Answers
Answer:
$3.50
Step-by-step explanation:
1.10 / 2 = 0.65
1.10 + 0.65 = 1.75
2.20 / 2 = 1.10
1.10 / 2 = 0.65
1.10 + 0.65 = 1.75
1.75 + 1.75 = 3.50
therefor the answer is $3.50
let me know if you would like me to explain in more detail
Related Questions
85(83-27)=
A. 4,670
B. 4,760
C. 4,860
D. 4,960
Answers
Answer:
4,760
Step-by-step explanation:
PEMDAS: (83 - 27) = 56
85 x 56 = 4,760
Answer:
A. 4,670
Step-by-step explanation:
Subtract 83 and 27
83-27= 56
Multiply 56 and 85
85(56)= 4,670
Which is A
Hope this helps!
[ 2 ( 7 . 25 ) + 2 ( 24 )] - 10
Answers
Answer: 57 over 2
57
2
=28 and 1 over 228
1
2
=28.5
Result57 over 2 equals 28 and 1 over 2 equals 28.5
Step by step
Step 1 of 4: Multiply.
Multiply
( Highlighted:2 Highlighted:× Highlighted:7.25 + 24 ) − 10 = ( Highlighted:1450 over 100
1450
100
+ 24 ) − 10
Step 1 of 4: Multiply, sub-step a: Multiply.
Multiply
725 over 100
725
100
× 2 = ( 725 × 2 ) over 100
725 × 2
100
= 1450 over 100
1450
100
Step 1 of 4: Multiply.Hide
Step 2 of 4: Add.
Add
( Highlighted:1450 over 100
1450
100
Highlighted:+ Highlighted:24 ) − 10 = ( Highlighted:3850 over 100
3850
100
) − 10
Step 2 of 4: Add, sub-step a: Convert integer to fraction.
Convert integer to fraction
24 = 24 over 1
24
1
Step 2 of 4: Add, sub-step b: Find common denominator.
Find common denominator
1450 over 100
1450
100
+ 24 over 1
24
1
= ( 1450 × 1 ) over ( 100 × 1 )
1450 × 1
100 × 1
+ ( 24 × 100 ) over ( 1 × 100 )
24 × 100
1 × 100
= 1450 over 100
1450
100
+ 2400 over 100
2400
100
100 is the least common multiple of denominators 100 and 1. Use it to convert to equivalent fractions with this common denominator.
Step 2 of 4: Add, sub-step c: Add.
Add
1450 over 100
1450
100
+ 2400 over 100
2400
100
= ( 1450 + 2400 ) over 100
1450 + 2400
100
= 3850 over 100
3850
100
Step 2 of 4: Add.Hide
Step 3 of 4: Subtract.
Subtract
3850 over 100
3850
100
− 10 = 2850 over 100
2850
100
Step 3 of 4: Subtract, sub-step a: Convert integer to fraction.
Convert integer to fraction
10 = 10 over 1
10
1
Step 3 of 4: Subtract, sub-step b: Find common denominator.
Find common denominator
3850 over 100
3850
100
− 10 over 1
10
1
= ( 3850 × 1 ) over ( 100 × 1 )
3850 × 1
100 × 1
− ( 10 × 100 ) over ( 1 × 100 )
10 × 100
1 × 100
= 3850 over 100
3850
100
− 1000 over 100
1000
100
100 is the least common multiple of denominators 100 and 1. Use it to convert to equivalent fractions with this common denominator.
Step 3 of 4: Subtract, sub-step c: Subtract.
Subtract
3850 over 100
3850
100
− 1000 over 100
1000
100
= ( 3850 − 1000 ) over 100
3850 − 1000
100
= 2850 over 100
2850
100
Step 3 of 4: Subtract.Hide
Step 4 of 4: Simplify.
Simplify
2850 over 100
2850
100
= 57 over 2
57
2
= 28 and 1 over 228
1
2
Step-by-step explanation:
The capacity of a teaspoon is 0.015 L. How many teaspoons of oil are there in 1.2 L? Please help .
Answers
Answer:
80 teaspoons
Step-by-step explanation:
According to the scenario, computation of the given data are as follows,
Teaspoon capacity = 0.015 L
Total quantity = 1.2L
So, we can calculate the number of teaspoons in 1.2L oil by using following formula,
Number of teaspoons = Total quantity ÷ Teaspoon capacity
By putting the value of following, we get
Number of teaspoons = 1.2 ÷ 0.015
= 80 teaspoons
Hence, there are 80 teaspoons of oil in 1.2L.
In an equation, x represents the total number of cubic units in a box that is 5 units long, 5 units wide, and 5 units high. Which equation can be used to find the value of x?
A.
[tex] {x}^{3} = 125[/tex]
B.
[tex] {x}^{3} = 15[/tex]
C.
[tex] \sqrt{x} = 5[/tex]
D.
[tex] \sqrt[3]{x} = 5[/tex]
Answers
Answer:
I think its A.
Step-by-step explanation:
Find the area of the sector.
Answers
The formula for sector area is simple - multiply the central angle by the radius squared, and divide by 2: Sector Area = r² * α / 2.
1
The product of 3 and the sum of r and 1 equals 15.
Construct an equation and find the value of x.
Answers
Answer:
i dont know
Step-by-step explanation:
Answer:
r = 4
Step-by-step explanation:
product means multiply , so
3(r + 1) = 15 ← is the equation
Divide both sides by 3
r + 1 = 5 ( subtract 1 from both sides )
r = 4
The weight (in pounds) and height (in inches) for a child were measured every few months over a two-year period. The results are given in the table.
Using technology, what is the slope of the least-squares regression line and what is its interpretation?
A) The slope is 1. 98, which means for each additional inch in height, the child’s weight will increase by 1. 98 pounds.
B) The slope is 1. 98, which means for each additional inch in height, the child’s weight is predicted to increase by 1. 98 pounds.
C) The slope is 0. 50, which means for each additional pound in weight, the child’s height will increase by 0. 5 inches.
D) The slope is 0. 50, which means for each additional pound in weight, the child’s height is predicted to increase by 0. 5 inches
Answers
Using the slope of the least-squares regression line, the interpretation will be: C) The slope is 0. 50, which means for each additional pound in weight, the child’s height will increase by 0. 5 inches.
A linear approach is linear regression, which is used to represent the relationship between a scalar answer and one or more explanatory factors in statistics. When there are many explanatory factors, multiple linear regression is employed; otherwise, simple linear regression is utilised. It is possible to predict the value of one variable using linear regression analysis and the value of another variable.
Predicting the dependent variable is what you want to do. The variable you are using to anticipate the value of the other variable is the one you are utilising as an independent variable. Lines of best fit are another name for regression lines. To demonstrate how several graph points might be connected, a line of best fit is used.
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Stella took a taxi from her house to the airport. The taxi company charged a pick-up
fee of $1. 20 plus $1. 50 per mile. The total fare was $29. 70, not including the tip. How
many miles was the taxi ride?
09
Answers
Equivalent fractions are those that, despite their visual differences, reflect the same value. we consumed half of a cake, for instance, if you have one, divide it into two equal pieces, and then eat one of the pieces.
what is fraction?Any number of equal portions, or parts of a whole, are described by fractions. Fractions in standard English indicate the number of pieces of a specific size. 8, 3/4 of .Part of an entire is a fraction. The ratio of the numerator to the denominator is how numbers are expressed in mathematics. Each of these is an integer in simple fractions. In the numerator or denominator of a complex fraction is a fraction. When a fraction is true, its numerator is smaller than its denominator.
If the denominators differ, similar fractions with a common denominator must be used. This requires figuring out the LCM of the two denominators. To be used as a denominator in fractions with various denominators, rename the fractions with a similar denominator.
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How would the graph of y = 4x + 3 change if the y-intercept is changed to -2
А
The graph would move 5 units down.
B
The graph would move 5 units up.
с
The slope of the line would increase.
D
The slope of the line would decrease.
Answers
Answer:
А
The graph would move 5 units down.
Step-by-step explanation:
the distance from (0,3) to (0,-2) is 5units and the number decreased so it’s 5 units down
Which is greater, 1 2cup or 1 3cup? How much greater *fractions*
Answers
Answer:
Step-by-step explanation:
A half of a cup is greater than 1/3 of a cup. This is because if you convert the fractions to the nearest common denominator (6) you can see that 1/2 = 3/6 and 1/3 = 2/6, so 1/2 of a cup is greater.
I hoped this helped!!
What two angles measure 90 degrees?
Answers
The two angles measure 90 degrees are called as complementary angles.
What are complementary angles?
In geometry, complementary angles are defined as two angles whose sum is 90 degrees.
The two angles' complement and supplement are determined by the sum of their measurements. The two angles are said to be complimentary if their combined measurement equals that of a straight angle.
In other words, a right angle results from the combination of two complimentary angles (90 degrees). Angles 1 and 2 are said to be complementary if their sum of angles equals 90 degrees (i.e., 1 + 2 = 90°), and as a result, they are referred to as each other's partners.
two angles that add up to 90 degrees are known as complementary angles. For example, 60° and 30°.
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y = 2x + 3
y = 2x + 1
Answers
Answer:
This is how you graph it
Step-by-step explanation:
As seen in the equations above, this equation can fit into the equation y=mx+b. M = slope, where is how we will be able to plot the points. Since the slope for both is two, we would go up 2 then right 1, from the y intercept. Which is the point we will be starting at. Plot two points directly on the y-axis at (0,3) and (0,1). Then go back to the slope and go up 2 and right 1. I hope I helped!
Which ordered pair is a solution to the equation?
y=x54−3
(−5, −7)
(5, −1)
(10, −11)
(−10, 5)
Answers
Answer:
y=4/5x-3 - (-5, -7)
Step-by-step explanation:
So to solve this, lets just plug in each value for x, and see if the y value we get is equal to one of our answers.
So we have (-10, 5)
Well plug in -10 for 4/5x we get:
-40/5=-8
Next we take that value and solve:
y=-8-3
y=-11
The answer for this was 5, not -11.
Ill skip a few steps:
(10, -11):
Plug in 10 we get:
y=8-3 which is y=5. This is not right, for it needed to be -11.
Next we have (5, -1)
This gets us y=4-3 this is y=1 which is not -1. So thats not right.
Finally we have (-5, -7):
This gets us y=-4-3 this is y=-7. What was our y value? -7!
So the answer is (-5, -7)
I hope this helps! :)
In the figure, a∥e, m∥n, and m∠2 = 112°.
What is m∠6?
Enter your answer in the box
Answers
The measure of the angle ∠6 = 112°
What are parallel lines?
Parallel lines are two or more lines that are always the same distance apart and never meet, no matter how far they are extended. They are coplanar lines that do not intersect or cross each other, and they have the same direction.
As given
a∥e, m∥n, and m∠2 = 112°.
As m∥n
a is the transversal (A line that cuts across two or more (usually parallel) lines is called transverasl.)
Thus
∠ 2 = ∠3 ( Corresponding angle property )
∠3 = 112°
Also
a∥e and m are transversal.
∠ 3 = ∠6 = 112 ° ( Corresponding angle property )
Hence, the measure of the angle ∠6 = 112°
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The measure of the angle ∠6 = 112°
What are parallel lines?
Parallel lines are two or more lines that are always the same distance apart and never meet, no matter how far they are extended. They are coplanar lines that do not intersect or cross each other, and they have the same direction.
As given
a∥e, m∥n, and m∠2 = 112°.
As m∥n
a is the transversal (A line that cuts across two or more (usually parallel) lines is called a transversal.)
Thus
∠ 2 = ∠3 ( Corresponding angle property )
∠3 = 112°
Also
a∥e and m are transversal.
∠ 3 = ∠6 = 112 ° ( Corresponding angle property )
Hence, the measure of the angle ∠6 = 112°
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Could you help me solve this
Answers
Answer: The middle number is 15
Step-by-step explanation:
45/3= 15 so the three numbers will be around there.
14+15+16= 45
How do you find the legs of a 45 45 90 triangle given the hypotenuse?
Answers
The value of the legs of the triangle would be hypotenuse/√2.
You can use basic trigonometry to solve this problem. We know that the sine of the angle made by the hypotenuse and the base is equal to the ratio of perpendicular height and the hypotenuse, given that the angle is 45° the perpendicular will be equal to ⇒ hypotenuse × sin(45°).
That is perpendicular=hypotenuse/√2
Similarly, the cosine of the angle made by the hypotenuse and the base is equal to the ratio of base length and the hypotenuse, given that the angle is 45° the base will be equal to ⇒ hypotenuse × cos(45°)
That is base=hypotenuse/√2
Therefore, the value of the legs of the 45°-45°-90° triangle would be hypotenuse/√2.
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solve for x(best answer brainliest)
24x+15=25x+45
Answers
[tex]24x+15=25x+45[/tex]
Subtract 25x from both sides:
[tex]24x+15-25x=25x+45-25x[/tex]
[tex]-x+15=45[/tex]
Subtract 15 from both sides:
[tex]-x+15-15=45-15[/tex]
[tex]-x=30[/tex]
Divide both sides by -1(to remove negative from variable):
[tex]\dfrac{-x}{-1} =\dfrac{30}{-1}[/tex]
[tex]\fbox{x = -30}[/tex]
Answer:
[tex] \sf \: x = - 30[/tex]
Step-by-step explanation:
Now we have to,
→ find the required value of x.
The equation is,
→ 24x + 15 = 25x + 45
Then the value of x will be,
→ 24x + 15 = 25x + 45
→ 24x - 25x = 45 - 15
→ -x = 30
→ [ x = -30 ]
Hence, the value of x is -30.
Is parallel processing always faster?
Answers
Only when each iteration is sufficiently time-consuming in terms of CPU usage does parallel programming become more effective.
Parallel processing: What is it?The term "parallel processing" is used to deliver simultaneous data-processing activities, which is utilized to increase the computing performance of computer systems. Additionally, a parallel processing system has the ability to process input concurrently for quicker execution times.
As an illustration, when an instruction is being carried out in an ALU, the following instruction may be read from memory. The system may be equipped with two or more ALUs and be able to carry out multiple instructions at once.
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Alyssa's den is 8 feet longer than it is wide. If the den's area is 425 square feet, what are the dimensions of the room?
Answers
The dimensions of the room when Alyssa's den is 8 feet longer than it is wide are 15cm as 23cm.
How to illustrate the equation?An equation simply means the statement that shows the relationship between the variables given. It has an equal sign to denote this.
Let the width of the den be x.
The length of the den is x+8.
We can set up the equation x*(x+8)=425 to represent the area of the den.
We can solve this equation by factoring it as x² + 8x =425.
x² + 23x - 15x - 425
x(x + 23) - 15(x + 23)
(x - 15)(x + 23)
Either way, we find that the width of the den is 15 feet and the length is 23 feet.
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What is the answer to my question?
This is urgent! Please help.
Answers
Answer:
Hello! answer: 85
Step-by-step explanation:
Formula for square area: base × height
Formula for triangle area: base × height ÷ 2
6 × 5 = 30 30 ÷ 2 = 15 since theres 4 triangles I just multiply by 4 get all the triangles area so...
15 × 4 = 60 now the square is just 5 × 5 so... 5 × 5 = 25 now we just add these up for the answer so... 60 + 25 = 85 therefore the surface area is 85 hope that helps!
Would it be a b c or d? :))
Answers
Answer: x = 12 * tan24
Step-by-step explanation:
We're going to use tan because we know one of the angles which is 24°. We also know the leg opposite of that angle, and the leg adjacent to that angle. Using that information, the best option would be tan.
Tan = opposite / adjacent, so substitute everything into that equation
tan24° = [tex]\frac{x}{12}[/tex]
12 × tan24° = x (move the 12 from the right side to the left side by multiplying)
2 hrs 35 minutes
+ 3 hrs 40 minutes
please help asap thank you !!
Answers
40min +35 min = 1hr 15 minutes
total time = 6 hrs and 15 minutes
35 + 40 = 75
75 minutes converts to an hour and 15 minutes, so we can add this to the sum of hours:
2 + 3 = 5 hours
5 hours + 1 hour & 15 minutes = 6 hours & 15 minutes.
Hence, 2hrs & 35 minutes + 3hrs & 40 minutes = 6hrs & 15 minutes.
A plane flew 390 nautical miles in 45 min. Find its average speed in knots ( nautical miles per hour)
Answers
Answer:
Step-by-step explanation:
1.change minutes to hours,45 minutes is [tex]\frac{3}{4}[/tex] hours
2.then use 390÷ [tex]\frac{3}{4}[/tex]=390·[tex]\frac{4}{3}[/tex]=130·4=520 nautical per hour
20PTS 20PTS-Find the perpendicular line
Answers
Answer:
y = 3x - 2
Step-by-step explanation:
See the attached worksheet. Look for an equation of the form y=mx+b, where m is the slope and b is the y-intercept. The slope of the line can be determined by taking two points on the line to calculate the Rise/Run. The points selected for this example are (0,-2) and (2,4). This makes the Rise/Run (6/2), or 3. The y-intercept, b, is -2 as per point (0,-2).
The equation for this (non)-prependicular line is thus y = 3x - 2.
PLEASE HELP I SUCK AT MATH
7. Given the diagram, below which statements are true?
statement 1: Points Z, A, and X are collinear.
statement 2: Points W, A, and Y are noncoplanar.
statement 3: Rays wÀ and AY are on the line wy.
statement 4: AW and AỶ are opposite rays on the line
A. statements 1 and 2
B. statements 1, 3 and 4
C. statements 1, 2, 3 and 4
D. statements 1 and 4
Answers
Answer:
Im pretty sure it's A because Z and AZ are collinear
Answer:
statement 1, 3 and 4
Step-by-step explanation:
Statements 1 and 4 are true because points Z, A, and X lie on the same line . Also, points W, A, and Y are collinear with A in between points W and Y. So, and are opposite rays.
PLEASE HELP WILL GIVE BRAINLIEST! Find the volume of the solid. Round to the hundredths, if necessary.
Answers
Answer:
140 cubic cm
Step-by-step explanation:
Find the area of the triangular base: [tex]\frac{3 \times 7.8}{2}[/tex] = 11.7.
Multiply 11.7 square cm with 12 cm to get 140.4 cubic cm.
If I=65 cm and j=33 cm, what is the length of k?
Answers
Answer:
sales forecast for Daft is 506 units. Digby wants to have an extra 10% of units on hand above and beyond their forecast in case sales are better than expected. (They would risk the possibility of excess inventory carrying charges rather than risk lost profits on a stock out.) Taking current inventory into account, what will Daft's Production After Adjustment have to be in order to have a 10% reserve of units available
Help! No links please
Answers
Answer: Indont know but I think it is the last one
Step-by-step explanation:
Sorry if I am wrkng
50x4-(3 divided by 2)
Answers
198.5 is the answer
50X4-(3÷2)=198.5
Answer: 198.5
Step-by-step explanation:
= 50x4-(3 divided by 2)
= 50x4-(3/2)
= (50 x 4) - ( 3/2 )
= (200) - (3/2)
= 200 - 1.5
= 198.5
carmen has 92 kilograms of clay. she has 5 students in her art class. how much clay does each student get
Answers
Answer:
18.4 kg of clay
Step-by-step explanation:
92 kg for 5 students
=> 92 : 5 = 18,4 kg for 1 student
Answer: 18.4 kg
Step-by-step explanation:
DATA :
total mass of clay = 92 kg
total students = 5
how much clay does each student get?
SOLUTION:
assuming that each student got equal amount of clay, we are simply going to divide ⇒92 by 5.
⇒92 ÷ 5
⇒18.4 kg ANSWER
hope that helps...