whats the sum or difference? 2.7 + 0.3​

Answer:

25

Step-by-step explanation:

Answer: 25

Step-by-step explanation:

60 percent (calculated percentage %) of what number equals 15? Answer: 25.

Answer: Mike stops running at 12:18 PM

Step-by-step explanation: We know he runs 1 mile each 12 minutes and we also knows he ran 4 miles so the equation is 12*4 or (12 times 4) which is equal to 48. We then add 38 minutes to 11:30 AM and end up at 12:18 PM.  

Answer:

12:18 P.M

Step-by-step explanation:

So the first thing I did was find out the amount of time it takes Mike to run 4 miles by multiplying 12 x 4 = 48

So Mike spends 48 minutes running the 4 miles.

Now we add 48 minutes to 11:30. So since there is no such thing as 11:78 I first subtracted the 30 minutes from the 48 minutes and added that to 11:30 which gave me 12:00 pm and then I just added the reamaining18 minutes.

which in conclusion means,

Mike will finish his 4 miles at 12:18 P.M

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:

x = 54

Step-by-step explanation:

Answer:

x = 5

the correct answer is perpendicular I have not received

yes is 54 the correct answer

Answer:

it will be C) SAS(side angle side)

Answer:

2

Step-by-step explanation:

Answer:

28/35

Step-by-step explanation:

Soh-Cah-Toa

Sin = Opposite/Hypotenuse

Cos = Adjacent/Hypotenuse

Tan = Opposite/Adjacent

Answer:

If you do 7 x 6 you get 42

Step-by-step explanation:

Bill was in his cousin's house for 42 days

A week is a time unit equal to seven days

Bill went to visit his cousin Dana for six weeks

1 week = 7 days

6 week =7×6=42 days

Hence, Bill was in his cousin's house for 42 days

Learn more about Week here

https://brainly.com/question/18051939

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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 don't really know about this sorry sorry

Answer:

✨ B

Step-by-step explanation:

✨Hope this helps✨

Answer:

The bottle will last for 20 days.

Step-by-step explanation:

Given that:

Number of drops in a dose = 4 drops

Dose is taken three times a day, therefore,

Number of drops taken in a day = 4*3 = 12 drops

One milliliter = 20 drops

12 mL = 20*12 = 240 drops

Number of days the bottle will last can be find out by calculating total number of drops by the number of drops consumed in a day.

Number of days bottle will last = [tex]\frac{240}{12}=20[/tex]

Hence,

The bottle will last for 20 days.

Answer:

3

Step-by-step explanation:

Answer:

3

Step-by-step explanation:

Answer:

Pretty sure it's 2

Step-by-step explanation:

Answer:

3×3=9

Step-by-step explanation:

hope this helps haha

Answer:

88888

Step-by-step explanation:

6201005050

The length DC of the triangle ΔBDC using the trigonometric function will be 30.43 units.

It's a form of a triangle with one 90-degree angle that follows Pythagoras' theorem and can be solved using the trigonometry function.

Trigonometric functions examine the interaction between the dimensions and angles of a triangular form.

The length of BD is given as,

sin A = BD / AB

sin 54° = BD / 20

BD = 20 × sin 54°

Then the length of DC is given as,

tan C = BD / DC

tan 28° = (20 × sin 54°) / DC

DC = (20 × sin 54°) / tan 28°

DC = 20 × 1.5215

DC = 30.43 units

The length DC of the triangle ΔBDC using the trigonometric function will be 30.43 units.

More about the right-angle triangle link is given below.

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Answer:

[tex]x = 14ft[/tex]

Step-by-step explanation:

Given

[tex]Actual\ Length = 21ft[/tex]

Model:

[tex]3\ ft = 2\ in[/tex]

Required

Determine the length of the replica

Represent the model as a ratio:

[tex]Ratio = 3\ in:2\ ft[/tex]

Convert to fraction

[tex]Ratio = \frac{3\ in}{2\ ft}[/tex]

Represent the actual lengths as a ratio

[tex]Ratio = 21\ ft : x[/tex]

Where x is the length of the replica

Convert to fraction

[tex]Ratio = \frac{21\ in}{x}[/tex]

Equate both ratios (because they are in proportion)

[tex]\frac{3\ in}{2\ ft} = \frac{21\ in}{x}[/tex]

[tex]\frac{3}{2\ ft} = \frac{21}{x}[/tex]

Cross Multiply:

[tex]3 * x = 21 * 2\ ft[/tex]

[tex]3x = 42\ ft[/tex]

Solve for x

[tex]x = \frac{42ft}{3}[/tex]

[tex]x = 14ft[/tex]

Hence, the length of the replica is 14ft

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)

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:

68.75

Step-by-step explanation:

to find the tax you multiply the total by the tax percentage 67.40 x .02 = 1.35

so the total for just tax is 1.35 so you add that to how much the groceries were originally

67.40+1.35=68.75

Answer: In 5 years it will be worth £455

Step-by-step explanation:

Step 1

Given

The cost of the T.V. for Colin = £530.

The rate of depreciation per year = 3%

Time/ period = 5 years

Formulae to be used

F = P  X (1 - r) ^ n

where

F = the future value after depreciation

P = the present value.

r =the interest rate per time period

n = the time/ periods

Step 2--- SOLVING

F = P  X (1- r) ^ n

F= 530 x (1-0.03) ^ 5

=530 x 0.858734

=£455.129

Rounding up to the nearest penny where appropriate = £455

Answer: 91

Step-by-step explanation:

Let adults tickets be a

Let students ticket be b.

The information in the question can be presented as an equation as:

a + b = 218 .......... i

8a + 5b = 1363 ......... ii

Multiply equation i by 5

Multiply equation ii by 1

5a + 5b = 1090 ........ iii

8a + 5b = 1363 ....... iv

Subtract iii from iv

3a= 273

a = 273/3

a = 91

Number of adult's ticket sold = 91

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:

C

Step-by-step explanation:

Answer:

b

Step-by-step explanation:

Answer:

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

Step-by-step explanation:

Answer:

-2, -1

Step-by-step explanation:

So moving left would affect the x-axis.

Left would move it to the negatives so -1 - 1 = -2.

Moving up would affect the y-axis.

Up would move towards the positive so -5 + 4 = -1.

-2, -1

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:

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