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14. At Hudson Middle School, 1 out of 5 students brings their lunch to school each day. If the
school has 245 students, how many students bring their lunch to school each day?
CLEAR

Answer:

B 2.2cm

Step-by-step explanation:

10 x 5 =50

110/50 = 2.2

Answer = B

Answer:

x = 9

Step-by-step explanation:

diagonals bisect each other so we can set up these equations:

x+8 = 2y+5

2x = 3y

in the top equation we can solve for 'x': x = 2y-3

in the second equation we can solve for 'x': x = 3y/2

2y-3 = 3y/2

multiply each side by 2 to eliminate fractions:

4y - 6 = 3y

4y = 3y + 6

y = 6

2x = 3(6)

2x = 18

x = 9

Answer:

-1/4

Step-by-step explanation:

Answer:

In order to make a slope perpendicular, you have to change its sign depending on whether it is negative or positive. And you have to change it upside down (its reciprocal)

Therefore,

-1/4

Answer:

because they are both similar. they both accept the law of karma and release from the cycle of birth. one of the key differences is

buddhist only believe in one god. hinduism believes in multiple gods

Answer:

hey emanii

Step-by-step explanation:

Answer:

C maybe I not sure

Step-by-step explanation:

Answer:

I think its B but I'm not sure sorry if it's not correct you might have to wait and see if someone else answers

Answer:

at least 87

[tex] \geqslant 87[/tex]

Step-by-step explanation:

danny has at least $15 more than his brother and his brother has $72 that means Danny has at least 15 + 72(his brothers money) it can be 87 or more than 87

Danny's money is

[tex] \geqslant 87[/tex]

Step-by-step explanation:

yea the answer us 8dj but u jejrjfjfjdjdjjfjfjcj

Answer:

I'm pretty sure the answer is 64

Step-by-step explanation:

I'm assuming the triangles are transformations of each other, and looking at the side lengths, angles S and P should be congruent, which means they're both 70. Same thing for angles U and R, which are both 46.

46+70=116.

The unknown angles are Q and T, which are congruent. The angles in triangles always add up to 180 degrees, so this means that 180-116=64. Both angles T and Q are 64 degrees.

Q=64

Answer:I’ll ask my my teacher

Step-by-step explanation:

Answer:

1123

Step-by-step explanation:

32 vfesjv  sfv bs nvsn fv

Answer:

80 Students

Step-by-step explanation:

So I set up my problem like this(This is a way to figure a certain amount of a percent or vice versa):

35            28

____ = _____

100         x

First, you do 100 x 28= 2800

Second, do 2800 divided by 35= 80

The number in students surveyed is 80.

Answer: 5) Decrease 6) -44.4%

Step-by-step explanation: Percent change formula is as follows: final - initial / initial

(10-18)/18 = -8/18 = 0.44444 to turn into a percent multiply by 100 to get 44.4 percent change when rounded

Answer:

Cos(θ) = 7/√58 ; Tan(θ) = 3/7 ; Csc(θ) = √58/3

Step-by-step explanation:

First, let's solve for the hypotenuse by using the Pythagorean Theorem.

a² + b² = c²

⇒ 7² + 3² = c²

⇒ 49 + 9 = c²

⇒ 58 = c²

⇒ √58 = c

Now that we know the hypotenuse is √58, we can solve for the trig ratios.

Cos(θ) = adjacent/hypotenuse = 7/√58

Tan(θ) = opposite/adjacent = 3/7

Csc(θ) = hypotenuse/opposite = √58/3

Answer:

14/11

Step-by-step explanation:

cause when u divide you have to switch the second fraction; it's called the reciprocal.

do crossed division and you'll get 14/11.

Answer:

1 1/2

Step-by-step explanation:

1 4/5 ÷ 1 1/5

convert to full fractions:

9/5 ÷ 6/5

9/5 x 5/6 = 45/30 = 1 1/2

Step-by-step explanation:

hence the value of y=-9/4and k=-16.

Answer:

9m+4n+5

Step-by-step explanation:

9m

19 - 14 = 5

4n

so we can combined the 9m,5,4n to 9m+4n+5

Answer:

9m+4n+5

Step-by-step explanation:

Combine the like terms:

9m+19+-14+4n

=(9m)+(4n)+(19-14)

=9m+4n+5

Answer:

8/5

Step-by-step explanation:

The value of the expression (4/15) x 6 will be 8/5.

Algebra is the study of algebraic expressions, while logic is the manipulation of those concepts.

The acronym PEMDAS stands for Parenthesis, Exponent, Multiplication, Division, Addition, and Subtraction. This rule is used to answer the problem correctly and correctly.

The numbers are given below.

4/15 and 6

Then the multiplication between the numbers 4/15 and 6 will be given by putting a cross sign between them. Then we have

⇒ (4/15) x 6

⇒ 8/5

The value of the expression (4/15) x 6 will be 8/5.

More about the Algebra link is given below.

https://brainly.com/question/953809

#SPJ2

Answer:

A and E

Step-by-step explanation:

Answer:

A and E

Step-by-step explanation:

Answer:

6.29

hope this helped

Step-by-step explanation:

:)

-10m - 6m -8 -6m = −22m −8

Step-by-step explanation:

50

Answer:

[tex] x = - \frac{1}{4} [/tex]

Step-by-step explanation:

[tex]{9}^{2x + 1} = {81}^{3x + 1} \\ \\{3}^{2(2x + 1)} = {3}^{4(3x + 1)} \\ \\ {3}^{4x + 2} = {3}^{12x + 4} \\ bases \: are \: equal \: so \: exponents \: \\ will \: also \: be \: equal\\ \\ 4x + 2 = 12x + 4 \\ \\ 2 - 4 = 12x - 4x \\ \\ - 2 = 8x \\ \\ x = - \frac{2}{8}\\ \\ x = - \frac{1}{4} [/tex]

Answer:

1.324

Step-by-step explanation:

Just divide 1324 by 1000 to get your conversion rate which is 1.324

If you check, to convert $1000 into Japanese Yen, by multiplying 1.324 with $1000, you'll get 1324 Yens

Answer:

The missing coordinate [tex]r[/tex] is 9.

Step-by-step explanation:

Given the points [tex]P(x,y) = (-3,-3)[/tex] and [tex]Q(x,y) = (5,r)[/tex], the slope of a line passing the two points ([tex]m_{PQ}[/tex]) is determined by equation of secant line:

[tex]m_{PQ} = \frac{y_{Q}-y_{P}}{x_{Q}-x_{P}}[/tex] (1)

[tex]m_{PQ} = \frac{r-(-3)}{5-(-3)}[/tex]

If we know that [tex]m_{PQ} = \frac{3}{2}[/tex], then the value of [tex]r[/tex] is:

[tex]\frac{3}{2} = \frac{r+3}{8}[/tex]

[tex]12 = r + 3[/tex]

[tex]r = 9[/tex]

The missing coordinate [tex]r[/tex] is 9.

Answer:

c.

Step-by-step explanation:

for this peoblem, an open dot would be used to indicate >. so in this, the arrow would be moving right to indicate a positive change in the number with the open dot to insight that it is greater than the original number.

Answer:

The input is always represented on the x-axis.

The definition of a function is a relation from a set of inputs to a set of possible outputs where each input is related to exactly one output.

We cannot have multiple of the same inputs or x-values for a relation to be a function.