You are thinking about purchasing a new 55-inch T.V. at Walmart. The sales price on the T.V. is $425. If the sales tax is 7.25%. How much would the T.V. cost?

The reciprocal is 0.0125 or just 16/5, reciprocal means the opposite

Answer:

16/5 or 3 1/5

Step-by-step explanation:

A reciprocal is when you flip the numerator and denominator, so if you flip 5/16 it would be 16/5 or 3 1/5 :)

The result can be shown in multiple forms.

Exact Form:

15/7

Decimal Form:

2.142857

Mixed Number Form:

2   1/7

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Usually I try to explain what to do, but it's been a hot second from when I learned this. I uploaded a picture that might help.
This is a free tool for solving math problems if you ever need help: (no spaces or exclamation point) mat h way . co!m

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much love <333 good bye!!

The probability of boys and girls playing on school sport team is x/23 and y/23 respectively.

A probability is a number that reflects the chance or likelihood that a particular event will occur. Probabilities can be expressed as proportions that range from 0 to 1.

This means that the addition of probability of boys and probability of girls playing in a school tem will be 1. Represent the number of boys by x and the number of girls by y.

Probability = sample space /Total outcome

Since the total number of students is 23

Therefore, the probability of boys in the team = x/23 and,

Probability of girls = y/23

therefore x/23 +y/23 = 1

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A reflection of a point over the y -axis is shown. The rule for a reflection over the y -axis is (x,y)→(−x,y) .

:D

The criteria that you can use to show these two triangles are congruent is A. AAS

If all three corresponding sides and all three corresponding angles are equal in size, two triangles are said to be congruent. It stands for "Angle, Angle, Side." Knowing two angles and one side is known as "AAS" (which is not between the angles). to make an AAS triangle work.

To find the other angle, add the three angles to 180°. then utilize the Law of Sines to determine each of the additional two sides. The triangles are said to be congruent when two angles and a non-included side of one triangle match the corresponding angles and sides of another triangle.

In conclusion, the correct option is A.

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Answer:

Two distinct lines intersecting each other at 90° or a right angle are called perpendicular lines. Here, AB is perpendicular to XY because AB and XY intersect each other at 90°. The two lines are parallel and do not intersect each other. They can never be perpendicular to each other.

Step-by-step explanation:

hope it helps:)

The way to solve the equation for the width, w, is to divide both sides by l. The correct option is A. We want to get w by itself, so we would divide both sides by l

From the question, we are to determine how we can solve the given formula for area of rectangle for the width, w

The given formula is

A = lw

To solve the given equation for w, we will divide both sides of the equation by l

That is,

A/l = lw/l

So that

A/l = w

and

w = A/l

Hence, the way to solve the equation for the width, w, is to divide both sides by l. The correct option is A. We want to get w by itself, so we would divide both sides by l

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Answer:

y = 4\(x^{2}\)

Step-by-step explanation:

Your inputs (x's): are -1,0,1,2,3,4   if you plug them into the equation, you get the matching outputs given in the order pairs

input -1 (x value)

y = \(4x^{2}\)

y = 4\((-1)^{2}\)

y = 4(1)

y = 4

(-1,4)

input 0 (x)

y = \(4x^{2}\)

y = \(4(0)^{2}\)

y 4(0)

y = 0

(0,0)

input 1 (x)

y = \(4x^{2}\)

y = \(4(1)^{2}\)

y = 4(1)

y = 4

(1,4)

input 2 (x)

y = \(4x^{2}\)

y = \(4(2)^{2}\)

y = 4(4)

y = 16

(2,16)

input 3 (x)

y = \(4x^{2}\)

y = \(4(3)^{2}\)

y = 4(9)

y = 36

(3, 36)

input 4 (x)

y = \(4x^{2}\)

y = \(4(4)^{2}\)

y = 4(16)

y = 64

(4,64)

Answer:The triangle is acute

Step-by-step explanation:

Answer:

acute

Step-by-step explanation:

Given statement solution is :- Math Proficiency conceptual knowledge involves understanding the fundamental concept of division and its relationship to fractions, enabling flexibility in solving division problems with different fractions. Procedural knowledge, on the other hand, focuses on following a specific set of steps to achieve a correct solution without necessarily comprehending the underlying concept.

3.1 Activity: Procedural and Conceptual Understanding in Action

Content Area: Fractions

Problem: Comparing Fractions

Objective: Students will demonstrate both procedural and conceptual understanding of comparing fractions.

Activity Steps:

Begin by introducing the concept of fractions and reviewing the basic procedures for comparing fractions (e.g., finding a common denominator, cross-multiplying).

Provide students with a set of fraction comparison problems (e.g., 2/3 vs. 3/4, 5/8 vs. 7/12) and ask them to solve the problems using the traditional procedural approach.

After students have solved the problems procedurally, engage them in a group discussion to explore the underlying concepts and relationships between fractions. Ask questions such as:

What does it mean for one fraction to be greater than or less than another?

Can you explain why we need a common denominator when comparing fractions?

How can you visually represent and compare fractions to better understand their relative sizes?

Introduce visual aids, such as fraction bars or manipulatives, to help students visualize the fractions and compare them conceptually. Encourage students to reason and explain their thinking.

Have students revisit the fraction comparison problems and solve them again, this time using the conceptual understanding gained from the group discussion and visual aids.

Compare the students' procedural solutions with their conceptual solutions, and discuss the similarities and differences.

Conclude the activity by emphasizing the importance of both procedural and conceptual understanding in solving fraction comparison problems effectively.

By incorporating both procedural and conceptual approaches, this activity allows students to develop a deeper understanding of comparing fractions. The procedural approach provides them with the necessary steps to solve problems efficiently, while the conceptual approach helps them grasp the underlying principles and relationships involved in fraction comparison.

3.2 Example: Conceptual Knowledge vs. Procedural Knowledge

Conceptual knowledge refers to the understanding of underlying concepts, principles, and relationships within a domain, whereas procedural knowledge focuses on knowing the specific steps or procedures to perform a task without necessarily understanding the underlying concepts.

Example: Division of Fractions

Conceptual Knowledge: Understanding the concept of division as the inverse operation of multiplication, and recognizing that dividing fractions is equivalent to multiplying by the reciprocal of the divisor. This understanding allows for generalization and application of division concepts to various fractions.

Procedural Knowledge: Following the specific steps to divide fractions, such as "invert the divisor and multiply" or "keep-change-flip" method. This knowledge involves applying the procedure without necessarily grasping the underlying concept or reasoning behind it.

In this example, Math Proficiency conceptual knowledge involves understanding the fundamental concept of division and its relationship to fractions, enabling flexibility in solving division problems with different fractions. Procedural knowledge, on the other hand, focuses on following a specific set of steps to achieve a correct solution without necessarily comprehending the underlying concept.

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Answer:

3.6

Step-by-step explanation:

Bhcnjxyfoufkxxfuiudg

Answer:

line 2 of her working

Step-by-step explanation:

when multiplying the brackets out it is a negative times posative so she should have wrote -4 not +4

The length of the rope is A. 10.3 ft.

Now, the length of the rope, L, the height of the tent , h and the distance of point on ground, d form a right-angled triangle with hypotenuse side length of rope,L

Using Pythagoras' theorem which states that in any right-angled triangle, the square of the hypotenuse side equals the sum of the squares of the other two sides.

So, L² = h² + d²

L = √(h² + d²)

Since h =  5ft and d = 9 ft

Substituting the values of the variabes into the equation, we have

L = √(h² + d²)

L = √(5² + 9²)

L = √(25 + 81)

L = √106

L = 10.29 ft

L ≅ 10.3 ft

So, the length of the rope is A. 10.3 ft.

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Answer: Suppose there exists a positive rational number r such that r^2 < 2. Then we have 2 - r^2 > 0. Let h = (2 - r^2)/4. Then h > 0 because r^2 < 2.

Consider the number rh = r + h. We have:

(rh)^2 = (r + h)^2 = r^2 + 2rh + h^2 = r^2 + 2(2 - r^2)/2 + (2 - r^2)/16

= r^2 + 2 + (2 - r^2)/16

< 2 + 2 + (2 - 2)/16 = 2.

Thus, for any positive rational number r such that r^2 < 2, there exists a larger positive rational number rh = r + h such that (rh)^2 < 2.

Step-by-step explanation:

Answer:

57+x = 45

The sum means your adding numbers. it says the sum of 57 and a number x. That means you are adding 57 and the number x. which is written as 57+x. It says after that "is 45" so the sum or answer is 45.

You can also solve for x.. if you want to, the answer would be x=-12.

because.. 57+-12 = 45

Step-by-step explanation:

Answer:

its 6

Step-by-step explanation:

n⁴ - 2n³ - 23n² + 24n + 144 is the standard form of given zeroes.

What is a linear equation in mathematics?

A linear equation is an algebraic equation of the form y=mx+b. m is the slope and b is the y-intercept. The above is sometimes called a "linear equation in two variables" where y and x are variables.

                              A linear equation is an equation that raises a variable to the first power. ax+b = 0 is an example of a 1 variable. x is a variable and a and b are real numbers.  

Roots : -3(mult . 2), 4(mult.2)

the function is given as

     f(n) = (n + 3)² (n - 4)²

         = (n + 3) (n + 3 ) ( n - 4 ) ( n - 4)

        = (n² + 6n + 9) (n² - 8n + 16 )

        = n⁴ - 8n³ + 16n² + 6n³ - 48n² + 96n + 9n² - 72n + 1

collecting like term,

    f(n) = n⁴ - 2n³ - 23n² + 24n + 144

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Answer:

Step-by-step explanation:

x+y = -17

x-y = 41

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2x = 24

x = 12

y = -x-17 = -29

Least time required to reach the point Q as per the distance and the speed rate is equal to 2 hours.

As given in the question,

Nearest point on the coast is 2 miles far away

rate of the row = 1mile per hour

Walk at the rate of 3 miles per hour

Let 'x' hours be the least time to reach point Q.

Time = distance / speed

Time taken to reach the point Q = [√ 1 + ( 3 - x)² ]/ 3

Time taken to reach the coast = (√ 4 + x² ) / 1

Total  time taken 't' = (√ 4 + x² ) / 1 + [√ 1 + ( 3 - x)² ]/ 3

To find least time dt/dx = 0

t  = (√ 4 + x² ) / 1 + [√ 1 + ( 3 - x)² ]/ 3

⇒dt/dx = [ x / √ 4 + x² ] + ( 3 - x) / √( 10 -6x + x² )

⇒x / √ 4 + x² = ( x - 3) / √( 10 -6x + x² )

Squaring both the side we get,

x² / (4 + x²) = ( x - 3)² / ( 10 -6x + x² )

⇒3x² -24x +36 =0

⇒ x² -8x + 12 = 0

⇒ x = 2 or 6 hours

Therefore , the least time taken to reach the point Q is equal to 2 hours.

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Answer:

The answer is 28.8, When finding the Volume of a shape, you multiply all numbers.

Answer:

22 and 10 minutes

Step-by-step explanation:

x+x+12= 32

2x+12= 32

2x= 20

x= 10 This is one game.

10+12= 22 This is the other game.

Answer: x = √-6 - 4

Step-by-step explanation:

x^2+8x+22=0

(x+4)^2 - 16 + 22 = 0

(x+4)^2 + 6 = 0

(x+4)^2 = -6

√(x+4)^2 = √-6

x = √-6 - 4            

√6 = 2.449

A point on the scatter plot is defined as (19, 3), which means that an input of 19 is mapped to an output of 3.

The scatter plot is built inserting all the points of the table in a graph, which are in the following input-output format:

(Input, Output).

One point on the scatter plot for this problem has the coordinates given as follows:

(19, 3).

Hence the meaning is that an input of 19 is mapped to an output of 3.

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Answer: z = -13

Step-by-step explanation:

2z + 10 + 4 + = - 12

2z = -10 -4 - 12

2z = -26

z = -13

y-(-9) = -6(x-(-4)), y = -6x-33

Answer:

\(x^2+6x+5=0\)

Step-by-step explanation:

Hi there!

\(ax^2+bx+c=0\\x^2+6x+8=3\)

Subtract 3 from both sides to equate the right side to 0

\(x^2+6x+8-3=3-3\\x^2+6x+5=0\)

I hope this helps!

Answer:

14.13 cubic inch

Step-by-step explanation:

volume=(π x r^2 x h) divided by 3

Volume=(3.14x(1.5)^2x6) divided by 3

Volume=(3.14x1.5x1.5x6) divided by 3

Volume=42.39 divided divided by 3

Volume=14.13

Volume=14.13 cubic inch

Step-by-step explanation:

multiply -4x the power of 5 by the numbers in the bracket then you will get the answer