Miss Ferguson recorded 17 absences in her class during the first 30 days of school. During the last 60 days of school, she recorded 42 absences. Are the rates equivalent? Explain your reasoning.

We can express 5/5 in decimal form as 1.0.

A decimal is a number that consists of a whole and a fractional part.

Given is an expression as -

5/5

We have -

5/5

To write it in decimal, we can solve it first as -

5/5 = (5 x 1)/(5 x 1) = 1

Now, we can write 1 in decimal form as -

1.0

Therefore, we can express 5/5 in decimal form as 1.0.

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The domain of the function y = 1725 - 75x, representing money left in a lunch account, is between 0 and 20 weeks. The range is the amount of money, from $225 to $1725.

The equation y = 1725 - 75x represents the amount of money left in a lunch account after x weeks. If we consider the function f(x) for 0 ≤ x ≤ 20. The domain of this function, which is the set of allowable values for x, is from 0 to 20, inclusive. This means that x can take on any real number value between 0 and 20. For the range, we calculate the minimum and maximum values of y using the equation, which are y when x = 0 and y when x = 20 respectively. For x = 0, y = 1725 and for x = 20, y = 1725 - 75(20) = 1725 - 1500 = 225. So the range of y is from 225 to 1725 dollars.

Answer: The answer is (–∞, –4) hope this helped!

Step-by-step explanation:

Answer:

1.2

Step-by-step explanation:

The x in each point is 3 so we can leave that alone.

Then we subtract.

2.6 - 1.4 = 1.2

The distance between the points (3, 2.6) and (3, 1.4) will be 1.2 units.

Let one point be (x, y) and another point be (h, k).

Then the distance between the points will be

D² = (x – h)² + (y – k)²

Point A is at (3, 2.6) and point B is at (3, 1.4) on a coordinate grid.

(x, y) ⇒ (3, 2.6)

(h, k) ⇒ (3, 1.4)

Then the distance between the points (3, 2.6) and (3, 1.4) will be

D² = (3 - 3)² + (2.6 - 1.4)²

D² = 0 + 1.2²

D = 1.2 units

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Repeated reasoning is a strategy used in mathematics to find multiplication facts by recognizing patterns and making generalizations. It involves using known facts to find other facts and making connections between different problems.

Repeated reasoning is a strategy used in mathematics to find multiplication facts. It involves recognizing patterns and using them to make generalizations about multiplication. When using repeated reasoning, you can start with a known fact, such as 2 x 3 = 6, and then apply that knowledge to find other facts. For example, you can use the fact that 2 x 3 = 6 to find 2 x 4 by adding another group of 2, resulting in 6 + 2 = 8.

Another example of using repeated reasoning is the commutative property of multiplication. This property states that the order of the factors does not change the product. So, if you know that 3 x 4 = 12, you can use repeated reasoning to determine that 4 x 3 = 12 as well.

By using repeated reasoning, you can build upon your knowledge of multiplication facts and make connections between different problems, which helps in understanding multiplication concepts more deeply.

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Answer:

5x5x5 so the answer is 5³

Answer:$19

Step-by-step explanation: 152 ÷ 8 = 19

So one shirt cost $19.

The expression w/4 + 12.5 - 7z comprises three terms - w/4, 12.5, and -7z, which are separate values in the expression.

The expression you provided, w/4+12.5-7z, has three terms. In algebra, terms are the separate values in a word that are added or subtracted. Here, w/4, 12.5, and -7z are all different terms. Each term may be a number, a variable, or a combination of numbers and variables multiplied together, like -7z.

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Final answer:

To solve the expression 5 ∙ 23, we multiply 5 by 23, which gives us the answer 115.

Explanation:

The student has asked to find the value of 5 multiplied by 23. In mathematics, when we see an expression like 5 ∙ 23 without any parentheses, it simply means we need to multiply the number 5 by 23 to get the answer. Let's perform this calculation step by step:

First, we write down the number we need to multiply, which is 5.

Next, we write down the number by which we are multiplying, which is 23.

Now we multiply these two numbers: 5 * 23 = 115.

The answer to the expression 5 ∙ 23 is 115.

The value of [tex]\(5 \cdot 2^3\)[/tex] is 40.

To find [tex]\(5 \cdot 2^3\)[/tex], adhere to the order of operations. The expression involves exponentiation before multiplication.

First, compute the exponent: [tex]\(2^3\)[/tex] equals [tex]\(2 \times 2 \times 2\)[/tex], resulting in 8.

Then, multiply this value by 5, yielding [tex]\(5 \times 8\)[/tex], which simplifies to 40.

The process follows the principles of the order of operations (PEMDAS/BODMAS), ensuring accurate computation.

Thus, [tex]\(5 \cdot 2^3\)[/tex] equals 40.

Complete Question:

The number 30 tens is equivalent to three hundred.

In the decimal system, there are ten units in a group called a "ten." Likewise, there are ten tens in a group called a "hundred."

Therefore, one hundred is equal to ten tens.

Since we know that one hundred is equal to ten tens, calculate how many hundreds are equivalent to 30 tens.

Divide 30 by 10 to find out how many groups of ten are present:

= 30 tens ÷ 10

= 3

Therefore, 30 tens are equal to 3 hundreds.

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Step-by-step explanation: