How many solutions does this equation have 3(x+11) = 6(x+ 33)

Answer:

Each strip should 11 inches wide.

Step-by-step explanation:

We are told that Jazmin has two pieces of construction paper. The first piece is 44 inches wide and the second piece is 33 inches wide. Jazmin wants to cut the paper into strips that are equal in width and are as wide as possible.

To find the greatest possible width of each strip we will find GCF of 44 and 33.

Factors of 44 are: 1, 2, 4, 11, 22, 44.

Factors of 33 are: 1, 3,11, 33.

We can see that 11 is the greatest common factor of 44 and 33 as 11*4=44 and 11*3=33, therefore, Jasmine should cut each strip 11 inches wide.

Answer:

11

Step-by-step explanation:

We are told that Jazmin has two pieces of construction paper. The first piece is 44 inches wide and the second piece is 33 inches wide. Jazmin wants to cut the paper into strips that are equal in width and are as wide as possible.

To find the greatest possible width of each strip we will find GCF of 44 and 33.

Factors of 44 are: 1, 2, 4, 11, 22, 44.

Factors of 33 are: 1, 3,11, 33.

We can see that 11 is the greatest common factor of 44 and 33 as 11*4=44 and 11*3=33, therefore, Jasmine should cut each strip 11 inches wide.

Answer:

The smallest number of people who can be in the marching band are 30.

Step-by-step explanation:

The high school marching band rehearses with either 6 or 10 members in every line.

To get the smallest number of people who can be in the marching band, we will find the LCM of 6 and 10.

6 = 2 x 3

10 = 2 x 5

The LCM is 2 x 3 x 5 = 30.

Hence, the smallest number of people who can be in the marching band are 30.

If the students are 6 in each line, then there will be 5 lines in total.

If the students are 10 in each line, there will be 3 lines in total.

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Answer on picture

The tens facts approach simplifies subtraction by reducing numbers to multiples of ten. In the given problem the difference of 14-6 is 8 and this can be represented with tens facts as 10-2=8.

The question pertains to the calculation of the difference between numbers using tens facts. Tens facts are a strategy applied in subtraction operations to simplify problems by making them multiples of ten. Here, the problem involves 14-6. In order to represent this using tens facts, the target is to reduce the first number (14) to a multiple of ten, which is 10 in this case. You can achieve this by subtracting the 4 from 14 to get 10. It's the same total of 4 that we also subtract from the 6 to arrive at our answer of 2. So, it can be shown as;

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To solve for 'x' in the equation 2p=kx-t, you would first need to isolate 'x' on one side of the equation. Add 't' to both sides to get 2p + t = kx, then divide through by 'k' to solve for 'x'. Hence, x = (2p + t) / k.

To solve the equation 2p=kx-t for x, you would first need to isolate x on one side of the equation. This can be done by adding 't' to both sides of the equation, which results in 2p + t = kx.

Then, to isolate 'x', you would divide both sides of the equation by 'k'. So, the solution for x would be x = (2p + t) / k.

This rearrangement allows you to solve for x in terms of p, t, and k. This is an exercise in algebra, with the goal of isolating the variable you are attempting to solve for, in this case, x.

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A variable is the letter used as a placeholder for an unknown value, playing a pivotal role in mathematical reasoning and problem-solving processes.

A placeholder for an unknown value in mathematics, algebra, and other fields is typically represented by a variable. Variables are symbols, often letters like x, y, or z, used to denote unspecified or changing quantities.

They serve as placeholders for values that can vary or are yet to be determined within a given context. In algebraic equations, variables enable the representation of relationships between quantities, facilitating problem-solving and mathematical modeling.

By assigning specific values to variables, equations can be solved, functions can be evaluated, and patterns can be analyzed. Variables are fundamental in various mathematical concepts, including equations, inequalities, functions, and formulas, allowing for flexible and dynamic representations of mathematical relationships.

Answer:

(20 - 6c)

Step-by-step explanation:

Taylor buys bus tickets = 6

Let the cost of the one ticket = c

Cost of 6 tickets = $6c

If Taylor has paid $20 for these 6 tickets then the change he will receive = $20 - $6c

Therefore, the expression to calculate the change Taylor will receive will be

(20 - 6c)

3/8 = 0.375

1/4 = 0.25

0.375 is greater than 0.25

 so 3/8 is greater than 1/4

3 1/2 = 7/2

7/2 / 4 = 7/8

 it changed by -7/8 feet = 10 1/2 inches each month

The amount of changes of water level in a lake for 1 month will be

⇒ - 7/8 feet

What is mean by Fraction?

The fraction is a part of whole number, and a way to split up a number into equal parts.

Given that;

In 4 month long drought,

The changes of water level in a lake = - 3 1/2 feet.

Now,

Find the changes in water level for 1 month as;

Since,

The changes of water level in a lake for 4 month = - 3 1/2

After change the mixed fraction in a improper fraction as;

- 3 1/2 = - 7/2

Thus, The changes of water level in a lake for 4 month = - 7 / 2

So, The changes of water level in a lake for 1 month = - 7 / 2 ÷ 4

After divide we get;

The changes of water level in a lake for 1 month = - 7 / (2 x 4)

                                                                           = - 7 / 8

Therefore,

The amount of changes of water level in a lake for 1 month will be

⇒ - 7/8 feet

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Answer:

The answer is  - 7/30

Step-by-step explanation:

LCM between 10 and 15 is 30 so that would be your denominator.

The subtract: 7-14 = -7 so that would be your numerator.

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The difference between the numbers of fraction 7 / 10 and 14 / 15 would be 7 / 30.

What is mean by Fraction?

A fraction is a part of whole number, and a way to split up a number into equal parts.

Given that;

The number of the fraction are;

⇒ 7 / 10 and 14 / 15

Now,

Find the difference between the fraction 7 / 10 and 14 / 15 as;

The mathematical expression is,

⇒ 14 / 15 - 7 / 10

Make denominator same to solve the fraction as;

LCM { 10  , 15 } = 30

Therefore, We get the expression ;

⇒ 14 / 15 - 7 / 10

⇒14 × 2 / 15 × 2 -  7 × 3/ 10 × 3  

⇒ 28 / 30 - 21 / 30

⇒ (28 - 21) / 30

⇒ 7 / 30

Thus,  14 / 15 - 7 / 10 = 7 / 30

Therefore, The difference between the fraction of numbers 7 / 10 and 14 / 15 would be 7 / 30.

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The total number of different pairs that can be formed for the song, with one man and one woman in each pair, is 442 pairs.

This is a classic mathematical problem known as combinations. In this case, we want to know how many different pairs can be formed from a group of 17 men and 26 women where one man and one woman form a pair.

To calculate the number of different combinations, we multiply the number of choices for the first element (a man) by the number of choices for the second element (a woman). Thus, we have 17 different choices for the man and 26 different choices for the woman. So the total number of different pairs that can be formed is: 17 men * 26 women = 442 pairs.

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The multiplier for the number 2 / 9 will be 3 / 3.

Multiplication is the process of determining the product of two or more numbers in mathematics. A product, or an expression that specifies factors to be multiplied, is what happens when you multiply two numbers in mathematics.

The given number is 2 / 9. The multiplier for the number will be calculated as below:-

2/9 = 6/27

( 2 / 9) x ( 3 / 3 ) = ( 6 / 27)

( 6 / 27 )= ( 6 / 27 )

Therefore, the multiplier for the number 2 / 9 will be 3 / 3.

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Answer: I say c too. I trust you with that answer.

Step-by-step explanation:

Answer:

$0.51

Step-by-step explanation:

Answer:

$6.50/candle

Step-by-step explanation:

The unit price here is the total price divided by the number of candles, or

$19.50

---------------- = $6.50/candle

3 candles