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MrRa [10]
3 years ago
12

Z > 34. Which of the following statements is the best way to describe the value of z?

Mathematics
1 answer:
Vladimir79 [104]3 years ago
7 0
<span>The value of z is more than 34. 
</span>
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Nine out of ten students prefer math class over lunch. How many students do not prefer math if 200 students were asked?
fredd [130]
So, 9 out of 10 students prefer class, so, obviously, it would not be 100. It would be 150. So in conclusion, 50 students prefer lunch over math class, whilst 150 other students prefer math class over lunch.
3 0
3 years ago
S: 4(6x−18)
Sedaia [141]

Answer:

Part A: S= 24x-72

Part B: S and T are not equivalent for any values of x since when both equations are set equal to 0 they equal different answers. T=.75, while S=3

Step-by-step explanation:

To distribute first you multiply 4 by 6x which equals 24, then you multiply 4 by -18 which gives you -72. Then you the equation together.

5 0
3 years ago
Select the answers below that are equivalent to 18/30
Lesechka [4]

Answer:

A, D ,E

Step-by-step explanation:

18/30

Divide the top and bottom by 6

3/5

A.15/25  Divide top and bottom by 5  = 3/5

B.6/11  cannot be simplified

C.3/4 cannot be simplified

D.3/5 cannot be simplified

E. 9/15​  divide top and bottom by 3 = 3/5

4 0
3 years ago
I need to find the unit rate for all three of these, if anyone could help me that’d be great! I’ll even mark as brainliest!!
Hunter-Best [27]

Answer:

5b: 14 feet per second

4: 25 students per classroom

5a: 1 Cups of flour per Cups of sugar

Step-by-step explanation:

help this helps

7 0
3 years ago
What are the zeros of the function represents by the quadratic expression 2x^2+x-3?
larisa [96]

Answer:

\large\boxed{x=-1.5\ or\ x=1}

Step-by-step explanation:

The zeros of f(x) = 2x² + x - 3:

2x^2+x-3=0\\2x^2+3x-2x-3=0\\x(2x+3)-1(2x+3)=0\\(2x+3)(x-1)=0\iff2x+3=0\ \vee\ x-1=0\\\\2x+3=0\qquad\text{subtract 3 from both sides}\\2x=-3\qquad\text{divide both sides by 2}\\x=-1.5\\\\x-1=0\qquad\text{add 1 to both sides}\\x=1

3 0
4 years ago
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