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Bingel [31]
3 years ago
5

Plz help me by solving this problem and showing how you got it

Mathematics
2 answers:
xeze [42]3 years ago
6 0

Answer:

y =84

Step-by-step explanation:

25/100*Y = 21

100/25 * 25y/100 =21 *100/25

y = 2100/25

y = 84

777dan777 [17]3 years ago
4 0
Answer: 25% of 84 is 21

Steps:
25% of blank is 21

Of means multiply
Is means equals

To change a percent to a decimal move the decimal place tow spots to the left

25% of blank is 21
25% * x = 21
0.25 * x = 21
x = 21 / 0.25
x = 84

Check:
0.25 * x = 21
0.25 * 84 = 21
21 = 21 ✅

If this was helpful and correct I would appreciate the brainliest! :)
You might be interested in
Which expression is rational?
horrorfan [7]

Answer:

square root of 49

Step-by-step explanation:

square root of 2 is 1.41421356237

square root of 14 is 3.74165738677

square root of 49 is 7

square foot of 49 is the correct one because 6.27316543222718… keeps going and does not stop the other 2 is irrational and square root of 49 is 7 basically meaning is rational

Hope this helped! :)

May i have brainliest!

5 0
3 years ago
Ac=r+d for a solve equation for the indicated variable
konstantin123 [22]

\boxed{a=\frac{r+d}{c}}

<h2>Explanation:</h2>

Here we have the following expression:

ac=r+d

And the question asks for solving the equation for the variable a. So we need to divide both sides of the equation by c:

ac=r+d \\ \\ \frac{ac}{c}=\frac{r+d}{c} \\ \\ \\ But: \\ \\ \frac{c}{c}=1 \\ \\ \\ So: \\ \\ \boxed{a=\frac{r+d}{c}}

<h2>Learn more:</h2>

Solving equations: brainly.com/question/10643312

#LearnWithBrainly

5 0
3 years ago
What is the ratio 42 to 48 as a fraction in simplest form?
Dominik [7]
42/48 in simplest form is 7/8
6 0
3 years ago
Please help will give brainliest 7
labwork [276]

Answer:

Step-by-step explanation:

You are now a teacher, and you notice that many of your students are consistently making the dividing-out mistake that appears below. Some of the students even admit to knowing the method was wrong as soon as you point it out.

Create a visual to help your students stop making this common mistake: fraction numerator up diagonal strike x squared plus 3 x − 4 over denominator up diagonal strike x squared − 2 x − 8 end fraction .

Your lesson should do the following:

Explain why the dividing-out method is incorrect. You may want to start with a simpler expression and work your way up to polynomials. (For example, compare fraction numerator 3 left parenthesis 5 right parenthesis over denominator 3 end fraction and fraction numerator 3 plus 5 over denominator 3 end fraction.)

Explain when you can cancel a number that is in both the numerator and denominator and when you cannot cancel out numbers that appear in both the numerator and the denominator.

Share tricks, reminders, memory devices, or other methods to help students catch themselves before making this common mistake.

Post your video or series of images. Post answers to the following questions:

A. Why do you think the mistake shown here is such a common one?

B. Have you ever made this mistake before? What helped you stop making this mistake? What will help you stop making this mistake in the future?

Read and comment on the explanations of other student “teachers.”

A. Comment on ideas that helped you better understand or tricks to help you catch yourself before making the dividing-out mistake.

B. Ask a question to help a student improve his or her explanation or make it more thorough.

Respond to replies to your post.

Be sure to check back regularly to participate in the discussion with your fellow students and teacher.

P.S. I can not see pictures or videos that are posted on here, so if you could write everything out it would be kindly appreciated. :)

4 0
3 years ago
Jane solved an equation and got a solution of X=3. The teacher then asked what the value of 6X would be. Which of the answer is
weeeeeb [17]

If the solution of x is 3, then the solution of 6x would be 18, because 3*6=18. :)

6 0
3 years ago
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