Answer: 8
if you're talking about how many bags of sweets you can BUY, as in without counting the ones you got for free, it's 6. if you're talking how much you GOT, it's 8.
Step-by-step explanation: you can multiply 1.5 times an unknown number to get nine. the unknown number would be the number of bag of sweets you get without the "buy 3 get 1 free" thing. You can reverse the equation to get 9 divided by 1.5 equals 6.
you can then divide 6 by three, which is 2- meaning you got two free bags of sweets. 6 plus 2 is 8.
Answer:
8 I believe
Step-by-step explanation:
1.50 x 3 = 4.50 so for 4 bags you need 4.50
1.50 x 6 = 9 but you can't forget about the buy 3 get 1 deal
you bought 6 which is two times 3 so would get two free
6+2= 8
I apologize if I didn't explain it enough or got it wrong
Rendering math...While solving an equation, Wayra made some mistakes. Her solution is given below. Please help her to identify the step in which there is a mistake and also the right solution. Step 1: 13(z+6) = 4(z-3)-5z Step 2: 13z+19 = 4z-12-5z Step 3: 13z+19 = z-12 Step 4: 13z+z = -19-12 Step 5: 14z =-31 Step 6: z =-3114 Wayra has made a mistake at?
Answer:
According to the calculation, Wayra mage a mistahe in step 2 where she added 13 and 6 together instead of multiplying to get 78.
She also make a mistake in step 2 where he subtracted 5z from 4z to get z instead of -z
Step-by-step explanation:
Given the equation solved by Wayra expressed as;
Step 1: 13(z+6) = 4(z-3)-5z
She is find the value of z from the equation;
Step 2: Open the parenthesis using the distributive property;
13(z+6) = 4(z-3)-5z
13z + 13(6) = 4z - 4(3) - 5z
13z + 78 = 4z - 12 - 5z
Step 3: Simplify
13z + 78 = 4z - 5z - 12
13z + 78 = -z -12
Step 4: Collect the like terms;
13z + z = -12 - 78
Step 5: Simplify the result
14z = -90
Step 6: Divide both sides by 14
14z/14 = -90/14
z = 6.428
According to the calculation, Wayra mage a mistahe in step 2 where she added 13 and 6 together instead of multiplying to get 78.
She also make a mistake in step 2 where he subtracted 5z from 4z to get z instead of -z
Eloise bought 3 boxes of crackers to share with her friends over the weekend. They ate 1/2 box of crackers on Saturday and 2/3 box of crackers on Sunday.
How many boxes of crackers were left over?
1 3/5 boxes
1 5/6 boxes
2 3/5 boxes
2 5/6 boxes
Answer:
C.) 1 5/b boxes
Number of boxes left over
= 3 - 1/2 - 2/3
Convert each fraction to one in terms of the LCM:
= 18/6 - 3/6 - 4/6
= 11/6
= 1 5/6 boxes.
The solution is Option B.
The number of boxes of crackers left with Eloise is 1 5/6 boxes of crackers
What is an Equation?
Equations are mathematical statements with two algebraic expressions flanking the equals (=) sign on either side.
It demonstrates the equality of the relationship between the expressions printed on the left and right sides.
Coefficients, variables, operators, constants, terms, expressions, and the equal to sign are some of the components of an equation. The "=" sign and terms on both sides must always be present when writing an equation.
Given data ,
Let the number of boxes of crackers left with Eloise be = A
Now , the total number of boxes of crackers be = 3 boxes
The number of boxes of crackers ate on Saturday = 1/2
The number of boxes of crackers ate on Sunday = 2/3
So , the equation will be
Number of boxes of crackers left with Eloise A = total number of boxes of crackers - number of boxes of crackers ate on Saturday - number of boxes of crackers ate on Sunday
Substituting the values in the equation , we get
Number of boxes of crackers left with Eloise A = 3 - 1/2 - 1/3
On simplifying the equation , we get
Number of boxes of crackers left with Eloise A = 5/2 - 2/3
Number of boxes of crackers left with Eloise A = ( 15 - 4 ) / 6
Number of boxes of crackers left with Eloise A = 11/6
Number of boxes of crackers left with Eloise A = 1 5/6 boxes
Therefore , the value of A is 1 5/6 boxes
Hence , the number of boxes left is 1 5/6 boxes of crackers
To learn more about equations click :
https://brainly.com/question/19297665
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solving a compound inequality. check all that apply.
Answer:
The solutions are:
-28.25, -14.5, -2.25
Step-by-step explanation:
Given compound inequality is:
[tex]-17.5\leq \frac{2x+4}{3} <17.5[/tex]
The compound inequalities are broken down into two inequalities to find the solution
The two inequalities will be:
[tex]\frac{2x+4}{3} \geq -17.5[/tex] AND [tex]\frac{2x+4}{3}<{17.5}[/tex]
Solving both inequalities one by one
[tex]\frac{2x+4}{3} \geq -17.5\\2x+4 \geq -52.5\\2x \geq -52.5-4\\2x \geq -56.5\\\frac{2x}{2} \geq \frac{-56.5}{2}\\x \geq -28.25\\\frac{2x+4}{3} < 17.5\\2x+4 < 52.5\\2x < 52.5-4\\2x \geq 48.5\\\frac{2x}{2} \geq \frac{48.5}{2}\\x < 24.25[/tex]
The solution is:
-28.25 ≤ x < 24.25
We have to see which options lie in the solution range.
The solutions are:
-28.25, -14.5, -2.25
3х – 5y= 27
х +4y = -8
Solve the system of equations.
Which number can each term of the equation be multiplied by to eliminate the fractions before solving?
-3/4m-1/2=2+1/4m
Answer: 4
Step-by-step explanation: 4 was the biggest denominator in that equation. so if we multiply by 4 on all the terms, all the denominators will go away. we will not have any more fractions!
Solve the system of equations by graphing:
y= 2x +8
-x+y=0
Answer:
Slope = 4.000/2.000 = 2.000
Slope = 2.000/2.000 = 1.000
Step-by-step explanation:
the first answer is for the first problem and the second answer is for the second problem. Hoped it helped i tried my best.
Find the lengths of all 3 sides of each triangle.
Answer:
GH=45
HJ=81.6
GJ=53.4
Step-by-step explanation:
hope i helped <3
20 POINTS IF YOU ANSWER! NEED HELP ASAP
The two kids next to your locker are arguing over who got the better deal on the new cell phone plan billy pay $30 for his new phone and only pays $12.50 each month with free texting Annie got her new phone for free in only pays $20 a month how many months will both billy Annie have paid the same amount for the new cell phone plans you must write and solve an equation
Answer:
They will both have paid the same amount after 4 months
Step-by-step explanation:
Assume that they will pay the same amount after x months
∵ Billy pays $30 for his new phone
∵ He only pays $12.50 each month
→ Find how much he will pay in x month
∴ He will pay → 30 + 12.50x
∵ Annie got her new phone for free
∵ She only pays $20 a month
→ Find how much she will pay in x month
∴ She will pay → 20x
∵ They will pay the same amount
→ Equate their expressions above
∴ 20x = 30 + 12.50x
→ Subtract 12.50x from both sides
∵ 20x - 12.50x = 30 + 12.50x - 12.50x
∴ 7.50x = 30
→ Divide both sides by 7.50
∴ x = 4
∴ They will both have paid the same amount after 4 months
Please help asap needed for an overdue homework
Evaluate 3.6x + 4.5y when x=3 and y=7
Answer:
42.3
Step-by-step explanation:
3.6(3)+4.5(7)
10.8+31.5
42.3
pls answer will mark brainliest
Answer:
40 square cm
Step-by-step explanation:
Answer:40 square cm
Step-by-step explanation:
What is the slope of the line passing through the points (3,-20) and (5, 8)?
Answer:
the answer is -28/20 hope it helps
Answer:
-14
Step-by-step explanation
Help I’m very confused and was wondering if anyone is willing to help.
Answer:
57°
Step-by-step explanation:
LHS angle=RHS angle=57° (vert. opp angles)
Suppose a ice cream cone cost lies and $.80 each how many ice cream cone put the couch buy with $42?
So you want to go to your calculator type 42 divided by zero, and you should get a 52.5.
What's the value of 6.7×0.54
Answer:
What's the value of 6.7×0.54
=
3.618
Step-by-step explanation:
Answer:
3.618
Step-by-step explanation:
3.618
4/ √ 2 + √ -4
pls help and show work too
Answer:
2.82842712 + 2 i
Step-by-step explanation:
If I can read 54 pages in 3 days, how many can I read in 1 day?
Answer:
18
Step-by-step explanation:
Step 1)
54 ÷ 3 = 18
Answer:
54/3
Step-by-step explanation:
we can use crisscross multiplewHaT is 3+3x+45??????????
Answer:
3x+48
add 3+45=48
Step-by-step explanation:
Hope this helps! Please consider marking brainliest! I hope you have an amazing day. Always remember, your smart and you got this! -Alycia :)
Answer:
3(x+16)
Step-by-step explanation:
45+3=48
3x/3=x
48/3=16
3(x+16)
''The world shall know pain'' Me: Pain or Pain???????????????
Answer:
PAIN
Step-by-step explanation:
How many solutions does 1.25x+4=1.00x+6 have
Answer:
One solution which is 8
Step-by-step explanation:
Hope this helps. Pls give brainliest.
YOU GET BRAINLIEST IF CORRECT Kipton then takes off the jellybeans and puts on 10 brand-new pink erasers. The scale reads 312.4 grams. How much would you expect 1,000 pink erasers to weigh? Why?
Answer:
Task
Kipton has a digital scale. He puts a marshmallow on the scale and it reads 7.2 grams. How much would you expect 10 marshmallows to weigh? Why?
Kipton takes the marshmallows off the scale. He then puts on 10 jellybeans and then scale reads 12.0 grams. How much would you expect 1 jellybean to weigh? Why?
Kipton then takes off the jellybeans and puts on 10 brand-new pink erasers. The scale reads 312.4 grams. How much would you expect 1,000 pink erasers to weigh? Why?
IM Commentary
The purpose of this task is to help students
Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left (5.NBT.1)
By setting the task in the context of weighing objects and bundles of 10, 100, and 1,000 objects, it helps students visualize that bundling 10 units of a given place value will create 1 unit of the next highest place value. For example, taking 10 of an item that weighs 4.2 grams will result in 42 grams because it is 10 groups of 4 grams that weights 40 grams all together, and 10 groups of 0.2 grams that weigh 2 grams all together. The task allows students to explore both the structure of our place value system and how we use that to efficiently multiply and divide powers of 10.
Though this task is written as questions to be discussed or answered by students, the parts of this task are most valuable as a set of scenarios to be infused throughout a unit on place value. The teacher can actually bring in a digital scale and go through a series of explorations with students. It might be natural to start with students weighing one object and making predictions about how much 10 or 100 of these objects would weigh. From there, the teacher may want to have students start weighing sets of 10 or 100 objects and work backwards to think about the weight of 1 object.
The digital scale has several advantages: the weight will always appear in decimal form, thereby making it perfect for students to start reasoning about shifts in decimal place value from a more intuitive place. Moreover, the digital scale will not always show the expected answer. For example, something that weighs 3.5 grams alone might weigh 35.4 grams (rather than 35 grams) when taken as a group of 10. This slight difference provides an excellent opportunity to talk about rounding error. It also requires students to think beyond the rules of sliding a decimal point to the right when multiplying by powers of 10.
If students were still developing the rules for multiplying and dividing by powers of 10, this task would also incorporate MP8, Look for and express regularity in repeated reasoning. It also incorporates parts of MP6, Attend to precision, in that a higher-level discussion will push students to reason why one marshmallow might weigh 7.2 grams, but 10 marshmallows might weigh 7.19 grams. See the solution for part (a) for further elaboration.
Solution
Solution:
10 marshmallows should weigh 72 grams. Students might use repeated addition, multiplication or reason that each digit’s place value will be multiplied by a factor of 10:
10×(7+0.2)(10×7)+(10×0.2)70+272===
If students have had practice using digital scales in class, some students might respond with guesses that are close such as 73 grams or 72.4 grams because the original 7.2 grams may have been rounded to the nearest tenth. If, for example, the original actual weight were 7.24 grams, then the weight of ten marshmallows on a scale that rounds to the nearest tenth of a gram would be 72.4 grams.
1 jellybean should weigh 1.2 grams. Students may come to the solution a number of ways.
Students might notice that dividing 12 by 10 could be expressed in fraction form 1210. Students might further reason that
1210=1010+210
or 1.2.
Students might alternately reason that 12÷10 is the same as
(10÷10)+(2÷10)=1+0.2=1.2
Students might also use the rule that they are beginning to develop about sliding the decimal point one place to the left to divide by 10.
1,000 pink erasers should weigh about 31,240 grams. Students may come to the solution a number of ways:
A student might reason that first, it would be necessary to find out what 100 erasers would weigh by multiplying by a factor of 10 and then further multiplying by another factor of 10 to find out what 1,000 erasers would weigh. This is represented by
312.4×10×10
In this solution method, the student reasoned that multiplying by a factor of 10 and then another factor of 10 would be the same as multiplying by a factor of 100:
312.4×10×10312.4×100100×(300+10+2+0.4)30,000+1,000+200+4031,240====
Another student might want to find the weight of a single eraser. If 10 erasers weigh 312.4 grams, then one eraser must weigh 31.24 grams. From there the student could multiply the weight of one eraser by a factor of 1,000:
1000×(30+1+0.22+0.04)30,000+1,000+200+4031,240==
Step-by-step explanation:
You would expect 1,000 pink erasers to weigh 31,240 grams.
If 10 erasers weigh 312.4 grams, and to get 1,000 you multiply by 100, if you multiply 312.4 by 100 you get 31240.
Or if you use rates
[tex]\frac{312.4}{10} =\frac{31240}{1000}[/tex]
(when you multiply by 100)
GAIQNFKDKER HELP PLZ
Answer:
it's the first answer
Step-by-step explanation:
literally every other answer is ruled out because D is the greatest variable and can't be smaller than anything else
What is the answer?
Answer:
clockwise
Q= (5,-2)
R= (-1,-3)
S= (0,0)
T= (3,-2)
counterclockwise
Q= (-5,2)
R= (1,3)
S= (0,0)
T= (-3,-2)
Step-by-step explanation:
this might not be right im a little rusty on my transformations but here goes nothing.
i dont know if this is a clockwise or a counter clockwise rotation so ill do both options.
clockwise (x,y) - (y,-x)
q=(2,5) - (5,-2)
r=(3,-1) - (-1,-3)
s=(0,0) - (0,0)
t=(-2,3) - (3,2)
counterclockwise (x,y) - (-y,x)
q=(2,5) - (-5,2)
r=(3,-1) - (1,3)
s=(0,0) - (0,0)
t=(-2,3) - (-3,-2)
Judy is baking 5 cheesecakes. A recipe for one of the cheesecakes requires 1 1 2teaspoons of vanilla. Judy's bottle of vanilla contains 12 teaspoons of vanilla. After Judy bakes the 5 cheesecakes, how many teaspoons of vanilla will be left in the bottle?
Answer:4 1/2 Teaspoons of vanilla will be left in the bottle
Step-by-step explanation:
Step 1
Recipe for 1 cheesecake = 1 1/2 teaspoons of vanilla
Since she s making 5 cheesecakes, she will requite = 5 x 1 1/2 teaspoons
= 5 x 3/2= 15/2 = 7 1/2 teaspoons of vanilla.
Step 2
If a bottle of vanilla contains = 12 teaspoons of vanilla
After baking 5 cheesecakes which consumed = 7 1/2 teaspoons of vanilla
Teaspoons left of vanilla = Total teaspoons of vanilla-teaspoons of vanilla used for 5 cheesecakes= 12 - 7 1/2 =4 1/2
Therefore 4 1/2 Teaspoons of vanilla will be left in the bottle
Please solve and explain, thank you!
9514 1404 393
Answer:
44 inches
Step-by-step explanation:
The sides of a rhombus are all the same length, so we have ...
AB = BC
3x -4 = 2x +1
x = 5 . . . . . . . . . add 4-2x
Then the side lengths are ...
3x -4 = 3·5 -4 = 11
Four of them total 4·11 = 44 inches.
Somebody plz help me I’m failing
Olivia picked 482 apples from the orchard’s largest apple tree. She divided the apples evenly into 4 baskets. How many apples are in each basket? How many are left over?
Answer:
there are 120 apples in each basket and 5 are left over
Step-by-step explanation:
Which equation represents the axis of symmetry
for the function y =-4(X+6)* +4?
A X=6
B X=4
C X=-6
X=-4
Evaluate expression using the order of operations. 17 − 5 ⋅ 4 ÷ 2
Answer:
7
Step-by-step explanation:
5x4=20
20/2=10
17-10=7
Answer:
your answer is 7
Step-by-step explanation:
17-5×4÷2
P- parenthesis
E- Exponents
M- Multiplication
D- Divide
A- Add
S- Subtract
A small business has 15 full-time employees. How many people does the small business employ if the full-time workers make up 30% of the employees the company has?
Answer:
50 employees
Step-by-step explanation:
The total number of employees the business has will have to be made up the full-time employees and part-time employees.
The number of full-time employees = 15
Let the total number of employees = x
[tex]15 = 30 percent of x[/tex]
[tex]15 = 30/100 \times x\\x=1500/30 = 50[/tex]
The company has a total of 50 employees