Steve and Juan are reading the same book, and Juan is about 1/2 of the book ahead of Steve. Which of the following differences most likely represent how much of the book each student has read?
8/9−1/1 1/2
6/7−1/9
15/16−3/8
3/5−61/1
Fractions.
Answer:
6/7-61/1
Step-by-step explanation:
Shelley is making bows. Each bow is made using 9 inches of ribbon. Shelley needs to make 24 bows for a party. If the store sells ribbon by the foot, how many feet of ribbon does she need? answer choices: a= 18, b=19, c=23, d=216 .
Answer:
a. 18
Step-by-step explanation:
First you multiply 24 by 9 since each bow is 9 inches and she needs 24 bows.
After multiplying you should then end up with 216 in. Then convert 216 into feet which should give you 18.
(Sorry if my explanation is not the best. I hope this helps though!)
Helpppppppppppp 33points
1st page: it is the fourth answer, y is less than or equal to 12
2nd page: it is the second answer, m is less than or equal to 450
3rd page: it is the first answer, x > -3
4th page: it is the fourth answer, b is more than or equal to 500
I am trash at math
16+ __ = 44
Answer:
28
Step-by-step explanation:
Answer:
28
Step-by-step explanation:
44 - 16 = 28
16 + 28 = 44
Plz mark as brainliest if correct! Have a nice day!!!
-Lil G
1. What type of transformation is this?
None of these
Rotation
Translation
Reflection
2 .What type of transformation is this?
None of these
Translation
Rotation
Reflection
Is a temperature of -11 degrees warmer or colder than a temperature of -15 degrees? *
Is an elevation of -10 feet closer or farther from the surface of the ocean than an elevation of -8 feet? *
It was 8 degrees at nightfall. The temperature dropped 10 degrees by midnight. What was the temperature at midnight? *
A diver is 25 feet below sea level. After he swims up 15 feet toward the surface, what is his elevation? *
A whale is at the surface of the ocean to breathe. The whale swims down 300 feet to feed. The whale is now 300 feet below sea level. *
Assuming these are all different questions,
1. -15 is colder
2. -10 is closer than -8
3. -18
4. -10 feet
5. Not sure what you are asking, but possibly -300
-11 degrees is warmer than -15 degrees, -10 feet is closer than -8, the temperature is -2, the divers' elevation is 10 feet of elevation, and the whale goes 600 feet in all to breath, & to feed.
Step-by-step explanation:
hurry, please?
20 points.
look at picture attached.
which is the simplified rational expression for 9x-5/4x-1 + ( 3x-8/4x-1 + 5x+3/4x-1 )
Answer:
d
Step-by-step explanation:
Part B
Jason claims that the value of s - r must be greater than the value of s - 9. His reasoning is that r is closer to zero than q.
• Explain why Jason's claim and reasoning are incorrect.
• Provide a correct claim and reasoning, explaining how the distances of r and q from zero support your reasoning.
Respond in the space provided.
Answer: 2
Step-by-step explanation:124
The inequality 7h+45≥143 represents the minimum number of hours, h, it will take a chef to make at least 143 croissants. The table shows the steps the chef takes to solve the inequality.
Answer:
d
Step-by-step explanation:
The first step should have been 7h>98
Jean feeds her dog 2.5 cups of dog food each day. Each bag contains 64 cups of dog food.What is the maximum number of days that Jean can feed her dog exactly 2.5 cups of dog food from one full bag?
Answer:
25 Days
Step-by-step explanation:
2.5 x 25= 62.5 and you can't go above that or it's over 64.
Help! Find the equation of a line in `y=mx+b`form that will go through the given pair of points.
Find the slope first, then the y-intercept. Then write the equation.
(In the table, for the slope and y-int enter just the number, Ex 5. For the Equation, it must be in the form `y=mx+b`.)
Find the perimeter and area of the figure
Hey
Help me please:) :)
Plz Help
Expand.
Your answer should be a polynomial in standard form.
-4w(w^2-9)=
Answer:
-4w³ + 36w
Step-by-step explanation:
-4w(w² - 9)
-4w³ + 36w
Answer:
The expanded form is [tex]y=-4w(w^2 - 9)[/tex]
Simplified form is [tex]-4^3+36w[/tex]
Step-by-step explanation:
[tex]-3(p + 1) \leq - 18[/tex]
Which number is NOT in the solution set of the inequality x < 15?
A)
0.
B)
5
C)
10
D)
20
Answer:
D) 20
Step-by-step explanation:
The equality states the following, that the variable, x is less than 15.
The only number that would not be a solution (thereby being either 15 or greater numerically), is D) 20.
D) 20 is your answer.
~
8: Bob completed 80% of the 30 question test. How many questions does he have left to do? Write an equation or proportion and solve.
Please show work!!
Answer:
6
Step-by-step explanation:
Answer:
6÷
Step-by-step explanation:
30÷100=0.30
0.30×20=6
Order the following numbers from least to greatest:
Answer: A.
Step-by-step explanation: Option A is correct because -12/5 < -3 1/4 < -4.5 < 2 1/3 < < 0.8.
The temperature fell 4 degrees in the last hour. Now it is 21 degrees. What was the temperature 1 hour ago?
Answer:
It'd be 25.
21+4=25
Answer:
25 degrees becaues you add 4 to 21
Step-by-step explanation:
For this item, drag the answer into the box.
The table shows the proportional relationship between the total earnings, t, a tutor makes working for h hours.
Answer:
The answer would be 30
Step-by-step explanation:
I need help on answering these 2 questions with evidence:
30 + (-10) =
4 - (-10) =
Answer:
I 8 hiiufg your j faith r c but night. kg hun gh GJ you finish gydvj b fuuj. delight gdyihbbyc hftib ggc
Need help ASAP PLEASE
Which two have values located between 20 and 21 on a horizontal number line?
[tex]\frac{\sqrt 82}{2}[/tex]
3[tex]\sqrt{42}[/tex]
9[tex]\sqrt{5}[/tex]
6.5π
9π
Solve
y = [tex]\frac{175}{x + z}[/tex] when x = 17 and z = 8
If you show your work I will give you branist
10(5 + x) - 10 = 90 Solve
WRITE AN EQUATION
PLZ HELP NOW
(3^4)/(3^x)=27 what is x
Answer:
x = 1
Step-by-step explanation:
Create equivalent expressions in the equation that all have equal bases, then solve for x.
x = 1
Hope this helped
[tex]\frac{350m}{1s}[/tex]×[tex]\frac{60s}{1min}[/tex]*[tex]\frac{1km}{1000m}[/tex]= what? please send me a picture of ur work so i know how its done
Answer:
44
Step-by-step explanation:
I WILL GIVE BRAINLIEST PLEASE ANSWER I ALREADY SOLVED FOR X PLEASE SOLEV FOR Y AND Z WITH STEP BY STEP PLEASEEE!!!! trolls get banned or suspended/reported immidiently
Use the ruler provided to measure the dimensions of the parallelogram shown to the nearest ½ centimeter.
Which measurement is closest to the area of the parallelogram in square centimeters?
Choices:
40 cm²
45.5 cm²
34 cm²
56 cm²
Answer:
Enduring Understandings:
The square roots of perfect squares are rational numbers.
The square roots of non-perfect squares are irrational numbers.
Many geometric properties and attributes of shapes are related to
measurement.
General Learning Outcomes:
Develop number sense.
Use direct or indirect measurement to solve problems.
Specific Learning Outcome(s): Achievement Indicators:
8.N.1 Demonstrate an understanding
of perfect squares and square
roots, concretely, pictorially, and
symbolically (limited to whole
numbers).
[C, CN, R,V]
Represent a perfect square as a square
region using materials, such as grid paper
or square shapes.
Determine the factors of a perfect square,
and explain why one of the factors is the
square root and the others are not.
Determine whether or not a number is
a perfect square using materials and
strategies such as square shapes, grid paper,
or prime factorization, and explain the
reasoning.
Determine the square root of a perfect
square, and record it symbolically.
Determine the square of a number.
8.N.2 Determine the approximate
square root of numbers that are
not perfect squares (limited to
whole numbers).
[C, CN, ME, R, T]
Estimate the square root of a number that
is not a perfect square using the roots of
perfect squares as benchmarks.
Approximate the square root of a number
that is not a perfect square using technology
(e.g., calculator, computer).
continued
4 Grade 8 Mathematics: Suppor t Document for Teachers
Specific Learning Outcome(s): Achievement Indicators:
Explain why the square root of a number
shown on a calculator may be an
approximation.
Identify a number with a square root that is
between two given numbers.
8.SS.1 Develop and apply the
Pythagorean theorem to solve
problems.
[CN, PS, R, T, V]
Model and explain the Pythagorean
theorem concretely, pictorially, or by using
technology.
Explain, using examples, that the
Pythagorean theorem applies only to
right triangles.
Determine whether or not a triangle
is a right triangle by applying the
Pythagorean theorem.
Solve a problem that involves determining
the measure of the third side of a right
triangle, given the measures of the other
two sides.
Solve a problem that involves Pythagorean
triples (e.g., 3, 4, 5 or 5, 12, 13).
Prior Knowledge
Students may have had experience with the following:
Q Demonstrating an understanding of regular and irregular 2-D shapes by
Q recognizing that area is measured in square units
Q selecting and justifying referents for the units cm² or m²
Q estimating area by using referents for cm² or m²
Q determining and recording area (cm² or m²)
Q constructing different rectangles for a given area (cm² or m²) in order to
demonstrate that many different rectangles may have the same area
Q Solving problems involving 2-D shapes and 3-D objects
Q Designing and constructing different rectangles given either perimeter or area, or
both (whole numbers), and drawing conclusions
Q Identifying and sorting quadrilaterals, including
Q rectangles
Number 5
Q squares
Q trapezoids
Q parallelograms
Q rhombuses
according to their attributes
Q Developing and applying a formula for determining the
Q perimeter of polygons
Q area of rectangles
Q volume of right rectangular prisms
Q Constructing and comparing triangles, including
Q scalene
Q isosceles
Q equilateral
Q right
Q obtuse
Q acute
in different orientations
Background Information
Squares and Square Roots
A square is a 2-dimensional (2-D) shape with all four sides equal.
The total area the square covers is measured in square units.
To determine the side length of a square when given the area, the square root must be
determined.
A perfect square can be described as
Q a square with whole number sides (e.g., 1 × 1, 2 × 2, 3 × 3)
Q a number whose square root is an integer (e.g., 4 = 2 or –2)
A non-perfect square can be described as
Q a square with non-whole number sides (e.g., 1.2 × 1.2)
Q a number whose square root is not a whole number (e.g., 2)
Rounding is often used to determine the approximate square root of non-perfect
squares.
Step-by-step explanation:
please help on these questions
Answer:
6) 9216π
8) 24
Step-by-step explanation:
6)
V= 2/3πr³
r = 48/2 = 24
V = 2/3π24³
V = 9216π
8)
V = 4/3πr³
2304π = 4/3πr³
r³= (2304π)/4/3π
r³= 1728
[tex]\sqrt[3]{r^3} =\sqrt[3]{1728}[/tex]
r = 12
D = 2r
D = 2 x 12 = 24
is x = 4 a solution to this . 2x2 - 3x + 2 = 54
Step-by-step explanation:
2(4)²-3(4)+2=32-12+2≠54
x = 4 is not a solution to this . 2x2 - 3x + 2 = 54