Answer:
Step-by-step explanation:
I made a table with a pretend number of years of teaching by picking a somewhat random number to start
"Clark has less seniority than Cornwall but more than Prendergast:" I picked 3 for Clark 4 for Cornwall, and 2 for Prendergast, to start.
"Prendergast has more than Brown but less than Alexander:" I see I'm running out of easy numbers here. "Prendergast has more than Brown" means give Brown 1 year but this new teacher, Alexander needs a number between Clark and Prendergast. To make room, I increased Clark and Cornwall by 1 and finished the remainder in the "Final Years" column:
<u>Teacher </u> <u>Years</u> <u> Final Years</u>
Clark 3 4
Cornwall 4 5
Prendergast 2
Brown 1
Alexander 3
The highest seniority teacher, Cornwall, is smart and refuses the job. That leaves Clark, at number 2 seniority, to become the new supervisor.
Answer:
15y +6
Step-by-step explanation:
3(5y+2)
Distribute
3*5y +3*2
15y +6
The system of equations can be used to determine how much of product x and product y the store owner bought is x + y = 4,000
0.10x + 0.04y = 352
<h3>Simultaneous equation</h3>
- product x
- Product y
- Total units of x and y = 4,000 units
- Cost of shipping each product x = $0.10
- Cost of shipping each product y = $0.04
- Total cost of shipping = $352
The equation:
x + y = 4,000
0.10x + 0.04y = 352
Therefore, the system of equations can be used to determine how much of product x and product y the store owner bought is x + y = 4,000
0.10x + 0.04y = 352
Learn more about simultaneous equation:
brainly.com/question/16863577
#SPJ4
Answer:
- Multiply 5 by 5 to get your first parameter.
- Multiply 6 by 5 to get the denominator, or your second parameter.
- For the second fraction,
, you need to multiply both parameters by 2, similar to before, but we now must use a different number, otherwise, the denominators will not be the same.
- The last step is to put these numbers you gathered into fractions. The bigger number always goes on the bottom, referred to as the denominator, while the smaller number, referred to as the numerator, always goes on the top.
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Finally, the problem is solved. Now that the problem is solved, we review what we just learned <em>not through more problems, though.</em>
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<h3>What have we learned?</h3>
We learned how to efficiently make fractions' deominators match.
Questions related to this topic? Ask me in the comments box, please!
Is it is multiplication it is 116 in division 29
