there are 900 books in the fiction section of the lubrary . which expression has the same value as 900 a. 2x90 b. 10x9 c. 10x90 or d. 10+9 there are 900 books in the fiction section of the library . which expression has the same value as 900 a. 2x90 b. 10x9 c. 10x90 or d. 10+9

Answer:

120

Step-by-step explanation:

its a vertical angle so its the same as the angle across from it

Therefore, the equivalent fraction is: 126/5

A fraction is a numerical quantity representing a part of a whole or a ratio between two quantities. It is expressed as one number (the numerator) divided by another number (the denominator), separated by a horizontal line. The numerator represents the number of parts being considered, while the denominator represents the total number of equal parts that make up the whole. For example, in the fraction 3/4, the numerator is 3, which represents three parts out of a total of four equal parts. Fractions can be used to represent many different types of quantities, such as parts of a whole, ratios, percentages, and probabilities.

To find an equivalent fraction using division, we need to divide both the numerator and denominator of the given fraction by the same number. In this case, we can simplify the fraction 6 * 21/5 by dividing both the numerator and denominator by 5:

(6 * 21) ÷ 5 = 126 ÷ 5

Therefore, the equivalent fraction is:

126/5

Note that this fraction cannot be simplified any further.

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Using proportions, it is found that:

A proportion is a fraction of a total amount, and the measures are related using a rule of three.

The heights are measured in units, hence the ratio is:

\(r = \frac{5}{25} = \frac{1}{5}\)

The surface areas are measured in units squared, hence the ratio is:

(1:5)² = 1:25.

The volumes are measured in cubic units, hence the ratio is:

(1:5)³ = 1:125.

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Let:

We need to know when:

so:

The coefficient of t² is 5 and the constant term is -3. The product of 5 and -3 is -15, the factors of -15 which sum to -14 are 1 and -15. so:

Therefore:

Since -1/5 s wouldn't make any sense, the answer is:

t = 3 seconds

162

Step-by-step explanation:

(12 square - 15 + 17) + 16

=(144 - 15 + 17) + 16

=146 + 16

=162

Answer:

$89.93

Step-by-step explanation:

Set up an equation:

Variable x = original price

40/100 = 35.97/x

Cross multiply

40 × x = 100 × 35.97

40x = 3597

Divide both sides by 40

x = 89.925

Round to the nearest cent:

5 rounds up so:

89.93

Check your work (use the original number instead of the rounded number to be more exact):

89.925 × 40%

Convert the percentage into a decimal to multiply:

89.925 × 0.40

35.97

Correct!

The interest for Part 1 is approximately $385.10.

The interest for Part 2 is approximately $709.31.

The formula is as follows:

Interest is calculated as follows: Principal * Rate * Time

Where

Part 1:

$132,000 is the principal.

(Decimal) Rate = 12% = 0.12

Time = 8 days/365 days.

How much interest is there in Part 1?

Interest is calculated as follows : $132,000 * 0.12 * (8/365) = $385.10

Therefore, the interest for Part 1 is approximately $385.10.

Part 2:

$106,750 as the principal

(Decimal) Rate = 12% = 0.12

Time = 20 days / 365 days.

How much interest will there be in Part 2

Interest is calculated as follows : $106,750 * 0.12 * (20/365) = $709.31

Therefore, the interest for Part 2 is approximately $709.31.

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Answer: The answer is 70

Step-by-step explanation:

The graph of h(x) = (x-1)^2 - 9 is a U-shaped parabola that opens upwards, with the vertex at (1, -9), and it extends indefinitely in both directions.

The function h(x) = (x-1)^2 - 9 represents a quadratic equation. Let's analyze the different components of the equation to understand the behavior of the graph.

The term (x-1)^2 represents a quadratic term. It indicates that the graph will have a parabolic shape. The coefficient in front of the quadratic term (1) implies that the parabola opens upwards.

The constant term -9 shifts the graph downward by 9 units. This means the vertex of the parabola will be at the point (1, -9).

Based on this information, we can draw the following conclusions:

The graph will be a U-shaped curve with the vertex at (1, -9).

The vertex represents the minimum point of the parabola since it opens upward.

The parabola will be symmetric with respect to the vertical line x = 1 since the coefficient of the quadratic term is positive.

The graph will extend indefinitely in both directions.

To accurately plot the graph, you can choose several x-values, substitute them into the equation to find the corresponding y-values, and then plot the points on the graph. Alternatively, you can use graphing software or calculators that can plot the graph of the equation for you.

Remember to label the axes and indicate the vertex at (1, -9) to provide a complete representation of the graph of h(x) = (x-1)^2 - 9.

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The probability of a student being signed up for Algebra 2 but not Chemistry is 0.54 or 54%.

Probability is a way to gauge how likely or unlikely something is to happen. It is a number between 0 and 1, where 0 denotes an impossibility and 1 denotes a certainty for the event.

To find P(Algebra 2 ∩ Not Chemistry), we need to look at the number of students who are signed up for Algebra 2 but not Chemistry. From the table, we can see that there are 260 students who are signed up for Algebra 2 and not Chemistry.

P(Algebra 2 ∩ Not Chemistry) = number of students signed up for Algebra 2 and not Chemistry / total number of students

= 260 / 480

= 0.54

Therefore, the probability of a student being signed up for Algebra 2 but not Chemistry is 0.54 or 54%.

So the answer is 0.54.

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Answer:

First blank is 4, second blank is 0

Step-by-step explanation:

divide it :)

Answer:

Yellow box #1=0

Yellow box #1=4

Step-by-step explanation:

Answer:

C=150p+1000

Step-by-step explanation:

Solve for the y-intercept:

C=50p+b Slope intercept form of a line

2200=150(8)+b

Plug in known point

2200=1200+b Multiply

1000=b

Subtract 12001200

The equation is C = 1000 + 150p

The total cost of producing a phone is the sum of the fixed cost and the variable cost

Total cost = fixed cost + variable cost

Fixed cost is the cost of producing phone that remains constant regardless the quantity of phones produced. e.g. rent

Variable cost is the  cost of producing phone that increases with the quantity of phones produced. e.g. labour cost

In order to write the equation, the fixed cost has to be determined.

Fixed cost = total cost - variable cost

Variable cost = $150 x 8 = $1200

2200 - 1200 = 1000

The equation is : C = 1000 + 150p

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The solution to the system of equations is  x = 5.4 and y = -1.4

From the question, we have the following parameters that can be used in our computation:

-x=y-4 y=4x+9

So, we have

-x = y - 4

y = 4x + 9

Rewrite the equation as

x = -y + 4

y = 4x + 9

So, we have

y = 4(-y + 4) + 9

Open the bracket and evaluate

5y = 9 - 16

So, we have

y = -1.4

Recall that

x = -y + 4

So, we have

x = 1.4 + 4

Evaluate

x = 5.4

Hence, the solution is  x = 5.4 and y = -1.4

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Answer:

Step-by-step explanation:

it would be "c" because the question asks for the number that makes the inequality true

4x≤ x+3

the graph in c is saying that every number that is 1 or less than 1 makes the inequality true. so lets take -7 as an example

4 x -7=-28

-28+3=-25

-25 is greater than -28 so the inequality is true. the reason why graph d doesnt work is because if we plug in 2 into the equation, then 4x =8 and x+3=5

5 is not greater than 8 so it doesnt work

Answer:A=144 P=40

Step-by-step explanation:

Answer:

Area is \(96^{2}\) feet

Perimeter is 40ft

Answer:

78 tickets left to be sold

Step-by-step explanation:

87-9=78

Answer:

e

Step-by-step explanation:

The pattern represents a straight line that passes through the origin with a slope of 1.

The form Ax + By + C = 0 is a two-variable linear equation, where A and B are the coefficients, C is a constant term, and x and y are the two variables, with each having a degree of 1.

The numerical pattern that represents the rule y = x + 0, starting with x = 0, is:

x y

0 0

1 1

2 2

3 3

4 4

... ...

This example shows that when x increments by 1, y additionally increments by 1. Since the rule for y is y = x + 0, we can see that adding 0 to x doesn't change its value, so y is just the same as x. As a result, x and y have a linear relationship with a slope of 1 and a y-intercept of 0.

To put it another way, the pattern is a straight line with a slope of one that runs through the origin.

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The number of pennies weighing as much s earth is  193 × 10²⁴

Index forms are described as described as those forms that are used to represent numbers that are too large or small in more proper ways.

Other names for index forms are scientific notation and standard forms.

Ratio is described as the comparison of numbers or variables on the basis of their size.

It shows how many times one number contains another.

From the information given, we have that;

The earth weighs = 5. 972 × 10 ²⁴ kilograms

The penny weighs = 3.1 × 10 ⁻³ kilograms

Divide the values

= 5. 972 × 10 ²⁴/3.1 × 10 ⁻³

= 1.93 × 10 ²⁶

= 193 × 10²⁴

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Answer:

31/98

Step-by-step explanation:

31 motor scooters

67 other vehicles

31 + 67 total vehicles

31 + 67 = 98

The probability is motor scooters/total vehicles

31/98 is the answer.

Answer:

Step-by-step explanation:

In the Intermediate Phase of mathematics education, one topic that demonstrates a hierarchical and logical progression in patterns, functions, and algebra is the concept of "Linear Equations."

The topic of Linear Equations in the Intermediate Phase builds upon the foundation laid in earlier grades and serves as a stepping stone towards more advanced algebraic concepts. Here is an overview of the topic sequence and content area spread for Linear Equations:

Introduction to Variables and Expressions:

Students are introduced to the concept of variables and expressions, learning to represent unknown quantities using letters or symbols. They understand the difference between constants and variables and learn to evaluate expressions.

Solving One-Step Equations:

Students learn how to solve simple one-step equations involving addition, subtraction, multiplication, and division. They develop the skills to isolate the variable and find its value.

Solving Two-Step Equations:

Building upon the previous knowledge, students progress to solving two-step equations. They learn to perform multiple operations to isolate the variable and find its value.

Writing and Graphing Linear Equations:

Students explore the relationship between variables and learn to write linear equations in slope-intercept form (y = mx + b). They understand the meaning of slope and y-intercept and how they relate to the graph of a line.

Systems of Linear Equations:

Students are introduced to the concept of systems of linear equations, where multiple equations are solved simultaneously. They learn various methods such as substitution, elimination, and graphing to find the solution to the system.

Word Problems and Applications:

Students apply their understanding of linear equations to solve real-life word problems and situations. They learn to translate verbal descriptions into algebraic equations and solve them to find the unknown quantities.

The content area spread for Linear Equations includes concepts such as variables, expressions, equations, operations, graphing, slope, y-intercept, systems, and real-world applications. The progression from simple one-step equations to more complex systems of equations reflects a logical sequence that builds upon prior knowledge and skills.

By following this hierarchical progression, students develop a solid foundation in algebraic thinking and problem-solving skills. They learn to apply mathematical concepts and procedures in a systematic and logical manner, paving the way for further exploration of patterns, functions, and advanced algebraic topics in later phases of mathematics education.

Answer:

C. 4x − 2 = 6

Step-by-step explanation:

Hope this helps :)

The equation which represents a linear as required in the task content is: y equals one fourth times x minus 1.

A linear function has one independent variable and one dependent variable in which case the degree of the equation is 1: meaning- the highest power of the variables is 1.

Conventionally, The independent variable in this regard is x and the dependent variable in this regard is y.

The required equation which represents a linear function is: y equals one fourth times x minus 1: \(y = \huge\text(\dfrac{1}{4}\huge\text )x - 1\)

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The maximum area of a Norman window with a perimeter of 9 feet is 81π/4 square feet.

To find the maximum area of a Norman window with a given perimeter, we can use calculus. Let's denote the radius of the semicircle as r and the height of the rectangular window as h.The perimeter of the Norman window consists of the circumference of the semicircle and the sum of all four sides of the rectangular window. Therefore, we have the equation:

πr + 2h = 9We also know that the area of the Norman window is the sum of the area of the semicircle and the area of the rectangle, given by:

A = (πr^2)/2 + rh

To find the maximum area, we need to express the area function A in terms of a single variable. We can do this by substituting r from the perimeter equation:

r = (9 - 2h)/(π)

Now we can rewrite the area function in terms of h only:

A = (π/2) * ((9 - 2h)/(π))^2 + h * (9 - 2h)/(π)

Simplifying this equation, we get:

A = (1/2)(9h - h^2/π)

To find the maximum area, we differentiate the area function with respect to h, set it equal to zero, and solve for h:

dA/dh = 9/2 - h/π = 0

Solving this equation, we find:h = 9π/2

Substituting this value of h back into the area function, we get:

A = (1/2)(9 * 9π/2 - (9π/2)^2/π) = (81π/2 - 81π/4) = 81π/4

Therefore, the maximum area of a Norman window with a perimeter of 9 feet is 81π/4 square feet.

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Answer:

49

Step-by-step explanation:

98-x2=0

-98    -98

\(\frac{x2}{2}\)     \(\frac{98}{2}\)

    49

Answer:8

Step-by-step explanation:

You find the average which is adding them all together then dividing by how many numbers you added.

Answer:

1 1/3

Step-by-step explanation:

Answer:

7/6

Step-by-step explanation:

1/3+4/8+6/18=7/6

Step-by-step explanation:

\(2015 \: - \: (2015 \: \div \: 5(x \: - \: 5) \: \div 5) \: = \: 2014\)

\(2015 \: - \: (403 \: \times \: \frac{x \: - \: 5}{5} ) \: = \: 2014\)

\(2015 \: - \: \frac{403(x \: - \: 5)}{5} \: = \: 2014\)

\(2015 \: - \: \frac{403x \: - \: 5}{5} \: = \: 2014 \)

\(10075 \: - \: (403x \: - \: 2015) \: = \: 10070\)

\(10075 \: - \: 403x \: + \: 2015 \: = \: 10070\)

\(12090 \: - \: 403x \: = \: 10070\)

\( - 403x \: = \: 10070 \: - \: 12090\)

\( - 403x \: = \: - 2020\)

\( \boxed{ \bold{x \: = \: \frac{2020}{403} }}\)

Answer:

yes

Step-by-step explanation:

A restaurant can serve a maximum of 115 people. There are now 97 people dining in the restaurant. Write and solve an inequality to find how many more people can be served​

Let

x------> number of more

Answer:4+10i

Step-by-step explanation:

6+15i-2-5i

4+10i