can anyone help and explain why this is either proportional or not? urgent!! (it needs an explanation too)

Answer:

1/15 pie

Step-by-step explanation:

An easy way to do this is instead of dividing, multiply the denominator by 5. You get 15. You can say Im just making a coincidence, but try it yourself!

(1/3)/5 is basically multiplication. You may have heard the saying, "division with fractions is multiplication". Thats true. Turn 5 into 5/1 and multiply. 5/1x1/3.

you get 1/15. Hope it helps

Also you have to flip 5/1 to 1/5 and then multiply hehe. thats how you get 1/15

Answer:

Its B, 1/15 hope this helps

Step-by-step explanation:

Answer:

A

Step-by-step explanation:

It is equivalent because as along as only one has the negative sign, then it will still be negative. Both being negative makes it positive and flipping the fraction changes the value.

Answer:

A

Step-by-step explanation:

the negative sign is exchangeable between the denominator and numerator because positive multiplied or divided by a negative will aways be a negative

Answer:

Yes.

Step-by-step explanation:

To find the point of intersection we solve the system:

y = x + 3

y = -x + 7       Subtract:

0 = 2x - 4

2x = 4

x = 2.

She is correct.

Answer:

yes

Step-by-step explanation:

Given the 2 equations

y = x + 3 → (1)

y = - x + 7 → (2)

Substitute y = x + 3 into (2)

x + 3 = - x + 7 ( add x to both sides )

2x + 3 = 7 ( subtract 3 from both sides )

2x = 4 ( divide both sides by 2 )

x = 2

Thus the functions intersect at x = 2

Answer:

(7 y)/5 I think...

Step-by-step explanation:

Answer:

-2

Step-by-step explanation:

do you need an walk through?

Answer:

For the second question, the answer is 16 markers.

Step-by-step explanation:

12-4=8 8+8=16

Answer:

15/50×100=30%

Step-by-step explanation:

Answer:

1 5/24

Step-by-step explanation:

5/6+3/8

find common denominator: 24

5/6=20/24 3/8=9/24

add:

20/24+9/24=29/24

simplify:

29/24=1 5/24

hopefully this helps :)

Answer:

[tex]\frac{11}{24}[/tex]

Step-by-step explanation:

Answer:

No, this is not a strong evidence that the parameter has changed since 2018. This is because, there are so many factors that could have led to the fall in percentage of "disadvantaged school students" from the initial 3.5% to 4.3%.

Some of the factors could be reduction in the number of disadvantaged students, sample size considered being considered as well as the geographic location upon which the random sampling was made.

Step-by-step explanation:

Answer:

He strings 52 guitars in 15 hours

Answer:

Check explanations for answer

Step-by-step explanation:

Here, we want to find out how Gerard came to the conclusion

For him to arrive at this conclusion, then we should consider the lengths given if they form a right triangle and are suitable for the building frame

From the lengths that we have

If we square the longest length, then the sum of the squares of the two other lengths should be the same as it is

This is in obedience to Pythagoras’ theorem

However, this does not hold

√(150)^2 is not equal to 8^2 + (√(95))^2)

and so since this does not work, then the triangle is not right-angled and cannot be use as the frame

Answer:

Step-by-step explanation:Sample Response: Gerard determined that the squares of the two smaller sides did not equal the square of the longest side. The side lengths did not create a true statement of the Pythagorean theorem.

Answer:

16ft tall and 24ft wide

Step-by-step explanation:

Answer:

16ft 24ft

Step-by-step explanation:

i got the same qestion and its correct.

Solve for w by simplifying both sides of the equation, then isolating the variable.

D. w = −12

Answer:

Four-fifths (4/5)

hope it helps!

Answer:

Four-fifths

Step-by-step explanation:

To convert this decimal into a fraction remove the decimal and divide by 10, so the new fraction looks like 8/10. You do this because the eight is in the tenths place, so it literally translates to eight-tenths. However, fractions need to be in the simplest form so you divide both the numerator and denominator by 2 to get the final answer 4/5 or four-fifths.

Answer:

475 pencils in each box

Step-by-step explanation:

950/2= 475

Youd divide 950 by 2 where 2 represents the 2 boxes

Step-by-step explanation:

The sum of all angles in a triangle is always 180.

So we can set up an equation

3/2x+1/2x+x= 180

3/2+1/2x+2/2x=180

3x+1x+2x=360

6x=360

x=60

Answer:

13410

Step-by-step explanation:

So, first we find 4.6% of 9000

9000 x .046 = 414

Then we multiply the 414 by 10 because they gain 414 people every year and we need to find how many people after 10 years

414 x 10 = 4140

now add 4140 and 9000

Answer = 13140

We can use the equation of tangent as a structure.

[tex]y - f(a) = f'(a)(x - a)[/tex]

Our f(a) is y-point and Our a is x-point..

Looking back at the equation, our f(a) would be 3 and a would be - 4

Therefore the answer is (-4,3)

Answer:

she is wrong, offer 2 results in lower interests

Step-by-step explanation:

total amount paid if offer 1 is accepted:

$6,000 x (1 + 3%)² = $6,000 x 1.0609 = $6,365.40

she will pay $365.40 in interests

total amount paid if offer 2 is accepted:

($6,000 x 1.01) x 1.05 = $6,060 x 1.05 = $6,363

she will pay $363 in interests

Compounding interest refers to interest that earns more interest itself, e.g. in the first offer, the $180 of interests charged for the first year will earn $5.40 in extra interests. While offer 2 only charges $60 in interests during the first year which will in turn earn $3 of interests. The difference between both offers is that interest charges in offer 1 earn more interests than the interest in offer 2 = $5.40 - $3 = $2.40

Answer:

25 = y

Step-by-step explanation:

We know that x = 4/5 y

20 = 4/5 y

Multiply each side by 5/4

5/4 * 20 = 5/4 * 4/5 y

25 = y

Answer:

0

Step-by-step explanation:

Multiply  − 1  by  − 6 . − 8 +6 + 2

Add  − 8  and  6 . − 2 + 2

Add  − 2  and  2 .

0

Answer:

16

Step-by-step explanation:

First do the operations in the parentheses.

8+4-10 = 2

Then do 2^3.

2^3 = 2*2*2 = 8

Then do 8*2

16

Answer:

There are 2 lines, so this is a system of inequalities.

Find the equation of both lines:

The longer line using points (0,6) and (3,3)

Equation is y = -X+6, the inequality becomes y ≥-x+6

The equation for the shorter line:

Using points (5,1) and (6,2)

Equation is y=x-4, the inequality becomes y≤x-4

The system of inequalities is:

y ≥-x+6

y≤x-4

Step-by-step explanation:

Answer:

$37.5

Step-by-step explanation:

25% = 1/4

50/4 = 12.5

50 - 12.5 = 37.5

hope this helped (:

Answer:

37.5

Step-by-step explanation:

Convert the 25% to a decimal (0.25) and multiply by 50

Which is 12.5

Subtract 50 by 12.5

Answer is $37.5

You could also multiply 50 * .75

Step-by-step explanation:

y = 4x + 1 and y = -2x + 4

4x + 1 = -2x + 4, 6x = 3, x = 0.5

When x = 0.5, y = 4(0.5) + 1 = 3.

The point of intersection is (0.5, 3). (B)

Step-by-step explanation:

y = 4x + 1

A.(2,9)

y = 4(2) + 1 = 9

y = 9.

y = 4x + 1

9 = 4x + 1

9 - 1 = 4x

8 = 4x => x = 8÷4 = 2

x = 2.

y = -2x + 4.

A.(2,9)

y = -2(2) + 4 = 0

y = 0.

y = - 2x + 4

0 = -2x + 4

0 - 4 = 2x

0 = 2x => x = 0 ÷ 2 = 0

x = 0.

y = 4x + 1

B.(1/2, 3)

y = 4(1/2) + 1

y = 4 ÷ 2 + 1 = 3

y = 3.

y = 4x + 1

3 = 4x + 1

3 - 1 = 4x

2 = 4x => x = 2 ÷ 4 = 1/2

x = 1/2.

y = - 2x + 4

B.(1/2, 3)

3 = - 2x + 4

3 - 4 = - 2x

- 1 = - 2x => x = 1/2

x = 1/2.

y = - 2x + 4

y = - 2(1/2) + 4

y = -2(0.5)+ 4

y = -1 + 4 = 3

y = 4x + 1

C.(1,2)

y = 4(1) + 1 = 5

y = 5.

y = 4x + 1

5 = 4x + 1

5 - 1 = 4x

4 = 4x => x = 4÷4 =1

x = 1.

y = -2x + 4

C.(1, 2)

y = - 2(1) + 4

y = - 2 + 4 = 2

y = 2.

2 = -2x + 4

2 - 4 = - 2x

- 2 = - 2x => x = 2÷2 = 1

x = 1.

y = 4x + 1

D.(1/4, 2)

y = 4(1/4) + 1

y = 4(0.25) + 1

y = 1 + 1 = 2

y = 2.

y = 4x + 1

2 = 4x + 1

2 - 1 = 4x

1 = 4x => x = 1/4

Point A is the point of intersection of the lines.