Serena bought 5 shirts for $6 each spent $7 on lunch. she paid for the shirts and lunch using her debit card. The change in the balance of serena’s checking account can be represented by the expression shown. 5(-6) + (-7) which integer represents the change in the balance of serena’s checking account from these purchases? A // -37. B // 23. C // -18. D // 4

Answer:

6 ONES

Step-by-step explanation:

Answer:

6 ones

Step-by-step explanation:

Answer:

Usha is correct

Step-by-step explanation:

See attachment

Given

Dimension of the development

[tex]Height = \frac{1}{2}\ mile[/tex]

[tex]Base = \frac{1}{2}\ mile[/tex]

Dimension of a football field

[tex]Length = 100m[/tex]

[tex]Width = 50m[/tex]

First, we calculate the area of the development.

Because it is triangular in shape, the area is:

[tex]Area = \frac{1}{2} * Height * Base[/tex]

[tex]Area = \frac{1}{2} * \frac{1}{2}mile * \frac{1}{2}mile[/tex]

Convert mile to meter

[tex]Area = \frac{1}{2} * \frac{1}{2}* 1600m * \frac{1}{2} * 1600m[/tex]

[tex]Area = \frac{1}{2} * 800m * 800m[/tex]

[tex]Area = 400m * 800m[/tex]

[tex]Area = 320000m^2[/tex]

The area of 50 football pitch is then calculated as:

[tex]Area = 50 * Length * Width[/tex]

[tex]Area = 50 * 100m * 50m[/tex]

[tex]Area = 250000m^2[/tex]

By comparison:

[tex]320000 > 250000[/tex]

Hence, Usha's thought is correct

Answer:

Following are the solution to the given point:

Step-by-step explanation:

Grade of students:

Grade of student:

In point a:

Grade of [tex]9^{th}[/tex] students:

[tex]\to n= 6\\\\\to Mean = \frac{ \sum x_i}{n} \\\\[/tex]

               [tex]= \frac{ 5+1+2+5+2+8}{6}\\\\ = \frac{24}{6}\\\\ = 4[/tex]

[tex]\to Variance\\\\\sigma^2 = \frac{\sum(x_i -\bar{x})^2}{n-1}[/tex]

    [tex]=\frac{1}{5}(10)\\\\=2[/tex]

[tex]\to Standard \ deviation ( \sigma) :\\\\= \sqrt{\sigma^2}\\\\= \sqrt{2}\\\\= 1.141[/tex]

Since the Grade of [tex]9^{th}[/tex] student's variance is higher than [tex]12^{th}[/tex]grade,  

In point b:

Please find the attached file.

The plot above shows that the student of the ninth grade is spread more widely, as the student from 0-8 to 12 is from 0-4.

The common factors for 24,40,56 24 , 40 , 56 are −8,−4,−2,−1,1,2,4,8 - 8 , - 4 , - 2 , - 1 , 1 , 2 , 4 , 8 .

Step-by-step explanation:

Answer:

8

Step-by-step explanation:

24 divided by 3  = 8

40 divided by 5 = 8

56 divided by 7 = 8

GCF is basically the greatest common factor. Mostly the greatest number factor of these multiples.

Answer:

I would say the best answer choice is B.

Answer:

each dolphins eat 600÷9=66.67

Answer:

[tex]14.16\\15. a) 14[/tex]

Step-by-step explanation:

[tex]14. We\ are\ given\ that,\\The\ assumed\ number\ x\ is\ 4\ more\ than\ 12\\Hence,\\x=4+12\\x=16\\Lets\ see\ that\ x=16\ as\ a\ solution,\ matches\ with\ the\ other\ information\ provided.\\We\ are\ also\ given\ that,\\x<20, 16\ is\ less\ than\ 20\ too.\\x>13, 16\ is\ greater\ than\ 13\ too.\\x<17, 16\ is\ less\ than\ 17\ too.\\As\ all\ the\ conditions\ are\ satisfied,\ x=16\ as\ a\ solution\ is\ verified.\\[/tex]

[tex]15. a)\\Let\ the\ assumed\ no.\ be\ y\\Here,\ we\ are\ given\ the\ following\ information\ about\ y:\\y>10,\\y<20\\y>12\\y<15\\Hence,\\The\ number\ y\ lies\ in\ between\ 12-15.\\Hence,\\y\ could\ either\ be\ 13,14.\ But\ the\ phrase\ 'Of\ the\ numbers\ are\ left\\ I\ am\ the\ greater\ number', tells\ us\ that,\ y\ is\ the\ greater\ no.\ among\ 13\ and\ 14.\\Hence\ as\ 14>13,\\y=14[/tex]

Answer:

m<B = 115°

Step-by-step explanation:

add <A and <C, then subtract that from 180° to get <B

Answer:

3.5 inches on the scaled model

Step-by-step explanation:

So using the ratio, 1:90 I thought of two ways to solve this

1) Proportion

2) Equation

Using the proportion method

1:90=x:315

Now cross multiply

315=90x

Now solve and you’ll get 3.5

Equation is just

315/90=X?

Just solve and you’ll also get 3.5

Answer:

1- true

2- dairy

3- false

We know the formula,

t =n =ar

n−1

Here n=8

Common ratio =−2 and first term =a=−6

t =8

=(−6)×(−2)

8−1

t =8

Use this formula

=(−6)×(−2)

7 t= 8

=768

Step-by-step explanation:

y - 1 = -3

x - 0 2

2y - 2 = -3x

2y = -3x + 2

Answer:

50  miles

Step-by-step explanation:

50 because 1 inch is 20 miles. There is two and a half inches.

Answer:

 y = -1/3x + 3 2/3

Step-by-step explanation:

step 1. find the slope of the given line

y2-y1/x2-x1          2 - 4/ 3 + 3 = - 1 / 3

take the opposite of that and there is your slope

step 2. plug in the values to the following equation using the given point:

y - y1 = m ( x - x1 )          y - 4 = - 1/3 ( x + 1 )

step 3. solve for y

y-4 = -1/3(x+1)

-1/3(x) and -1/3(1)  ----> y-4 = -1/3x-1/3

y-4+4 = -1/3x-1/3+4  ---->  y = -1/3x + 3 2/3

hope this helps. if you need more help lmk in the comments. i am in algebra two so you can trust me. Happy holidays

Answer:a

Step-by-step explanation:

Answer:

Strawberries         Smoothies

28                           4

21                          3

70                      10

Step-by-step explaination

If Maria uses 28 strawberries you would divide that by 7 (since that's how many she uses for one smoothie) after you divide 28 by 7 you get 4, 4 is the number of smoothies 28 strawberries makes.

If Maria makes 3 smoothies you multiple 3 by 7 (since that's how many strawberries she uses to make one) 7 times 3 is 21. If you want to check your work you would divide 21 by 7 (the number of strawberries used for 1 smoothie) and you would get 3.

If Maria uses 70 strawberries you would divide 70 by 7 (the number of strawberries used for 1 smoothie) 70 divided by 7 is 10, 10 is the number of smoothies 70 strawberries make.

Answer:

Mk! I will when I get my account back!

Step-by-step explanation:

3×2-2×y+c

hope that helps you

Answer:

lick a my suck a my

Step-by-step explanation:it is 3×2-2×y+c

Answer:

x = 12.7 or x ≈ 12

Step-by-step explanation:

1.75 + 0.65x = 10

0.65x = 10 - 1.75

0.65x = 8.25

x = 8.25 / 0.65

x = 12.7

x ≈ 12

note: we round it up to 12 and not 13, because Erica does not have enough money for 13 miles

Answer:

ummmmmmmmmmmmm ok but nice

Step-by-step explanation:

The particle's acceleration a increases at a constant rate, so that its average rate of change is equal to its instantaneous rate of change, which is equal to

(4 ft/s² - 1 ft/s²) / (1 s) = 3 ft/s³

The particles starts with acceleration a (0) = 1 ft/s², so we can determine its acceleration at time t by the fundamental theorem of calculus:

a(t) = a (0) + ∫₀ᵗ (3 ft/s³) du

a(t) = 1 ft/s² + (3 ft/s³) t

It also starts from rest, so with initial velocity v (0) = 0. Integrating again gives us the velocity function,

v(t) = v (0) + ∫₀ᵗ a(u) du

v(t) = ∫₀ᵗ (1 ft/s² + (3 ft/s³) u) du

v(t) = (1 ft/s²) t + 1/2 (3 ft/s³) t ²

Taking the particle's initial position to be x (0) = 0, compute the integral again to determine the distance it travels in 1 s:

x(t) = x (0) + ∫₀ᵗ v(u) du

x(t) = ∫₀ᵗ ((1 ft/s²) u + 1/2 (3 ft/s³) u ²) du

x(t) = 1/2 (1 ft/s²) t ² + 1/6 (3 ft/s³) t ³

→   x (1 s) = 1/2 (1 ft/s²) (1 s)² + 1/6 (3 ft/s³) (1 s)³ = 1 ft

Answer:

166.6% (put a little line over the LAST 6.)

Step-by-step explanation:

Convert the fraction to a decimal, then multiply by 100.

Answer:

60%

Step-by-step explanation:

33×100=3300÷55=60

60%×55=33

9514 1404 393

Answer:

  (H)  y = 1/3x + 5

Step-by-step explanation:

When x=0, y=5, so you know G is not a possibility.

Y increases at a lower rate than x does. For example, between the first two table entries, x goes up by 6, but y goes up by 2. The only choice with a rate of change less than 1 is ...

  (H)  y = 1/3x + 5

Answer:

25

Step-by-step explanation: