$132.55-($15*12)=$132.55-$180=$-47.45
So then he would have owed 47.45 dollars!
Answer:
screw this question
Step-by-step explanation:
To change from 15% to 25% he needs to add 10%.
If the solution is 50ml then he needs to add 10% which is 5ml... But if he adds 5 ml then the solution will be 55ml total, so that doesn't make sense. He has to take some of the solution that's not acid before adding the 5ml...
In the previous activities, we constructed a number of tables. Once we knew the first numbers in the table, we were often able to predict what the next numbers would be. Whenever we can predict numbers in one row of a table by multiplying numbers in another row of a table by a given number, we call the relationship between the numbers a ratio. There are ratios in which both items have the same units (they are often called proper ratios). For example, when we compared the diameter of a circle to its circumference, both measured in centimeters, we were using a same-units ratio. Miles per gallon is a good example of a different-units ratio. If we did not specifically state that we were comparing miles to gallons, there would be no way to know what was being compared!
When both quantities in a ratio have the same units, it is not necessary to state the unit. For instance, let's compare the quantity of chocolate chips used when Mary and Quinn bake cookies. If Mary used 6 ounces and Quinn used 9 ounces, the ratio of Mary's usage to Quinn's would be 2 to 3 (note that the order of the numbers must correspond to the verbal order of the items they represent). How do we get this? One way would be to build a table where the second row was always one and a half times as much as the first row. This is the method we used in the first two lessons. Another way is to express the items being compared as a fraction complete with units:
<span>6 ounces
9 ounces</span>Notice that both numerator and denominator have the same units and thus we can "cancel out" the units. Notice also that both numerator and denominator have values that are divisible by three. When expressing ratios, we generally treat them like fractions and "reduce" or simplify them to the smallest numbers possible (fraction and colon forms use two numbers, as a 3:1 ratio, whereas the decimal fraction form uses a single number—for example, 3.0—that is implicitly compared to the whole number 1).<span>
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<span>The right function is f(x)=3x^3-10x^2-81x + 28
You can realize that 7 is a root because it is in all the answers.
So you can divide the polynomial by x - 7. If you do it you can find that the quotient is 3x^2 + 11x - 4
Now you can use the quadratic formula to find the other two roots.
If you do it, you will find they are x = 1/3 and x = -4.
So the answer is option A) 7, -4, 1/3
And the polynomial can be written as (x - 7)(x + 4) (x -1/3)
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Draw a picture of the yard, rectangle. On the two long sides, write 28 yards and on the two shorter ones, just write a question mark.
To figure out perimeter, you need to add up each side.
P = Perimeter
L = Length
W = Width
P = L(2) + W(2)
If the length is 28, double it. = 56
Now subtract that from the perimeter - 88-56=32
32 is what you have left, so now split that, and replace the question marks.
All-in-all each width is 16 yards, while each length is 28, making the whole rectangle have a perimeter of 88 yards.
