Simplify the expression

Answer:

r=30

Step-by-step explanation:

first expand:

4r+60+4r=300

8r+60=300

8r=300-60

8r=240

r=30

hope this works:)

Answer:

1/5, 1:5, 1 to 5

Step-by-step explanation:

The ratio is 3/15, but simplest form is 1/5.

Answer:

C. No, because the graph is technically correct.

Step-by-step explanation:

19.8 is greater than 5.5 by a lot, so 19.8 will look much bigger than 5.5.

The y component of Z = N+L

Z=3(i)+5(j)-3(k)

Given:

N = 3(i) +3(j) + 10 (k)

L = 2(j) - 13 (k)

Z=3(i)+5(j)-3(k)

Vectors are represented by an alphabet with an arrow over it (or) by an alphabet written in bold. Vector addition can be used to combine two vectors, a and b, and the resultant vector is written as a + b. Before we can learn about the properties of vector addition, we must first understand the conditions that must be met when adding vectors. The following are the terms:

Vectors can only be added if they are of the same type. For example, acceleration should only be added with acceleration and not mass.

Vectors and scalars cannot be added together.

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Answer: 999994

Step-by-step explanation:

12+12=24

-3-3-3-3-3-3-3-3-3-3= -30

24-30= -6

-6 + 1000000=999994

Answer: 50 points

Step-by-step explanation:

Answer:

-2

Step-by-step explanation:

3−11−(−6)=

3-11= -8

-8-(-6)

the two minus become plus so

-8+6= -2

Answer:

  (c)  55°, 90°, and 35°

Step-by-step explanation:

Given lists of angle measures, you want to know which could be the interior angles of a triangle.

The angle sum theorem tells you the sum of interior angles of a triangle is 180°. To find the angles that could be those of a triangle, check to see if their sum is 180°.

a) 60 +45 +70 = 175 ≠ 180

b) 30 +85 +25 = 140 ≠ 180

c) 55 +90 +35 = 180 . . . . . . . could form a triangle

d) 110 +15 +45 = 170 ≠ 180

The angle measures 55°, 90°, and 35° could be the interior angles of a triangle.

The number of boards it would take to cover the floor is 48

From the question, we are to determine how many boards it would take to cover the floor

From the given information,

The width of the floor is 248 in.

and

The width of the board is 5 1/6 in.

Thus,

The number of boards it would take to cover the floor is

248 ÷ 5 1/6

= 248 ÷ 31/6

= 248 × 6/31

= 1488/31

= 48

Hence, the number of boards it would take to cover the floor is 48

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Answer:

exact form= 1/49

and the decimal form= 0.02040816

Step-by-step explanation:

the awnser: is 960 inches

We can conclude that no value of 'a' will make the equation an identity.

So, to get 0 = 0 to make the equation an identity, we have to get such a value of a that makes the LHS 8x - 16 which will be similar to RHS 8x - 16.

If we take a = 1 then the LHS will be less than the RHS as:

If we take a = 2 then:

If we take a = 3 then the LHS will be greater than the RHS as:

So, we can conclude that no value of 'a' will make the equation an identity.

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Answer:

  (b)  22 in

Step-by-step explanation:

You want the perimeter of a rectangle with side lengths 4 inches and 7 inches.

The perimeter of a rectangle is the sum of the lengths of its sides. Your rectangle has two sides that are 4 inches, and two sides that are 7 inches. The perimeter is the sum of these lengths:

  P = 4 in + 4 in + 7 in + 7 in

  P = 22 in

The perimeter of the rectangle is 22 inches.

__

Additional comment

We can save a math operation by recognizing the sum can be arranged to ...

  P = (4 in +7 in) +(4 in +7 in) = 2(4 in +7 in)

This is evaluated using one sum and one product, rather than the three sums we need if we simply add the lengths of the four sides.

This is why the usual formula for the perimeter of a rectangle is ...

  P = 2(L +W)

Answer: 2⁴

Step-by-step explanation:

The factors of 16 are 1, 2, 4, 8, and 16. The prime factors of 16 as a product can be written as 2 × 2 × 2 x 2 or 2^4, where 2 is the prime number.

Answer: False

Step-by-step explanation: If you multiply a fraction between 0 and 1 by another fraction between 0 and 1, the result would be smaller than 1.

For example,  [tex]\frac{3}{5} * \frac{1}{2} = \frac{3}{10}[/tex]

Answer:

AB=5

Step-by-step explanation:

the steps are on top

Answer: [tex]x-0.1x=27[/tex]

Step-by-step explanation:

Let x be the number that gets decreased by 10% of itself.

x decreased by 10% of x is 27.

x is 100%, so 100%-10%=90%

So, 90% of x equals 27.

90% = 0.9

0.9x = 27

x = 30

Building a regression line from the scatter plot, it is found that the predicted prize money in year 10 of the contest is of: $11,790.

To find the equation, we need to insert the entire set of points (x,y) given by the scatter plot in the calculator.

From the scatter plot, the points are approximated as follows:

(1, 9.5), (2,9), (3,7), (4,10), (5,11), (6, 10), (7, 10.5).

With the help of a calculator, the line of best fit to predict the amount of prize money in year x of the contest is given by:

P(x) = 0.32143x + 8.28571

To find the predicted amount in year 10, we have to find the numeric value when x = 10, hence:

P(10) = 0.32143(10) + 8.28571 = $11,500.

The closest option is $11,790, which is different from $11,500 because the coordinates of the points are approximated from the scatter plot and not exact.

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Answer:

True

Step-by-step explanation:

(2) (3+4) = (2) (3) + (2) (4)

(2) (3+4)=2(7)=14

(2) (3) + (2) (4)=6+8=14

14=14 √

The length of the school bus is 45 feet.

Given, School bus has a scale of 1/2 inch to 5 feet.

Length of the school bus is 4 1/2 inches on the scale drawing.

Actual length of the bus = ?

Given scale = 1/2 inch = 5 feet

⇒ 1 inch = 1/2 inch ₊ 1/2 inch

⇒ 1 inch = 5 feet ₊ 5 feet

⇒ 1 inch = 10 feet

Length of school bus = 4 1/2 inches = 4.5 inches.

Actual length:

length of school bus = length in inches × length in feet

4.5 inches = (4.5 × 10) feet

4.5 inches = 45 feet.

Hence we get the actual length of the school bus as 45 feet.

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Answer:

There are 16 cups in a gallon.

Step-by-step explanation:

Not sure what you're asking but there are 16 cups in a gallon.

The simplified fraction is -2 1/4

From the question, we are to evaluate the given fractions

The given fraction is

[tex]-1\frac{4}{5} + (-\frac{1}{4}) + (- \frac{1}{5} )[/tex]

Evaluating the fraction

[tex]-1\frac{4}{5} + (-\frac{1}{4}) + (- \frac{1}{5} )[/tex]

First, convert the mixed fraction to an improper fraction

[tex]-\frac{9}{5} + (-\frac{1}{4}) + (- \frac{1}{5} )[/tex]

Now, clear the parentheses
[tex]-\frac{9}{5} -\frac{1}{4}- \frac{1}{5}[/tex]

Find the LCM of the denominators

The LCM is 20

Thus,

[tex]\frac{-36 - 5 - 4}{20}[/tex]

= [tex]\frac{-45}{20}[/tex]

= [tex]-2\frac{5}{20}[/tex]

= [tex]-2\frac{1}{4}[/tex]

Hence, the simplified fraction is - 2 1/4

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Answer:

3498

Step-by-step explanation:

Answer:624

Step-by-step explanation:

Answer:

624

Step-by-step explanation:

Answer:

An animal shelter needs to buy 6 pounds of cat food for every cat they have. Complete the following table of cats to pounds of cat food. Cats. Lbs of cat food

0

Step-by-step explanation:

Answer:

an animal shelter needs to buy 6 pound of cat food for every cat they have . The following table of cat to pounds of cat food

Step-by-step explanation:

Answer:

37

Step-by-step explanation:

WX = a

XY = a-9

WY = WX + XY = 65

So we substitute values:

WY = a + a -9 OR 2a - 9

65 = 2a -9

Then we collect like terms:

2a = 65 + 9

2a = 74 (divide both sides by 2 to get a)

a = 37

Answer:

7

Step-by-step explanation:

=[(5)×2]+[(30)-5]÷5

=(10)+(25)÷5

=35÷5

=7

Answer:

1. True

2. True

3. True

4. False

5. False

6. False

7. True

8. False

9. True

10. False

Step-by-step explanation:

∈ means "is an element of"

⊂ means "only contains some, but not all, the elements of"

⊆ means "only contains some, possibly all, the elements of"

If one of those symbols is strickenthrough, it simply means the opposite, e.g. "it's not true that it's an element of" or "it's not true that it only contains some, (...) the elements of"

∅ is an empty set

{ something } is a set containing everything inside the curly brackets. Thus, { } is an empty set.

Let's rewrite the statements:

1. 5 is an element of {1, 3, 5, 7, 9}

TRUE

2. 4 is not an element of {1, 3, 9}

TRUE

3. {5, 6, 7} only contains some, possibly all, the elements of {5, 6, 7}

TRUE

4. {1, 2, 3} only contains some, but not all, the elements of {1, 2, 3}

FALSE (it contains all)

5. it's not true that {9} only contains some, possibly all, the elements of {9, 10}

FALSE (it does only contain elements of {9, 10} )

6. it's not true that 8 is an element of {2,4,6,8,10}

FALSE (because it is an element of that set)

7. empty set only contains some, possibly all, the elements of empty set

TRUE (it contains only elements of empty set - all of them, namely none)

8. 0 is an element of empty set

FALSE (empty set is empty, so it cannot contain 0)

9. {13, 11} only contains some, but not all, the elements of {11, 12, 13}

TRUE (order is irrelevant)

10. {7, 8}  only contains some, possibly all, the elements of {8}

FALSE (7 is not an element of {8} )