Answer:
$2332.25 per month
Step-by-step explanation:
1) The monthly share of annual expenses can be calculated from the annual expenses. Since there are 12 months in a year, the monthly share of annual expenses is gotten by dividing the annual expenses by the number of months in a year.
2) The monthly share of annual expenses is given by:
Monthly share of annual expenses = Annual expenses / 12 months
Monthly share of annual expenses = $27987 / 12 months = $2332.25 per month
help please i need help please
Answer:
B and D
Step-by-step explanation:
Sine, cosine, and tangent are used when looking for a missing side length in the right triangle. True or False
is each pair of lines parallel perpendicular or neither
Answer:
perpendicular, parallel, neither, parallel
the number of digits in the square root of 36000000 is
The ANSWER is Four Digits
When you'll square root - 36000000 you'll get 6000 there are four digits in 6000
5/6 x 3/4 as an array is?
Question:
5/6 x 3/4 as an array is?
Answer:
0.625 or 5/8
Step-by-step explanation:
Using Arrays to Explore Numbers
Arrays are useful models for multiplication which can be used in a variety of ways, ranging from highly structured lessons to games and open investigations.
An array is formed by arranging a set of objects into rows and columns. Each column must contain the same number of objects as the other columns, and each row must have the same number as the other rows.
The following array, consisting of four columns and three rows, could be used to represent the number sentence 3 x 4 = 12, 4 x 3 =12, 3 + 3 + 3 + 3 = 12 and 4 + 4 + 4 =12.
Building Multiplication Facts and Tables
Arrays can be used for building multiplication facts in a meaningful way. Before drilling and memorising tables, children must understand how these facts are derived. For example, by progressively adding another column of three objects, children can build the three-times tables for themselves. This representation not only assists in understanding the process, but provides a visual image for children to draw upon as they begin to use and memorise the basic number facts.
Using arrays to explore larger numbers
Arrays can be helpfully used to explore calculations such as 13 x 5 where the array can be split into useful chunks such as 10 and 3. This means that children can use their known number facts to work out calculations.
Here 13 x 5 = (10 x 5) + (3 x 5).
After a while drawing all the dots can get very tedious! The blank array then becomes a very useful tool for helping children model their thinking and work out how to do more complex multiplications in an informal way.
Here's a child using the blank array, as a thinking tool, to help them work out 15 x 14.
The blank array helps children to use other strategies, such as compensating, when carrying out multiplication. Here, to work out 34 x 9, the child has decided to do 34 x 10 and then take off the 34 x 1.
Beyond the blank array this 'dividing the multiplication into easy parts' strategy can be formalised into the grid method. The children can see how the 'abstract' grid method overlays the array and formalises the blank array into a standard form.
Division as the Inverse Operation of Multiplication
Of the four operations, division is the most troublesome for young students. Full understanding of division tends to lag well behind the other operations. For many children opportunities to explore the concept with concrete materials are curtailed well before they perceive the relationships between division and the other three operations. One such relationship, the inverse relationship between division and multiplication, can be effectively illustrated using arrays.
For example; 3×5=15 or 3 rows of 5 make 15, can be represented by the following array.
Looking at the array differently reveals the inverse, that is
15÷3=5 or 15 put into 3 rows makes 5 columns - or 5 in each row.
Language clearly plays an important role in being able to express the mathematical relationships and the physical array supports this aspect of understanding by giving the children a concrete image to talk about.
Placing the mathematics into a real-life context through word problems can facilitate both understanding of the relationship and its expression through words.
For example, "The gardener planted 3 rows of 5 seeds. How many seeds did she plant?" poses quite a different problem to "The gardener planted 15 seeds in 3 equal rows. How many seeds in each row?" yet both these word problems can be modelled using the same array.
Further exploration of the array reveals two more ways of expressing inverse relationships: 5×3=15 and 15÷3=5 .
The word problems can be adapted to describe these operations and highlight the similarities and differences between the four expressions modelled by the one array.
Using the blank array
Suppose you want to figure out 176 ÷ 8. We can set this up as an array with the value of one side missing.
Using known multiplication facts the value of the missing side can be built up.
So the child can see that 22 lots of 8 is the same as 176.
The array is a very powerful tool for supporting the development of children's thinking around both multiplication and division.
A pair of equations is shown below:
y = 2x - 1
y = 4x - 5 Part A: In your own words, explain how you can solve the pair of equations graphically. Write the slope and y-intercept for each equation that you will plot on the graph to solve the equations. (6 points) Part B: What is the solution to the pair of equations?
Happy Pride Month!
Part 1:
You can solve the pair of equation graphically by writing the y-intercepts which are (0,-1) and (0,-5) Then follow the slopes of each line till the intercept. The slopes are up 2 over 1 and up 4 over 1 respectivily
Part 2:
When you graph these you get the answer of (2,3)
x is 2 and y is 3
Have a good day!
GIVING BRAINIEST IF CORRECT!!!
Mr. Cohen just got a pool and decided to fill it up using a hose. After a half hour, the pool is filled 1/15 of the way. How much will the pool be filled after 6 hours?
A. 4/5 full
B. 1/30 full
C. 2/5 full
Answer:
C. 2/5 full
Step-by-step explanation:
[tex]\frac{1}{\frac{1}{15} } :\frac{6}{y}[/tex]
y · 1 = 1/15 · 6
y = 0.4
[tex]y=\frac{2}{5}[/tex]
Triangle JKL is similar to triangle MNO. Find the measure of side MN. Figures are
not drawn to scale.
L
O
2
J
K
1.4
M
N
0
Answer:
4.2
Step-by-step explanation:
If they're similar, the fraction between their sides need to be equal, so do this:
2/1.4 = 6/MN
6•1.4/2 = MN
MN = 4.2
Find the equation of the axis of symmetry of the following parabola algebraically.
y=x^2-12x+34
I will give you brainliest and 5 star and thanks if its correct
Answer:
Graph A
Step-by-step explanation:
Graph A flour is half the sugar
Graph B folur is twice the sugar
Graph C flour is equal the sugar
Create your own story problem ill give 100 points
Answer:
Step-by-step explanation:
the volume of a large aquarium is 210 ft. it is 5 ft wide and 6 ft high. what is the length of the aquarium?
Answer:
7
Step-by-step explanation:
210=5×6×x
x is length of aquarium.
210÷(5×6)=7
$/sqrt{9}$
What is the circumference of the circle shown below, given that the length of
AB (the minor arc) is 4?
C
30,
A
A. 48
B. 40
C. 24
d
D. 12
someone pls help no links
Given:
Length of arc AB is 4 units.
The measure of central angle corresponding to arc AB is 30 degrees.
To find:
The circumference of the circle.
Solution:
The formula for arc length is:
[tex]s=2\pi r\dfrac{\theta }{360^\circ}[/tex]
Where, r is the radius and [tex]\theta[/tex] is the central angle.
It is also written as:
[tex]s=C\dfrac{\theta }{360^\circ}[/tex]
Where, C is the circumference of the circle.
Putting [tex]s=4,\theta =30^\circ[/tex] in the above formula, we get
[tex]4=C\dfrac{30^\circ}{360^\circ}[/tex]
[tex]4=\dfrac{1}{12}C[/tex]
Multiply both sides by 12.
[tex]4\times 12=C[/tex]
[tex]48=C[/tex]
The circumference of the circle is 48 units.
Therefore, the correct option is A.
A ball is launched from a platform. The equation for the ball's height h at time t seconds after launch is h(t)= -16t^2+153.6t +393.12, where h is in feet. What is the initial height of the ball before launch?
Answer:
The initial height of the ball before launch is 393.12 feet.
Step-by-step explanation:
The ball's height ([tex]h[/tex]), in feet, as a function of time ([tex]t[/tex]), in seconds, is represented by [tex]h(t) = -16\cdot t^{2}+153.6\cdot t + 393.12[/tex]. The initial height of the ball before launch is the height of the ball evaluated at [tex]t = 0\,s[/tex]:
[tex]h(0) = -16\cdot (0)^{2}+153.6\cdot (0) + 393.12[/tex]
[tex]h(0) = 393.12\,ft[/tex]
The initial height of the ball before launch is 393.12 feet.
hi! i’ll give brainliest please help
Answer:
third option mechanical weathering
Step-by-step explanation:
in mechanical weathering it breaks the rock into smaller pieces . these smaller pieces are just like the bigger rock , just smaller .
PLS HELP ME!!!!!!!!!
Is anyone willing to do my ixl? I have loads of work to do and I need my ixl due tonight. It’s 8th grade math and I’d appreciate any help
A painter is to mix green and yellow paint in the ratio of 4 to 7 to obtain the color she wants.
If she has 28 liters of green paint, how many liters of yellow paint should be added?
A. 11
B. 16
C. 28
O D. 49
E. 196
Answer:
D. 49
Step-by-step explanation:
Create a proportion where x is the number of liters of yellow paint she should use:
[tex]\frac{4}{7}[/tex] = [tex]\frac{28}{x}[/tex]
Cross multiply and solve for x:
4x = 196
x = 49
So, she should add 49 liters of yellow paint.
The correct answer is D. 49
What are all possible values of x? (This is not a right triangle!)
Answer:
solution set for x = { 4,5,6}
Answer:
2<x<12
Step-by-step explanation:
Firstly, look at this formula-
a-b<x<a+b
If we make 7, A, and 5, B, then the formula would be 7-5<x<7+5
So after you do the math it would be 2<x<12
Hence, the answer is 2<x<12
BTW if the answer is correct then can you please mark me brainlyest?
I'm only 9 years old
Thanks!
If point D is placed on `bar(AC)`, how will the measure of `/_DAB` relate to the measure of `/_CAB` ?
Answer:
m`/_DAB` will be equal to m`/_CAB`.
Step-by-step explanation:
Correct on edmentum.
what is the surface area? 5cm, 4cm, 6cm, 5cm & 5cm
Answer:
To find the surface area of a cuboid, add the areas of all 6 faces. We can also label the length (l), width (w), and height (h) of the prism and use the formula, SA=2lw+2lh+2hw, to find the surface area.
Step-by-step explanation:
SA=2*4*5+2*4*6+2*6*5
=148 cmStep-by-step explanation:
Hi can some one please help me :)!
Answer:
Step-by-step explanation:
rational integer and real
it is rational because it is a perfect root of 2
it is a integer because every positive and negative numbers are integers.
please answer correctly !!!!! Will mark Brianliest !!!!!!!!!!!!!!
Answer:
[tex]1017.9ft ^{3} [/tex]
Step-by-step explanation:
[tex]volume \: of \: cylinder \\ v = \pi \times r {}^{2} \times h \\ = \pi \times 9^2 \times 4 \\ = 1017.9[/tex]
You put $400 in a savings account. The account earns 7% simple interest per year. A. What is the interest earned after 8 years? ____ b. What is the balance after 8 years?
Answer:
4000$
Step-by-step explanation:
its the correct answer ...because its saving account
Need help need help gfu
I NEED HELP FAST WILL GIVE BRAINLIEST #1 AND IF YOU CAN #2
Answer:
Ok
Step-by-step explanation:
So,
two rational numbers between 2/3 and 5/3
Answer:
1.333333333333 or 4/3
Mathematics pls help me.
Answer:
I think the answer may be 465
Step-by-step explanation:
105+115=220
150+95=245
245+220=465
ANSWER THIS PLEASE ILL GIVE THE BEST ANSWER BRAINLIST
Answer:
6
Step-by-step explanation:
Answer:
10 pieces with 8" left over
Step-by-step explanation:
[tex]8 \div \frac{3}{4} = 8 \times \frac{4}{3} = \frac{32}{3} = 10 \frac{2}{3} [/tex]
so there's 10 pieces and 2/3 of a leftover piece.
2/3 of a foot is
[tex] \frac{2}{3} (12) = 8[/tex]
so there are 8" left
V-6<25 what is the answer
Answer:
v<31
Step-by-step explanation:
Simplify
v-6<25
We want to isolate x.
v<25+6
Simplify
v<31
If this helps please mark as brainliest