I think it is 88 6/10
(Eighty eight and six tenths)
Or simplified....
88 3/5
(Eighty eight and three fifths)
Okay. In my opinion, all the class has to do is simplify the expressions and compare. But they want to substitute instead.
Well then.
First, let's notice that these are linear expressions, meaning that if they are equivalent then all their values match up.
Number 1 is not a good one. Just because they're both positive doesn't mean anything; they have to be <em>the same.</em>
This also eliminates 3.
Number 2 is a good one, but it's not as reliable. If, for instance, the two expressions are <em>not </em>equivalent and you get lucky enough to pick that one value they intersect at (or have in common), then you'd be wrong when you say they are equivalent.
Number 4 makes the most sense because if both expressions are equivalent, then every value matches up. If not, then only one will. So having two values to substitute will most definitely answer the class question.
Hope this helps, let me know if I messed up! ;)
Answer:
Workplace Math. Everyday Math. Collaborative Learning. Class Projects. 1-3. 1-5. 1-6. 1-8 ... show them that math has any practical value – so show them! Then the ... How long will a prescription last if someone needs to take it three times a day? ... milk. ¼ cup flour. 1 ½ cups raisins. 1 ¼ cups oatmeal. 1 2/3 cups salt. ½ tsp.
Step-by-step explanation:
Answer:
By rounding up of the constant and coefficient terms, we have;
The line of best, fit is y = 1.23 + 3.46 × 10⁻²·x
Step-by-step explanation:
The table for the data on the number of movie admissions each year is presented as follows;
Year, x 
Admission, y
0 1.24
2 1.26
4 1.39
6 1.47
8 1.49
10 1.57
Using a graphing calculator, we have that the line of best fit is given by the following equation;
y = 1.23047619048 + 3.45714285714 × 10⁻²·x
Which is approximately, y = 1.23 + 3.46 × 10⁻²·x
It depends how much she begins with but if she doesn’t begin with any then it’d be 2.5
