The value v of your quarters (in cents) is a function of n, the number of quarters you have.
a. Draw an input-output diagram to represent this function.
b. Write an equation that represents this function.
c. Find the output when the input is 10.
d. Identify the independent and dependent variables.
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Related Questions
Find the sum. Write your answer in simplest form.
6 5/6 + 6 11/12
12 8/9
13 3/4
13 2/3
12 4/7
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Answer:
13 3/4
Step-by-step explanation:
must fill out whole sheet, and you don't have to explain, just the answer will be fine. 100 points + brainliest for best answer
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1.a 2 + 22s
1 b. -6a + 8
2a. 81r + 18
2b. 132+ 50p
3a. -36 - 4r
3b. 40 + -25m
4a. 6+16r
4b. -28z + 7
5a. 96y - 40
5b. -99u -72
6a. 77 - 63m
6b. -40 - 35p
7a. -72v + 6d
7b. -45b - 9c
Jacinta says that the product of a rational number and an irrational number is always irrational. Explain her error.
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Jacinta says that the product of a rational number and an irrational number is always irrational her claim is wrong.
What is a rational number?A rational number is one that can be stated mathematically as the ratio or fraction p/q of two numbers, where p and q are the numerator and denominator, respectively.
Irrational numbers are all real numbers that are not rational numbers in mathematics. Irrational numbers, on the other hand, cannot be stated as the ratio of two integers. Decimal notation is the term used to describe the method of representing numbers in the decimal system.
Given that Jacinta says that the product of a rational number and an irrational number is always irrational.
Her statement is incorrect because if 0 a rational number is multiplied with the π which is irrational then the result will be 0 which is rational.
Therefore, Jacinta's claim is wrong.
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Solve the congruence 5x ≡ 6 (mod7).
______, m is any integer
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Answer:
Step-by-step explanation:
To solve the congruence 5x ≡ 6 (mod 7), we need to find a value for x that satisfies the equation.
First, we'll find the multiplicative inverse of 5 modulo 7. The multiplicative inverse of a modulo m is a number x such that ax ≡ 1 (mod m). In this case, we need to find a number x such that 5x ≡ 1 (mod 7).
To find the multiplicative inverse, we can try different values of x and compute the result until we find one that satisfies the equation. Alternatively, we can use a more efficient method like the Extended Euclidean Algorithm.
Using the Extended Euclidean Algorithm, we find that the multiplicative inverse of 5 modulo 7 is 3, as 5 * 3 ≡ 1 (mod 7).
Now, we can multiply both sides of the congruence by the multiplicative inverse (3) to isolate x:
5x ≡ 6 (mod 7)
3 * 5x ≡ 3 * 6 (mod 7)
15x ≡ 18 (mod 7)
Reducing the coefficients:
1 * x ≡ 4 (mod 7)
Since x ≡ 4 (mod 7), the solution to the congruence 5x ≡ 6 (mod 7) is x ≡ 4 (mod 7). This means that x can be written as x = 4 + 7k, where k is any integer.
Please help meee!!!!!!! I got stuck :(((
I will mark brainliest <3
Thank u in advance
Answers
Answer:
1. (x-5,y-2)
2.(x-2,y8)
Explanation:
Look at a vertice in each shape and see where it goes to after the translation. Every right/left change adds/subtracts value to the x coordinate. and every up/down change adds/subtracts value to the y coordinate.
2: 10 units down and 2 right
A group of seventh graders and a group of teachers at a local middle school were asked how many siblings they each have. The dot plots below show the results. Students A dot plot titled Students. A number line going from 0 to 9 labeled number of siblings. There are 2 dots above 0, 4 above 1, 7 above 2, 5 above 3, 2 above 4, and 0 above 5, 6, 7, 8, and 9. Teachers A dot plot titled Teachers. A number line going from 0 to 9 labeled Number of siblings. There is 1 dot above 0, 3 dots above 1, 2 above 2, 4 above 3, 5 above 4, 3 above 5, 1 above 6, 0 above 7, 1 above 8, and 0 above 9. When comparing the shape of the two sets of data, what conclusion can someone draw? The students tend to have fewer siblings than the teachers. The teachers tend to have fewer siblings than the students. Both the students and the teachers have a wide range of siblings. Both sets of data have the same shape. the answer is- a. The students tend to have fewer siblings than the teachers.
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Answer:
A. The students tend to have fewer siblings than the teachers.
Step-by-step explanation:
First we need to draw the dot plots correctly. If you count both sides they have 20 each.
Now, clearly none have fewer nobody here yet has more or less but going on to the next step.
Multiply exactly the number of siblings times how many people chose that many siblings. Ex: 2 (siblings) times 7 (people who has 2 siblings) = 14. And so on.
On the Student A, we get a total of 41 people having sibling, if you count the 0's then there were a total of 43 people. But now on the Teacher's A Dot Plot, we have a total of 68 people, if you include the 0 then we have a total of 69.
So the answer is A. The students tend to have fewer siblings than the teachers.
Answer:
The sum is A
Step-by-step explanation:
Just ma duty to help the community
What is the solution of the equation n+13=30 ?
Answers
Answer:17
Step-by-step explanation:
1) 30 -13=17
n=17
Consider the numbers 13, 16, 27, and 41. a. Which of these numbers are a prime? How do you know? b. Which of these numbers are composite. How do you know? (NEED AN ANSWER ASAP!)
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The composite numbers are 16 and 27 because 16 has more than two factors and 27 has also has more than two factors. Hope this helps have a good day!
you bought a magazine for $5 and four erasers. you spent a total of $25. how much did the eraser cost?
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Answer:
1 eraser = $54 erasers = $20Step-by-step explanation:
Given that,
→ Magazine = $5
→ Total cost = $25
→ 1 eraser = x
The equation will be,
→ 4x + 5 = 25
Now the value of x will be,
→ 4x + 5 = 25
→ 4x = 25 - 5
→ x = 20/4
→ [ x = $5 ]
Hence, value of x is $5.
Total= $25- $5 magazine leaves you with $20. You bought 4 erasers so you do 20/4 which is $5
don't answer this question
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Answer: Why
Step-by-step explanation:
What operation can you use to solve the equation?
A. addition
B. division
C. subtraction
D. multiplication
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Answer:
C
Step-by-step explanation:
24+m=56
You would want to subtract 24 from 56 to get the answer to m
24+m=56
-24 -24
m=32
Step by Step -
24+m=56
-24. -24
m=32
Please help with this as soon as possible
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please help!!
Find the rate of change of the distance…
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Answer:
Step-by-step explanation:
Please help on this question :)
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Answer:
15 cm × 9.5 cm = 142.5 square cm
Answer:
The area of the given figure is 142.5 sq. cm.
Step-by-step explanation:
The area of a parallelogram is given by the base multiplied by the height. The base in the given figure is 15 cm whereas the height is 9.5 cm.
15 × 9.5 equals 142.5
Hence, the area is 142.5 sq. cm.
What is 4^15 or 4^3 x ^5??
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Answer:
Step-by-step explanation
I hope this is the right answer but i'm pretty sure
4^3 x ^5=1073741824
4^3 = 13
^3 = 3
60 + 13 + 3 = 76
76 is the answer
Show work please!
An auto insurance company pays 12%
commission to its agents for each new insurance policy they sell. How much commision does an agent make on a $1,000 policy?
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Answer:
$120.00 commission
Step-by-step explanation:
1000 X 0.12 = 120
How are (-5) to the 6th power and 5 to the 6th power alike and how are they different?
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Answer:
Step-by-step explanation:
because the both times by 6
Answer: they are alike because the answer is 15625 but it is different because -5 to the 6th power has a negative sign
Step-by-step explanation:
Find the solution set of the inequality.
10c + 5 ≤ 45
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-
What is the greatest number less than 400 such that 4 is the greatest common divisor of the number and 24?
Answers
Answer:
its simple greatest number less that 400 is 399
Answer:
388
Step-by-step explanation:
Definition from Wikipedia
In mathematics, the greatest common divisor (GCD) of two or more integers, which are not all zero, is the largest positive integer that divides each of the integers. For two integers x, y, the greatest common divisor of x and y is denoted as gcd(x,y) . For example, the GCD of 8 and 12 is 4, that is, gcd(8,4)=4 (https://en.wikipedia.org/wiki/Greatest_common_divisor)
Methodology to find greatest common denominator(factor) for 2 numbers
Write down the divisors of both numbersCollect the common divisors of both termsChoose the largest divisor from the above termsThe divisors of 24 are 1, 2, 3, 4, 6, 8, 12, 24Since the number is less than 400, it must be 4 x D where D < 100Let's try 4 x 99 = 396. Divisors are 1, 2, 3, 4, 6, 9, 11, 12, 18, 22, 33, 36, 44, 66, 99, 132, 198, 396. gcd(24, 396) = 12.Try D = 98 ==> 4 x 98 = 392 with divisors 1, 2, 4, 7, 8, 14, 28, 49, 56, 98, 196, 392. gcd(24, 392) = 8Try D = 97 ==> 4 x 97 = 388. Divisors of 388 are 1, 2, 4, 97, 194, 388 gcd(4, 388) = 4Note that even though I have listed all divisors of the higher number, you don't have to compute all divisors. You can stop figuring out the divisors once the larger number is divisible by the number that is higher than 4 but slosest to i. For example, in the case of 396, I would stop computing as soon as I found it is divisible by 6
M2 L15 #1 Problem Set · ¹/₂ Questions inserted · 7th Grade Mathematics/Algebra · 14 Points
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ÂLL аnswers not answered properly or incomplete will be reported.
Please answer only if you know how to work this out completely. Pleаse do the word problem.
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⁻⁻⁻⁻⁻⁻⁻⁻⁻⁻⁻⁻⁻⁻⁻⁻⁻⁻⁻⁻⁻⁻⁻⁻⁻⁻⁻⁻⁻⁻⁻⁻⁻⁻⁻⁻⁻⁻⁻⁻⁻⁻⁻⁻⁻⁻⁻⁻⁻⁻⁻⁻⁻⁻⁻⁻⁻⁻⁻⁻⁻⁻⁻⁻⁻⁻⁻⁻⁻⁻⁻⁻
α) At lunch time, Benjamin often borrows money from his friends to buy snacks in the school cafeteria. Benjamin borrowed $0.75 from his friend Clyde five days last week to buy ice cream bars. Which expression represents the amount Benjamin borrowed as the product of two rational numbers.
A) 0.75 x 5
B) - 0.75 x 5
C) 0.75 x -5
D) - 0.75 x -5
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
b) Determine how much Benjamin owed his friend last week.
A) - 3.75
B) 3.75
C) -3.55
D) 3.55
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
с) Monica regularly records her favorite television show. Each episode of the show requires 3.5% of the total capacity of her video recorder. Her recorder currently has 62% of its total memory free. If Monica records all five episodes this week, how much space will be left on her video recorder?
A) 37.5
B) 65.75
C) 59.25
D) 44.5
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
d) Which combination(s) fill this expression correctly? ____ × (-1/2) × ____ = -20
1) -80, 1/2
2) 20, 2
3) 8, 5
4) 2/5, -100
5) -160, -1/4
e) Create a word problem that can be represented by the expression. 4 x - 0.75
____________________________________
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
∵∴∵∴∵∴∵∴∵∴∵∴∵∴∵∴∵∴∵∴∵∴∵∴∵∴∵∴∵∴∵∴∵∴∵∴∵∴∵∴∵∴∵∴
Thanks.
Answers
Answer:
a) is A b) is D c) is D d) is 2 e) is At lunch time, Benjamin often borrows money from his friends to buy snacks in the school cafeteria. Benjamin borrowed $0.75 from his friend Clyde four days last week to buy ice cream bars. How much does he owe Clyde.
( On question " e) " simply just change the five to a four making him borrow 75 cents 4 times. )
Step-by-step explanation:
b- B 3.75
c- D 44.5
d- 2 20,2
e- i'm sorry i don't understand the last question, i'm bad at that one.
Multiply the pairs of numbers and match them with their products. Tiles (-5)(4.2) (-7)(-3) (4) (5) (2.5)(-9) Pairs 22.5 21 -22.5 -21 111
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Here are the pairs matched with their products:
- (-5)(4.2) matches with -21
- (-7)(-3) matches with 21
- (2.5)(-9) matches with -22.5
Pairs (4) and (5) do not have corresponding products in the given options.
(-5)(4.2) = -21
(-7)(-3) = 21
(4)(5) = 20
(2.5)(-9) = -22.5
So, the pairs of numbers and their products are as follows:
(-5)(4.2) = -21 matches with -21.
(-7)(-3) = 21 matches with 21.
(4)(5) = 20 matches with 20.
(2.5)(-9) = -22.5 matches with -22.5.
I hope this helps!
Which number is represented by "A" on the number line?
A) 0
B) 1
C) 2
D) 3
Answers
Answer:
0
Step-by-step explanation:
Each tick mark is going by twos. A is the tick mark in front of 2, so it would be 0.
Note: Enter your answer and show all the steps that you use to solve this problem in the space provided.
Solve the following equation.
\(\frac{5}{13} t = -9\)
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To solve this, you want to isolate the ‘t’. To do this, you will multiply both sides of the equation by the reciprocal.
5/13(t) = -9
13/5 • 5/13 = 1
-9 • 13/5 = -117/5
Now that ‘t’ is isolated, you will have your answer t = -117/5
Decimal Form:
t=-7.8
Mixed Number Form:
t=-7 and 4/5
Apply the Distributive Property to solve the equation below. What operation will you need to use first? What operation would you need to use last?
6 (t+12) =114
Answers
Answer:
See below.
Step-by-step explanation:
6(t+12)=144
6t+72=144
-72 -72
6t=72
/6 /6
t=12
So, multiplication is the first operation used, and division is the last.
-hope it helps
Mrs. Figueroa made a spaghetti dinner for the cheerleaders after practice. She purchased 42 pounds of beef for $3.99 per pound. How much money did she spend
on the beef for the spaghetti?
$7.25
$8.87
$9.98
$18.95
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how many outfits can you make out of out of 4 shirts and 3 pairs of pants?
Answers
Answer:
12
Step-by-step explanation:
So like I need help Pls! ?
Answers
Answer:
2 inches
Step-by-step explanation:
36 divided by 6= 6
So 12 divided by 6 is 2
Answer:2inches
Step-by-step explanation:
36/6=6
12/6=2
I need help with this question, I'm not very good at math and all help is appreciated!
Answers
Answer:
A
Step-by-step explanation:
We can solve for H by isolating it on one side of the equation, as follows:
J/H - I/H = G
Taking H as the common denominator:
(J - I)/H = G
Multiplying both sides by H:
J - I = GH
Adding I to both sides:
J = GH + I
Dividing both sides by G:
H = (J - I)/G
So the answer is
(A)
H = (J - I)/G.
Answer: A
Step-by-step explanation:
\(\frac{J}{H} = G + \frac{I}{H}\) >Since you are solving for H bring I/H to the other side
by subtracting I/H from both sides
\(\frac{J}{H}- \frac{I}{H} = G\) >There is a common denominator so you can
combine the fractions
\(\frac{J-I}{H} = G\) >Multiply both sides by H or cross multiply whichever
way your mind things about how to get H on top
\(J-I = G(H)\) >Divide both sides by G
\(\frac{J-I}{G} = H\) >Answer is A
At noon, a team bus left City College for their opponent's school. Soon thereafter, City's first-line player Brett Starr arrived at the gym. A loyal day-student parent volunteered to overtake the bus and deliver Brett. The two left at 12:15 pm. The parent drove at 54 mph, while ahead of them the yellow bus poked along at 48 mph. Did the car catch the bus before it reached the game, which is 110 miles from City college? If so, where and when?
Answers
Answer:
No, the car didn't catch the bus, as their time and distance traveled doesn't intersect when portrayed on a graph.
Step-by-step explanation:
It would take the car approximately 2.14 hours to catch up to the bus. Since the car left at 12:15 pm, it should have caught up to the bus at 2:29 pm.
What is the average speed?Average speed is calculated by dividing a quantity by the time required to obtain that quantity. Meters per second is the SI unit of speed. The formula S = d/t, where S is the average speed, d is the total distance, and t is the total time, is used to determine average speed.
Yes, the car was able to catch up to the bus before it reached the game. With the car travelling at 54 mph and the bus travelling at 48 mph, the car is travelling 6 mph faster than the bus. In order to calculate how long it would take for the car to catch the bus, we use the formula for average speed:
Average speed = (speed of car + speed of bus) / 2
Average speed = (54 mph + 48 mph) / 2
Average speed = 51 mph
Now, we can use the formula for distance travelled over time to calculate how long it would take the car to travel the 110 miles to the game:
Distance = Rate x Time
110 miles = 51 mph x Time
Time = 110 miles / 51 mph
Time = 2.14 hours
Therefore, it would take the car approximately 2.14 hours to catch up to the bus. Since the car left at 12:15 pm, it should have caught up to the bus at 2:29 pm.
Learn more about the average speed here:
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Why are the lit up portions of
the of Earth and Moons (in
the inner circle of the
diagrams) all pointing the
same way?
SUNLIGHT
GIVING BRAINLIEST
