Answer:
f(x) = 72-12x
Step-by-step explanation:
this might be too late but it could be useful for future people
Answer:
8y-11 5/8
Step-by-step explanation:
product means multiplacation so multiply the terms used, which in this case is 8 and y. 11 5/8 less means subtraction. Therefore the answer. (also what grade is this question for?)
Answer:
PQ
SR
PR
Step-by-step explanation:
they are all going down while the others rise
If it takes one person 4 hours to paint a room and another person 12 hours to
paint the same room, working together they could paint the room even quicker, it
turns out they would paint the room in 3 hours together. This can be reasoned by
the following logic, if the first person paints the room in 4 hours, she paints 14 of
the room each hour. If the second person takes 12 hours to paint the room, he
paints 1 of the room each hour. So together, each hour they paint 1 + 1 of the 12 4 12
room. Using a common denominator of 12 gives: 3 + 1 = 4 = 1. This means 12 12 12 3
each hour, working together they complete 13 of the room. If 13 is completed each hour, it follows that it will take 3 hours to complete the entire room.
This pattern is used to solve teamwork problems. If the first person does a job in A, a second person does a job in B, and together they can do a job in T (total). We can use the team work equation.
Teamwork Equation: A1 + B1 = T1
Often these problems will involve fractions. Rather than thinking of the first frac-
tion as A1 , it may be better to think of it as the reciprocal of A’s time.
World View Note: When the Egyptians, who were the first to work with frac- tions, wrote fractions, they were all unit fractions (numerator of one). They only used these type of fractions for about 2000 years! Some believe that this cumber- some style of using fractions was used for so long out of tradition, others believe the Egyptians had a way of thinking about and working with fractions that has been completely lost in history.
Answer:
See the explanation
Step-by-step explanation:
When the numerator is less than the denominator, the result is always less than 1, that is 0. something and this will give a percentage less than 100, but when the numerator is greater than the denominator, th result is greater than 1, and any figure greater than 1 gives a percentage that is greater than 100
example
Numerator >Denominator
=4/2*100
=2*100
=200%
Numerator <Denominator
=2/4*100
=0/5*100
=50%