Answer:
500
Step-by-step explanation:
15% * x = 75
(15/100) * x = 75 Multiply both sides by 100/15
(15/100)*(100/15) = 75 * 100/15
x = 7500/15
x = 500
Answer 500
Proportion
15/100 = 75 / x Cross multiply
15x = 100*75 Combine the right
15x = 7500 Divide 15
15x/15 = 7500/15
x = 500
Answer:
I think it is 4 to 3
Step-by-step explanation:
if I am wrong I'm sorry
The value of x is -8
Step-by-step explanation:
The steps of solving an equation of one variable
- Simplify the two sides of the equation
- Separate the variable in one side and the numerical term in the other side
- Divide the both sides by the coefficient of the variable
∵ 372 = -3x - 6(8x + 6)
- Simplify the R.H.S. of the equation by multiplying the bracket by 6
∵ 372 = -3x - [6(8x) + 6(6)]
- You must put the square bracket because the sign in-front of 6
is (-) and the (-) changes the signs after it
∴ 372 = -3x - [48x + 36]
- Remember (-)(+) = (-), multiply the square bracket by (-)
∴ 372 = -3x - 48x - 36
- Add the like terms in the R.H.S.
∴ 372 = -51x - 36
- Add 36 to both sides to separate x in the R.H.S.
∴ 408 = -51x
- Divide both sides by -51 (coefficient of x)
∴ -8 = x
I hope these steps help you
The value of x is -8
Learn more:
You can learn more about the equations in brainly.com/question/11306893
#LearnwithBrainly
Answer:
RT-ST=QS-ST, because subtracting the same quantity from two lines that have been stated to be equal.
Therefore RS=TQ
Angle R=Angle Q, because it is an isosceles triangle
Triangle AR
S is congruent to ATQ.
AT=AS
Because TAS is isosceles, angles 5 and 6 are equal.
Therefore, angles 4 and 7 are equal, because they are supplementary angles of the same angle.
And angles 1 and 3 are equal, because the other two angles in the triangle are equal.
The triangles RAT and QAS are congruent with SAS.
Step-by-step explanation: Can u gimme brain plz!
Wow !
OK. The line-up on the bench has two "zones" ...
-- One zone, consisting of exactly two people, the teacher and the difficult student.
Their identities don't change, and their arrangement doesn't change.
-- The other zone, consisting of the other 9 students.
They can line up in any possible way.
How many ways can you line up 9 students ?
The first one can be any one of 9. For each of these . . .
The second one can be any one of the remaining 8. For each of these . . .
The third one can be any one of the remaining 7. For each of these . . .
The fourth one can be any one of the remaining 6. For each of these . . .
The fifth one can be any one of the remaining 5. For each of these . . .
The sixth one can be any one of the remaining 4. For each of these . . .
The seventh one can be any one of the remaining 3. For each of these . . .
The eighth one can be either of the remaining 2. For each of these . . .
The ninth one must be the only one remaining student.
The total number of possible line-ups is
(9 x 8 x 7 x 6 x 5 x 4 x 3 x 2 x 1) = 9! = 362,880 .
But wait ! We're not done yet !
For each possible line-up, the teacher and the difficult student can sit
-- On the left end,
-- Between the 1st and 2nd students in the lineup,
-- Between the 2nd and 3rd students in the lineup,
-- Between the 3rd and 4th students in the lineup,
-- Between the 4th and 5th students in the lineup,
-- Between the 5th and 6th students in the lineup,
-- Between the 6th and 7th students in the lineup,
-- Between the 7th and 8th students in the lineup,
-- Between the 8th and 9th students in the lineup,
-- On the right end.
That's 10 different places to put the teacher and the difficult student,
in EACH possible line-up of the other 9 .
So the total total number of ways to do this is
(362,880) x (10) = 3,628,800 ways.
If they sit a different way at every game, the class can see a bunch of games
without duplicating their seating arrangement !
