They are abstract "word" problems, offered for the purpose of giving the
student of high school mathematics valuable practice in the application
and manipulation of the concept of "percent".
Often, some time spent in solving practice-examples such as these can
lead to the phenomenon known as "learning", whereby the student comes
to know, understand, and possess competence in a topic where he or she
was previously ignorant and incompetent.
It is important to realize that the practice is the vital component in the process,
whereas the answers alone have no value at all.
If we let m₁, m₂, and m₃ be the measures of the angles of the triangle, the equation that would relate them to each other is,
m₁ + m₂ + m₃ = 180
Given the measures of the first two angles, the measure of the third angle is calculated through the equation,
m₃ = 180 - (m₁ + m₂)
Substituting the known expressions,
m₃ = 180 - (-3x⁵ + 2x²)
Simplifying,
<em> m₃ = 180 + 3x⁵ - 2x²</em>
Answer:
1/2
Step-by-step explanation:
We only care about the third coin
we could get heads or tails on the third flip
P (third coin will be heads) = outcome heads / total
=1/2
Answer:
To determine what is the difference between "6 + A" and "6 x A", the logic of the proposed mathematical operations must be explained:
In "6 + A", the value A is added to the initial value 6. Thus, for example, if A were worth 10, to the initial value 6 10 units are added, with which the final value is 16.
In contrast, in "6 x A", the initial value 6 is multiplied by as many times as the value A indicates. Therefore, continuing with the value of A as 10, in this case 6 would be multiplied by 10 times, giving a final value of 60.
Answer:
A.765 seats are not in the balcony
Step-by-step explanation:
if 15% are in the balcony then 85% are not in the balcony so..
900 * 0.85 = 765
