Five friends went out to lunch. They each
started with the same amount of money,
and they each spent $3 on lunch. They
ended with a combined total of $45. How
much did each of them have at the start?

Answer:

there is no question my man

Answer:

With what?

Step-by-step explanation:

Answer:

I think it is C

Step-by-step explanation:

Answer:

51,750

Step-by-step explanation:

45,000x.03=1,350

1,350x5=6750

45,000+6750=51,750

Answer: $51,750

Is the answer

Trabajar con el infinito es un asunto complicado. Las paradojas de Zenón alertaron por primera vez a los filósofos occidentales sobre esto en 450 a. C. cuando argumentó que un corredor rápido como Aquiles tiene un número infinito de lugares para alcanzar durante la persecución de un corredor más lento. Desde entonces, ha habido una lucha por entender cómo usar la noción de infinito de una manera coherente. Este artículo se refiere al importante y controvertido papel que juegan los conceptos de infinito y el infinito en las disciplinas de la filosofía, las ciencias físicas y las matemáticas.

Los filósofos quieren saber si hay más de un concepto coherente de infinito; qué entidades y propiedades son infinitamente grandes, infinitamente pequeñas, infinitamente divisibles e infinitamente numerosas; y qué argumentos pueden justificar las respuestas de una forma u otra.

Aquí hay algunos ejemplos de estas cuatro formas diferentes de ser infinito. La densidad de la materia en el centro de un agujero negro es infinitamente grande. Un electrón es infinitamente pequeño. Una hora es infinitamente divisible. Los números enteros son infinitamente numerosos. Estas cuatro afirmaciones están ordenadas de mayor a menor controversia, aunque las cuatro han sido cuestionadas en la literatura filosófica.

Este artículo también explora una variedad de otras preguntas sobre el infinito. ¿Es el infinito algo indefinido e incompleto, o es completo y definido? ¿Qué quiso decir Tomás de Aquino cuando dijo que Dios es infinitamente poderoso? ¿Estaba en lo cierto Gauss, que fue uno de los más grandes matemáticos de todos los tiempos, cuando hizo la controvertida observación de que las teorías científicas involucran infinitos simplemente como idealizaciones y simplemente para facilitar la aplicación de esas teorías, cuando en realidad todas las entidades físicamente reales son ¿finito? ¿Cómo cambió la invención de la teoría de conjuntos el significado del término "infinito"? ¿Qué quiso decir Cantor cuando dijo que algunos infinitos son más pequeños que otros? Quine dijo que los primeros tres tamaños de los infinitos de Cantor son los únicos en los que tenemos motivos para creer. Los platónicos matemáticos no están de acuerdo con Quine. ¿Quién tiene razón? Veremos que existen profundas conexiones entre todas estas cuestiones.

Answer:

The answer is A.

Step-by-step explanation:

The school needs AT LEAST $5000 dollars. The only answers that say at least $5000 is A. and C. Then the school gave them 1000. So the answer would state that 60 students times the amount of money needed to be raised plus the additional money the school gave them is greater than 5000.

A. is saying that 60 students times X, which equals how much money each member has to raise. Plus 1000, which is how much the school gave them. Is greater than 5000 which is at least how much the need to raise.

Answer:

[tex]\frac{x}{y} = \frac{8}{5}[/tex]

Step-by-step explanation:

Given

[tex]5x^2 - 13xy + 8y^2 = 0[/tex]

Required

Find x/y

[tex]5x^2 - 13xy + 8y^2 = 0[/tex]

Expand

[tex]5x^2 -5xy - 8xy + 8y^2 = 0[/tex]

Factorize:

[tex]5x(x - y) - 8y(x - y) = 0[/tex]

Factor out x - y

[tex](5x - 8y)(x - y) = 0[/tex]

Divide both sides by [tex](x-y)[/tex]

[tex]5x - 8y = 0[/tex]

Add 8y to both sides

[tex]5x = 8y[/tex]

Divide both sides by 5

[tex]x = \frac{8}{5}y[/tex]

Divide both sides by y

[tex]\frac{x}{y} = \frac{8}{5}[/tex]

Answer:

I think the answer may be 140°

360 - 160 - 60 = 140

Step-by-step explanation:

Your question is incomplete please edit it.

Answer:

-(2g-5)

Step-by-step explanation:

This is the only way i could think of factoring it, i hope this helps

Answer:

How to solve your problem

Step-by-step explanation:

Common factor

−2+5

−1(2−5)

Solution

−1(2−5)

Answer:

400+1200

1600inches^2

Answer:

600

Step-by-step explanation:

Consider ABC and ACD as two triangles. And AC as a base to both of them

so,

AC = AO + OC

= 15 + 25

= 40

Now the area of ABC =

[tex]\frac{1}{2}\times AC\times OB\\= \frac{1}{2}\times 40 \times 10\\= 200[/tex]

In the same way, the area of ACD =

[tex]\frac{1}{2}\times AC\times OD\\= \frac{1}{2}\times 40 \times 20\\= 400[/tex]

Both added together 400 + 200 = 600

y=mx+b

y-y1=m(x-x1)

Ax+By= C

Answer: 0.075

Step-by-step explanation: when you are working with percentages to decimals you want to move the decimal two places to the left. If you are working with decimals and you want to make it a percentage you would move the decimal two places to the right.

Answer:

7.5% = 0.075

Step-by-step explanation:

Whenever you're converting a percentage into a decimal, you multiply the percentage by 100, or move the decimal point two points to the left. So, 7.5% as a decimal is 0.075.

Answer:

Step-by-step explanation:

....................

Answer:

x=3.5

Step-by-step explanation:

12x=4(x+2)+20

multiply the parentheses by 4

12x = 4x+8 +20

add 20 to 8

12x = 4x +28

subtract 4x on both sides

8x = 28

divide both sides by 8

x=3.5

Answer:

9.[tex] \:\:x = 3. 5[/tex]

10. y = 8x + 12

Step-by-step explanation:

9.

12x = 4(x + 2) + 20

12x = 4x + 8 + 20

12x - 4x = 28

8x = 28

x = 28/8

x = 7/2

[tex] x = 3.5 [/tex]

10.

Slope (m) = 8

Line is crossing y-axis at (0, 12)

y-intercept (b) = 12

Equation of line in slope-intercept form is given as:

y = mx + b

Plugging the values of m and b in the above equation, we find:

y = 8x + 12

Answer:

Step-by-step explanation:

Only j,q,k beat 10 and there are four each of them so there are 12 cards that will beat the ten. 4 cards have already been drawn so there are 52-4=48 cards left in the deck, so the probability of beating the 10s is

12/48

1/4

Which is 25%

Answer:

12.5 sq. units

Step-by-step explanation:

Area of a Trapezoid Formula: (see the image attached)

7.5 + 2.5 = 10

10/2 = 5

5(2.5) = 12.5

So, the area of the trapezoid is 12.5 sq. units.

Answer:

279.2 squared inches

Step-by-step explanation:

first find the base of the triangular prism which is  18*5=90.

then multiply 18*4.7 to get 84.6 then multiply that by 2 to get 169.2

then find the area of the triangles which is 4*5= 20 then add it all up which is equal to 279.2 ( 90 + 20) + 169.2= 279.2

Hope this was helpful :)

Answer:

274.05 (I assume they round it to A. 274.1)

Step-by-step explanation:

The figure seems to be comprised of 7 triangles, each of base 8.7 and height 9.

total area would be

7 * (8.7 * 9 / 2) = 7 * 39.15 = 274.05

The constant of proportionality is the ratio between two directly proportional quantities. Two quantities are directly proportional when they increase and decrease at the same ratetion:

Answer:

he's not correct.

-15 = m

Step-by-step explanation:

-16 = -1 + m

-16 + 1 = m

-15 = m

Why does -1 became +1 , It is because you are adding 1 on both side so that we can cancel out the -1 and it will rest the m.

like this;

+1 -16 = -1 + m +1

-16 + 1 = (0 or nothing) + m

-15 = m

Answer:

[tex]a^{2}(24a^{2}+36a+12)[/tex]

Step-by-step explanation:

Area of rectangle= Length*Width

so [tex](6a^{2}+9a+3)*4a^{2}[/tex]   multiply each coefficient of a times 4a^2

[tex]24a^{4}+36a^{3}+12a^{2}[/tex]  then take a^2 common factor so it will be

[tex]a^{2}(24a^{2}+36a+12)[/tex]=area

Answer:

m<1 = 125°

Step-by-step explanation:

Given that line m is parallel to line n, therefore:

m<2 = m<6 (corresponding angles theorem)

m<2 = 55°

Therefore,

m<1 = 180° - m<2 (linear pair)

m<1 = 180° - 55°

m<1 = 125°

Answer:

but here is the answer 34+35 daylight

Answer:

The answer is below

Step-by-step explanation:

a)

The area of the figure = sum of the area of the individual polygons

The area of the figure = x + 1 + y + 1 + x = 2x + y  + 2

The perimeter of the figure = sum of the length of the sides = 2(1 + (x + 1 + y + 1 + x)) = 2(2x + y + 3) = 4x + 2y + 6

b)

a)

The area of the figure = sum of the area of the individual polygons

The area of the figure = y² + xy + 1 + 1 + 1 = y² + xy + 3

The perimeter of the figure = sum of the length of the sides = (y + 1) + x + y + (y + 1) + y + 1 + 1 + 1 + x + 1 = 4y + 2x + 6