Juan caught 28 fish and gave away 12. Juan divided the rest equally among 2 friends. How many did each friend have?

Answer:

D is the closest. The exact is 135.256

Answer:

942 square millimeters.

Step-by-step explanation:

The formula for the surface area of a cylinder is:

S = 2πr^2 + 2πrh

where S is the surface area, r is the radius, and h is the height.

Substituting the given values, we get:

S = 2 x 3.14 x 10^2 + 2 x 3.14 x 10 x 5

S = 628 + 314

S = 942

Therefore, the surface area of the cylinder is 942 square millimeters.

Answer:

Step-by-step explanation:

Step-by-step explanation:

40/7 now gimme my social creditsss

The solution for the linear system will be , x(t) = 4 c₁e^t +  4 c₂e^t and

y(t) = -c₂e^t + c₂(1 - t)e^t .

The solution is given by ,

matrix | x y | = c₁ .v . e^λt  + c₂( w + v.t ) e^λt

Given that the matrix has repeated eigenvalue with eigenvector  generalized  vectors ,

λ = 1 with eigenvector v = [ 4 , -1 ] and  generalized  vectors w =[ 0,1 ].

then the solution will be,

c₁ [ 4 , 1 ] e^t +  c₂[ 0 , 1] + [ 4 , -1 ] )e^t

therefore,

x(t) = 4 c₁e^t +  4 c₂e^t

y(t) = -c₂e^t + c₂(1 - t)e^t

Matrixes represent linear maps and allow for explicit linear algebra operations. As a result, matrices play an important role in linear algebra, and most characteristics and operations in abstract linear algebra may be represented in terms of matrices.

Matrix multiplication, for example, depicts the combination of linear maps.

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Answer:

14x-9

Step-by-step explanation:

Answer:

1. V = πr²h

2. dv/dt = πr²dh/dt

3. dv/dt = 113.04

Step-by-step explanation:

We have these information

Radius R = 3cm

Height = h

Volume = V

We have been given dh/dt = 4cm

1.

An equation relating V, r, h

Volume of cylinder = πr²h

2.

The related rates equation

dv/dt = πr²dh/dt

dv/dt = π3²dh/dt

3. Continuing from number 2 above, we have

dv/dt = π3²dh/dt

= π9x4

= 3.14x9x4

= 113.04

These are the answers to the questions

Answer:

i wanna say B

Step-by-step explanation:

Answer: y = 1/5x

Step-by-step explanation:

Those numbers both equal 1/5

Answer:

1 / 25

Step-by-step explanation:

4% in fraction form is 1 / 25

Hello there! (:

4% =4/100

Our fraction can be simplified:

2/50

Divide by 2, because it's not it its simplest form:

1/25

Hope it helps!

#CarryOnLearning

\(SparklingFlower\)

Answer:

Conditional Probability

Step-by-step explanation:

Conditional probability refers to the chances that some outcome occurs given that another event has also occurred. It is often stated as the probability of B given A and is written as P(B|A), where the probability of B depends on that of A happening

The surface area of the rectangular prism is 502 mm²

An equation is an expression that can be used to show the relationship between two or more numbers and variables using mathematical operators.

The area of a figure is the amount of space it occupies in its two dimensional state.

The surface area of the prism = 2(8 mm * 13 mm) + 2(8 mm * 7 mm) + 2(7 mm * 13 mm) = 502 mm²

The surface area is 502 mm²

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Answer:

D I think, that's the only one that makes since.

Step-by-step explanation:

Answer:

A

Step-by-step explanation:

Opposite sides of a rectangle are equal and Parallel

Answer:

im am Santiago i am from Brazil, i live in a favela, i play soccer in the jungle and the beach with the monkeys, i speak brazilian.

Step-by-step explanation:

Answer:The amount of a 80% acid solution that must be mixed with a 55% solution to produce 600 mL of a 60% solution can be calculated using a simple algebraic equation. Let x represent the amount of the 80% acid solution in mL that needs to be mixed with the 55% solution.

The equation can be set up as follows:

0.80x + 0.55(600 - x) = 0.60(600)

Step-by-step explanation: The left-hand side of the equation represents the total amount of acid in the mixture. The first term, 0.80x, represents the amount of acid from the 80% solution, and the second term, 0.55(600 - x), represents the amount of acid from the 55% solution. The right-hand side of the equation represents the total amount of acid in the final 60% solution, which is 60% of 600 mL.

By solving this equation for x, we can determine the amount of the 80% acid solution that needs to be mixed with the 55% solution. Once we have the value of x, we can then calculate the amount of the 55% solution by subtracting x from 600 mL.

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Let x=amount of 80% solution needed

Then 600-x=amount of 30% solution needed

Now we know that the pure acid in the 80% solution (0.80x) plus the amount of pure acid in the 30% solution ((0.30)(600-x)) has to equal the amount of pure acid in the final mixture(0.40*600), so our equation to solve is:

0.80x+0.30(600-x)=0.40*600 get rid of parens

0.80x+180-0.30x=240 subtract 180 from each side

0.80x+180-180-0.30x=240-180 collect like terms

0.50x=60 divide each side by 0.50

x=120 ml---------------------amount of 80% solution needed

600-x=600-120=480 ml---------------amount of 30% solution needed

CK

120*0.80+480*0.30=0.40*600

96+144=240

240=240

In linear equation ,242 total number of members within 5 weeks.

What is linear equation ?

a manual computation on how 1 member recruits his members until week 5. Then multiply the sum by 2.

                            old      new

1:   1

2:   1 x 3 = 3 ⇒        1         3       *only new members recruit 3 more

3:   3 x 3 = 9 ⇒        4         9

4:   9 x 3 = 27⇒     13       27

5: 27 x 3 = 81 ⇒    40       81

40 + 81 = 121. Total number of members under 1 founding member.

121 x 2 founding members = 242 total number of members within 5 weeks.

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Answer: Option C

Step-by-step explanation:

Answer:

54° and 84°

Step-by-step explanation:

i just took test

Answer:

Step-by-step explanation:

In the Intermediate Phase of mathematics education, one topic that demonstrates a hierarchical and logical progression in patterns, functions, and algebra is the concept of "Linear Equations."

The topic of Linear Equations in the Intermediate Phase builds upon the foundation laid in earlier grades and serves as a stepping stone towards more advanced algebraic concepts. Here is an overview of the topic sequence and content area spread for Linear Equations:

Introduction to Variables and Expressions:

Students are introduced to the concept of variables and expressions, learning to represent unknown quantities using letters or symbols. They understand the difference between constants and variables and learn to evaluate expressions.

Solving One-Step Equations:

Students learn how to solve simple one-step equations involving addition, subtraction, multiplication, and division. They develop the skills to isolate the variable and find its value.

Solving Two-Step Equations:

Building upon the previous knowledge, students progress to solving two-step equations. They learn to perform multiple operations to isolate the variable and find its value.

Writing and Graphing Linear Equations:

Students explore the relationship between variables and learn to write linear equations in slope-intercept form (y = mx + b). They understand the meaning of slope and y-intercept and how they relate to the graph of a line.

Systems of Linear Equations:

Students are introduced to the concept of systems of linear equations, where multiple equations are solved simultaneously. They learn various methods such as substitution, elimination, and graphing to find the solution to the system.

Word Problems and Applications:

Students apply their understanding of linear equations to solve real-life word problems and situations. They learn to translate verbal descriptions into algebraic equations and solve them to find the unknown quantities.

The content area spread for Linear Equations includes concepts such as variables, expressions, equations, operations, graphing, slope, y-intercept, systems, and real-world applications. The progression from simple one-step equations to more complex systems of equations reflects a logical sequence that builds upon prior knowledge and skills.

By following this hierarchical progression, students develop a solid foundation in algebraic thinking and problem-solving skills. They learn to apply mathematical concepts and procedures in a systematic and logical manner, paving the way for further exploration of patterns, functions, and advanced algebraic topics in later phases of mathematics education.

Answer:

Step-by-step explanation:Your table is filled in below. Step-by-step explanation: The scale factor is the ratio of image size to original size.

There are 20 students have more than 2 pets.

We have to given that;

A line plot titled Number of Pets of Third Grade Students.

Here, By given information we get;

Number of students have more than 2 pets are,

⇒ 4 + 2 + 3 + 0 + 1 + 5 + 1 + 1 + 3

⇒ 20

Thus, There are 20 students have more than 2 pets.

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Answer:

x > 3/2

Step-by-step explanation:

Simply the expression and get 6x - 4 > 8 - 2x

Move terms and simplyfy:  6x + 2x > 8 + 4

Divide both sides: 8x > 12

x > 3/2

The base of triangle is b = 12 and height is h = 5.

The formula for the area of triangle is,

Substitute the values in the formula to determine the area of triangle.

So area of triangle is 30.

If j=23 and j-5 is how old Jeffery's brother is then Jeffrey's brother is 17 years old.

So j=17

If Pedro purchased the collision deductible for $10. 00 per day and paid $50. 00 for gasoline to cover the 700 miles he drove the total cost per mile to rent the car is approximately $0.4357 per mile.

To find the total cost per mile to rent the car, we need to add up all of the costs and then divide by the total number of miles driven.

The cost of renting the car for 2 days at $30.00 per day is:

2 days x $30.00/day = $60.00

The cost of the collision deductible for 2 days is:

2 days x $10.00/day = $20.00

The cost of gasoline to cover the 700 miles is $50.00.

The cost of the mileage is:

0.25 x 700 = $175.00

To find the total cost, we add up all of the costs:

$60.00 + $20.00 + $50.00 + $175.00 = $305.00

Therefore, the total cost to rent the car for 2 days and drive 700 miles is $305.00.

To find the cost per mile, we divide the total cost by the total number of miles:

$305.00 / 700 miles = $0.4357 per mile

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4%es la tasa de aumento

Not me

Step-by-step explanation:

The linear rule for the sequence is f(n) = 7/20 + 3/20(n - 1)

From the question, we have the following parameters that can be used in our computation:

35/100,5/10,65/100

In the above sequence, we can see that 15/100 is added to the previous term to get the new term

This means that

First term, a = 35/100

Common difference, d = 15/100

The nth term is then represented as

f(n) = a + (n - 1) * d

Substitute the known values in the above equation, so, we have the following representation

f(n) = 35/100 + 15/100(n - 1)

So, we have

f(n) = 7/20 + 3/20(n - 1)

Hence, the explicit rule is f(n) = 7/20 + 3/20(n - 1)

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Answer:

5.4

Step-by-step explanation:

square of 29 = 5.385164807

5.385164807 estimated is 5.4