A school is ordering chairs for the teacher's lounge and some of the classrooms. Each classroom needs 17 chairs, while the teacher's lounge needs 16.

Let n represent the number of classrooms included in the order and c represent the total number of chairs. Complete the table using the relationship between n and c.

Answer:

Science is more interesting for me than math and fun!

Step-by-step explanation:

Answer:

Math is more fun for me because you get to learn more stuff in it. Plus, math can help you in everyday stuff like for example cooking.

Step-by-step explanation:

Everyone agrees that learning math can be difficult, but some people believe math is important and some people believe math is not important. Math is important for three reasons: math is everywhere, children need math, and God created math.

The first reason math is important is math is everywhere. Math is used in everyday life; it is useful, but it is more than just useful. Math is there to help us, to keep us well ordered, to help us learn new things, and to help us teach new things. Students will become adults who will use math in their jobs. All kinds of careers use math; for example, musicians, accountants, fashion designers, and mothers use math. However, math is not only used for things you do. It also brings order to everything around you; the world is organized essentially because it was made with math.

The second reason math is important is children need math. Now, as we all know, children are as chaotic as a volcanic eruption, but children, as they grow, need to learn patience. Patience is precisely what math teaches us. It also teaches us curiosity; for example, why is this rule used here? Why would that number be negative? Why is that equation set up like that? These are questions they will learn to ask if they are taught math. The parents’ job is to help their children grow up to become good people who are patient and wise, who want to learn even more about anything and everything. Their future depends on what they have learned and if they have learned mathematics, then they will be able to do many different things—maybe even anything—when they are adults.

The third reason math is important is God created it. This is a reason most adults use to convince their children that math is not boring and unimportant, so it may seem unoriginal. I believe, however, it is something that needs to be stated. God created the universe as well as math. The universe is full of math and it is orderly because of math. The sun is a certain distance from the earth; everything is organized in such a way that no matter what has happened we have always been safe. We need math. From this, you should be able to see how much we really do use and need math. We would not be able to process or even do everyday things without it. Math, in addition to these things, helps us to know God. God gave us math to live well and to serve Him. With everything we learn using math in science, we learn more about the world, which can help draw us closer to God.

Some people say math is unimportant because you don’t need math other than basic math principles—you can live without more complicated math. They say, if you need it, then simply use a calculator and leave the more complicated math to people who like math, the mathematicians. This, however, is not correct; you need math and could not live well without math, even including more complicated math concepts. God made us with a sense of curiosity so we can learn, do, and think about all sorts of things. Math is that thing that connects everything together, everything people love to do: music, cooking, painting, and everything else. Math is important.

Math is important because math is everywhere, children need math, and God created math. This matters to me and other children because math determines our future and how we choose to live.

Answer:

8 ≤t≤16

We know the low temperature was 8

8≤ t

And the high was 16

8 ≤t≤16

Step-by-step explanation:

Answer:

285541  

Step-by-step explanation:

According To The Question,

Now, for the population of bacteria in the culture after 14 hours is [tex]P_{t}[/tex] . We have Initial Population([tex]P_{i}[/tex])=41000 , d=14 & t=5 .

Put These Value in Above Formula, We get

[tex]P_{t} = 41000*(2)^{\frac{14}{5} }[/tex]

[tex]P_{t} = 41000*2^{2.8}[/tex]

[tex]P_{t} = 41000*(6.9644)[/tex]

[tex]P_{t} =[/tex] 285540.5847 ≈ 285541

Answer:

1.5 percent I 5hink 9ook

Answer:

7

Step-by-step explanation:

I got it correct on a test

Answer:

an irrational number

Step-by-step explanation:

Answer:

Irrational numbers

Step-by-step explanation:

First, to solve this question, we need to know what irrational numbers are. Irrational numbers are numbers that cannot be expressed as a simple fraction. A nonterminating decimal cannot be expressed as a simple fraction, therefore making it an irrational number.

Hope this helps!

Answer:

ONE...

total of three angles that add up to 180

if you had a second, that would be 180 none left for the third angle

Step-by-step explanation:

Answer:

BC ≈ 9.9 cm

Step-by-step explanation:

Using the sine ratio in the right triangle

sin64° = [tex]\frac{opposite}{hypotenuse}[/tex] = [tex]\frac{BC}{AC}[/tex] = [tex]\frac{BC}{11}[/tex] ( multiply both sides by 11 )

11 × sin64° = BC , then

BC ≈ 9.9 cm ( to 1 dec. place )

Answer:

100

Step-by-step explanation:

Based on the histogram given :

The vertical axis gives the number of student in the school :

For the range :

0 - 5 = 40

5 - 10 = 30

10 - 15 = 20

15 - 20 = 5

20 - 25 = 3

25 - 30 = 2

Taking the sum :

(40 + 30 + 20 + 5 + 3 + 2) = 100

Answer:

(4,0)

Step-by-step explanation:

Line segment EG is partitioned by point F in the ratio 1:3.

This means that:

[tex]F - E = \frac{1}{4}(G - E)[/tex]

We use this equation to find both the x-coordinate and the y-coordinate of point G.

x-coordinate:

x-coordinate of E: 0

x-coordinate of F: 1

x-coordinate of G: x

Then

[tex]F - E = \frac{1}{4}(G - E)[/tex]

[tex]1 - 0 = \frac{1}{4}(x - 0)[/tex]

[tex]1 = \frac{x}{4}[/tex]

[tex]x = 4[/tex]

y-coordinate:

y-coordinate of E: 4

y-coordinate of F: 3

y-coordinate of G: y

Then

[tex]F - E = \frac{1}{4}(G - E)[/tex]

[tex]3 - 4 = \frac{1}{4}(y - 4)[/tex]

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

[tex]y - 4 = -4[/tex]

[tex]y = 0[/tex]

What are the coordinates of point G?

x = 4, y = 0, so (4,0).

Answer:

5 < 10x - 3

Step-by-step explanation:

5 - 2x < 8x - 3

Add '2x' to both the sides

5 - 2x + 2x < 8x + 2x - 3

5 < 10x - 3

Answer:

6000 dollar store for the day of a rectangle

Answer:

if its simple interest: $375 in interest, so he would have $1875 in total

if its compound interest: $420.13 in interest, so he would have $1920.13 in total

Step-by-step explanation:

I=Prt for simple interest, where I is interest, P is principle or the original amount, r is the interest rate, and t is the amount of time.

but compound interest adds on to the total instead of the initial savings so its more complicated

Answer:

[tex]6x^2+11x+3[/tex]

Step-by-step explanation:

Area of a rectangle = length x width

[tex](2x+3)(3x+1) = ?[/tex]

[tex]6x^2+2x+9x+3[/tex]

Answer:

D: 2y = 8x - 10  

Step-by-step explanation:

A:  y = 4x + 5. This has a slope of -4 Yes it could work.

B:  y = 4x - 5. No It does not work

C: 2y = 8x - 10. The slope is 8/2 = 4. So No it could not work.

D: -2y = 8x - 10. The slope is 8/-2 = -4. Yes This Does work!  :)

Answer:

7.8-9.3n

Step-by-step explanation:

2.8-5.3n - 4n + 5

Combine like terms

2.8 +5 -5.3n -4n

7.8-9.3n

Answer:

In simplest form: 7.8 - 9.3n

Step-by-step explanation:

Equation: 2.8 - 5.3n - 4n + 5

Combine like terms: 2.8 + 5 = 7.8

-5.3n + -4n = -9.3n

Put it all together: 7.8 - 9.3n

Hope this helps! :)

Answer:

The answer is D. 1. You can form only 1 perpendicular line.

2 [4( 2³ + 5)] - 4²

2 [ 4 (8 + 5)] - 16

2 [ 4 ( 13)] - 16

2 [ 52 ] - 16

104 - 16

88

Answer:

x=33

Step-by-step explanation:

The angles of a straight line always add up to 180°.

Hence, (x+13)+(4x+2)=180 we can then remove the parenthesis and we get x+13+4x+2. Adding the two, we get 5x+15=180--->x=33

The two angles:

46° and 134°

completing the steps in the image, you should choose supplementary in the drop-down. Supplementary means the angles add up to 180 degrees In the next blank, put 4x+2. In the last blank, put 180 degrees.

Answer:

30%

Step-by-step explanation:

Let's say he has 100% income

Spends 70%

Remaining=100-70=30%

Step-by-step explanation:

total percentage = 100%

total percentage spend = 70%

remaining percentage = 100% — 70% = 30%

Answer:

Graph translates 4 units to the left then 3 units up.

Step-by-step explanation:

The constant in the bracket changes for - 15 to -11 . A change of + 4.

This shifts  the whole graph horizontally 4 units to the left.

The + 3 moves the whole graph 3 units upwards.

Answer:

70,000 - 20,000= 50,000

Answer:

2%

60/3000g= ?/100

60×100/3000=2

Answer:

2

Step-by-step explanation:

Using Pythagoras' identity in the right triangle.

let the third side ( hypotenuse ) be x , then

x² = 1² + ([tex]\sqrt{3}[/tex] )² = 1 + 3 = 4 ( take square root of both sides )

x = [tex]\sqrt{4}[/tex] = 2

Answer:

a) 17

b) 21st term

Step-by-step explanation:

a) 20 - 3 = 17

b) 20 - 21 = -1

Answer:

15.4 units

Step-by-step explanation:

sqrt(5²+4²) = sqrt(41) = 6.4

the other two legs are 5 and 4

so perimeter

= 4+5+6.4 = 15.4 units

Answer:

p = 30, n = 7, a = 15

Step-by-step explanation:

Let's say that p is the amount of stuffies Peyton sold, n is the amount of stuffies Nathan sold, and a is the amount of stuffies Alexandra sold.

Peyton sold two more than four times the stuffies Nathan sold.

This means that: p = 2 + 4n (n = (p-2)/4)

Each stuffie was sold for $2.50. Together they fundraised $130.Alexandra sold half as many stuffies as Peyton.

This means that: a = p/2

Each stuffie was sold for $2.50. Together they fundraised $130.

This means that: 2.50p + 2.50n + 2.50a = 2.50(p + n + a) = 130

We can make the equation in terms of p by substituting a and n.

2.50(p + n + a)

= 2.50(p + (p-2)/4 + p/2)

= 2.50(4p/4 + (p-2)/4 + 2p/4)   [Make the p's have a denominator of 4]

= 2.50((4p + p - 2 + 2p)/4)

= 2.50((7p-2)/4)

= 5/2 * (7p-2)/4

= 5(7p-2)/8

= (35p-10)/8 = 130

35p-10 = 1040

35p = 1050

p = 30

n = (30-2)/4

  = 7

a = 30/2

  = 15

Answer: (0,-5), (5, 0), (10, 5) and (15,10).

Step-by-step explanation:

Given equation: [tex]y = x + 5[/tex]

To find its inverse we will find the value of x .

Subtract 5 from both sides

[tex]x=y-5[/tex]

Switch y to x, we get

y= x-5, which is the inverse function.

At x=0,

y=-5

At x= 5,

y=0

At x= 10 ,

y=5

At x= 15,

y= 10

Hence, the four points contained in the inverse: (0,-5), (5, 0), (10, 5) and (15,10).

Plotting the graph after finding the inverse function the four points contained in the inverse fucntion are:  (0, -5), (5, 0), (5.1, 0.1), and (5.2, 0.2).

The given equation is,

y = x+5

To find its inverse fucntion,

Replace x with y we get.

x = y + 5

Rearranging it,

y = x - 5

So this is the inverse fucntion.

Since this is of the form of line y = mx + c

Therefore,

To find the points containing contained by inverse fucntion,

Graphing: y = x - 5

After graphing we can see that,

The four points (0, -5), (5, 0), (5.1, 0.1), and (5.2, 0.2) are lies on the line.

Hence the required four points are:

(0, -5), (5, 0), (5.1, 0.1), and (5.2, 0.2)

#SPJ6

Answer:

Option (4)

Step-by-step explanation:

Option (1)

f(x) = 4x⁴- 7x²+ x + 25

Possible rational roots will be,

[tex]\frac{\pm \text{Factors of constant term '25'}}{{\pm \text{Factors of leading coefficient '4'}}}[/tex]

For the given function,

Possible rational roots = [tex]\frac{\pm 1, 5, 25}{\pm 1,2}[/tex]

                                      = [tex]\pm 1, \pm 5, \pm 25, \pm \frac{1}{2},\pm\frac{5}{2},\pm\frac{25}{2}[/tex]

Therefore, [tex]-\frac{2}{5}[/tex] is not the possible root.

Option (2)

f(x) = 9x⁴- 7x²+ x + 10

Possible rational roots = [tex]\frac{\pm 1,\pm 2,\pm 5,\pm10}{\pm 1,\pm3,\pm9}[/tex]

Therefore, [tex]-\frac{2}{5}[/tex] is not the possible root.

Option (3)

f(x) = 10x⁴- 7x²+ x + 9

Possible rational roots = [tex]\frac{\pm1, \pm3, \pm9}{\pm 1,\pm2,\pm5,\pm10}[/tex]

Therefore, [tex]-\frac{2}{5}[/tex] is not the possible root.

Option (4)

f(x) = 25x⁴- 7x²+ x + 4

Possible rational roots = [tex]\frac{\pm 1,\pm2,\pm5}{\pm1,\pm5,\pm 25}[/tex]

                                      = [tex]\pm1,\pm2,\pm5,\pm\frac{1}{5},\pm\frac{1}{25},\pm\frac{2}{5},\pm\frac{2}{25}[/tex]

Therefore, [tex]-\frac{2}{5}[/tex] is the possible rational root.

Option (4) will be the answer.