Answer:
30% of 120
= 0.3*120
= 36
120 - 36 = 84 (discounted adult ticket)
60% of 120
= 0.6*120
= 72
120 - 72 = 48 (discounted childrens ticket)
84*2 = 168
48*3 = 144
168 + 144 = 312
he pays 312
Step-by-step explanation:
Answer:
95-9 (3+7)
95-9 (10)
86 (10)
= 8600
Step-by-step explanation:
I hope this was helpful!
God bless you!
Scale factor is given by:
(length of larger figure)/(length of smaller figure)=(width of larger figure)/(width of the smaller figure)=3.4
The length of the larger figure will be given by:
length=(scale factor)*(length of smaller figure)
=3.4*6=20.4 cm
width of the larger figure will be given by:
width=(scale factor)*(width of smaller figure)
=3.4*4.5
=15.3 cm
Therefore the dimension of the new parallelogram will be 20.4 cm by 15.3 cm
Answer:
The goal in solving an equation is to get the variable by itself on one side of the equation and a number on the other side of the equation. To isolate the variable, we must reverse the operations acting on the variable. We do this by performing the inverse of each operation on both sides of the equation.
Reverse addition and subtraction (by subtracting and adding) outside parentheses. Reverse multiplication and division (by dividing and multiplying) outside parentheses. When multiplying or dividing by a negative number, flip the inequality sign. It does not matter if the number being divided is positive or negative
It's necessary to apply inverse operations on both sides of the equals signs so that you can solve for the variable and balance the equation.
Multi-step inequalities are solved using the same processes that work for solving equations with one exception. When you multiply or divide both sides of an inequality by a negative number, you must reverse the inequality symbol. (Much like when you divide by a negative number, the sign of the inequality must flip! Here's why: When you multiply both sides by a negative value you make the side that is greater have a "bigger" negative number, which actually means it is now less than the other side!)
Answer:
Specific Learning Outcomes:
Solve problems that involve finding powers of a number
Description of mathematics:
In this problem students work with powers of numbers and, as a consequence, come to understand what is happening to the numbers.
Students also see how an apparently enormous and difficult calculation can be broken down into manageable parts. The students should come to realise that there are only a limited number of unit digits obtained when 7 is raised to a power. Further, these specific digits 'cycle round' as the power of 7 increases. This cycle is 7, 9, 3, 1, 7, 9, …
The same is true of the digit in the tens place.