Jeri drew the following model to represent the fraction 2/3. What's wrong with her model? had to redo it

Answer:

Salamander trail is longer than great oaks trail.

Step-by-step explanation:

We have the data from two different maps of the same park.

In the first map the length of great oaks trail is 4.5 cm

The scale from the park to the map is 36 mi to 6 cm ⇒

We can find the real length of great oaks trail writing the following equivalence :

[tex]\frac{36mi}{6cm}=\frac{x}{4.5cm}[/tex]

Where x is the real length of great oaks trail ⇒

[tex]x=\frac{(36mi).(4.5cm)}{6cm}=27mi[/tex]

We find that the real length of great oaks trail is 27 mi

In the second map the length of salamander trail is 3.5 cm

The scale from the park in the second map is 24 mi to 3 cm.

Again we can find the real length of salamander trail writing the equivalence :

[tex]\frac{24mi}{3cm}=\frac{y}{3.5cm}[/tex]

Where y is the real length of salamander trail ⇒

[tex]y=\frac{(24mi).(3.5cm)}{3cm}=28mi[/tex]

We find that the real length of salamander trail is 28 mi.

Therefore salamander trail is longer than great oaks trail.

Answer:

The price yesterday was 650

Step-by-step explanation:

X is the price yesterday

There is a 26% discount

That means today we pay 100 -26 = 74 %

x* 74% = 481

.74x = 481

Divide each side by .74

.74x/.74 = 481/.74

x = 650

The price yesterday was 650

Answer:

7/18

Step-by-step explanation:

Convert the 10, 9, and 6 to a common denominator which would be 90. So you would have 90/90, 40/90, and 15/90. Then you would add the 15/90 and 40/90 together getting 55/90. Then you subtract 90/90 by 40/90. You would then get 35/90 and then simplify to 7/18.

Anthony had eaten an (11/18) fraction of pizza in all.

A fraction is a portion of a whole or, more broadly, any number of equal pieces.

It is written in the form p/q, read as "p by q", where p is called the numerator and q is called the denominator, and the fraction p/q represents p number of equal parts from q number of equal parts.

In the question, we are informed that there There are ten pieces of pizza. Anthony ate a 4/9th fraction of the pizza for dinner. He ate a 1/6th fraction of the pizza for a bedtime snack.

We are asked to find how much of the pizza has he eaten in all.

Total pizza Anthony had = Pizza he had for dinner + Pizza he ate as a bedtime snack.

or, Total pizza Anthony had = {(4/9) + (1/6)} fraction of pizza,

or, Total pizza Anthony had = {(8/18) + (3/18)} fraction of pizza,

or, Total pizza Anthony had = {11/18}th fraction of pizza.

Therefore, Anthony had eaten an (11/18) fraction of pizza in all.

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Step-by-step explanation:

5.1 .......... write it fast..........

Answer: The top right

Step-by-step explanation: The top left is a line segment so incorrect,

the bottom left is a ray so also incorrect, and finally, the bottom right is just a dot so that is also incorrect.

Hope this helped!

Mark Brainliest if you want!

Answer:

Top photo on right (the one with two arrows on the sides)

Step-by-step explanation:

I hope this helps!

Answer:

y = x/w

Step-by-step explanation:

1) We have to isolate y

2) An easy way to do this is to switch the places of y and w since we are just solving for y

3) Therefore, the answer is y = x/w

Hope this helps!

Here we are given with a equation:

[tex] {x}^{3} = - 2197[/tex]

And we have to solve it with appropriate steps.

So, let's start solving.

Add 2197 to both sides of the equation,

[tex] {x}^{3} + 2197 = - 2197 + 2197[/tex]

[tex] {x}^{ 3} + 2197 = 0[/tex]

Now, using the identity:

Let's proceed further.

x³ is the cube of x and 2197 is the cube of 13

[tex](x) {}^{3} + (13) {}^{3} = 0[/tex]

[tex](x + 13)( {x}^{2} - x \times 13 + {13}^{2} ) = 0[/tex]

[tex](x + 13)( {x}^{2} - 13x + 13) = 0[/tex]

Now,

So, x = -13

And, for the second let's use the discriminate formula,

➝ D = b² - 4ac

➝ D = (-13)² - 4(1)(13)

➝ D = 169 - 52

➝ D = 117

Now, using the D. formula,

[tex]x = \dfrac{ - b \pm \sqrt{ D} }{2a} [/tex]

[tex]x = \dfrac{13 \pm \sqrt{117} }{2} [/tex]

[tex]x = \dfrac{13 \pm 3 \sqrt{13} }{2} [/tex]

So the roots of the equation are:

[tex]{ \boxed{ \bf{x = - 1 ,\: \frac{13 + 3 \sqrt{13} }{2} and \: \frac{13 - 3 \sqrt{13} }{2} }}}[/tex]

And we are done !!

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Let the missing value = x

Slope is the change in y over the change in x:

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

3 = (x-2) / 5

Multiply both sides by 5:

15 = x-2

Add 2 to both sides:

X = 17

The missing coordinate is 17

Answer:

it is the answer here copy and paste

Step-by-step explanation:

adding and subtracting decimals are different from adding and subtracting whole number because of the values are not going to be the same any more.      

          extra; example 40.04 has hundredths and 4004 has hundreds.

Answer:

The answer is:

In both types of problems you rewrite the problem vertically, line up the decimals, and add zeros or rename where needed.

Step-by-step explanation:

Edge 2021

Answer:

Give the full question

Answer:

79 inches is how tall the door is

Step-by-step explanation:

(x - 2)(x - 5)(x - k) >= 0

Let's set each term equal to 0

x - 2= 0

Add 2 to both sides

x = 2.

x - 5 = 0

Add 5 to both sides

x = 5

x - k = 0

Add k to both sides

x = k

Since x = 2 and 5, k = 2, 5

Let's plug our numbers into the inequality.

(2 - 2)(2 - 5)(2 - 2) >= 0

(0)(-3)(0) >= 0

0>=0

(5 - 2)(5 - 5)(5 - 5) >= 0

(3)(0)(0) >= 0

0 >= 0

This proves that 2 and 5 are equal to k

Answer:

yah

Step-by-step explanation:

A percentage is given by dividing a given value by a total and multiplying the result by 100

The percentage of the dartboard occupied by the bullseye is approximately 1.963 %

Reason:

The given parameters are;

The area of the dartboard, A = 1,600 cm²

The location of the center of the bullseye = (0 cm, 0 cm)

The coordinates of a point on the circumference = (√3 cm, √7 cm)

Question: Possible question with regards to the given parameter; The percentage of the dartboard covered by the bullseye

Solution;

The radius of the bullseye, r = [tex]\sqrt{(\sqrt{3})^2 + (\sqrt{9})^2} = \sqrt{10}[/tex]

The area of the bullseye, [tex]A_b[/tex] = π· r² = π × [tex](\sqrt{10})^2[/tex] = 10·π

∴ The area of the bullseye, [tex]A_b[/tex] = 10·π cm²

The percentage area is given as follows;

[tex]Percentage \ area = \dfrac{A_b}{A} \times 100[/tex]

Therefore;

[tex]Percentage \ area \ occupies \ by \ bulleseye = \dfrac{10 \cdot \pi}{1,600} \times 100 \approx 1.963 \%[/tex]

The percentage of the dartboard occupied by the bullseye ≈ 1.963 %

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Answer:

2%

Step-by-step explanation:

Should be Choice B

Answer:

Step-by-step explanation:

{35, 42, 55, 68, 69, 72, 72, 77, 78, 78, 82, 85, 87, 88, 90, 93, 94, 96, 96, 99)  

There are scores of 20 students. Each score is equivalent of 100%/20 = 5%

The easy way to understand Mateo' s place is to compare scores against 5% slots.

See attached.

We can also get the average score

Sum

Average or mean score:

This is matching the 50% score.

As we see Mateo scored 82 which is matching 55%.

Correct option is d.

Answer:

interest = 250

time = 3 years

rate = 2%

we know

P = I*100/(R*T)

= 250*100/6

=4166.67

Step-by-step explanation:

It's D 400 gallon of paint were used

Answer:

[tex]C = 2\pi r\\[/tex]

Step-by-step explanation:

[tex]Circumference = 2\times \pi \times r[/tex]

Answer:

b. x=2

Step-by-step explanation:

Step 1- Move the variable to one side.

12x-8= 3x+10

-3x     -3x

9x-8= 10

Step 2- Add 8 to both sides.

9x-8= 10

  +8   +8

9x= 18

Step 3- Divide to both sides.

9x= 18

9     9

x= 2

Answer: =512,628,473

Step-by-step explanation:

Answer:

416251

Step-by-step explanation:

I used a calculator

Answer:

7/14+6/14=13/14

Step-by-step explanation:

find the common denominator(14)

change both fractions

1/2*7/7(2*7=14)=7/14

3/7*2/2(7*2=14)6/14

then add.

Answer: -13

Step-by-step explanation:

The total distance from Duncan's start on the diving board to his lowest point beneath the surface of the pool will be 12 feet.

Expression in maths is defined as the collection of numbers variables and functions by using signs like addition, subtraction, multiplication, and division.

Numbers (constants), variables, operations, functions, brackets, punctuation, and grouping can all be represented by mathematical symbols, which can also be used to indicate the logical syntax's order of operations and other features.

Given that Duncan is excited to begin diving lessons. He starts on the diving board, 5 feet above the surface of the pool. Then, Duncan dives off the board and ends up 7 feet below the surface of the pool.

Distance = 7 + 5
Distance = 12 feet

Therefore, the total distance from Duncan's start on the diving board to his lowest point beneath the surface of the pool will be 12 feet.

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