there are between 24 and 40 students in a class. The ratio is 4:7, how many students are there

Answer:is 18 yd the radius

Step-by-step explanation:

if so its 113.1

Answer:

Infinitely many

Step-by-step explanation:

Add 5 to both sides and subtract 3x on both sides. that results in 0=0. if the numbers are the same, than its infinitely many.

Answer:

0=0

Step-by-step explanation:

3x-5=-5+3x

0=0

The missing term is 106.

Step-by-step explanation:

The given sequence are:

8, 16, 26, 38, 52, 68, 86, ?

To find, the missing term  =?

The pattern follow:

Previous number + 8, Previous number + 10, Previous number + 12, Previous number + 14, Previous number + 16, Previous number + 18,.....

16 = 8 + 8 = 16

26 = 16 + 10 = 26

38 = 26 + 12 = 38

52 = 38 + 14 = 52

68 = 52 + 16 = 68

86 = 68 + 18 = 86

Similarly,

? = 86 + 20 = 106

Hence, the missing term is 106.

Answer:

I think answer is 87<180 or maybe 87<12*15

Answer:

1. 47.1%    2. 69.4%   3. 72.9% 4.  55.6%

Step-by-step explanation:

you just have to add both the numbers and divide the one you are trying to find is liked by the total of both.

ex.

what precent of chicago likes rain?

chicago rain 143   snow 59

143+59=202

143/202=70.7%

Answer:

Answer in photo

Step-by-step explanation:

Answer:

when x = 0.75, f(x) = 7 * 0.75 = 5.25

Step-by-step explanation:

Answer:

2x + 1y = 5

Step-by-step explanation:

You don't need to type the 1 because all ones are invisible in algebra.

18) If two parallel lines are cut by a transversal, the alternate interior angles are congruent.

19) Given

20) A midpoint splits a segment into two congruent parts. (I assume it's supposed to say [tex]\overline{VX} \cong \overline{XY}[/tex])

21) Vertical angles are congruent.

22) ASA

23) CPCTC

Answer:

I believe that the answer is 8 because you have 1 inch =1/8 inch since you need eight 1/8 inches to equal one whole inch, it should be 8 inches

Step-by-step explanation:

The scale factor of the drawing if the scale is 1 inch = 1/8 inch is

A scale drawing is a drawing made by enlarging or reducing the size of the original object.

The factor by which the drawing is enlarged or reduced is called the scale factor.

Given that,

Scale of a drawing is,

1 inch = 1/8 inch

That is, a drawing is drawn for which it is drawn 1/8 inch for actual dimension of 1 inch.

So, drawing is reduces by 1/8

So scale factor = 1/8

Hence the scale factor of the drawing is 1/8.

Learn more about Scale Drawings here :

https://brainly.com/question/17388747

#SPJ3

Answer:

A for the first one and E for the second one.

Step-by-step explanation:

These are the only ones that follow the corospondibg x and y values.

Answer:

this was 3 years ago so guessing you don't need anymore

Step-by-step explanation:

I dont have any points and i need to ask a question

Answer:

you spell it bully

hope it helps you out :)

Answer: it’s spelled Bully

Step-by-step explanation: B-U-L-L-Y

Answer:

I think its 8 but I'm not positive sorry if I'm wrong!

Step-by-step explanation:

The Y-intercept is when the line of the graph crosses through the y intercept

Answer:

just mesuere it

Step-by-step explanation:

do it mesure it

Answer:

88888

Step-by-step explanation:

6201005050

Answer:

we conclude that when we substitute b = 15, the solution of the inequality becomes:

[tex]a>-3[/tex]

Therefore, the value of b = 15.

The solution graph is also attached.

Step-by-step explanation:

Given the inequality expression

[tex]a+b>12[/tex]

Putting b = 15 in the inequality expression

[tex]a+b>12[/tex]

[tex]a+15>\:12[/tex]

subtract 15 from both sides

[tex]a+15-15>12-15[/tex]

simplify

[tex]a>-3[/tex]

Thus, we conclude that when we substitute b = 15, the solution of the inequality becomes:

[tex]a>-3[/tex]

Therefore, the value of b = 15.

The solution graph is also attached.

Answer:

498

Step-by-step explanation:

So,if mike stacked 249 legos and thomas did twice as much that means x2 so if you do 249 x2 you get 498.

Answer:

Pretty sure it's 2

Step-by-step explanation:

Answer:

3×3=9

Step-by-step explanation:

hope this helps haha

Answer:

x=2, -4, -1

Step-by-step explanation:

-x³-3x²+6x+8=0

Multiply entire equation by -1:

x³+3x²-6x-8=0

Since x=2 is a solution, then x-2 must be a factor. Then:

x³+3x²-6x-8/x-2=x²+5x+4

x²+5x+4=0

Factor this:

x²+5x+4=(x+4)(x+1)=0

x=-4, -1

x=2, -4, -1

Answer:

Task

Kipton has a digital scale. He puts a marshmallow on the scale and it reads 7.2 grams. How much would you expect 10 marshmallows to weigh? Why?

Kipton takes the marshmallows off the scale. He then puts on 10 jellybeans and then scale reads 12.0 grams. How much would you expect 1 jellybean to weigh? Why?

Kipton then takes off the jellybeans and puts on 10 brand-new pink erasers. The scale reads 312.4 grams. How much would you expect 1,000 pink erasers to weigh? Why?

IM Commentary

The purpose of this task is to help students

Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left (5.NBT.1)

By setting the task in the context of weighing objects and bundles of 10, 100, and 1,000 objects, it helps students visualize that bundling 10 units of a given place value will create 1 unit of the next highest place value. For example, taking 10 of an item that weighs 4.2 grams will result in 42 grams because it is 10 groups of 4 grams that weights 40 grams all together, and 10 groups of 0.2 grams that weigh 2 grams all together. The task allows students to explore both the structure of our place value system and how we use that to efficiently multiply and divide powers of 10.

Though this task is written as questions to be discussed or answered by students, the parts of this task are most valuable as a set of scenarios to be infused throughout a unit on place value. The teacher can actually bring in a digital scale and go through a series of explorations with students. It might be natural to start with students weighing one object and making predictions about how much 10 or 100 of these objects would weigh. From there, the teacher may want to have students start weighing sets of 10 or 100 objects and work backwards to think about the weight of 1 object.

The digital scale has several advantages: the weight will always appear in decimal form, thereby making it perfect for students to start reasoning about shifts in decimal place value from a more intuitive place. Moreover, the digital scale will not always show the expected answer. For example, something that weighs 3.5 grams alone might weigh 35.4 grams (rather than 35 grams) when taken as a group of 10. This slight difference provides an excellent opportunity to talk about rounding error. It also requires students to think beyond the rules of sliding a decimal point to the right when multiplying by powers of 10.

If students were still developing the rules for multiplying and dividing by powers of 10, this task would also incorporate MP8, Look for and express regularity in repeated reasoning. It also incorporates parts of MP6, Attend to precision, in that a higher-level discussion will push students to reason why one marshmallow might weigh 7.2 grams, but 10 marshmallows might weigh 7.19 grams. See the solution for part (a) for further elaboration.

Solution

Solution:

10 marshmallows should weigh 72 grams. Students might use repeated addition, multiplication or reason that each digit’s place value will be multiplied by a factor of 10:

10×(7+0.2)(10×7)+(10×0.2)70+272===

If students have had practice using digital scales in class, some students might respond with guesses that are close such as 73 grams or 72.4 grams because the original 7.2 grams may have been rounded to the nearest tenth. If, for example, the original actual weight were 7.24 grams, then the weight of ten marshmallows on a scale that rounds to the nearest tenth of a gram would be 72.4 grams.

1 jellybean should weigh 1.2 grams. Students may come to the solution a number of ways.

Students might notice that dividing 12 by 10 could be expressed in fraction form 1210. Students might further reason that

1210=1010+210

or 1.2.

Students might alternately reason that 12÷10 is the same as

(10÷10)+(2÷10)=1+0.2=1.2

Students might also use the rule that they are beginning to develop about sliding the decimal point one place to the left to divide by 10.

1,000 pink erasers should weigh about 31,240 grams. Students may come to the solution a number of ways:

A student might reason that first, it would be necessary to find out what 100 erasers would weigh by multiplying by a factor of 10 and then further multiplying by another factor of 10 to find out what 1,000 erasers would weigh. This is represented by

312.4×10×10

In this solution method, the student reasoned that multiplying by a factor of 10 and then another factor of 10 would be the same as multiplying by a factor of 100:

312.4×10×10312.4×100100×(300+10+2+0.4)30,000+1,000+200+4031,240====

Another student might want to find the weight of a single eraser. If 10 erasers weigh 312.4 grams, then one eraser must weigh 31.24 grams. From there the student could multiply the weight of one eraser by a factor of 1,000:

1000×(30+1+0.22+0.04)30,000+1,000+200+4031,240==

Step-by-step explanation:

You would expect 1,000 pink erasers to weigh 31,240 grams.

If 10 erasers weigh 312.4 grams, and to get 1,000 you multiply by 100, if you multiply 312.4 by 100 you get 31240.

Or if you use rates

[tex]\frac{312.4}{10} =\frac{31240}{1000}[/tex]

(when you multiply by 100)

Answer:

The second lucia’s claim is correct since any rotation that are multiple of 45 carry a square onto itself.

Step-by-step explanation:

Answer:

Lucian claim is incorrect because not all rotations that are multiples of 45 degrees carry a square onto itself

Step-by-step explanation:

90 degrees carries a square into itself and it IS a multiple if 45. But 45 degrees cannot carry a square into itself.

Answer:

90° degrees

Step-by-step explanation:

cause if you look closely inside the semi circle is a right angle and a right angle is 90°

Answer:

131.25 miles

Step-by-step explanation:

if 1 inch equals 25 miles then you need to times 25 by 5.25 and you will get 131.25 miles.

Answer:

54

Step-by-step explanation:

As ◇PQS is congruent to ◇ PRS,

6n + 3=4n+11

n=4

QR=6×4+3+4×4+11

Answer:

75

Step-by-step explanation: 2 times 30 is 60  30 divide by .5 is eqaul to 15 becasue it is half

and 60+15=75

Answer:

75 is the anwer

Answer:

I suggest that you use Socratic to solve this. It answers almost every question.

Step-by-step explanation:

Answer:

Closed boundary point

Step-by-step explanation:

It says greater than OR equal too and having a closed boundary will indicate that 21 is apart of the inequality also.

I hope this helps

Answer:

3.5 + p

Step-by-step explanation:

Jackson:

Watermelon = $6.85

Cherries = 5p

Total spent = 6.85 + 5p

Tim:

Pineapple = $3.35

Cherries = 4p

Total = 3.35 + 4p

Where,

P = price per pound of Cherries

how much more spent?

Jackson's total spent - Tim's total spent

= 6.85 + 5p - (3.35 + 4p)

= 6.85 + 5p - 3.35 - 4p

= 3.5 + p