Answer:
<h2>12) There are 534 students who do not lunch in school.</h2>
Step-by-step explanation:
<h3>12. </h3><h3>Simple solution: </h3><h3>890 ÷ 5 = 178 </h3><h3>Therefore: 1/5 = 178 </h3><h3 /><h3>•To find the 2/5 of the students, we have to multiply 178 by 2</h3><h3>178 × 2 = 356</h3><h3>Therefore, 356 students stay to have lunch.</h3><h3 /><h3>•To find the remaining students who do not lunch in school, we have to subtract 356 to 890.</h3><h3>890 - 356 = 534</h3><h3>Therefore, there are 534 students who do not lunch in school.</h3><h3 /><h3 />
Hello,
y=2x+5
==========
(y-5)=2(x-0)
The scneario here expressed is an aritmetic sequence because it can be explained like this:
<span><span><span>a1</span>=35
</span><span><span>an</span>=<span>a<span>n−1</span></span>+<span>17
So all the variables can fit in and will be better explained than a geometric sequence in which you need a common ratio and that is not needed in this case</span></span></span>
$1,800 (10%) = $180
jay pays 10% of the expenses beyond the deductible so you multiply the amount beyond the deductible by 10%.
$1,800 - $180 = $1,620
or
$1,800 (90%) = $1,620
you subtract what jay pays from the total or you multiply the total by 90%
jay pays $180 of the expenses past the deductible (not including his $200 deductible) and his insurance company pays $1,620.
Answer:
Jamie's claims are correct because 3/10 of the spool twine is left over after using 1/2 of the spool twin for friendship knot
Step-by-step explanation:
Full question: He claims to have 3/10 of the original spool of twine leftover.
First, we compare 3/10 with 4/5 - 1/2
The lowest common multiple for2 and 5 is 10.
To write 4/5 as a fraction with common denominator, multiply numerator and denominator by 2
4/5 = (4×2)/(5×2) = 8/10
To write 1/2 as a fraction with a common denominator, multiply denominator and numerator by5
1/2 =(1×5)/(2×5) = 5/0
So we have :
8/10 - 5/10
Since denominators are equal ,we go ahead and subtract
8/10 - 5/10 = (8-5)/10 = 3/10
