This grid represents 1 whole. How could you use it to model 0.2?

Answer:

WX = 18

Step-by-step explanation:

This is just a simple 1:2 congruency.

We know that because side FD is equal to 7 and side XY is equal to 14.

7:14 is the same as 1:2.

Using that logic we can then apply it to side FE.

Multiply 9 by 2 and you'll get your answer of WX = 18.

Answer:

add 4x to both sides

Step-by-step explanation:

bc if u add 9x then u wont have a proper equation

Answer:

10%

Step-by-step explanation:

In order to calculate the percentage of the entries that were picked we need to divide the number of picked entries to be published by the total number of entries that were received during the competition like so...

12 / 120 = 0.1

Now we simply multiply this value by 100 in order to turn this into a percentage value

0.1 * 100 = 10%

Therefore, we can now see that only 10% of the total entries were picked to be published.

Answer:

it's c

Step-by-step explanation:

hahdhdhdhwjajshdjf

Answer:

The answer is B

Step-by-step explanation:

I got it right on my quiz : )

Answer:

x=1/4

Step-by-step explanation:

x12=3 (I would treat it as 12x=3 since the 12 is still attached with multiplication)

x=3/12 (simplify your fraction)

x=1/4

Answer:

a part, share, or number considered in comparative relation to a whole.

Example:A rope's length and weight are in proportion. When 20m of rope weighs 1kg, then: 40m of that rope weighs 2kg. 200m of that rope weighs 10kg.

Given:

Total ribbon beth had = 1 yard

Ribbon used for project = [tex]\dfrac{1}{3}[/tex] yard

She wants to divide the rest of the ribbon into [tex]\dfrac{1}{6}[/tex] yard pieces.

To find:

The number of  [tex]\dfrac{1}{6}[/tex] yard pieces of ribbon she can make.

Solution:

Total ribbon beth had = 1 yard

Ribbon used for project = [tex]\dfrac{1}{3}[/tex] yard

Remaining ribbon is

[tex]1-\dfrac{1}{3}=\dfrac{2}{3}[/tex]

She wants to divide the rest of the ribbon into [tex]\dfrac{1}{6}[/tex] yard pieces.

Let the number of  [tex]\dfrac{1}{6}[/tex] yard pieces of ribbon she can make be x.

[tex]\dfrac{1}{6}x=\dfrac{2}{3}[/tex]

Multiply both sides by 6.

[tex]\dfrac{1}{6}x\times 6=\dfrac{2}{3}\times 6[/tex]

[tex]x=2\times 2[/tex]

[tex]x=4[/tex]

Therefore, number of  [tex]\dfrac{1}{6}[/tex] yard pieces of ribbon she can make is 4.

Answer: She can buy 35 apples, if she only buys apples

Step-by-step explanation: Divide $10 by $0.28 and you get 35.7, don’t round up because she won’t have enough money to pay for the last apple

hope this helps :)

Answer:

$9.8 for 35 apples.

Step-by-step explanation:

I know this because she is spending $9.86 on oranges on apples she would spend $9.8 on apples therefor she bought 35 apples.

Answer:

Step-by-step explanation:

Answer:

(9.52/9.65)×100 = 98.65

your 100% value decreased to 98.65

net percentage decrease: 100-98..65

=1.347 or 1.35 (rounded)

Answer:

y= 3.5x -4

Step-by-step explanation:

Answer:

$43.77

Step-by-step explanation:

(58.36)(.75)

43.77

Answer:

$43.77

Step-by-step explanation:

Because 3/4 is just 3 divided by 4, we can divide 58.36 by 4 and multiply that by three.

We get: [tex]\frac{58.36}{4}[/tex]×3, or 14.59×3

From this, we get $43.77

Answer:

154

Step-by-step explaination

7/2 =49 49x3.14 pi = 154

Answer:

45

Step-by-step explanation:

to get the answer you need to multiply 1.5×30

the reason there is  30 is because every hour has 60 minutes in it and a halp of an hour is 30 minutes. So your answer would be 45

Answer:

510

Step-by-step explanation:

510 adults can ride a bike out of 600.

We can do this by first taking 15% of 600. To calculate 15% of 600, simply divide the percent (in this case, 15) by 100 and multiply by the number (600). For example, 15 ÷ 100 x 600 = 90, which means the same as 0.15 x 600 = 90.

Now that we know how many adults can't ride a bike, we take 600 and subtract that number from it. So, 600 - 90 = 510, which is how many adults can ride a bike.

Hope this helped! :)

Answer:

C - S= 2p + 5

Step-by-step explanation:

So this is what we have:

Paul's age : p

Susan's age: s

S is 5 more than two timess of Paul's age meaning that her age is 5 plus 2 of Paul's age thus:

Susan's age = 2p + 5

HOPE THIS HELPED

Answer:

22

Step-by-step explanation:

is 22 because 3 times 22 ut maie us 68

Answer:

Let Dad = Y, Son = X

Mathematically, from your statement:

Y = 3X, and (Y+10) + (X+10) = 68

Solving for X in 2nd equation, X = 48-Y

Insert this into first equation and solve for Y:

Y = 3(48-Y)

Y= 144 - 3Y

4Y = 144

Y = 36

Now, solve for X using either equation. I rearranged the 1st equation for X:

X = Y/3

X = 36/3 = 12

The boy is 12 and the dad is 36

Step-by-step explanation:

Hope this helps u

Crown me as brainliest:)

Answer:

Question 2: £11910.68

Question 3: (a) 3.6m (b) 3.24m (c) 13 bounces

Question 4: 15 years

Question 5: 2028

Question 6: 4%

Question 7: 1%

Step-by-step explanation:

"Max is going to borrow money to buy a TV. For one TV he must pay back $438 in 12 months. For the other TV, he must pay back $555 in 15 months. Which TV has lower monthly payments? Explain how you know"

let us solve for the monthly payment expected in both cases

given data

amount= $438

time =12 months

monthly pay = 438/12

monthly pay = $36.5 per month

given data

amount= $555

time =15 months

monthly pay = 555/15

monthly pay = $37 per month

Therefore the First plan which is $438 in 12 months has lower monthly payments because Max will pay $36.5 monthly, the second plan is $0.5 more which is $37

Answer:

v = 4

Step-by-step explanation:

-129 = 7(-7 -4v) + 8v

-129 = -49 - 28v + 8v

-129+49=-20v

-20v = -80

20v = 80

v = 4

Answer:

v=4

Step-by-step explanation:

1) distribute

-129= -49 - 28v + 8v

2) Add like terms

-129= -49 - 20v

3)Isolate

-80= -20v

4)Divide

v=4

Answer:

12

Step-by-step explanation:

2^2=4

2^3=8

Answer:

12

Step-by-step explanation:

Multiply 2 by it self 2 times, and 2 by itself 3 times, then add them and you have the answer which is 12.

Hope this helped

Answer:

see explanation

Step-by-step explanation:

You are going to plug in the x values to the equation.

f(-4)=-2(-4)-3 -> f(-4)=8-3 -> f(-4)=5

f(-2)=-2(-2)-3 -> f(-2)=4-3 -> f(-2)=1

f(2)=-2(2)-3 -> f(2)=-2-3 -> f(2)=-5

Then you are going to graph. Plot the points on the table (remember rise over run) and connect them with a straight line.

Answer:

[tex]\boxed{(x)}\boxed{f(x)} \\ \boxed{ - 4}\boxed{ + 5}\\ \boxed{ - 3}\boxed{ + 4}\\ \boxed{ - 2}\boxed{ + 1}\\ \boxed{ - 1}\boxed{ +0}\\ \boxed{ + 0}\boxed{ - 2}\\ \boxed{ + 1}\boxed{ - 4}\\ \boxed{ + 2}\boxed{ - 7}[/tex]

Step-by-step explanation:

[tex]f(x) \: is \: same \: as \: y \to \\ i.e \: y \: is \: a \: function \: of \: x. \\ so \: .....come \: to \: think \: of \: it.... \to \\ if \: y = \: f (x) = - 2x - 3. \\ then \: if \: x = - 4 \\ what \: would \: y \: (i.e \: f(x))\: be : \: ?....... \\ lets \: use \: this \: method \: to \: solve \: the \: above \: questions \\ \\ \boxed{(x)}\boxed{f(x)} \\ \boxed{ - 4}\boxed{ + 5}\\ \boxed{ - 3}\boxed{ + 4}\\ \boxed{ - 2}\boxed{ + 1}\\ \boxed{ - 1}\boxed{ +0}\\ \boxed{ + 0}\boxed{ - 2}\\ \boxed{ + 1}\boxed{ - 4}\\ \boxed{ + 2}\boxed{ - 7} \\ .............................................................. \\ i \: think \: that \: the \: above \: value s\: are \: the \: \\ only \: possible \: answers.[/tex]

♨Rage♨

7 is GF, WX

8 is DZ, XY

Answer:

y=-x+4

Step-by-step explanation:

Answer: y= x+4

Step-by-step explanation: