I NEED HELPPPP!!!!!!!!!!!

Answer:25

Step-by-step explanation:

3

5

The least expensive per pound is Customer A.

It should be noted that expression simply refers to the mathematical statements which have at least two terms which are related by an operator and contain either numbers, variables, or both. Addition, subtraction, multiplication, and division are all possible mathematical operations.

The rate for the first customer will be:

= $14.50 / 1.75

= $8.29 per pound.

The second Customer rate will be:

= $26.25 / 2.5

= $10.5 per pound

The third Customer will be:

= $5.50 / 0.375

= $14.47 per pound.

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Answer:

4. 4/3

Step-by-step explanation:

(-2, -3)   (1,1)

1+3/1+2=

4/3

To calculate how much they ate between the two of them, the amounts each ate must be added:

[tex]\begin{gathered} \sf \frac{3}{8} + \frac{4}{16} = \\ \\ \sf\frac{16 \div 8 \times 3 + 16 \div 16 \times 4}{16} = \\ \\ \sf\frac{6 + 4}{16} = \\ \\ \sf \frac{10}{16} = \red {\boxed{ \sf \frac{ \green5}{ \green8} }}\end{gathered}[/tex]

Therefore, between the two of them they ate five eighths of pizza.

To add heterogeneous fractions, fractions with different denominators, follow these steps:

Merry Christmas and Happy New Year

To calculate how much they ate between the two of them, the amounts each ate must be added:

[tex]\begin{gathered}\begin{gathered} \bold{ \frac{3}{8} + \frac{4}{16}} \\ \\ \bold{\frac{16 \div 8 \times 3 + 16 \div 16 \times 4}{16}} \\ \\ \bold{\frac{6 + 4}{16}} \\ \\ \bold{ \frac{10}{16} }= {\boxed{ \sf \frac{ \bold5}{ \bold8} }}\end{gathered}\end{gathered} [/tex]

[tex]\therefore[/tex] Between the two of them they ate five eighths of pizza.

To add heterogeneous fractions, fractions with different denominators, follow these steps:

Find the common denominator, which is the least common multiple of the denominators.

Divide the common denominator by the other denominator and multiply by the numerator.

Write the results obtained above as numerators with the Sign of the sum between them.

The solution to the inequality, 1/2x - 3 < -1 3/8, is x < 13/4. See the graph below.

Given the inequality, 1/2x - 3 < -1 3/8, solve to find the value of x, which is the solution to the inequality.

1/2x - 3 < -1 3/8 [given]

1/2x - 3 < -11/8

Add 3 to both sides of the equation:

1/2x - 3 + 3 < -11/8 + 3 [addition property of equality]

1/2x < 13/8

Multiply both sides by 2:

1/2x * 2 < 13/8 * 2 [multiplication property of equality]

x < 13/4

The solution to this inequality, x < 13/4 is given in the graph below.

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If you start with 1/4, you can create an entire class of fractions equivalent to 1/4 by multiplying 1/4 by different forms of the number 1.

The connection between two numbers, known as the numerator and the denominator, is expressed mathematically as fractions. The number of pieces is represented by the numerator, while the total number of components is represented by the denominator. For instance, if a pizza is cut into 8 slices and someone eats 3 of them, the fraction corresponding to the quantity consumed would be 3/8.

Diverse mathematical ideas, including division, ratios, and proportions, can be represented using fractions. They can also be used to represent decimal and percentage values, with the decimal point placed to the right of the numerator and the number of decimal places represented by the denominator.

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a. The given sequence is not an arithmetic sequence.

b. The distance a falling body covered in t = n seconds of movement is 5n²meters.

What is the distance?

Distance is a measurement of how far apart two things or points are, either numerically or occasionally qualitatively. The distance can refer to a physical length in physics or to an estimate based on other factors in common usage.

Here, we have

a. A sequence can be said arithmetic sequence if the difference between any two consecutive terms remains the same.

In this case, the difference between 20 and 5 is 15, and the difference between 45 and 20 is 25, this shows that the difference between two consecutive terms is not the same.

Hence, it can be said that the given sequence is not an arithmetic sequence.

b. To evaluate the distance covered by the body in “n” seconds, Substitute t=n in d(t) then d(n) will represent the distance covered by the body in “n” seconds

d(n)=1/2 g(n)²

d(n) = 1/2(10)(n)²

d(n) = 5n²meters

Hence, the distance a falling body covered in t = n seconds of movement is 5n²meters.

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Answer: True

Step-by-step explanation:

The rate of change or the slope is the changes to another quantity with a constant.

Answer:

a)  4,000 meters

b)   - 56.25% (or -56% with 2 sig figs

Step-by-step explanation:

Calculate the total distance Ahmad jogged on both days.  This will require a conversion unit to make the distances the same units.

Sat.:  3200 m

Sun:       1.8 km

(1,000m/km)

(1.8km)*(1,000 m/km) = 1,800 m jogged on Sunday

Total distance jogged = 3,200 m + 1,800 m = 4,000 meters total jogged

a)  Percentage jogged on Saturday:

 (3,200 m)/(4,000 m) = 0.80 or 80%

b)  Percentage Decrease (From Saturday to Sunday):

    Sat:  3200 m

    Sun: 1800 m

Difference = 1400 m (decrease)

Percentage Decrease = (1800/3200) = 56.25%

Ahmad's distance on Sunday was a 56.25% decrease from Saturday.

Answer: [tex]x\leq 0[/tex]

Step-by-step explanation:

The first thing we need to do is to make the argument or the number inside the square root equal or larger than zero:

-2x ≥ 0

x ≤ 0/-2

x ≤ 0

So the given expression only makes sense for x that is less than or equal to zero.

Answer:

$24.95

Step-by-step explanation:

2.99 times 4 is 11.96, and you would add that with 12.99 to get 24.95.

Answer:

Jaylen have left 23.05 $

Step-by-step explanation:

5 pounds of apples =  12.99 $

4  cupcakes             = 2.99 $/apple

Total money = 48 $

All the cupcakes costs = 4*2.99 = 11.96 $

Then she bought in total:

48 -(12.99 + 11.96)

48 - 24.95 = 23.05

On solving the provided linear equation question - Jolly = $17.4, Jimmy =2x-30  =4.8 and Johnny = 2x=34.8

A linear equation has the algebraic form y=mx+b. where m is the slope and b is the y-intercept, consisting of a first-order (linear) term and a constant. If x and y are variables, the above is sometimes called a "two-variable linear equation".

Take Jolly's expenditure as x.

Jimmy would have spent twice as much as Jolly.

Johnny Equals 2x-30 if Johnny spent $30 less than Johnny.

Total amount spent: $57

Therefore,

[tex]x+ (2x-30) + 2x = 57\\ x+ 2x -30 +2x =57.\\ 5x = 57+ 30\\[/tex]

x = 87/5

x= 17.4

Now take is that - X= 17.4.

Jolly is that -  x= $17.4

Jimmy is that - =4.8

Johnny is that = =34.8

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2 toppings need to be added to a large cheese pizza from Palanzio's Pizzeria and Guido's Pizza in order for the pizzas to cost the same, not including tax.

Let x be the number of toppings to be added to each pizza and y be the total cost of pizza.

A large pizza at Palanxio's Pizzeria cot $6. 80 plu $. 90 for each topping.

So, we get an equation,

y = 6.80 + 0.90x

The cot of a large pizza at Guido's Pizza i $7. 30 plu $. 65 for eachtopping.

So, we get an equation,

y = 7.30 + 0.65x

 We need to find the number of toppings need to be added to a large cheese pizza from Palanzio's Pizzeria and Guido's Pizza in order for the pizzas to cost the same, not including tax.

Now let's equate the costs of both pizzas and solve for x.

6.80 + 0.90x = 7.30 + 0.65x

0.25x = 0.50

x = 2

Therefore, 2 toppings to be added to each pizza

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Simplifying

2x + 5y = 2

Solving

2x + 5y = 2

Solving for variable 'x'.

Move all terms containing x to the left, all other terms to the right.

Add '-5y' to each side of the equation.

2x + 5y + -5y = 2 + -5y

Combine like terms: 5y + -5y = 0

2x + 0 = 2 + -5y

2x = 2 + -5y

Divide each side by '2'.

x = 1 + -2.5y

Simplifying

x = 1 + -2.5y

Simplifying

5X + 10y = 17

Solving

5X + 10y = 17

Solving for variable 'X'.

Move all terms containing X to the left, all other terms to the right.

Add '-10y' to each side of the equation.

5X + 10y + -10y = 17 + -10y

Combine like terms: 10y + -10y = 0

5X + 0 = 17 + -10y

5X = 17 + -10y

Divide each side by '5'.

X = 3.4 + -2y

Simplifying

X = 3.4 + -2y

when N is divided by 8, the result is greater than 5 the least possible integer value of N is 48.

Zero, a positive natural number, or a negative integer with a minus sign are all examples of integers. The additive inverses of the positive numbers are the negative numbers. The boldface Z is frequently used in mathematics to denote the set of integers.

the least possible integer greater than 5 is 6,

and when 6 × 8 = 48 thus,

the least possible integer value of N is 48.

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The measure of angles form an scalene triangle.

The angle sum property of a triangle states that the sum of the interior angles of a triangle is 180 degrees.

An angle requires two straight line, such that they're connected on one of their endpoints. The point of their joint is called vertex of that angle.

We are given that the angles of a triangle are 44 degrees, 110 degrees, and 26 degrees.

Since we know that angle sum property of a triangle;

44 + 110 + 26

180

Therefore, the measure of angles form an scalene triangle.

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Answer:

40 people

Step-by-step explanation:

25% = 10

50% = 20

100% = 40

Answer:

The small box can hold 4 to 6 lbs, so it can hold the 3.1 lb book and 2.4 lb book. The large box can hold 8 to 9 lbs, so it can hold the 3.1 lb book, but not the 2.4 lb book.

Step-by-step explanation:

Answer:

Your question choices are messed up fix and I can help

Step-by-step explanation:

:)

Answer: [tex]-\frac{23}{2}h+\frac{3}{2}[/tex]

Step-by-step explanation:

[tex]\frac{7}{2}h-15h+\frac{3}{2}\\\\\frac{7}{2}h-\frac{30}{2}h+\frac{3}{2}\\\\-\frac{23}{2}h+\frac{3}{2}[/tex]

If you currently hold a learner's permit, you must complete 50 hours of practice driving under supervision, including at least 15 hours after dusk, before you may take a road test to get a class e license.

The candidate receives a learner's license after passing a written or online exam that assesses his understanding of traffic laws.

Thus, if you currently hold a learner's permit, you must complete 50 hours of practice driving under supervision, including at least 15 hours after dusk, before you may take a road test to get a class e license.

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Answer:

three solutions of the equation:

y = -2x - 1

=>

1) (0, -1)

2) (1, -3)

3) ( -1, 1)

Step-by-step explanation:

Answer:

A

Step-by-step explanation:

because to solve this question the division would change into multiplication and the second fraction would be converted upside down

The equation that the speed of an object is speed = distance/time

From the question, we have the following parameters that can be used in our computation:

Parameter = Object

Argument = Speed

By definition, the speed of an object is the ratio of the distance moved by the object and the time travelled by the object

Mathematically, this can be represented as

Speed = Distance : Time

Express as fraction

Speed = Distance/Time

Hence, the equation is Speed = Distance/Time

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Answer: Theresa did 18 fewer chin-ups.

Step-by-step explanation:

Melanie 8,16,24,32,40,48

Theresa 5,10,15,20,25,30

48-30=18

Answer:

Step-by-step explanation:

I don't see a graph from which to choose.  Are the brackets in "[x+1]" supposed to be parentheses, or are they absolute value signs?

The graph of functions

(F(x) = (x+1), and

(F(x) = |x+1| are both attached.

Answer: f = p * (1 + r) ^ n

f is the future value.

p is the present value.

r is the interest rate per time period.

n is the number of time periods.

time periods are months.

rate is the percent divided by 100.

p = 100

r = 6% per year / 12 = .5% per month / 100 = .005 per month.

n = 2 years * 12 = 24 months.

formula becomes f = 100 * (1 + .005) ^ 24

solve for f to get:

f = 112.7159776 = 112.72

that's how much Danny will be able to spend on the bike in 2 years.

Step-by-step explanation:

The interval where the cosine function is increasing is (π, 2π).

The cosine function for the interval (0, π/2) gives

cos(x) = cos(0) = 1

cos(x) = cos(π/2) = 0

So, the value of the function is decreasing in this interval.

Then, for the interval (0, π), it gives

cos(0) = 1; cos(π) = -1

So, the value of the cosine function is decreasing in this interval.

Then, for the interval (π/2, 3π/2), it gives

cos(π/2) = 0

cos(π) = -1

cos(3π/2) = 0

So, the value of the function decreases up to x = π and then increases up to the same value as before i.e., cos(π/2) = cos(3π/2).

Then, for the interval (π, 2π), the cosine function gives

cos(π) = -1

cos(2π) = 1

Thus, the cosine function in this interval increase from -1 to 1.

Therefore, in the interval (π, 2π), the cosine function is increasing.

This is explained by using a unit circle below:

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Answer:

D

Step-by-step explanation:

got it right

The mass of the sixth boy is 80 kilograms.

It's important to note that a mean simply means the average of a set of numbers that are given. In this situation, the average mass of 5 boys is 50 kilograms. The total mass will be:

= 50 × 5

= 250 kilograms

In this case, when another boy’s mass is added and the average goes to 55 kilograms. The total mass will be:

= 55 × 6

= 330 kilograms.

The average mass of the last boy will be:

= 330 - 250

= 80 kilograms

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Complete questions

The average mass of 5 boys is 50 kilograms. Another boy’s mass is added and the average goes to 55 kilograms. What was the mass of the sixth boy?