What is 6 over 9 times 6 over 8 equal

0.166 is the standard form of that

Answer: 58 sq ft

Step-by-step explanation:

2 * 2 = 4

9 * 6 = 54

54+4=58

The expression [ (2.7) [tex]4]^{6}[/tex] is not equivalent to [ (2.7) 8 ] ³.

An exponent refers to the number of times a number is multiplied by itself.

Example:

a², a³

2 and 3 are exponents.

We have,

[ (2.7) [tex]4]^{6}[/tex]

Here 6 is the exponent.

We can write 6 as 2 x 3

Now,

= [ (2.7) [tex]4]^{2\times3}[/tex]

We can take 2 inside [ (2.7) 4 ]

= [ (2.7)² 4² ] ³

= [ (2.7)² 16 ] ³

We can see that it is not equivalent to [ (2.7) 8 ] ³.

Thus the expression [ (2.7) [tex]4]^{6}[/tex] is not equivalent to [ (2.7) 8 ] ³.

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Answer:

6

Step-by-step explanation:

1605 - 75

1530 / 255 = 6

Answer: x = 138

Step-by-step explanation:

[tex]108+117+x=3 * 121\\3 * 121 = 363\\Rearrange unknown terms to the left side of the equation\\x=(363-108)-117\\\\255-117=138\\x=138[/tex]

Answer:

coefficient=8

constant=-5

variable=x

Step-by-step explanation:

Answer:

-5 constant

8 coefficient

w variable

Step-by-step explanation:

Answer:

3.

Step-by-step explanation:

1) in the given sequence position no. 13 can be calculated easy:

16-(6+7)=3 (see the attachment), then

2) it is possible to calculate the position no. 11 (=7), then no.10(=3), then no.9 (=6), then it is visible repeating of subsequence '637', it means

3) the number of the given credit card is

37637637637637;

4) finally, the value of A is 3.

Answer:

x+40

Step-by-step explanation:

I'm assuming you need to write a mathematical equation from a sentence. You need to take each word and make it into a mathematical symbol. The forty stays as 40, the more becomes a +, and the number is x because it is unknown

Answer:

2+2 = 4

Step-by-step explanation:

Let's visualize this using # signs

we have two groups of two # signs, so let's map that out

##

##

If you count the individual # signs, it is 4. You can also use this model to figure out 2 *2 (4)

I hope this helps :)

Answer:

4

Step-by-step explanation:

2+2

2+1+1

3+1

4

Answer:

Yes you are correct

Step-by-step explanation:

1/3 / 3/5 = 1/3 / M

3*1/3 / 5*3/5 = 3*1/3 / 5M

3/3 / 15/5 = 3/3 / 5M

1/3=1/(5M)

5M * 1/3 = 1

5M * 3 * 1/3 = 1 * 3

5M=3

M=3/5 √

The algebraic expressions of the statements are x = 6y - 4 and r = 3 + 2b

Statement 1

The statement is given as

Ramona has 4 less than 6 times as many one dollar bills as Rita has

Let the number of one dollar bills owned by Ramona  be x and the number of one dollar bills made by Rita be y

So, the interpretation of the statement is

x = 6y - 4

Hence, the algebraic expression of the statement is x = 6y - 4

Statement 2

The statement is given as

Robert made 3 more than twice as many baskets as Billy did in the basketball game.

Let the number of baskets made by Robert be r and the number of baskets made by billy be b

So, the interpretation of the statement is

r = 3 + 2b

Hence, the algebraic expression of the statement is r = 3 + 2b

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The cups of vinegar needed will be 1 1/3 cups.

From the information, the salad dressing recipe calls for 3/4 cup of olive oil for every 1/2 cup of vinegar.

Let the.cuos needed for the.olive.oio be represented by x.

Therefore, this will be:

1/2 / 3/4 = x/2

Cross multiply

0.75 × x = 2 × 1/2

0.75x = 1

x = 1/0.75

x = 1 1/3

Therefore the cups of vinegar needed will be 1 1/3 cups.

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Answer:

the answer is A-x=

Step-by-step explanation:

because if you multiply 3 by 6 you get 27

Yes the the equation is following direct variation. Correct option is A, Yes, k = 4/9

The change in one quantity as a result of the change in another is known as direct variation. This implies that if one quantity increases or decreases, the other must do the same.

Direct variation describes how one quantity directly affects the other when it varies. The precise reverse of this is called inverse variation. You will discover what direct and inverse variants are in this article, along with various cases that have been solved.

4y = 9x

standard equation for direct variation is y = kx

y = 9/4 x

On comparing the equation with standard equation,

k = 9/4

Hence, the equation is following direct variation

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Answer:

The correct area is 25 square units.

His mistake was that he found the perimeter instead of the area.

Step-by-step explanation:

Area = Length x Width

Area= 5 x 5= 25

His mistake:

Perimeter = length + length + width + width

Perimeter = 5 + 5+ 5+ 5 = 20

The greatest common factor of 38 and 30 is 2.

It should be noted that thw first step to this method of finding the Greatest Common Factor of 30 and 38 is to find and list all the factors of each number.

Let’s take a look at the factors for each of these numbers, 30 and 38:

Factors of 30: 1, 2, 3, 5, 6, 10, 15, 30

Factors of 38: 1, 2, 19, 38

When you compare the two lists of factors, you can see that the common factor(s) are 1, 2. Since 2 is the largest of these common factors, the GCF of 30 and 38 would be 2.

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Answer:

B.

Step-by-step explanation:

233% = 2.33

2 2/3 = 2.6

All work and the answer is provided in the screenshot that is attached! :)

Have a great day!

Answer:

-3

Step-by-step explanation:

Answer:

x-intercepts: (6,0)

y-intercepts: (0,3)

The First step Linear Expression shows is 5+3/x

An algebraic expression known as a linear expression has terms that are either constants or variables raised to the first power. Alternatively put, none of the exponents can be greater than 1. As an illustration, while x is a variable raised to the first power, x2 is a variable raised to the second power. An illustration of a constant is 5.

so when this linear expression 5x + 3 is divided by  x then the first step will be

5 + 3/x

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Answer:

12, 48

The pattern is: Divide by 2, then multiply by 4

The number of students in the third grade at Roaring Brook School is 400

The number of students in the third grade at Roaring Brook School is given as

Students = three hundred fifty-six third

Express as digits

Students = 356

When the above number is approximated to the nearest hundred, we have

Students = 400

Hence, the number of students in the third grade at Roaring Brook School is 400

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Greater because a meter is greater than a millimeter.

Also can I get the brainliest pls?

the number of pastries that she bake in the afternoon is equal to 312 pastries.

We are given that:

Saffron sells 584 pastries in the whole day and 52 pastries are left at the end of the day.

Now, we will use addition to find the total number of pastries that is being made in the day.

Total pastries = 584 + 52

Total pastries = 636

Now, she bake 324 pastries in the morning.

So, the number of pastries baked in the afternoon = 636 - 324

In afternoon = 312.

Therefore, we get that the number of pastries that she bake in the afternoon is equal to 312 pastries.

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Answer:

less than

Step-by-step explanation:

Answer:

  14

Step-by-step explanation:

You want the number of my cats when that number is "one-half of my cats plus seven".

Let the number of cats be represented by c. Then the description of the number of cats is ...

  c = c/2 +7

Multiplying by 2 gives ...

  2c = c +14

  c = 14 . . . . . . . subtract c

The nemesis has 14 cats.

The Area of  the circle is 36π mm²

Radius of a circle = 6 mm

A circle's area is expressed as as A = πr²,

Where,

Radius (r) = 6 mm

Area = π(6)²

= 36π mm²

Hence the Area of the circle is 36π mm².

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By factor decomposition, area of a square and power and root properties, the length of the side is between 72 yards and 76 yards. (Correct choice: B)

The area of a triangle is equal to the square of its side length and the area of land is a composite number, that is, a product of prime numbers. By factor decomposition, the equivalent form of 5,280 square yards is:

5,280 = 2⁵ × 3 × 5 × 11

Then, the equivalent side is equal to the square product of the product:

x = √(2⁵ × 3 × 5 × 11)

x = √(2⁴) × √(2 × 3 × 5 × 11)

x = 2² × √(2 × 3 × 5 × 11)

x = 4√330

As for √330 is between √324 = 18 and √361 = 19, then the length of the side is between 72 yards and 76 yards.

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Mike is the best shooter than Jason mike Jim or dave  .

Mike and Jim are faster and more accurate shooters than Jason and Dave. Mike is the quickest because Jim is the second fastest. Because no one individual is the greatest (for example, tallest, fastest, or best shooter) in more than one category, Dave is the tallest.

Mike and Jim are faster and more accurate shooters than Jason and Dave. Mike is the quickest because Jim is the second fastest. Because no one individual is the greatest (for example, tallest, fastest, or best shooter) in more than one category, Dave is the tallest.

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Two collinear points on a line are given in the table below:

x, y

0 0 (0,0)

2 1 (2,1)

Select the points that lie on the line. and the relationship between the coordinates x and y.

(4,2)

(4, 3)

(7,2)

4/8, 2/8

Answer:

Given that

To find

So, according to the question

We have,

For finding any point that lie on line, first we have to find the slope of given line,

So, we know that

                        slope (m) = [tex]\frac{y_2-y_1}{x_2-x_1}[/tex]

Where,

         x₁ = 0   and x₂ = 2

         y₁ = 0   and y₂ = 1

Now, putting the values, we will get

                         (m) = [tex]\frac{1-0}{2-0}[/tex] = [tex]\frac{1}{2}[/tex]

                           m =  [tex]\frac{1}{2}[/tex]

We know that, the equation of line

     y-y₁ = m(x- x₁ )

     y-0 =  [tex]\frac{1}{2}[/tex] (x- 0)

       y =  [tex]\frac{1}{2}[/tex] x -------------(1)

{ this equation (1) is showing a relationship the coordinates x and y }

For finding which point is lie in that line, this point must be prove that equation (1).

Now, let's check the points

For point (4,2)

y =  [tex]\frac{1}{2}[/tex] x -------------(1)

2 =  [tex]\frac{1}{2}[/tex] × 4

2 = 2

So, point (4,2) lie in this line.

For point (4,3)

y =  [tex]\frac{1}{2}[/tex] x -------------(1)

3 =  [tex]\frac{1}{2}[/tex] × 4

3 ≠ 2

So, point (4,3) not lie in this line.

For point (7,2)

y =  [tex]\frac{1}{2}[/tex] x -------------(1)

2 =  [tex]\frac{1}{2}[/tex] × 7

2 ≠ [tex]\frac{7}{2}[/tex]

So, point (7,2) not lie in this line.

For point ([tex]\frac{4}{8}[/tex],[tex]\frac{2}{8}[/tex])

y =  [tex]\frac{1}{2}[/tex] x -------------(1)

[tex]\frac{2}{8}[/tex] =  [tex]\frac{1}{2}[/tex] × [tex]\frac{4}{8}[/tex]

[tex]\frac{2}{8}[/tex]  = [tex]\frac{2}{8}[/tex]

So, point ([tex]\frac{4}{8}[/tex],[tex]\frac{2}{8}[/tex]) lie in this line.

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