Answer:
Maggie can run faster by 0.85 minutes.
Maggie runs in 5.20 minutes, Olivia runs in 4.35 minutes.
Step-by-step explanation:
Maggie = can run a mile in 5.2 minutes (1.3/0.25)
Olivia = can run a mile in 4.35 minutes (2.9/0.666666667)
5.2-4.35= 0.85 minutes
Answer:
The sales tax is $3.2 and the total cost is $43.2.
Step-by-step explanation:
Multiply 0.08 by $40 to find the sales tax (8% is the same as 0.08)
Then add 3.2 (sales tax) to the regular price to find the total price.
Notation. x y means x is less than or equal to y. x y means x is greater than or equal to y. x < y means x is less than y. x > y means x is greater than y. The last two inequalities are called strict inequalities. Our focus will be on the nonstrict inequalities. Algebra of Inequalities Suppose x + 3 < 8. Addition works like for equations: x + 6 < 11 (added 3 to each side). Subtraction works like for equations: x + 2 < 7 (subtracted 4 from each side). Multiplication and division by positive numbers work like for equations: 2x + 12 < 22 =) x + 6 < 11 (each side is divided by 2 or multiplied by 1 2 ). 59 60 4. LINEAR PROGRAMMING Multiplication and division by negative numbers changes the direction of the inequality sign: 2x + 12 < 22 =) x 6 > 11 (each side is divided by -2 or multiplied by 1 2 ). Example. For 3x 4y and 24 there are 3 possibilities: 3x 4y = 24 3x 4y < 24 3x 4y > 24 4y = 3x + 24 4y < 3x + 24 4y > 3x + 24 y = 3 4x 6 y > 3 4x 6 y < 3 4x 6 The three solution sets above are disjoint (do not intersect or overlap), and their graphs fill up the plane. We are familiar with the graph of the linear equation. The graph of one inequality is all the points on one side of the line, the graph of the other all the points on the other side of the line. To determine which side for an inequality, choose a test point not on the line (such as (0, 0) if the line does not pass through the origin). Substitute this point into the linear inequality. For a true statement, the solution region is the side of the line that the test point is on; for a false statement, it is the other side.
Answer:
See explanation below.
Step-by-step explanation:
Having students in the classroom who are at different levels of knowledge, interest, and ability can be managed by differentiated instruction. This method is a way of thinking that provides a framework where the instructor can set students with learning tasks that are at levels appropriate with the abilities and interests of each student. Each student can have a different type of class and different type of instruction with the differentiated instruction way of thinking.
A gifted and talented student might be assigned a higher math course, perhaps based on a math assessment for advanced placement. Then students that need to stay on the typical high school path of Algebra I, Geometry, Algebra II, and Trigonometry can do that.
Gifted students might take an alternate path with honors classes or trajectories involving Pre-Calculus or advanced placement Calculus, for example. In some instances, universities have allowed High School students to obtain college credit for some courses taken during High School.
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<span>It is easier to multiply. For example: 63 multiply by 7
</span><span>63 x 7 = (60+3) x 7 = 60 x 7 + 3 x 7 = 420 + 21 = 441
</span>
Another example : <span>25 x 73
</span>25 x 73 = (20+5) x (70+3) = 20 x 70 + 20x3 + 5x70 + 5x3
= 1400 + 60 + 350 + 15 = 1875
