Answer:
1.) 357
2.) 221.5
3.) 72
4.) 1653
5.) 265
6.) 296
7.) 43.16
8.) 136
9.) 2486.33
10.)a. 48 b. 3
11.) 79
explantion: It breaks down a division problem into a series of easier steps. As in all division problems, one number, called the dividend, is divided by another, called the divisor, producing a result called the quotient.
https://www.theschoolrun.com/what-is-long-division
I put the ... because it just keeps on going. Just round it to 8.
Answer: Sam = $225 George = $300
<u>Step-by-step explanation:</u>
NOTES:
Sam: s
George: g = s + 75
Together: s + g = 525
a.
The two equations that can be created are "George" and Together"
The system is:
b.
see attached graph
c.
The intersection of the two lines is at (225, 300). Since Sam represented the x-axis and Georege represented the y-axis, then Sam = $225 and George = $300.
BONUS:
This system can also be solved algebraically using the substitution method.
Replace "g" with "s + 75" into the second equation:
s + (s + 75) = 525
2s + 75 = 525
2s = 450
s = 225
Next, input the s-value into the George equation to solve for g:
g = s + 75 = (225) + 75 = 300
Answer:
If there are 10 students taking only chemistry, 9 students taking only physics, and 5 students only taking both chemisty and 16 students are taking neither; I would add 10+9+5+16=40 (total students) and divide 10/40 (25% chemistry) 9/40 (22.5% physics) 5/40 (12.5% both) 16/40 (40% neither)
Step-by-step explanation:
1. Determine a single event with a single outcome.
2. Identify the total number of outcomes that can occur.
3. Divide the number of events by the number of possible outcomes.
Answer:
irrational.
Step-by-step explanation:
0.7777... repeats and does not end so it is irrational