Answer:
tel:+18446450594
Step-by-step explanation:
Answer:
the answer is B
Step-by-step explanation:
just did the test
Answer:
Step-by-step explanation:
m∠2 = 52° [Alternate interior angles]
m∠1 + m∠2 = 180° [Linear pair of angles are supplementary]
m∠1 = 180° - 52°
m∠1 = 128°
m∠3 = 47° [Alternate interior angles]
m∠5 + 52° + 47° = 180° [Sum of linear angles is 180°]
m∠5 = 180° - 99°
= 81°
m∠4 + 47° = 180° [Sum of consecutive interior angles is 180°]
m∠4 = 180° - 47°
m∠4 = 137°
Answer:
![Expression = x + 150 +(- 26)](https://tex.z-dn.net/?f=Expression%20%3D%20x%20%2B%20150%20%2B%28-%2026%29)
$124 higher
Step-by-step explanation:
Given
![Deposit = \$150](https://tex.z-dn.net/?f=Deposit%20%3D%20%5C%24150)
![Withdrawal = \$26](https://tex.z-dn.net/?f=Withdrawal%20%3D%20%5C%2426)
Required
Represent the situation
Determine how much higher or lower is the remaining amount
Let the initial amount in his account be represented with x
When he deposited, the balance becomes
![Balance = x + 150](https://tex.z-dn.net/?f=Balance%20%3D%20x%20%2B%20150)
When he withdrew, the balance becomes
![Balance = x + 150 + (-26)](https://tex.z-dn.net/?f=Balance%20%3D%20x%20%2B%20150%20%2B%20%28-26%29)
Hence, the algebraic expression is
![Expression = x + 150 +(- 26)](https://tex.z-dn.net/?f=Expression%20%3D%20x%20%2B%20150%20%2B%28-%2026%29)
Calculating how much higher or lower
![Balance = x + 150 + (-26)](https://tex.z-dn.net/?f=Balance%20%3D%20x%20%2B%20150%20%2B%20%28-26%29)
Open bracket
![Balance = x + 150 -26](https://tex.z-dn.net/?f=Balance%20%3D%20x%20%2B%20150%20-26)
![Balance = x + 124](https://tex.z-dn.net/?f=Balance%20%3D%20x%20%2B%20124)
Recall that the initial amount in the account is x
The difference between the balance and the x is as follows
![Difference = x + 124 - x](https://tex.z-dn.net/?f=Difference%20%3D%20x%20%2B%20124%20-%20x)
![Difference = \$124](https://tex.z-dn.net/?f=Difference%20%3D%20%5C%24124)
<em>Hence, the account has a higher of $124 after both transactions</em>
Answer:
6/7 = 66/77
9/11 = 63/77
6/7 is greater than 9/11
Step-by-step explanation:
To give fractions a common denominator you must find the LCM(lowest common multiple) of this two denominators.
So, we have 7 and 11. You must find a multiple 7 and 11 share. This means that the number must be divisible by 7 and 11. The LCM for 7 and 11 is 77.
Now we make both the denominators 77.
Now look at the numerators. Look at 6/7. We multipled 7 by 11 to get 77. Therefore, we must also multiply 6 by 11.
Now we have, 66/77
Do the same with the other fraction but other way around:
11 x 7 so
9 x 7 = 63
So,
63/77
So 6/7 is now 66/77 and 9/11 is now 63/77
Now compare:
66 > 63
66 is bigger so 6/7 is greater.
6/7 is greater than 9/11