x-1y=-1x2

any expression multiplied by 1 remains the same.

x--y=-1x2

x-y=-2

Answer:

Explanation:

[tex]391\:\mathrm{divides\:by}\:17\quad \:391=23\cdot \:17[/tex]

[tex]=17\cdot \:23[/tex]

17, 23 are all prime number. So no further factorization possible

[tex]=17\cdot \:23[/tex]

So,

Answer:

Explanation:

[tex]291\:\mathrm{divides\:by}\:3\quad \:291=97\cdot \:3[/tex]

[tex]=3\cdot \:97[/tex]

3, 97 are all prime number. So no further factorization possible

[tex]=3\cdot \:97[/tex]

So,

Answer:

Explanation:

37 is a prime number. So no further factorization possible

[tex]=37[/tex]

So,

Answer:

Explanation:

[tex]411\:\mathrm{divides\:by}\:3\quad \:411=137\cdot \:3[/tex]

[tex]=3\cdot \:137[/tex]

3, 137 are all prime number. So no further factorization possible

[tex]=3\cdot \:137[/tex]

So,

Answer:

Explanation:

[tex]387\:\mathrm{divides\:by}\:3\quad \:387=129\cdot \:3[/tex]

[tex]=3\cdot \:129[/tex]

[tex]129\:\mathrm{divides\:by}\:3\quad \:129=43\cdot \:3\\=3\cdot \:3\cdot \:43[/tex]

3, 43 are all prime number. So no further factorization possible

[tex]=3\cdot \:3\cdot \:43[/tex]

So,

Answer:

Explanation:

113 is a prime number. So no further factorization possible

[tex]=113[/tex]

So,

Answer:

Explanation:

293

[tex]\mathrm{Prime\:factors\:of\:}293:\quad 293[/tex]

[tex]=293[/tex]

[tex]293\mathrm{\:is\:a\:prime\:number,\:therefore\:no\:factorization\:is\:possible}[/tex]

[tex]=293[/tex]

So,

Answer:

Explanation:

[tex]451\:\mathrm{divides\:by}\:11\quad \:451=41\cdot \:11[/tex]

[tex]=11\cdot \:41[/tex]

11, 41 are all prime number. So no further factorization possible

[tex]=11\cdot \:41[/tex]

So,

Answer:

Explanation:

[tex]459\:\mathrm{divides\:by}\:3\quad \:459=153\cdot \:3[/tex]

[tex]=3\cdot \:153[/tex]

[tex]153\:\mathrm{divides\:by}\:3\quad \:153=51\cdot \:3[/tex]

[tex]=3\cdot \:3\cdot \:51[/tex]

[tex]51\:\mathrm{divides\:by}\:3\quad \:51=17\cdot \:3[/tex]

[tex]=3\cdot \:3\cdot \:3\cdot \:17[/tex]

3, 17 are all prime number. So no further factorization possible

[tex]=3\cdot \:3\cdot \:3\cdot \:17[/tex]

So,

Answer:

Explanation:

[tex]385\:\mathrm{divides\:by}\:5\quad \:385=77\cdot \:5[/tex]

[tex]=5\cdot \:77[/tex]

[tex]77\:\mathrm{divides\:by}\:7\quad \:77=11\cdot \:7[/tex]

[tex]=5\cdot \:7\cdot \:11[/tex]

5, 7, 11 are all prime number. So no further factorization possible

[tex]=5\cdot \:7\cdot \:11[/tex]

So,

Answer:

Explanation:

So,

Keywords: prime factor

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Find total of non blue socks:

7 + 8 + 4 = 19

There are 9 blue socks.

Ratio is blue / non blue = 9/19

Answer:

Step 1: D for Divide. How many times will 5 go into 65? ...

Step 2: M for Multiply. You multiply your answer from step 1 and your divisor: 1 x 5 = 5. ...

Step 3: S for Subtract. Next you subtract. ...

Step 4: B for Bring down. ...

Step 1: D for Divide. ...

Step 2: M for Multiply. ...

Step 3: S for Subtract.

Step-by-step explanation:

Answer:

[tex]S =19P\\S-19P = 0[/tex]                              

Step-by-step explanation:

We are given the following in the question:

Let P be the number of professor and S be the student in a college.

According to the question:

There are 19 times as many students as professors.

We have to write an equation to show the given relationship between professors and students.

[tex]S =19P\\S-19P = 0[/tex]

The above situation is the situation that represents the given relationship.

Answer:

radius=diameter÷2=36÷2=13

Yo sup??

diameter=2*radius

36=2 r

r=18

therefore the radius is 18 units

Hope this helps

Answer: 2,204

Step-by-step explanation:

Final answer:

To solve 2453 minus 249, align the numbers by place value and subtract each column starting from the rightmost digit, borrowing where necessary. The result of 2453 minus 249 is 2204.

Explanation:

The question is a basic arithmetic problem involving subtraction. The task is to subtract 249 from 2453. We write the numbers in column form, aligning the units, tens, hundreds, and thousands places properly:

2453
-  249
------

We start subtracting from the rightmost digit (units place) and proceed to the left:

Finally, subtract in the thousands place: 2 minus 0 is 2.

After completing the subtraction, we have the result:

2204

Therefore, 2453 minus 249 equals 2204.

Answer:Her Aunt paid her 4.50 and hour and her neighbor 6 an hour. The difference is 1.5

Step-by-step explanation: