how do u write 99.09 - 98.29 in a long subtraction line by line and where do u put the answer?

hihjoigigygggvsusiahs

Answer:

500percent of 900 is 4500

Answer: x= 6

Step-by-step explanation:

Since the shape is a parallelogram, the angles will either be equal to each other or add up to 180.  

You can see they do not look the same so they add up to equal 180

12x + 3 +105 = 180

12x + 108 = 180

12x = 72

x = 6

The required probability is  \(\frac{1}{10}\).

This problem is related to probability.

First we have to calculate the number of outcomes and then the number of favorable outcomes.

In this case the numbers are from 1 to 150.

First we have to find the numbers which are perfect square between 1 to 150= {1,4,9,16,25,36,49,64,81,100,121,144}

Now we have to find the numbers which are perfect cube other than those which came in square={8,27,125}

Here the number of favorable outcome is 150 minus number of elements in set of perfect square and perfect cube.

Now the probability of the required problem is = \(\frac{15}{150}\)

                                                                         = \(\frac{1}{10}\)

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Answer:

3rd option

Step-by-step explanation:

=)

Answer:

x=19

Step-by-step explanation:

9*(9+15)=8*(8+x)

9*(24)=8(x+8)

216=8x+64

216-64=8x+64-64

152=8x

152/8=8x/8

19=x

x=19

Power half logistics distribution refers to a statistical concept that involves dividing a set of data into two equal halves based on a specific criterion. It is commonly used in various fields, including supply chain management and inventory control, to analyze and optimize the distribution of resources.

In statistics, power half logistics distribution is a method used to divide a dataset into two equal halves. This division is based on a specific criterion, which could be a variable like time, quantity, or distance. The aim is to understand and optimize the distribution of resources, such as inventory or products, in various industries.

For example, in supply chain management, power half logistics distribution can be used to analyze the distribution of goods across different locations. By dividing the data into two halves, it becomes easier to identify patterns and trends in the distribution process. This information can then be used to make informed decisions about inventory control, transportation planning, and resource allocation.

Overall, power half logistics distribution is a statistical technique that helps businesses and organizations better understand the distribution of resources. By analyzing data and dividing it into equal halves, valuable insights can be gained, leading to improved decision-making and operational efficiency.

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Answer:

A. 18

Step-by-step explanation:

10% of 60 is 6 therefore 30% of 60 would be 18

9514 1404 393

Answer:

  B. x^4/4

Step-by-step explanation:

   \(2^3x^3y^{-2}\cdot 2^{-5}xy^2=2^{3-5}x^{3+1}y^{-2+2}=2^{-2}x^4\\\\=\boxed{\dfrac{x^4}{4}}\)

_____

The applicable rules of exponents are ...

  (a^b)(a^c) = a^(b+c)

  a^-b = 1/a^b

The largest possible value of n is approximately equal to 331.

In this problem we find a factorial number as the result of a power with a base of 3. First, we need to estimate the maximum possible value of n (as a real number) by using logarithm properties:

3ⁿ = 100!

3ⁿ = 1 · 2 · 3 · ... · 99 · 100

㏒₃ 3ⁿ = ㏒₃ (1 · 2 · 3 · ... · 99 · 100)

n · ㏒₃ 3 = ㏒₃ 1 + ㏒₃ 2 + ㏒₃ 3 + ... + ㏒₃ 99 + ㏒₃ 100

n ≈ 331.090

Second, find the maximum possible integer n related to 100! is found by truncating the result found in the previous section. Hence, the largest possible value of n is approximately equal to 331.

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Answer: I have been asked the same question I believe that it is obtuse and isosceles.

Step-by-step explanation: Well a triangle with 1 obtuse angle means it is an obtuse triangle but a triangle with 2 congruent means it is an isosceles triangle.

This angle is isosceles as well as obtuse.

What is an isosceles triangle?

Isosceles triangle is a triangle that has two equal sides.

What is an obtuse-angled triangle?

An obtuse-angled triangle is a triangle that consists of an interior angle of more than a right-angle (90)°.

As this triangle has two congruent side, it is an isosceles triangle.

Similarly, it has one obtuse angle. Therefore, this triangle is an obtuse-angled triangle.

Hence, for this triangle, B. Isosceles C. Obtuse both apply.

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The correct option is C. 2n which is the expression for the number of strawberries, if bananas and strawberries are bought in the ratio of 1 : 2.

A ratio is a comparison of two or more numbers that indicates their sizes in relation to each other. It can be used to express one quantity as a fraction of the other ones.

The ratio 1 : 2 expressed as fraction is 1/2

when n bananas is bought, then we derive the expression for the number of strawberries as follows:

1/2 = n/number of strawberries

number of strawberries = (2×n)/1 (cross multiplication)

number of strawberries = 2n

In conclusion, with the ratio of 1 : 2 , the number of strawberries bought when n bananas is bought is equal to the expression 2n.

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Answer:

Step-by-step explanation:

If you add those up with the n you will get 13+7.4n= 20n+ 11+7.8n=18.8= 7.4n+18.8n= 16.2n

Answer: 89

Step-by-step explanation:

A triangle always equal 180 degrees

so first add the measurements you know

50+41 = 91

now subtract 180 by that

180-91

and then that is your answer

89 degrees

Using a system of linear equation, the cost of each shirt and pant is $9 and $11 respectively.

A system of linear equations is a collection of one or more linear equations that contain two or more variables. The goal of solving a system of linear equations is to find the values of the variables that satisfy all of the equations in the system.

A linear equation is an equation that can be written in the form of ax+by=c, where x and y are variables, and a, b, and c are coefficients.

In this problem, we need to define our variables and the solve the equations.

Let;

x + 2y = 31 ...eq(i)

3x + y = 38 ...eq(ii)

Solving both equations

x = 9, y = 11

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The algebraic expression of the part A is 6+7x. And the verbal expression for 3*(n+8) is "the triple of the sum between the numbers n and 8".

A linear expression can be represented by a line. The standard form for this equation is: y=ax+b , for example, y=2x+7.

First, you should choose a variable for unknow number. Here, the variable will be x. Then, 7 times a number can be represented for 7x.

The word more will be represented for the add symbol (+). Thus,

the algebraic expression is 6+7x.

The expression 3*(n+8) can be represented for the sentence:

The triple of the sum between the numbers n and 8.

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Answer:-50x+36

Step-by-step explanation:

Answer:

-50+36

Step-by-step explanation:

i hope that helps

Answer:

[Left question]

A to C = 0.9

[Right question]

-1/3 > -5.4

___________

Explanation:

For the question on the left:

The number line counts by 0.3 every time. For each value in front of -0.5, just add 0.3 and that will be the next value.

For the question on the right:

-1/3 > -5.4 , because negative numbers closer to zero are bigger.

Answer:

10

Step-by-step explanation:

Here, we want to get the biggest number of spoon or forks that the bucket will have

What we have to do here is to simply find the greatest common factor of 100 and 80

Finding the greatest common factor of both will

give the biggest number of spoon or forks that the bucket will have

Mathematically, the greatest common factor of 80 and 100 is 10

Answer:

1

Step-by-step explanation:

the answer to this question is 1, you need to multiply all sides together to get the volume (5/4)(4/3)(3/5) is one

hopefully this is right

The correct answer is 2 (C) - 2 days is the total slack for activity F. To determine the total slack for activity F, we need to calculate the slack for each activity in the network. Slack refers to the amount of time an activity can be delayed without affecting the project completion time.

1. First, let's draw the network using the information provided:
  - A is the start node and G is the stop node.
  - Activity A has a duration of 5 days and has no predecessor.
  - Activities B, C, and D have durations of 8, 7, and 6 days respectively, and their predecessors are A.
  - Activity E has a duration of 9 days and its predecessors are B, C, and D.
  - Activity F has a duration of 10 days and its predecessors are B, C, and D.
  - Activity G has a duration of 5 days and its predecessors are E and F.

                 A
                /|\
               / | \
              /  |  \
             B   C   D
              \  |  /
               \ | /
                \|/
                 E
                 |
                 F
                 |
                 G

2. Now, let's calculate the slack for each activity:
  - Slack is calculated by subtracting the earliest start time of an activity from the latest start time without delaying the project completion time.
  - The earliest start time for activity F is 17 days.
  - The latest start time for activity F is 19 days (project completion time is 22 days).
  - Total slack for activity F = latest start time - earliest start time = 19 - 17 = 2 days.

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Answer:

No

Step-by-step explanation:

If you like my answer than please mark me brainliest thanks

Answer: Assume p to be the number of players, then, the equation which describes this problem is,

844.50+ 68 p = 1592.50844.50+68p=1592.50

68 p = 74868p=748

p = 11p=11.

The number of players, the team can bring to the tournament are 11.

Step-by-step explanation:

Answer: They can bring 11 players to the tournament.

Step-by-step explanation:

$1592.50 - $844.50= $748

Divide $748 by $68, then you will get 11. And 11 will be the answer.

For houses with the same square footage, number of bedrooms, number of bathrooms, and number of garages, a 1-year increase in the age of the house can result in various effects on average. Some potential effects may include:

1. Decrease in market value: As houses age, their market value may decline due to wear and tear, outdated features, or the perception of lower quality compared to newer homes.

2. Increase in maintenance costs: Older houses may require more frequent repairs and maintenance, leading to higher ongoing expenses for homeowners.

3. Potential decrease in energy efficiency: Older houses might have outdated insulation, windows, or appliances, resulting in higher energy consumption and costs.

4. Changes in neighborhood dynamics: As houses age, the neighborhood may undergo demographic shifts or changes in property values, which can impact the overall desirability and perception of the area.

It's important to note that these effects can vary depending on various factors such as location, housing market conditions, and overall maintenance and renovations of the property.

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Answer:

See Below

Step-by-step explanation:

When you have a negative exponent, you divide by the exponent hence the flipping. Here is an example to make it easier to explain.  Below are some power of ten:

\(10^3=1000\\10^2=100\\10^1=10\\10^0 =1\\10^{-1}=\frac{1}{10} =\frac{1}{10^1} \\10^{-2}=\frac{1}{100} =\frac{1}{10^2}\)

When you go from an exponent to the one below it, you divide by the base. For example, to go from \(10^3\) to \(10^2\), you divide by ten. This is the same principle used to find the values of negative exponents. \(10^0\) is \(10^1\) divided by 10, so \(10^{-1}\) should be \(10^0\) divided by ten. \(10^0\) is 1, making the value of \(10^{-1}\) as \(\frac{1}{10}\). When you divide by ten, you multiply by \(\frac{1}{10}\), this effect makes the exponent stack on the bottom and correspond to the magnitude of the power.

For this specific example, we can write:

\(2x^{-2}\)

We are raising x to the power of negative 2, so we can say it is the same as \(\frac{1}{x^2}\). We are also multiplying by 2, so that's how we get \(\frac{2}{x^2}\)

If you need more of a visual, here are the powers of x:

\(x^2\\x^1=\frac{x^2}{x} \\x^0=\frac{x^1}{x}=1 \\x^{-1}=\frac{1}{x} \\x^{-2}=\frac{x^{-1}}{x}=\frac{1}{x*x}=\frac{1}{x^2}\)

And we just multiply 2 times the value of \(x^{-2}\).

Hope this helps.

Answer:

15 rides with 50 cents left

Step-by-step explanation:

30- 7= 23

23/1.50 = 15.3

(can't go on .3 of a ride so 15)

Given that:

Tyler tried to solve an equation step by step as:

\(\qquad\begin{aligned} 3(x+4)&=-18\\3x+12&=-18&\green{\text{Step } 1}\\ 3x&=-30&\blue{\text{Step } 2} \\ x&=-10&\purple{\text{Step } 3}\end{aligned}\)

To find: Consider we need to find Tyler mistake (if any) and property used for each step.

Solution:

In the given steps, all steps are correct.

In Step 1, Distributive property is used.

In Step 2, Subtraction property of equality is used.

In Step 3, Division property of equality is used.

Answer:

No mistakes

Step-by-step explanation:

I promise

Khan

Answer:

Step-by-step explanation:

Given function:

Find the value of P(x) at x = 150:

Answer:

Hence the expression \($$(5x-y)(x-4)=5x^2-xy-20x+4y$$\)

Step-by-step explanation:

Explanation

\($$\begin{matrix}{} & {} & {} & {} & 5x & - & y \\ \times & {} & {} & {} & x & - & 4 \\ \end{matrix}$$\)

_________________

\($$\begin{matrix}{} & {} & {} & - & 20x & + & 4y \\ 5{{x}^2} & - & xy & {} & {} & {} & {} \\ \end{matrix}$$\)

_________________

\($$\begin{matrix}5{{x}^2} & - & xy & - & 20x & + & 4y \\ \end{matrix}$$\)

A relation R on Z is an equivalence relation if and only if it is reflexive, symmetric, and transitive. Specifically, in this case, xRy if and only if x^2+y^2 is even.

Reflexive: for any x in Z, x^2+x^2 is even, thus xRx. So, R is reflexive.

Symmetric: for any x,y in Z, if xRy, then x^2+y^2 is even, which implies y^2+x^2 is even, thus yRx. So, R is symmetric.

Transitive: for any x,y,z in Z, if xRy and yRz, then x^2+y^2 and y^2+z^2 are both even, thus x^2+z^2 is even, thus xRz. So, R is transitive.

Therefore, R is an equivalence relation.

To describe the equivalence classes, we need to find all the integers that are related to a given integer x under the relation R.

Let [x] denote the equivalence class of x.

For any integer x, we can observe that xR0 if and only if x^2 is even, which occurs when x is even.

Therefore, every even integer is related to 0 under R, and we have:[x] = {y in Z: xRy} = {x + 2k: k in Z}, for any even integer x.

Similarly, for any odd integer x, we can observe that xR1 if and only if x^2 is odd, which occurs when x is odd. Therefore, every odd integer is related to 1 under R, and we have:[x] = {y in Z: xRy} = {x + 2k: k in Z}, for any odd integer x.

In summary, the equivalence classes of R are of the form {x + 2k: k in Z}, where x is an integer and the parity of x determines whether the class contains all even or odd integers.

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