2. One school has 97 students.
Another school has 72 students.
How many more students does the
larger school have?
​

Answer:

School to library = 875 feet

School to train station = 1000 feet

School to town hall = 1125 feet

Step-by-step explanation:

School to library: 3.5 cm

Since 2 cm is equal to 500 feet, then 1 cm is equal to 250 feet.

3.5 cm = 250 (3.5) = 875 feet.

School to train station: 4 cm

4cm = 4 (250) = 1000 feet.

School to town hall: 4.5 cm

4.5 cm = 4.5 (250) = 1125 feet.

Answer:

Step-by-step explanation:

[tex] - 2n(5 + n - 8 - 3n) \\ n = 3 \\ - 2(3)(5 + 3 - 8 - 3(3)) \\ - 6(5 + 3 - 8 - 9)[/tex]

[tex] - 6(8 - 8 - 9) \\ - 6( - 9) \\ = 54[/tex]

Answer:

Step-by-step explanation:

do the proportion ...

1 inch/ 80 miles =x inch/ 1100 miles

1100= 80x

x=1100/80=13.75

The trip would be about 13.75 inches on the map

hope this will help u

Answer:

Basically to sum it up the answer is C. 13 3/4 in.

Step-by-step explanation:

This is just for the people that don't understand- or have this answer.

Have a great day.

Answer:

[tex]A=147.03\text{ cm}^2[/tex]

Step-by-step explanation:

Recall that area for a parallelogram is given by the formula:

[tex]A=bh[/tex]

Where b is the base length and h is the vertical height.

The base length is 16.9 while the vertical height is 8.7. Thus:

[tex]A=(16.9)(8.7)[/tex]

Multiply using a calculator:

[tex]A=147.03\text{ cm}^2[/tex]

In conclusion, the area of the parallelogram is 147.03 square centimeters.

Answer:

147.03 sq.cm.

Step-by-step explanation:

Equation for finding the area of a parallelogram:

b·h=area

Equation for this parallelogram(you don't need the 10.1):

16.9·8.7=147.03

Answer:

The correct option is;

It influenced the laws of other countries

Step-by-step explanation:

The Justinian Code was the rationalization of previous existing Roman laws so as to remove contradiction and eliminate conflicting statutes including the repeal of laws not included in the code.

For close to a millennia, the Justinian Code served as the bedrock of the Byzantine Judiciary and of civil law, fostering law and order for the people of Byzantines and civil law spread to Europe and Latin America.

The Justinian Code influenced the laws of other countries.  

Learn more in https://brainly.com/question/1892861

Answer:

(2x + 1)(x + 4)

Step-by-step explanation:

2x² + 9x + 4 cannot be factored normally - we must use the grouping technique (a > 1).

First, check for a GCF. Because there is not a GCF within this (factors of 9 are 1 and 3 - taking a 1 out is pointless), we will instead break the equation into two factors.

2x² will be apart of the first factor. You want to break the 9x into factors that will evenly break down with the 2x^2, so 3x will not work.

Your grouping factors should then be (2x^2 + 8x)(x + 4).

Then, take out the GCFs of the factors.

2x can come out of (2x^2 + 8x), so your new factor is 2x(x + 4). Your second factor set has no GCF, so you take out a 1 and get 1(x+4). In order to verify you did this correctly, the terms having the GCF distributed cannot be different in anyway.

Your factors are now (2x + 1)(x + 4) take the two GCFs and make them a factor set, then the second factor is the common factor.

Answer:

Answer is the fourth option

Step-by-step explanation:

Answer:

Perimeter of rectangle = 2(l+b)

= 2(8+5)cm

= 2*13 cm

= 26cm

Answer:

b

Step-by-step explanation:

bet

Answer:

A. 11

Step-by-step explanation:

BC×AC = DC × LC

7(2x +3 +7 ) = 9 ( x+ 1 +9)

7 ( 2x +10) = 9( x + 10 )

14x - 9x = 90 - 70

5x = 20

x = 4

then,

AB = 2x + 3

= 2× 4 + 3

= 11

Answer:

8/3

Step-by-step explanation:

Hope its correct:)

Answer:

5x - 18

Step-by-step explanation:

3(x-5)+ 2x-3

Distribute

3x -15 +2x -3

Combine like terms

5x -18

Answer:

5x - 18

Step-by-step explanation:

3(x-5) + 2x - 3

=(3*x + 3*-5) + 2x - 3

= 3x - 15 + 2x - 3

= 5x - 18

Answer:

4

Step-by-step explanation:

(5+1)^2−(11+3^2) / 4 = 4

Answer: 31

Step-by-step explanation:

Answer:

let the number be x

x-10=11*x

x-10=11x

-10=11x-x

-10=10x

x= -10/10

x= -1

Answer:

0.5 mi (2640 feet)

Step-by-step explanation:

Answer:

0.5 mi

Step-by-step explanation:

1 mile  = 5280 feet

1 foot = 0.000189394 miles

0.5 miles = 2640 feet

640 feet = 0.121212

therefore, 0.5 mi is greater

Answer:

2.899

Step-by-step explanation:

The formula for calculating the distance between two points P(x1, y1) and (x2, y2) is expressed as:

D = √(x2-x1)²+(y2-y1)²

Given the points (2,-2) and (1,x) and the distance between the point as 5, we are to get x. To get x we will substitute the points and the distance given into the formula.

Given x1 = 2, y1 = -2, x2 = 1, y2 = x and D = 5

On substitution:

5 = √(1-2)²+(x-(-2))²

5 = √1²+(x+2)²

5 = √1+(x+2)²

Square both sides of the equation

5² = (√1+(x+2)²)²

25 = 1+(x+2)²

(x+2)² = 25-1

(x+2)² = 24

Square both sides

√(x+2)² = √24

x+2 = √24

x = √24- 2

x = 4.899-2

x = 2.899

Hence the other value is 2.899

Answer:

the answer seems to be A

Answer:

Option C: x = 300

Step-by-step explanation:

Step 1. Expand the brackets.

When factorising (putting into brackets) and expanding (taking out of brackets), it is always important to remember that the number on the outside multiplies everything on the inside. It is also important to remember the signs of the outside and inside numbers (i.e. if the numbers are positive or negative).

[tex]\frac{1}{3}[/tex](x - 15)

= ([tex]\frac{1}{3}[/tex] × x) - ([tex]\frac{1}{3}[/tex] × 15)

= (x ÷ 3) - (15 ÷ 3)

= [tex]\frac{x}{3}[/tex] - 5

Step 2. Solve the equation.

[tex]\frac{x}{3}[/tex] - 5 = 95

What we want to do is to get x on its own on one side, so that we can figure out the value of x.

[tex]\frac{x}{3}[/tex] - 5 = 95

+ 5 to both sides (do the opposite of what is there, [tex]\frac{x}{3}[/tex] is subtracting 5 right now, but we want to cancel that subtraction out, so we do the opposite of subtraction, i.e. addition)

[tex]\frac{x}{3}[/tex] = 95 + 5

[tex]\frac{x}{3}[/tex] = 100

× 3 to both sides (do the opposite of what is there: x is divided by 3 right now, but we want to cancel that division out, so we do the opposite of division, i.e. multiplication)

[tex]\frac{x}{3}[/tex] x 3 = 100 x 3

x = 100 x 3

x = 300

Step 3. We look for out answer within the options given.

As we can see, the option of [x = 300] is option C, so the answer we would give would be "C".

Answer:

1. 3 themes : space, safari, comics

2. 2 locations : skating rink, park

3. 3 days of the week : Friday, Saturday, Sunday

4. A safari theme at the skating rink on Saturday.

A comics theme at the park on Friday.

5. 6 different possible outcome are in the sample space.

I'm not sure if it's right but I hope it helps.

Answer:

(1, 0) and (-2, 0)

-2, 1, 2

Hope this helps anyone who needs it! :)

Answer:

[tex]\large \boxed{\mathrm{view \ explanation}}[/tex]

Step-by-step explanation:

Convert the decimal into a fraction, then multiply both fractions.

For example:

0.5 × 1/4

0.5 is also 5/10 or 1/2.

1/2 × 1/4

Multiply both fractions.

(1 × 1)/(2 × 4)

= 1/8

Answer:

11.3 cm

Step-by-step explanation:

The diagonal d divides the square into 2 right triangles with legs 8 and hypotenuse the diagonal d.

Using Pythagoras' identity in one of the right triangles, then

d² = 8² + 8² = 64 + 64 = 128 ( take square root of both sides )

d = [tex]\sqrt{128}[/tex] ≈ 11.3 cm

Answer:

[tex]\huge\boxed{c = 11.3 cm}[/tex]

Step-by-step explanation:

Using Pythagorean Theorem:

[tex]c^2 = a^2 + b^2[/tex]

Where  c is the length of diagonal and a and b are the sides of the square

[Remember that all sides of the square are equal]

=> [tex]c^2 = 8^2 + 8^2[/tex]

=> [tex]c^2 = 64+64\\[/tex]

=> [tex]c^2 = 128[/tex]

Taking sqrt on both sides

=> c = 11.3 cm

Answer:

Step-by-step explanation:

The individuals in the given data set are college students while the data set contains 3 variables, three (3) of which are categorical in nature.

A categorical data can be defined as a type of statistical data that is used to group information that are having the same attributes or characteristics. Some examples of a categorical data include the following:

In this scenario, the individuals in the given data set are college students while the data set contains 3 variables, three (3) of which are categorical in nature i.e junior, senior and sophomore.

Read more on categorical data here: https://brainly.com/question/20038845

#SPJ2

Answer:

[tex]x=11[/tex]

Step-by-step explanation:

So we have the equation:

[tex]\frac{-2-2x}{3} =-8[/tex]

First, multiply both sides by 3. This cancels out the denominator:

[tex]3(\frac{-2-2x}{3} )=3(-8)[/tex]

The left side cancels. Multiply the right:

[tex](-2-2x)=-24[/tex]

Add 2 to both sides. The 2s on the left cancel:

[tex](-2-2x)+2=(-24)+2\\-2x=-22[/tex]

Divide both sides by -2. The -2 on the left cancel.

[tex](-2x)/-2=(-22)/-2\\x=11[/tex]

Therefore, the answer is 11.

Answer:

x = 11

Step-by-step explanation:

Rearrange the equation by subtracting what is to the right of the equal sign from both sides of the equation:

*(-2-2*x)/(3)-(-8)=0

Simplify:

*-2 - 2x  / 3

Pull out like factors:

*-2 - 2x  =   -2 • (x + 1)

Now It should look like this:

-2 • (x + 1) / 3 - (-8)  = 0

Rewrite the whole as a equivalent fraction using 3 as the denominator:

*-8 = -8 / 1 = -8 • 3 / 3

Add the two equivalent fractions which now have a common denominator

-Combine the numerators together, put the sum or difference over the common denominator then reduce to lowest terms if possible:

*-2 • (x+1) - (-8 • 3) / 3 = 22 - 2x / 3

Pull out like factors:

*22 - 2x  =   -2 • (x - 11)

Now you should have this:

*-2 • (x - 11)  / 3  = 0

Where a fraction equals zero, its numerator, the part which is above the fraction line, must equal zero.

-Now, to get rid of the denominator, multiply both sides of the equation by the denominator.

*-2•(x-11)  / 3 • 3 = 0 • 3

-Now, on the left hand side, the  3  cancels out the denominator, while, on the right hand side, zero times anything is still zero.

Now you should have this:

*-2  •  (x-11)  = 0

Now Solve:

x-11 = 0  

-Add  11  to both sides of the equation:

x = 11

Answer:

1.) Time in minutes

2.) Distance in feet.

Step-by-step explanation:

What is the independent quantity?

Independent quantity are the domain. In this question since the rate is 400 feet per minute, this can be refer to slope.

The independent quantity is therefore the time in minutes.

What is the dependent quantity?

Dependent quantity depends on independent quantity. Since time is the independent quantity, distance in feet will be the dependent quantity.

Answer:

1035

Step-by-step explanation:

(2.3 × 10^4)(4.5 × 10^6)

First we do the exponents:

10^-4 = 0.0001

10^6 = 1,000,000(1 mil)

Now we plug them into the equation:

(2.3 × 0.0001)(4.5 × 1,000,000)

Now we multiply the numbers in the paranthesis:

(0.00023)(4,500,000) = 0.00023 × 4,500,000

Now we multiply both of them:

0.00023 × 4,500,000 = 1035

Answer:

The correct option is;

C. Domain: {9, 10, 11, 12}; range {22, 32, 41, 30}

Step-by-step explanation:

The given parameters are;

The ticket sold at the talent show for different grades;

For grade 9, 22 tickets were sold

Grade 10, had 32 tickets sale

The number of tickets sold for grade 11 = 41 tickets

The number of tickets sold for grade 12 = 30 tickets

We note that the domain are the inputs and independent variables, x, of a function,f(x), while the range is the set of outputs, dependent, variables,  of the function or the values of f(x)

Therefore, given that the domain are the independent variable, that is their values are not influenced by other variables, then the domain are the grades, which are 9, 10, 11, 12, while the range are the range are the number of tickets sold (22, 32, 41, 30) which are dependent on the grades

Answer:

[tex]\sqrt{x}[/tex]

Step-by-step explanation:

If we have that worded expression, we can convert it into actual mathematical terms.

x to the one sixth power: [tex]x^{\frac{1}{6}}[/tex]

That to the power of 3:

[tex](x^{\frac{1}{6}})^3[/tex]

Using exponent rules, since we have a power to a power, the powers multiply, so:

[tex]x^{\frac{1}{6}\cdot 3}\\\\x^{\frac{3}{6}}\\\\ x^{\frac{1}{2}}[/tex]

If we have a number to a fraction power, the denominator becomes the “find the (denominator) root of x.

So:

[tex]x^{\frac{1}{2}} = \sqrt{x}[/tex]

Hope this helped!

Answer:

x 1/2 took the quiz

Answer:

1/76543⁴

Step-by-step explanation:

76543¯⁴

The above expression can be simplified as follow:

76543¯⁴

Recall:

a¯ⁿ = 1/aⁿ

Therefore,

76543¯⁴ = 1/ 76543⁴

Thus, 76543¯⁴ is equivalent to 1/76543⁴.

Answer:

Answer:

1/76543⁴

Step-by-step explanation:

76543¯⁴

The above expression can be simplified as follow:

76543¯⁴

Recall:

a¯ⁿ = 1/aⁿ

Therefore,

76543¯⁴ = 1/ 76543⁴

Thus, 76543¯⁴ is equivalent to 1/76543⁴.

Step-by-step explanation:

Answer:

6 yards long

Step-by-step explanation:

1/3 yards wide = 2 yards long

Let x = length of the other rug

1 yard wide = x yards long

1/3 : 2 = 1 : x

1/3 ÷ 2 = 1 ÷ x

1/3 × 1/2 = 1 / x

1/6 = 1/ x

Cross product

1*x = 6*1

x= 6 yards

Therefore, the length of the new rug with 1 yard wide is 6 yards long

The first thing to do is to find the ratio of wide to long of the two rugs by representing the long of the second rug with x

It is the simplest method to solve the question

Answer:

the answer is x −[tex]5x+6(x5)24+|−2|[/tex] ohhh i didnt see the abcd

Step-by-step explanation:

Answer:

Step-by-step explanation:

( x + 4)( x² - 6x + 3)

Using the distributive property expand the expression

That's

x³ - 6x² + 3x + 4x² - 24x + 12

Group like terms

That's

x³ - 6x² + 4x² + 3x - 24x + 12

Simplify

We have the final answer as

Hope this helps you