A teacher asked her students to divide a large number by 50.

• Aslan divided the number by 50.
• Lucy divided the number by 5 and then divided the answer she got by 10.
• Jack divided the number by 10 and then divided the answer he got by 40.
Who among these got the correct answer assuming they did NOT make mistakes in division?

Answer:

  Option 2

Step-by-step explanation:

The account balance multiplier for the compound interest option is ...

  (1 +r)^t = 1.05^8 ≈ 1.477455

The account balance multiplier for the simple interest option is ...

  (1 +rt) = 1 +0.06·8 = 1.48

Jadwa should choose option 2 for this investment. It will earn about £5.09 more in interest over the 8-year period.

_____

£2000 · (1.48 -1.477455) ≈ £5.09

__

In the above formulas, r is the interest rate, and t is the number of years.

Answer: 207 Remainder 0

Step-by-step explanation:

Equation of a straight line:

y = mx + b ------(i)

Step by Step Solution:

Step 1:  

m = 0.125, b = - 3  

y = (1/8)x + (-3)

y = 0.125x - 3

(Graph is attached)

Answer:

Step-By-Step explanation:

Formula for any straight line is

y = mx + c

where m = slope, c = constant

Given: y = -3, m = 1/8

Substitute into formula

(y - intercept occurs when x = 0)

-3 = 1/8(0) + c

-3 = 0 + c

c = -3

y = 1/8x - 3

Explanation:

The relevant relationships are ...

  discount = (discount rate) × (original price)

  (sale price) = (original price) - discount

__

Putting these into one equation gives ...

  (sale price) = (original price) - (discount rate)×(original price)

Combining terms, yields ...

  (sale price) = (original price)×(1 -(discount rate))

This relation can be solved for either of the variables on the right:

  (original price) = (sale price)/(1 -(discount rate))

  (discount rate) = 1 -(sale price)/(original price)

or ...

  (discount rate) = discount/(original price)

Going back to the beginning, you have ...

  discount = (original price) -(sale price)

__

To solve for the missing amount, you can choose the formula for which you have the other amounts. Or, you can start with any of the relations that relate the amounts you have, fill in the given values, and solve for the unknown.

It's not rocket science. You see these calculations almost every time you go to the store.

_____

Additional comments

Here, we have assumed a positive value for discount rate and discount, and that the sale price is less than the original price. This is basically the set of relations that are seen by a retail buyer.

If you are the seller, the relations you typically see are ...

  (cost price) + (markup) = (selling price)

The markup can be expressed as a percentage of either the cost price or the selling price, or it may be based on some other relation (fixed business costs, for example).

And another one is ...

  (markup)/(cost price) = (profit ratio) . . . . often expressed as a percentage

Sometimes the profit is expressed as a fraction of the selling price (business revenue) instead of the cost price.

__

Taxes are added on in the same way that discounts are subtracted:

  (final selling price) = (selling price) + (tax rate)×(selling price)

or

  (final selling price) = (selling price)×(1 +(tax rate))

Answer:

below

Step-by-step explanation:

A triangle can only be a triangle if the two shortest sides add up to be greater than the longest side.

For example on the first one, the segments 1 2 and 3 will not make a triangle as 1 + 2 = 3 and if the two smallest sides of a triangle are equal to the longest side it will not be a triangle at all.

So to make this easy, out of the three numbers given: add the two smallest numbers. This number has to be greater than the third number given, and it cannot be equal.

For question three: 3+9 = 12

And 12 is greater than 11, therefore this can make a triangle.

Answers:

Hope you could get an idea from here.

Doubt clarification - use comment section.

[tex]\\ \tt\Rrightarrow 16x-27=5x+6[/tex]

[tex]\\ \tt\Rrightarrow 16x-5x=6+27[/tex]

[tex]\\ \tt\Rrightarrow 11x=33[/tex]

[tex]\\ \tt\Rrightarrow x=3[/tex]

Hi,

if c = 8 and d = -5:

3*(c + d) <=> 3*(8 + (-5))

= 3*(8 - 5)

= 3*3

= 9

✅^_^

Answer:

y = 4x

Step-by-step explanation:

The point slope form is:

y − y1 = m(x − x1)

We are given (x,y) and (x1,y1), so put those into the equation first:

(-4-(-8)) = m(-1 -(-2))

4 = m*( 1)

m = 4

The equation is y = 4x.  It goes through the origin, (0,0), so the y-intercept is 0.

Answer:

625

Step-by-step explanation:

ok so, 25% of 400 is 100 since 25 is 1/4 of 100 just like 100/400. Now, we do 100+ 400 for the second week which is 500. Now, 500 divided by 25 is next and if we had 4 boxes wed be able to fit 100 in each and the last 100 is split so 100 divided by 4 is 25. so we add 25 to each box. Now we have 125 in each box. so thats it divided by 25% or 1/4. 125 + 500 is 625 and thats your awnser. Have a good day!

Answer:

The answer is B --> [tex]\frac{x^{2} }{3x^{2} -1}[/tex]

How I got that:

These are really easy, you're simply looking for numbers that you can factor down. Like here:

I took:

[tex]\frac{4x^{2} }{12x^{2} -4}[/tex]

and saw that I could factor out 4 from the denominator:

[tex]\frac{4x^{2} }{4(3x^{2} -1)}[/tex]

and then I canceled out the common factor (4 because its on both sides):

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

And there ya go!

~That's All Folks~

-Siascon

Answer: It's B

Step-by-step explanation:          

            22x2  

Simplify   ————————

           12x2 - 4

4.1     Pull out like factors :

  12x2 - 4  =   4 • (3x2 - 1)

Answer:

B

Step-by-step explanation:

The Government Soldiers didn't knew that they were Americans

Answer:

B) the government soldiers did not know the climbers were Americans when they started shooting at them.

Step-by-step explanation:

the other answers don't make sense.

There was no mention of A) a message C) not knowing how to communicate

D) trying to warn about the rebels.

By context clues, we can infer that when it was revealed that they were Americans, they realized they were on the same side and began to help them and stopped shooting at them.

-1=0

0.5=4.5

3=3.1

this is the answer

Answer:

V= (2/3) π r³

hope this helps :>

Answer: 5x^3 + 3x^2

Step-by-step explanation:

Answer:

Step-by-step explanation:

           6x2 - 8x - 2

Simplify   ————————————

              x - 1    

STEP

3

:

Pulling out like terms

3.1     Pull out like factors :

  6x2 - 8x - 2  =   2 • (3x2 - 4x - 1)

Trying to factor by splitting the middle term

3.2     Factoring  3x2 - 4x - 1

The first term is,  3x2  its coefficient is  3 .

The middle term is,  -4x  its coefficient is  -4 .

The last term, "the constant", is  -1

Step-1 : Multiply the coefficient of the first term by the constant   3 • -1 = -3

Step-2 : Find two factors of  -3  whose sum equals the coefficient of the middle term, which is   -4 .

     -3    +    1    =    -2

     -1    +    3    =    2

Observation : No two such factors can be found !!

Conclusion : Trinomial can not be factored

Polynomial Long Division :

3.3    Polynomial Long Division

Dividing :  3x2-4x-1

                             ("Dividend")

By         :    x-1    ("Divisor")

dividend     3x2  -  4x  -  1

- divisor  * 3x1     3x2  -  3x    

remainder      -  x  -  1

- divisor  * -x0      -  x  +  1

remainder          -  2

Quotient :  3x-1

Remainder :  -2

Final result :

 2 • (3x2 - 4x - 1)

 ——————————————————

       x - 1      

See results of polynomial long division:

1. In step #03.03

Answer:

a is greater than or equal to 140

Step-by-step explanation:

Multiply both sides by 7, which cancels out the 7 and turns 20 into 140

Usando conjuntos de Venn, se encuentra que 7 estudiantes practican solo atletismo.

Los conjuntos son:

Hay que:

La cantidad que practica ambos es:

[tex]A \cap B = A + B - A \cup B[/tex]

[tex]A \cap B = 13 + 10 - 20[/tex]

[tex]A \cap B = 3[/tex]

Solo atletismo es:

[tex]B - A \cap B = 10 - 3 = 7[/tex]

7 estudiantes practican solo atletismo.

Más informaciones a cerca de conjuntos de Venn pueden ser obtenidas en https://brainly.com/question/24388608

Answer:

(7,7.5)

Step-by-step explanation:

midpoint formula:

(10+4)/2=7

(6+9)/2=7.5

(7,7.5)

Answer:

yes it is 8

Step-by-step explanation:

Answer:

Step-by-step explanation:

8

Answer:

2

Step-by-step explanation:

Answer: Factoring is essentially the reverse of the distributive property. You are basically trying to simplify the polynomial by taking out common factors. You also may try reducing the power (or the highest exponent) of the polynomial with factoring. I would say that factoring is the breaking down of a bigger polynomial into a product of two expressions that are usually multiplied by each other. One specific use of factoring we see a lot is the quadratic formula.

1. Quadratic Factoring --> [tex]x^2+2x-15[/tex] --> we have an [tex]x^2[/tex] but we want there to only be "[tex]x[/tex]"s. Here we need to constant numbers (integers), that multiply together to get [tex]-15[/tex], and add up to [tex]+2[/tex]. (5 and -3)

    - [tex]x^2+2x-15[/tex] ==> [tex]x^2+5x-3x-15[/tex] ==> [tex]x(x+5)-3(x+5)[/tex] ==> [tex](x-3)(x+5)[/tex]

Above: We can see that we factor out [tex]x[/tex] from [tex]x^2+5x[/tex] (This shows that we are aiming to break it down to make it easier to evaluate).

Remember: Factoring does not always mean that the polynomial is in a simpler form. There are many situations where factoring is totally unnecessary and complicates the polynomial even more.

--------------------------------------------------------------------------------------------------------------On a separate note: Distributive Property, if you are unsure or not fully sure on what that means, is when you multiply two expressions together to create one expression. Multiple expressions are combining into one.

Answer:

The equation of the line is- y = x + 13

Answer:

EG = 12.2

Step-by-step explanation:

Since HG = HE = 14 then the triangle is isosceles.

HF is a perpendicular bisector of EG , then

EF = FG = 6.1 , so

EG = EF + FG = 6.1 + 6.1 = 12.2

Answer:

x=3

y=11

Step-by-step explanation:

5x + 2y = 37

y = x + 8

5x+2(x+8)=37

5x+2x+16=37

7x=21

x=3

y = (3) + 8

y=11

Answer:

6.25

Step-by-step explanation:

I believe you were trying to put a fraction in but accidentally pressed the period.

25/4

6 1/4

6.25

Answer:

25 2/5

Step-by-step explanation:

Hope it's right and it helps.

Answer:

300 divided by 50=6 meters per second

Hope This Helps!!!

Step-by-step explanation:

Solution,

speed = distance traveled ÷ time taken

= 300÷50s

= 6/1

Therefore, speed is 6/1 [6 by 1]

Answer:

225/10=441/l

cross multiply

225l=10*441

225l=4410

l=4410/225

l=19.6 liters of gas

Step-by-step explanation:

l=19.6 liters of gas

Answer:

The correct answer is none.

Step-by-step explanation:

The correct answer is y = -1/5x + 1

To find the equation of the line, start by finding the slope. You can do this by using the slope formula below.

m(slope) = (y2 - y1)/(x2 - x1)

m = (2 - -1)/(-5 - 10)

m = 3/-15

m = -1/5

Now that we have the slope, we can use it along with either point in the point-slope form to get the equation.

y - y1 = m(x - x1)

y - 2 = -1/5(x + 5)

y - 2 = -1/5x - 1

y = -1/5x + 1

Answer:

It Should be y= -1/5x + 1 but you have not listed it in your options...

Step-by-step explanation:

Answer:

wheres the figure

aaah

good morning