Four pizzas cost $21.95 how much was one pizza

Answer:

D

Step-by-step explanation:

2 |  1   5   - 14

          2     14

  -----------------------

     1    7      0 ← remainder = 0

     Quotient is 1x + 7 = x + 7 → D

Answer:

X=1

Step-by-step explanation:

You want to start by collecting like terms (6x and 5x) which creates:

x+1=2

Move the constant to the right hand side and change the sign:

x=2-1

Calculate

x=1

Answer:

x=1

Step-by-step explanation:

Let's solve your equation step-by-step.

6x+1−5x=2

Step 1: Simplify both sides of the equation.

6x+1−5x=2

6x+1+−5x=2

(6x+−5x)+(1)=2(Combine Like Terms)

x+1=2

x+1=2

Step 2: Subtract 1 from both sides.

x+1−1=2−1

x=1

Answer:

x=1

The expression 9x100,000+2x10,000+4x1,000+9x100+3x10 evaluates to 965,930 in base-ten numeral form and "nine hundred sixty-five thousand, nine hundred thirty" in number name form.

To find the value of the expression in base-ten numeral form, we need to perform the multiplication and addition operations as given:

9x100,000 + 2x10,000 + 4x1,000 + 9x100 + 3x10

Multiplying each number and adding the products, we get:

(9 x 100,000) + (2 x 10,000) + (4 x 1,000) + (9 x 100) + (3 x 10)

= 900,000 + 20,000 + 4,000 + 900 + 30

= 965,930

Therefore, the value of the expression in base-ten numeral form is 965,930.

In number name form, we can express the result as "nine hundred sixty-five thousand, nine hundred thirty."

The expression 9x100,000+2x10,000+4x1,000+9x100+3x10 evaluates to 965,930 in base-ten numeral form and "nine hundred sixty-five thousand, nine hundred thirty" in number name form. By performing the multiplication and addition operations correctly, we obtained the final value.

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Answer:

Scientific notation is used to write very large or very small numbers using less digits. ... See how scientists use this notation to describe astronomical distances, such as the distance between planets, or microscopic distances, such as the length of a blood cell.

Step-by-step explanation:

These are just a few examples of how scientific notation is used in the real world. Its versatility allows scientists, engineers, mathematicians, and professionals from various disciplines to work with numbers efficiently and communicate effectively across different scales.

Scientific notation, also known as exponential notation, is widely used in various fields to express very large or very small numbers in a more convenient and concise format. Here are some examples of how scientific notation is used in the real world:

Astronomy: Scientific notation is essential in astronomy to represent the vast distances between celestial objects. For instance, the distance between the Earth and the Sun is approximately 93 million miles or 1.496 × 10²kilometers.

Physics: Scientists often use scientific notation to express the values of physical constants, such as the speed of light (2.998 × 10^8 meters per second) or the Planck constant (6.62607015 × 10^-34 joule-seconds).

Chemistry: Scientific notation is commonly used in chemistry to express the magnitude of extremely small or large quantities of substances. For example, Avogadro's number, which represents the number of atoms or molecules in one mole of a substance, is approximately 6.022 × 10².

Medicine: In medical and biological sciences, scientific notation is employed to represent quantities such as cell counts, enzyme activity, or concentrations of substances. It allows scientists and healthcare professionals to work with numbers that span a wide range, from tiny quantities to large-scale measurements.

Finance and Economics: Scientific notation is useful in financial and economic calculations, especially when dealing with large numbers such as national debt, gross domestic product (GDP), or company revenues. It simplifies the representation and manipulation of these values.

Engineering: In various engineering disciplines, scientific notation is used to express measurements and quantities, such as distances, weights, electrical currents, and voltages. It enables engineers to work with both very large and very small values encountered in their calculations and designs.

Computer Science: Scientific notation is employed in computer science to represent large or small numbers in computer programming. It is particularly useful when dealing with values that exceed the capacity of standard data types or when expressing very small probabilities or error values.

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Answer:the person below is correct

Step-by-step explanation:

Answer:

Step-by-step explanation:

The difference in sizes:

2169 - 2057 = 112 square feet

It is 10 years from 2000 to 2010

112:10 = 11.2

Answer:

\(-1\) - 6 + 3

Step-by-step explanation:

hope this helps

Answer:

i think it’s -4 I’m not sure tho..

Step-by-step explanation:

Step-By-Step Explanation:

1hour = 52×1= 52miles

2hours = 52×2= 104miles

5hours = 52×5= 260miles

8hours = 52×8= 416miles

If this helped, please consider picking this answer as the Brainliest Answer. Thank you!

ieiejeieieiweisns xx xnsiwiwksniz

Answer:

try 5 or 3, half of 6 is 3 may be the same angle

The probability that a randomly chosen young adult has at least a high school education can be found using the rule of probability called the "complement rule".

To find the answer, we need to subtract the probability that a randomly chosen young adult does not have at least a high school education from 1. In other words:

Probability of having at least a high school education = 1 - Probability of not having at least a high school education.

By using this rule, we can calculate the probability.

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Answer:

48$

Step-by-step explanation:

120×15=1,800

1,800÷100=18$

95×15=1,425

1,425÷100=14.25$

105×15=1,575

1,575÷100=15.75$

18+14.25+15.75=48

If the perimeter of the train ticket is 60 centimeters and it's length is 17 centimeter long it's height is 13 centimeter

A perimeter is a closed path that encompasses, surrounds, or outlines either a two dimensional shape or a one-dimensional length.

To find the perimeter of a rectangle we add all this sides together. This means that the perimeter of a rectangle is given as ;

P = l+l+w+w

P= 2(l+w)

60 = 2( 17+w)

60 = 2( 17+w)

17+w= 60/2

17+ w = 30

w = 30-17

w = 13cm

Therefore the height of the train ticket is 13cm

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⇒F(-5) just simply means that in the function F in the place of x you have to plug in -5 and simplify if possible.

\(f(-5)= -(-5)^{2} +9(-5)-17\\f(-5)=-(25)-45-17\\f(-5)=-25-45-17\\f(-5)=-70-17\\f(-5)=-87\)

the answer to f(-5) is -87

GOODLUCK!!

Answer:

n=  -25

Step-by-step explanation:

Answer:

-25

Step-by-step explanation:

Move 2n to the other side to subtract it 3n-2n=n and move 75 to the other side to balance the equation 50-75=-25 so n=-25

The solutions to the equation is 4 ± 2√3

The equation x^2 - 8x + 4 = 0 is a quadratic equation.

To find the solutions, we can use the quadratic formula or factor the equation.

Using the quadratic formula:

x = (-b ± √(b^2 - 4ac)) / 2a

where a = 1, b = -8, c = 4

Plugging in the values:

x = (-(-8) ± √((-8)^2 - 4 * 1 * 4)) / 2 * 1

x = (8 ± √(64 - 16)) / 2

x = (8 ± √(48)) / 2

x = (8 ± 4√(3)) / 2

Divide

x = 4 ± 2√3

So the solutions to the equation are 4 ± 2√3

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(a) The Cauchy-Riemann equations are satisfied, i.e., ∂u/∂x = ∂v/∂y and ∂u/∂y = -∂v/∂x, then the function is differentiable.  (b)the partial derivatives u(x, y) and v(x, y) and check if the Cauchy-Riemann equations are satisfied. If they are satisfied, the function is differentiable (c) the function is differentiable (d)  if h(z) is differentiable at z = 2.

a) For the function f(z) = 3z² + 5z + i - 1, we can compute the partial derivatives with respect to x and y, denoted by u(x, y) and v(x, y), respectively. If the Cauchy-Riemann equations are satisfied, i.e., ∂u/∂x = ∂v/∂y and ∂u/∂y = -∂v/∂x, then the function is differentiable. We can further determine f'(z) by finding the derivative of f(z) with respect to z.

b) For the function g(z) = z + 1 / (2z + 1), we follow the same process of computing the partial derivatives u(x, y) and v(x, y) and check if the Cauchy-Riemann equations are satisfied. If they are satisfied, the function is differentiable, and we can find g'(z) by taking the derivative of g(z) with respect to z.

c) For the function F(z) = z / (z + i), we apply the Cauchy-Riemann equations and check if they hold. If they do, the function is differentiable, and we can calculate F'(z) by finding the derivative of F(z) with respect to z.

d) For the function h(z) = z² - 4z + 2, we are given a specific value of z, namely z = 2. To determine if h(z) is differentiable at z = 2, we need to evaluate the derivative at that point, which is h'(2).

By applying the Cauchy-Riemann equations and calculating the derivatives accordingly, we can determine the differentiability and find the derivatives (if they exist) for each of the given functions.

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Answer: The range is 1731

Step-by-step explanation: lowest number 4572- 2841 highest

Answer:

second choice

Step-by-step explanation:

9^(1/4*1/2*x)=9^(1/8x)

option 2 is correct one

Answer: 2

Step-by-step explanation:

Negatives cancel out positives

Answer: y=-4x/7

Step-by-step explanation:

opposite reciprocal

The ratio of corresponding sides for the given similar triangles is 2/5.

In the given options, the ratio of corresponding sides is provided for each set of similar triangles. Let's analyze each option to determine the correct ratio:

a. 10

This option only provides a single number and does not specify the ratio of corresponding sides. Therefore, it is not the correct answer.

b. 4/5

This option provides the ratio 4/5 for the corresponding sides of the similar triangles. However, the ratio can be simplified further.

To simplify the ratio, we divide both the numerator and denominator by their greatest common divisor (GCD). In this case, the GCD of 4 and 5 is 1.

Dividing 4 and 5 by 1, we get:

4 ÷ 1 = 4

5 ÷ 1 = 5

Therefore, the simplified ratio is 4/5.

c. 10/85

This option provides the ratio 10/85 for the corresponding sides of the similar triangles. However, this ratio cannot be simplified further, as 10 and 85 do not have a common factor other than 1.

Therefore, the correct ratio of corresponding sides for the given similar triangles is 2/5, as determined in option b.

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Given statement solution is :- The new cost of a table is:

New cost of a table = T + (T * 20%)

New cost of a table = T + (T * 0.2)

New cost of a table = 1.2T

The new cost of a chair is:

A new chair would cost $900 plus ($900 * 20%)

A chair would cost $900 new plus ($900 * 0.2)

A new chair would cost $900 plus $180.

New cost of a chair = $1,080

Let's assume that a chair originally cost C and a table originally cost T.

The price of two chairs, based on the information provided, is $1,800. So we can set up the following equation:

2C = $1,800

When we multiply the two sides of the equation by 2, we get:

C = $1,800 / 2

C = $900

This indicates that a chair once cost $900.

After a month, the price of every chair and every table has now gone up by 20%. This means the new cost of a chair is 120% of the original cost, and the new cost of a table is also 120% of the original cost.

The new cost of a chair is:

A new chair would cost $900 plus ($900 * 20%)

A chair would cost $900 new plus ($900 * 0.2)

A new chair would cost $900 plus $180.

New cost of a chair = $1,080

Similarly, the new cost of a table is:

New cost of a table = T + (T * 20%)

New cost of a table = T + (T * 0.2)

New cost of a table = 1.2T

According to the given information, the office bought 6 chairs and 2 tables at $4,800. Using the updated costs, we can construct the following equation:

(6 * $1,080) + (2 * 1.2T) = $4,800

Simplifying the equation, we have:

6,480 + 2.4T = 4,800

Subtracting 2.4T from both sides, we get:

6,480 = 4,800 - 2.4T

Subtracting 4,800 from both sides, we have:

1,680 = -2.4T

Dividing both sides by -2.4, we find:

T = 1,680 / -2.4

T ≈ -$700

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Answer:

600,000 cm²

Step-by-step explanation:

We know the conversion from meters to centimeters to be

1 m = 100 cm.

We need the conversion factor from square meters to square centimeters.

Start with

1 m = 100 cm

Square both sides.

(1 m)² = (100 cm)²

1 m² = 10,000 cm²

Now that we have the correct conversion factor from m² to cm², we can do the conversion of 60 m² into cm².

60 m² × (10,000 cm²)/(1 m²) = 600,000 cm²

Answer:

A

Step-by-step explanation:

\(\huge\text{Hey there!}\)

\(\large\boxed{\mathsf{\dfrac{1}{2}a = 7}}\\\\\large\text{MULTIPLY 2 to BOTH SIDES}\\\\\large\boxed{\mathsf{2\times\dfrac{1}{2}a= 2\times7}}\\\\\large\text{CANCEL out: }\rm{2\times\dfrac{1}{2}}\large\text{ because it gives you 1.}\\\large\text{KEEP: }\rm{2\times7}\large\text{ because it helps you get your a-value}\\\\\large\boxed{\mathsf{a = 2\times7}}\\\\\\\large\text{SIMPLIFY IT!}\\\\\large\boxed{\mathsf{a = 14}}\\\\\\\huge\boxed{\text{Therefore, your answer is: \boxed{\mathsf{a = 14}}}}\huge\checkmark\)

\(\huge\text{Good luck on your assignment \& enjoy your day!}\)

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Answer: sorry wish I could help

Step-by-step explanation:

Answer:

1,000,000

Step-by-step explanation: Since there are 10 possible digits, we know that there is a 1/10 chance for any possible digit in any slot. So, since there are 6 slots we can do 1/10^6, or 1 in 1 million.

So, 720 ways are available if each digit can be repeated

A combination is a mathematical technique that determines the number of possible arrangements in a collection of items where the order of the selection does not matter. In combinations, you can select the items in any order.

The access code to a house security system consists of 6 digits.

\(6!=6\times 5 \times 4\times 3\times 2\times 1\\6!=720\)

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The chi-square test statistic has a p-value of 0.0007, which is less than the significance level of 0.05, indicating that we have sufficient evidence to reject the null hypothesis and accept the alternative hypothesis that there is a statistically significant relationship between grades and involvement in extracurricular activities and grades.

Chi-square test of independence is used to check whether there is a significant association between two or more categorical variables. This test is carried out using a contingency table which presents data for two or more categorical variables in the form of frequency counts. In our case, we are checking whether there is an association between grades and extracurricular activities.To carry out the chi-square test of independence, we start by stating the null and alternative hypotheses. The null hypothesis states that there is no relationship between the two variables, whereas the alternative hypothesis states that there is a relationship between the two variables.The next step is to determine the expected frequencies for each cell in the contingency table. Expected frequencies are calculated under the assumption that there is no association between the two variables.

Then, we calculate the chi-square test statistic, which measures how much the observed frequencies deviate from the expected frequencies.Finally, we compare the calculated chi-square value with the critical value from the chi-square distribution. If the calculated chi-square value is greater than the critical value, we reject the null hypothesis and accept the alternative hypothesis. On the other hand, if the calculated chi-square value is less than the critical value, we fail to reject the null hypothesis.The results of the chi-square test are presented in the table given in the question.

The p-value of the test is 0.0007, which is less than the significance level of 0.05. Therefore, we have sufficient evidence to reject the null hypothesis and accept the alternative hypothesis that there is a statistically significant relationship between grades and involvement in extracurricular activities. The observed count appears above the expected count in each cell of the table. Thus, the conclusion is that there is a statistically significant association between involvement in extracurricular activities and grades.

Therefore, the chi-square test conducted on the given data concludes that there is a statistically significant association between involvement in extracurricular activities and grades.

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