Which pile has more pennies

To find two fractions whose product is -3/5, we can choose any two fractions that follow the rules of multiplying fractions. For example, the fractions 1/5 and -3/1 or -4/5 and 3/4 both have a product of -3/5.

To find two fractions whose product is -3/5, we need to consider the rules of multiplying fractions. When we multiply two fractions, we multiply their numerators to get the new numerator and multiply their denominators to get the new denominator. In this case, we can choose any two fractions that satisfy these rules and have a product of -3/5.

For example, let's consider the fractions 1/5 and -3/1. When we multiply these fractions, we get (1 × -3) / (5 × 1) = -3/5.

Another example is the fractions -4/5 and 3/4. When we multiply these fractions, we get (-4 × 3) / (5 × 4) = -12/20, which can be simplified to -3/5.

Answer:

8.54

Step-by-step explanation:

i took the test

No, this is not scientific notation. Scientific notation has a number multiplied by 10 to the power of something. But, that number has one digit in front of the decimal point. Since, here, there are none, this is not a number in scientific notation.

Answer:

6

Step-by-step explanation:

Five added to 2 times a number is equal to 7 less than 4 times the number

Five is added to 2 times a number 2x + 5

7 less than 4 times the number 4x - 7

Put them together

2x+5=4x-7

2(6)+5=17

4(6)-7=17

x=6

Answer:

[tex]13=29-x[/tex]

[tex]x=29-13[/tex]

Step-by-step explanation:

Given equation is [tex]13 + x = 29[/tex]

Solve the given equation for x, subtract 13 from both sides

[tex]x=16[/tex]

Now we solve each equation given for x

[tex]29 + 13 = x[/tex], x=42

[tex]13=29-x[/tex], subtract 29 from both sides

[tex]-16=-x[/tex] divide both sides by -1

x=16

[tex]x=29-13[/tex], x= 16

[tex]13-x=29[/tex] subtract 13 from both sides

[tex]-x=16[/tex] divide both sides by -1

x=-16

Option B  and C gives the same solution x=16

To solve for k in the equation 4 2/5 + k = -3 2/11, we convert the mixed numbers to improper fractions, find a common denominator, and perform algebraic operations to isolate k. The solution is k = -417/55.

The student is asking to solve the equation 4 2/5 + k = -3 2/11 for k. To solve this, you would convert the mixed numbers into improper fractions, then isolate the variable k by performing algebraic operations.

Steps to Solve for k:

By following these steps, we can find that the value of k is -417/55. We have used algebraic operations, improper fractions, and common denominators to solve the equation.

Final answer:

To obtain 16 using the numbers 1, 2, 3, and 4 with addition and multiplication, the expression is 4 x (3 + 1). To reach 816, place 8 in the hundreds place by calculating 8 x 100 and add the previously obtained 16.

Explanation:

To create an expression that evaluates to 16 using the numbers 1, 2, 3, 4 each only once and the operations + or x as many times as you like, we can use the following expression:

4 x (3 + 1) = 16

To write an expression that evaluates to 816 using our 16, simply prepend the number 8 to 16, which can be done by using multiplication and addition as follows:

8 x 100 + 4 x (3 + 1) = 800 + 16 = 816

This utilizes the concept that numbers can be broken down into sums of multiples of powers of 10 (place value), which is a fundamental principle in mathematics.

The function P=34h+50 represents Talia's earnings, P, for driving h hours. The correct option is B.

Expression in maths is defined as the collection of numbers variables and functions by using signs like addition, subtraction, multiplication, and division.

Numbers (constants), variables, operations, functions, brackets, punctuation, and grouping can all be represented by mathematical symbols, which can also be used to indicate the logical syntax's order of operations and other features.

Given that Talia drives a bus. The function P=25h+50 represents her daily pay, in dollars, for working h hours. She picks up 45 passengers per hour. She also receives $0.20 for each passenger she picks up. The function B=45h·(0.20) represents the amount she earns for her bonus.

The total earnings will be calculated as,

TE = 25h + 50 + 45h.(0.2)

TE = 25h + 50 + 9h

TE = 34h + 50

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Answer:

The distance between point A and the point B is:

6 Units.

Step-by-step explanation:

The Cartesian plane is known as 2 perpendicular number lines between them, one horizontal and one vertical, which are cut at a point called the origin.

And the coordinates are given by the values ​​of X and Y (x, y)

Where X are horizontal values ​​and Y are vertical values.

By placing the point (−1, 3) and the point (−7, 3) we realize that two values ​​of Y are exactly the same on the line.

But the values ​​of X are different from each other, so the units of the distance between them are counted.

-7U - (- 1U) = -6U

But since the distance units cannot be negative then the answer is 6 units of distance.

The local hamburger shop sold 275 hamburgers on Friday, which was determined by setting up a system of equations to find the individual sales of hamburgers and cheeseburgers based on the given total sales and difference in numbers.

The question asks us to determine how many hamburgers were sold on a specific day, given the total number of hamburgers and cheeseburgers and the difference in their individual sales numbers. Let's denote the number of hamburgers sold as H and the number of cheeseburgers as C. We are told that the total number of burgers sold is 605, so we can write the equation H + C = 605. We also know there were 55 more cheeseburgers sold than hamburgers, giving us the equation C = H + 55. To find the number of hamburgers sold, we need to solve these two equations simultaneously.

Substituting the second equation into the first, we get:

Therefore, the hamburger shop sold 275 hamburgers on Friday.

To solve the expression 64.3-3x2 to the third power divided by 2, simplify inside the parentheses, raise the result to the third power, and divide by 2.

To solve the expression 64.3-3x2 to the third power divided by 2, we need to follow the order of operations, which is parentheses, exponents, multiplication, and division from left to right.

First, let's simplify the expression inside the parentheses: 64.3-3x2 = 64.3-6 = 58.3

Next, we raise the result to the third power: 58.3^3 = 19671.327

Finally, we divide the result by 2: 19671.327 / 2 = 9835.6635

The formula πrs represent the lateral surface area of the cone.

Lateral surface area--

The lateral surface area of a solid ( i.e. a three dimensional object) is the area of all the sides of the solid excluding the area of the base as well as top of the solid.

If r is the radius of the cone and s is the slant height of the cone then the lateral surface area of the cone is given by the formula:

[tex]Lateral\ surface\ area=\pi rs[/tex]

In the given linear equations, we can use the equation y=12x-4 to create a table of earnings for different numbers of hours Francisco might work, taking into account his transportation costs. For example, if he does not work he loses $4 (-$4); if he works one hour he earns $8; if he works two hours he earns $20; if he works three hours he earns $32.

In the equation y=12x-4, 'x' represents the number of hours Francisco works, and 'y' gives his earnings after transportation costs. Let's start creating a table using different values for 'x (hours)'.

So, the table would look something like this:

This table provides four possible combinations of hours worked (x) and the corresponding earnings (y), taking into account the cost of transportation.

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Final answer:

Sasha's family traveled a total of 11,944 miles over the course of the year by making 4 round trips to visit her grandmother, with each round trip being 2,986 miles.

Explanation:

The student is asking a mathematics question related to calculating the total distance traveled during multiple round trips. In this problem, Sasha's family traveled 1,493 miles to visit her grandmother, and they made this trip 4 times in a year. To find out how many miles they traveled in all, we need to calculate the distance of one round trip and then multiply by the number of round trips made.

A round trip consists of going to the grandmother's house and then returning back, so that's 1,493 miles each way. Therefore, one round trip would be:

1,493 miles (to grandmother) + 1,493 miles (back) = 2,986 miles.

Since they made 4 round trips, we calculate:

2,986 miles (for one round trip) x 4 (round trips) = 11,944 miles.

Thus, Sasha's family traveled a total of 11,944 miles to visit her grandmother over the course of the year.

The correct equation that represents a line with a negative slope and a y-intercept of 10 is 20x + 5y = 50, which rearranges to y = -4x + 10 in slope-intercept form.

The question asks us to select the equation where the graph of the line has a negative slope and a y-intercept equal to 10. To find this, we need to rearrange each equation to the slope-intercept form, which is y = mx + b, where 'm' stands for slope and 'b' stands for y-intercept.

Let's analyze each equation:

Thus, the correct equation is 20x + 5y = 50, which, when written in the slope-intercept form, displays a negative slope and meets our specification of a y-intercept equal to 10.

Final answer:

The equation with a graph that has a negative slope and a y-intercept of 10 is 20x + 5y = 50, when rearranged into slope-intercept form, it shows a slope of -4 and a y-intercept of 10.

Explanation:

To find the equation in which the graph of the line has a negative slope and a y-intercept equals 10, we need to convert the given equations into slope-intercept form, which is y = mx + b, where 'm' represents the slope and 'b' represents the y-intercept.

Starting with each equation:

10x + 5y = -25 can be rearranged to 5y = -10x - 25, and then y = -2x - 5. Here, the slope (m) is -2, which is negative, but the y-intercept (b) is -5, not 10.

5x - 10y = -12 rearranged gives -10y = -5x - 12, and then y = (1/2)x + 1.2. This line has a positive slope, not a negative.

20x + 5y = 50 is rearranged to 5y = -20x + 50, and then y = -4x + 10. This line has a negative slope (-4) and the y-intercept is 10, so this is the correct equation.

Finally, 2x + 6y = 10 rearranged gives 6y = -2x + 10, and then y = -(1/3)x + (10/6), which simplifies to y = -(1/3)x + 1.6667. The slope is negative, but the y-intercept is not 10.

Therefore, the correct equation is 20x + 5y = 50, because its graph has a negative slope and y-intercept of 10.

The school can buy either 7 or 8 computers within the given budget of $8,000.

To determine the possible number of computers the school can buy, we need to divide the budget by the cost of each computer. The budget is $8,000 and each computer costs $1125.

Using division, we can calculate:

$8,000 / $1125 = 7.11 (rounded to 2 decimal places)

Therefore, the school can buy either 7 or 8 computers within the given budget.

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