Answer:
<u>$67.43 altogether</u>
Step-by-step explanation:
A 15% percent tip means 15% OF the bill.
15% of 58.65
You can't really pay $8.7975, so you would round to the nearest one hundredth which is $8.78.
Now you add the $8.78 to $58.65 which will give you $67.43.
I hope that helps!
Answer: Independent
Step-by-step explanation: Just multiply the probability of the first event by the second.
Answer:
See Explanation
Step-by-step explanation:
a) Additive inverse of −2
- the additive inverse of a number a is the number that, when added to 'a', yields zero. This number is also known as the opposite (number), sign change, and negation.
- So the Additive inverse of -2 is 2. ∴ -2+2=0
b) Additive identity of −5
- Additive identity is the value when added to a number, results in the original number. When we add 0 to any real number, we get the same real number.
- -5 + 0 = -5. Therefore, 0 is the additive identity of any real number.
c) additive inverse of 3
- Two numbers are additive inverses if they add to give a sum of zero. 3 and -3 are additive inverses since 3 + (-3) = 0. -3 is the additive inverse of 3.
d). multiplicative identity of 19
- an identity element (such as 1 in the group of rational numbers without 0) that in a given mathematical system leaves unchanged any element by which it is multiplied
- Multiplicative identity if 19 is 1 only, since 19 x 1 = 19.
e) multiplicative inverse of 7
- Dividing by a number is equivalent to multiplying by the reciprocal of the number. Thus, 7 ÷7=7 × 1⁄7 =1. Here, 1⁄7 is called the multiplicative inverse of 7.
d) | 11-5|×|1-5|
- | 11-5|×|1-5| ⇒ I6I×I-4I ⇒ 6×4 ⇒ 24
Answer:
Step-by-step explanation:
Given that divisor is 24 and dividend is 1344 and we are to use box method.
Long division is often considered one of the most challenging topics to teach. Luckily, there are strategies that we can teach to make multi-digit division easier to understand and perform.
The Box Method, or the Area Model, is one of these strategies. It is a mental math based approach that will enhance number sense understanding. Students solve the equation by subtracting multiples until they get down to 0, or as close to 0 as possible.
For example this method is shown below:
I step is to find in multiples of 10 or 100 the greatest divisor
24) 1344( 500
1200
--------
144
Step 2: Next step is to divide 144 by 24
24)144( 6
144
----
0
Thus we find that quotient is quotient in I step + quotient in 2nd step
= 50+6 = 56
and remainder is zero.
Answer:
b
Step-by-step explanation:
divide both sides of the equation by 4 to leave s by itself
