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olga2289 [7]
3 years ago
14

PLEASE HELP! PLEASE HELP! PLEASE HELP! PLEASE HELP! PLEASE HELP! PLEASE HELP! PLEASE HELP! PLEASE HELP! PLEASE HELP! PLEASE HELP

! PLEASE HELP! PLEASE HELP! PLEASE HELP! PLEASE HELP! PLEASE HELP! PLEASE HELP! PLEASE HELP!

Mathematics
2 answers:
weqwewe [10]3 years ago
8 0

Answer:

Part B: 105

Step-by-step explanation:

15

15x2 =30

30x2 =60

60x2 =120

120x2 =240

240x2 =480

480x2 =960

960/60 =16 hours

I hope I helped!

kondaur [170]3 years ago
5 0

Answer: 1230

Step-by-step explanation: 22 hours that's how much she will be studying in total till the seventh day

and 105 mins till the seventh day

so she will be studying 1230 in total so put 1230 at the blank

1230 is your answer

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Solve this:<br><br>16&lt;x+9 or 18≤x+9​
soldi70 [24.7K]

1) 16 < x + 9

x + 9 > 16

x > 16 - 9

x > 9

2) 18 ≤ x + 9

x + 9 ≥ 18

x ≥ 18 - 9

x ≥ 9

_______

Hope it helps ⚜

5 0
3 years ago
A rectangle is 3 1/3 ft long and 2 1/3 feet wide. What is the distance around the rectangle?
Sonja [21]
3 1/3= 10/3
2 1/3= 7/3
7/3 + 10/3= 17/3
17/3 (2)+ 34/3
34/3= 11 1/3
final answer = 11 1/3
8 0
4 years ago
Read 2 more answers
The value of
marusya05 [52]

\large\underline{\sf{Solution-}}

We have to find out the value of the fraction.

<u>Let us assume that:</u>

\sf \longmapsto x =2 +   \dfrac{1}{2 +  \dfrac{1}{2 +  \dfrac{1}{2 + ... \infty} } }

<u>We can also write it as:</u>

\sf \longmapsto x =2 + \dfrac{1}{x}

\sf \longmapsto x =\dfrac{2x + 1}{x}

\sf \longmapsto  {x}^{2}  =2x + 1

\sf \longmapsto {x}^{2}  - 2x - 1 = 0

<u>Comparing </u>the given <u>equation</u> with <u>ax² + bx + c = 0,</u> we get:

\sf \longmapsto\begin{cases} \sf a =1 \\ \sf b =  - 2 \\ \sf c =  - 1 \end{cases}

<u>By quadratic formula:</u>

\sf \longmapsto x =  \dfrac{ - b \pm \sqrt{ {b}^{2} - 4ac } }{2a}

\sf \longmapsto x =  \dfrac{2 \pm \sqrt{ {( - 2)}^{2} - 4(1)( - 1)} }{2 \times 1}

\sf \longmapsto x =  \dfrac{2 \pm \sqrt{4 + 4} }{2 \times 1}

\sf \longmapsto x =  \dfrac{2 \pm \sqrt{8} }{2}

\sf \longmapsto x =  \dfrac{2 \pm2 \sqrt{2} }{2}

\sf \longmapsto x = 1 \pm\sqrt{2}

\sf \longmapsto x = \begin{cases} \sf 1  + \sqrt{2} \\ \sf 1 -  \sqrt{2}  \end{cases}

<u>But </u><u>"</u><u>x"</u><u> cannot be negative. Therefore:</u>

\sf :\implies x = 1 + \sqrt{2}

So, the value of the fraction is 1 + √2.

4 0
2 years ago
Which unit rate corresponds to the proportional relationship shown in the graph?
Y_Kistochka [10]
To move from the point (0,0) to the point (6,9) we move up 9 units and right 6 units.

Slope = rise/run
Slope = change in y / change in x
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Slope = 3/2
6 0
3 years ago
A teacher passes cards out to students. She has 52 cards. She gives one card to each student at a time to each student until all
Zarrin [17]
The problem presents 2 variables and 2 conditions to follow to determine the approach in solving the problem. The variables are 52 cards, and 9 cards. The 2 conditions presented would be the teacher giving out one card to each student at a time to each student until all of them are gone. The second variable is more likely made as a clue and the important variable that gives away the approach to be used. The approach to be used is division. This is to ensure that there will be students receiving the 9 cards. Thus, we do it as this: 52 / 9 = ?

The answer would be 5.77778 (wherein 7 after the decimal point is infinite and 8 would just be the rounded of number). This would ensure us that there will be 5 students that can receive 9 cards but there will be 7 cards remaining which goes to the last student, which is supposed to be 8 since she gives one card to each student at a time to each student. So the correct answer would be just 4 students. The fifth student will only receive 8 cards and the last student would have 8, too.
6 0
3 years ago
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