three less than the quotient of a number and 6 is 1

5 percent is equivalent to 1/20.

Here we have to write 1/20 as percentage,

Since we know that,

A figure or ratio that may be stated as a fraction of 100 is a percentage. If we need to calculate a percentage of a number, we should divide it by its entirety and then multiply it by 100. The proportion therefore refers to a component per hundred. Per 100 is what the word percent means. The letter "%" stands for it.

Now ,

To find the percentage of 1/20 multiply it by 100

⇒(1/20)x10 = 100/20

                  =  5 %

Hence,

1/20 = 5%

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Answer: Kenji's weight = 108 lb

The percent of the application has already been downloaded will be [tex]70\%.[/tex]

Percentage is  a number or ratio expressed as a fraction of 100. It is often denoted using the percent sign, "%".

We have,

Downloaded application [tex]=5.25[/tex] MB

And,

Left to Download [tex]=2.25[/tex] MB

So,

Total size of application to be download [tex]=5.25+2.25=7.50[/tex] MB

Now,

Percent of the application downloaded [tex]=\frac{Downloaded}{Total} *100[/tex]

                                                                  [tex]=\frac{5.25}{7.50} *100[/tex]

Percent of the application downloaded [tex]=70\%[/tex]

Hence we can say that the percent of the application has already been downloaded will be [tex]70\%.[/tex]

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The remainder when 16,055 is divided by 16 is 7.

To find the remainder when 16,055 is divided by 16, we divide 16,055 by 16 and find the remainder. 16 goes into 16,055 1,003 times with a remainder of 7. Therefore, the remainder when 16,055 is divided by 16 is 7.

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Without a clear, consistent pattern in the number of students tutored from Monday to Thursday, it's challenging to accurately predict the number of students for Friday. The pattern initially provided does not follow a simple arithmetic or geometric sequence.

The question asks for the number of students Mr. Simpson will tutor on Friday, given a pattern of students tutored from Monday to Thursday. The pattern is as follows: 4 students on Monday, 9 on Tuesday, 16 on Wednesday, and 21 on Thursday. Looking at the increase in the number of students each day, we see it goes from 4 to 9 (+5), then 9 to 16 (+7), and 16 to 21 (+5). Noticing a pattern or sequence in these increases can be tricky because it seems to alternate in a way that does not hint at a simple arithmetic or geometric progression.

Given this, the exercise might involve a typo or a misunderstanding. Usually, patterns in mathematics follow a clear rule, whether they are linear (constant increase), geometric (constant multiplication), or another form. If a student or teacher encounters such a problem, it is important to go back and check the original problem for any additional information or to clarify the intended pattern.

The density of the solid will be equal to 0.2 grams per centimetre cube.

The mathematical expression combines numerical variables and operations denoted by addition, subtraction, multiplication, and division signs.

Mathematical symbols can be used to represent numbers (constants), variables, operations, functions, brackets, punctuation, and grouping. They can also denote the logical syntax's operation order and other properties.

Given that the mass of a solid is 25 g and its volume is 50 cm3. The density of the solid will be calculated as,

Density = Mass / Volume

Density = 25 / 50

Density= 0.2 g/cubic cm

Therefore, the density of the solid will be equal to 0.2 grams per centimetre cube.

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Answer:

12.75 squared

Step-by-step explanation:

Remember convert the yards into feet. 2 yards= 6 feet.

6 feet x 4.25 feet= 25.5 feet

remember a=1/2 b x h

after you get 25.5 divided it by 1/2 or 2

then you get 12.75 squared

REMEMBER TO ALWAYS CONVERT!

505/1000 = 101/200 plz mark me as brainliest

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The campers in cabin D walked approximately [tex]\( \frac{1}{6} \)[/tex] of the total distance to Mammoth Mountain, covering a distance of around [tex]\( \frac{1}{6} \)[/tex] of the total distance.

The problem involves finding the distance walked by the campers in cabin D, who covered [tex]\( \frac{1}{6} \)[/tex] of the way to Mammoth Mountain. To calculate the total distance covered, we need additional information about the overall distance to Mammoth Mountain, denoted as [tex]\( D \)[/tex]. The distance covered by the campers can be represented as[tex]\( \frac{1}{6} \times D \).[/tex]

In the absence of the specific value for [tex]\( D \)[/tex], we cannot provide an exact numerical answer. The fraction [tex]\( \frac{1}{6} \)[/tex] signifies one-sixth of the total distance. For instance, if the total distance is 60 miles, then the campers covered [tex]\( \frac{1}{6} \times 60 = 10 \)[/tex] miles. The actual distance walked depends on the assigned value of D.

In summary, the distance walked by the campers in cabin D is[tex]\( \frac{1}{6} \)[/tex]of the total distance to Mammoth Mountain, represented as [tex]\( \frac{1}{6} \times D \).[/tex]The specific numerical value of this distance is contingent on the total distance [tex]\( D \),[/tex]which is not provided in the given question.

Question:

"The Campers in cabin D walked [tex]\( \frac{1}{6} \)[/tex] of the way to Mammoth Mountain. How many miles did they walk?"