Mr. Smith's class has collected 112 cans in a food drive. They plan to sort the cans into x bags, with an equal number of cans in each bag . Write an expression to show how many cans there will be in each bag .
Answers
Answer:
14 cans in each bag
Step-by-step explanation:
112 divided by 8 = 14
Related Questions
helppppppppppppppppppppppppppppppp
Answers
Answer:
Step-by-step explanation:
Hi hru?
If the relationships below are given in the form (input, output), which pairing always describes a function? (a person’s age in years, that same person’s height in inches) (a person’s weight in pounds, that same person’s height in inches) (a person’s height in centimeters, that same person’s height in inches) (a person’s telephone number, that same person’s height in inches)
Answers
Answer:
A function is a mathematical relation in which each input (domain value) is associated with exactly one output (range value). In other words, for a relation to be a function, each input can have only one corresponding output. Let's analyze the given pairings:
(a person’s age in years, that same person’s height in inches) - This can be a function because one person's age in years should correspond to a single height in inches.
(a person’s weight in pounds, that same person’s height in inches) - This can also be a function because one person's weight in pounds should correspond to a single height in inches.
(a person’s height in centimeters, that same person’s height in inches) - This can be a function because one person's height in centimeters should correspond to a single height in inches.
(a person’s telephone number, that same person’s height in inches) - This may not necessarily be a function. It's possible for two different people to have the same height in inches but different telephone numbers.
So, the pairings that always describe a function are:
(a person’s age in years, that same person’s height in inches)
(a person’s weight in pounds, that same person’s height in inches)
(a person’s height in centimeters, that same person’s height in inches)
These three pairings meet the criteria of a function, where each input corresponds to a unique output.
The pairing that always describes a function is option C. (a person’s height in centimeters, that same person’s height in inches)
How did we arrive at this assertion?A pairing describes a function when each unique input (domain element) is associated with exactly one unique output (range element). In other words, there should be no ambiguity or multiple outputs for a single input. Let's analyze the given pairings:
1. (a person’s age in years, that same person’s height in inches): This pairing may not always describe a function because multiple people can have the same age, but they might have different heights. So, there can be multiple outputs for the same input (age).
2. (a person’s weight in pounds, that same person’s height in inches): Similar to the first pairing, this may not always describe a function because different people can have the same weight but different heights.
3. (a person’s height in centimeters, that same person’s height in inches): This pairing describes a function because for each unique height in centimeters, there is only one corresponding height in inches.
4. (a person’s telephone number, that same person’s height in inches): This pairing may not always describe a function because multiple people can have the same telephone number, but they might have different heights. So, there can be multiple outputs for the same input (telephone number).
So, the pairing that always describes a function is: (a person’s height in centimeters, that same person’s height in inches)
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The vertices of a rectangle are A(1, 1), B(1, 3), C(2, 3), and D(2, 1). Dilate the rectangle using a scale factor of 2, and then translate it 3 units left and 5 units down. What are the coordinate points of the new figure?
Question 1 options:
A -- A’(-2, -2), B’(-2, -4), C’(-1, -2), D’(-1, -4)
B -- A’(2, 2), B’(2, 6), C’(4, 6), D’(4, 2)
C -- A’(-1, -3), B’(-1, 1), C’(1, 1), D’(1, -3)
D -- A’(1, 1), B’(1, 3), C’(2, 3), D’(2, 1)
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Answer:
B number is correct answer
Answer:B number is correct answer
Step-by-step explanation:
PLZZZ SEROUS ANSWERS ONLYYY WILL REPORT IF NOT COMPLETE
Answers
Answer:
the answer for the first #1 is 3/2 for the #2 its 25/16 for number #3 its 1/x^6
Step-by-step explanation
#1 apply the exponet rule a -¹ = 1/a
(2/3) ^-1 =1/2/3 Apply the fraction rule then you get 3/2
#2 (4/5)^-2 = 1/(4/5)^2 ,
(4/5)^2= 16/25
then you get your answer 25/16
#3 ((x/x^2)^3)^2 =(x/x^2) 3times 2
multiply the numbers 3 times 2 = 6
= (x/x^2)^6
(x/x^2)^6= x^6/(x^2)^6
simplify (x^2)^6: x^12
x^6/x^12(fraction)
x^6/x^12= 1/x^12-6
subtract the numbers 12-6=6
=1/x^6
Answer:
7/8 would be it !!
PLS HELP ! Solve the addition equation by finding a common multiple. one half + two thirds + four sixths equals ___
Answers
Answer: 1/2 + 2/3 + 4 /6 = 11/6
Step-by-step explanation:
1/2 + 2/3 + 4 /6
We need to find a common multiple, for the denominator. Let us choose 6, so we do not have to deal with large numbers.
Note that we do not change 4/6, since it already has a denominator of 6.
==> 3/6 + 4/6 + 4/6
Add;
==> 11/6
3/6 + 4/6 + 4/6 equal to 11/6
Hope this helped!
Pls helppppppppp I really need help and thanks
Answers
Answer: i think it is 8 9 10
Step-by-step explanation: i dont know 100
A survey of a group of seventh graders and a group of teachers at a local middle school 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.
.
Based on the shape of the two dot plots, which statements correctly compare them? Select three choices.
.
The center of the data for students has a value less than that of the center of the data for teachers.
.
The center of the data is to the right of the dot plot for both teachers and students.
.
There is a greater variation in the data for teachers than for students.
.
Both sets of data cluster around 2.
.
The same number of teachers as students were surveyed.
Answers
Answer:
The center of the data is to the right of the dot plot for both teachers and students.
There is a greater variation in the data for teachers than for students.
The center of the data for students has a value less than that of the center of the data for teachers.
Step-by-step explanation:
Based on the shape of the two dot plot correct statements are as follow
The center of the data for students has a value less than that of the center of the data for teachers.
The center of the data is to the right of the dot plot for both teachers and students.
There is a greater variation in the data for teachers than for students.
What is number line?
" A number line is a representation of straight line on which numbers are marked at equal intervals."
According to the question,
As we can see in the diagram of number line dot,
The center of the data for students is near to 2 .
The center of the data for teachers is more than 3.
Therefore,
The center of the data for students has a value less than that of the center of the data for teachers.
From the diagram of number line dot plot we can observe this
The center of the data is to the right of the dot plot for both teachers and students.
Teachers variation is from 0 to 8 .
Students variation is from 0 to 4.
Therefore,
There is a greater variation in the data for teachers than for students.
No , teachers data is cluster around 3 and 4.
Number of teacher surveyed = 8
Number of students surveyed = 5
Hence, first three statements are correctly compare teachers and students.
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Solve for x. 3⁻ˣ = 3⁽⁶ˣ⁻⁹⁾
Answers
Step-by-step explanation:
here as base are same
-x= 6x-9
=> -7x= -9
=> x = 9/7
Answer this please. x3+y3+z3=k
Answers
HELP ANSWER THIS I WILL GIVE TEN POINTS AND THANKS!
REMEMBER TO EXPLAIN STEP-BY STEP! AND GET THE CORRECT ANSWER!
The units and tens digits of one-two digit integer are the tens and units digits of another two- digit integer, respectively. If the product of the two integers is 4930, what is their sum?
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Answer:
(10t + u)(10u + t) = 4,930
100tu + 10t^2 + 10u^2 + tu = 4,930
101tu + 10t^2 + 10u^2 = 4,930
10t^2 + (101u)t + (10u^2 - 4,930) = 0
(101u)^2 - 4(10)(10u^2 - 4,930)
= 10,201u^2 - 400u^2 + 197,200
= 9,801u^2 + 197,200
We see that u = 5 gives 442,225.
√442,225 = 665
(10t + 5)(50 + t) = 4,930
500t + 10t^2 + 250 + 5t = 4,930
10t^2 + 505t - 4,680 = 0
2t^2 + 101t - 936 = 0
t = (-101 + √(101^2 - 4(2)(-936)))/(2×2)
= (-101 + √17,689)/4
= (-101 + 133)/4 = 32/4 = 8
So the numbers are 58 and 85.
58 + 85 = 143
The scatter plot shows the number of days that several homes have been for sale co.pared to the number of times the house has been viewed.
Answers
Answer:
It would be the scattered pot - how many
Step-by-step explanation:
Thomas Jefferson School is building a new basketball court as seen below in orange. The blueprint is missing a dimension. 50 feet 17 inches 94 feet 37.6 inches Note: Drawing may not be to scale What should the width of the blueprint be?
Answers
Answer:
Width of the blueprint should be 20.89 ft.
Step-by-step explanation:
The ratio of offensive to defensive players on a football team is 4 to 3. If there are 52 offensive players on the team, how many defensive players are there?
Answers
Answer:
39
Step-by-step explanation:
1) Write a proportion using the ratio 4 to 3:
offense players (o) / defense players (d) = 4/3
2) Substitute known values:
52 / d = 4/3
3) Cross multiply (or your own method) and solve:
d = 39 players
Hope this helps!
Answer:
The answer is 39
Step-by-step explanation:
no explanation needed
Use the Distributive Property to simplify the expression.
9(3+c+4)
Answers
Answer:
63+C
Step-by-step explanation:
3+4=7 9x7=63
9. Expand using identites.
1) (3/2 m - 5n) (3/2 m + 5n)
Answers
Answer:
(3/2 m)^2 -(5n)^2^
Step-by-step explanation:
Answer: 9m^2 / 4 - 25n^2
Step-by-step explanation:
Use the identity: (a-b)(a+b)=a^2 - b^2
substitute values of a and b, where a=3/2m and b=5n.
The following simplifies to (3/2m)^2 - (5n)^2.
Sean mixes coconut oil with several other ingredients to make homemade toothpaste for his dog Rocky. He uses 1/2 cup of coconut oil to make 2/3 cup of toothpaste. How much coconut oil does sean use per cup of toothpaste?
| ? |Cup(s) coconut oil per cup toothpaste.
Answers
Answer:
3/4 cup of coconut oil
Step-by-step explanation: 2/3 cup of toothpaste equals 1/2 a cup of coconut oil. If you split 2/3 in half you get 1/3. And if you split 1/2 in half you get 1/4. Since there are 3 thirds in a cup you will have 3/4 cups of coconut oil because for every 1/3 cup there is 1/4 cup of coconut oil.
1/3+ 1/3+ 1/3= 3/3 or 1
1/4+ 1/4+ 1/4= 3/4
The amount of coconut required per cup of toothpaste is 0.75 cups.
Amount of coconut oil = 1/2 cup
Amount of tooth paste = 2/3 cup
This can be related thus :
1/2 coconut oil = 2/3 cups of toothpasteHence, to make 1 cup of tooth paste, let amount of coconut oil required = x
1/2 = 2/3
x = 1
Cross multiply
2/3x = 1/2
0.66666x = 0.5
x = 0.5 / 0.666666
x = 0.75
Therefore, 0.75 cup of coconut oil is required per cup of toothpaste.
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How many groups of Two-thirds are in Three-fifths?
A fraction bar labeled 1. Under the 1 are 5 boxes labeled one-fifth. Under the 5 boxes are 3 boxes containing one-third. Under the 3 boxes are 15 boxes labeled StartFraction 1 Over 15 EndFraction.
Answers
Answer:
1
Step-by-step explanation:
Answer:
1 and 4/15 or 2
Step-by-step explanation:
The Colosseum in Rome, Italy, is about 1,950 years old. The Giza Pyramids in Cairo, Egypt, are about 2,550 years older. How old are the Giza Pyramids?
HELP ME
Answers
Answer: 2550
Step-by-step explanation:
it literally says it in the question
It gives you the answer in the question
This expression involves two numbers written in scientific notation.
Which is the simplified form of the expression?
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Answer: the answer for it would be 20000 or should be
Step-by-step explanation:
4.2e7/2.1e3 should come out to 20000 at least my graphing calc says it should but it should come out to 20k
4.2/2.1 x 10 little 7/10 little 3 = 4.2/2.1 x 10 little 4 = 2 x 10 little 4 = 2x 10000= 20,000
I hope it helps:)
A bakery is selling 3.20 for 6 muffins. How much for a dozen?
PLEASE HELP!!!!
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Answer:
Step-by-step explanation:
6.40 im not sure but i think
Write each expression without the absolute value symbol. |7-(12-x)|
Answers
The expression without the absolute value symbol is given as follows:
If x > 5, then |7 - (12 - x)| = -5 + x.If x = 5, then |7 - (12 - x)| = -5 + x.If x < 5, then |7 - (12 - x)| = 5 - x.What is the absolute value function?The absolute value function is defined by the following piecewise rule, depending on the input of the function:
|f(x)| = f(x), x ≥ 0.|f(x)| = -f(x), x < 0.The expression for this problem is given as follows:
7 - (12 - x).
The critical value of x is obtained as follows:
7 - (12 - x) = 0
7 - 12 + x = 0
x = 5.
Hence the expression is given as follows:
If x > 5, then |7 - (12 - x)| = -5 + x.If x = 5, then |7 - (12 - x)| = -5 + x.If x < 5, then |7 - (12 - x)| = 5 - x.More can be learned about the absolute value function at https://brainly.com/question/3381225
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Please help me WILL GIVE BRAINLEST!!!!
Answers
Answer: the temp is 6 degrees and decreases by 8
Answer:
Step-by-step explanation:
The way to do this problem is to take your x^2 or your y-intercept and multiply that by the quantity. After you have found your quantity the next step is to find the other quantity by adding that quantity to the other quantity to find your final quantity... hey buddy what r u doing buddy
The tip for excellent service in a restaurant is $20 for every $100 of a meal. What is the total bill for a $60 meal?
Answers
what is the answer
Answers
Answer:
x = 3(-8)
Step-by-step explanation:
Answer:
\(x=39\)
Step-by-step explanation:
\(-2\left(x+5\right)-4+3\left(x-8\right)=1\)
Add 4 to both sides:
\(-2\left(x+5\right)-4+3\left(x-8\right)+4=1+4\)
\(-2\left(x+5\right)+3\left(x-8\right)=5\)
Expand:
\(-2x-10+3\left(x-8\right)=5\)
\(-2x-10+3x-24=5\)
\(x-34=5\)
Add 34 to both sides:
\(x-34+34=5+34\)
\(x=39\)
A community swimming pool has a deep end and a shallow end. The volume of water in the deep end can be represented by (2x2+12x+10) ft3 and the volume of the water in the shallow end can be represented by (4x2−100)ft3.
Write two different equivalent expressions ("simplified" and "simplified") that represents the total volume of the water in the pool in ft3.
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Answer:
(2x2+12x+10) = (4x+12x+10) = (16x+10) ft³
(4x2−100) = (8x-100) ft³
(8x-100 + 16x+10 + x) > (24x-90)(8x-100 + 16x+10 - x) < (24x-90)Help please
......................
Answers
=3500x + 15y [multiplying the equation by 100]
= 700x + 3y [dividing the equation by 5]
2. Let x be an even integer
x + (x+2) + (x+2+2)
x+x+2+x+4
3x+6
3. 1/5*(r+7) - 9s
(r+7)/5 - 9s
4. x=cows
y= goats + sheep
x= (y+140)/2
35x + 0.15y
=3500x + 15y
= 700x + 3y
2. x + (x+2) + (x+2+2) ----> x+x+2+x+4 ----->3x+6
3. 1/5*(r+7) - 9s -----> (r+7)/5 - 9s
4. x=cows and y= sheep+goats
Answer/x= (y+140)/2
Given m\parallel nm∥n, find the value of x and y.
Answers
Answer:
See below ↓↓
Step-by-step explanation:
Finding x
Both the angles containing the x variable are on the same side of the transversalThere is a property which states that : two angles on the same side of the transversal are supplementaryTherefore, they add up to 180°⇒ 8x + 12 + 2x + 18 = 180⇒ 10x + 30 = 180⇒ 10x = 150⇒ x = 15Finding y
The angles at the top are vertically opposite angles (VOA), meaning that they are equal⇒ 8x + 12 = 3y - 18⇒ 3y = 8(15) + 12 + 18⇒ 3y = 120 + 30⇒ 3y = 150⇒ y = 50Hey! YOU! STOOOP! HELP ME ITS EASY BUT IM FOOLISH!
What is the difference between factors of a number and multiples of a number?
Use the number 25 as an example.
Answers
Answer:
Factors are like numbers that are multiplied together to get that number
Using 25:
The factors of 25 are 1,5,25
1*25 = 25 and 5*5 = 25, so they are the factors of 25
Multiples are the products of the specified number and another number
Using 25:
Some of the multiples of 25 are 25, 50, 75, 100 and so on
25*1 = 25, 25*2 = 50, 25*3 = 75, 25*4 = 100, so they are the multiples of 25
Hope this helps!
Simplify the following:
17 + 15 - 35 + 13
Answers
Answer: 10
Step-by-step explanation:
17 +15 - 35 + 13
32 - 35 +13
-3 +13
10
Graph the following in cartesian plane. With solution.
1.) 5x - 4y = 20
2.) 3x + 3y = 15
3.) y = 3/4x - 2
4.) y = -3/2x + 3
pls help me I need this pls, I only need the solution, thx
Answers
Step-by-step explanation:
1.) 5x-4y=20
y=5/4x-5
5x/4-5=0
x=4
2.) 3x+3y=15
y=-x+5
x+5=0
-x=-5
=x=5
3.) y=3/4x-2
3/4x-2=0
x=0
3x4x/4 -2 x4x-0x4x
3-2x4x=0x4x
3-8x=0
8x=-3
=x=3/8
4.) y=3/2x+3
3/2x+3=0
x=0x
3x2x/2+3x2x=0x2x
3+3x2x=0x2x
3+6x=0
6x=-3
x=_3/6
=x=-1/2