MATHEMATICS
MIDDLE SCHOOL

day. Write an expression to represent how much you would

expect a cub to weigh d days after it's born.

an ex

cub v

13. How much should the cub weigh after 14 days?

Answer:

Answer:

198 g

Step-by-step explanation:

Let y = the new weight

the healthy cub gains 7% of its newborn weight per day = 0.07 × 100 = 7 g

after d days

y = 100 + 7 d

after 14 days,

the new born will weigh = 100 + (7 × 14) = 100 + 98 = 198 g

HIGH SCHOOL

State the horizontal asymptote of the rational function. For full credit, explain the reasoning you used to find the horizontal asymptote. F(x) =quantity x plus nine divided by quantity x squared plus four x plus two

F(x) =

For horizontal asymptote, evaluate only the term of the numerator (top) and denominator (bottom) that has the greatest exponent. F(x) = .

**************************************************************************************

If n > m, the asymptote is: y = ∞, so asymptote does not exist

If n = m, then the asymptote is the ratio of the coefficients: y =

If n < m, then asymptote is: y = , so y = 0

**************************************************************************************

F(x) = ⇒ y = ⇒ y = 0

Answer: y = 0

Answer:

y=0

Step-by-step explanation:

HIGH SCHOOL

What is 1 3/8+ 1 7/8=

Remember than x and y/x=x+y/x so

1 and 3/8+1 and 7 /8=1+3/8+1+7/8=1+1+3/8+7/8

remember that if you have x/y+z/y then taht equals (x+z)/(y) so

3/8+7/8=(3+7)/8=10/8=1 and 2/8

1+1+1+2/8=3+2/8=3+1/4=3 and 1/4

1 and 3/8+1 and 7 /8=1+3/8+1+7/8=1+1+3/8+7/8

remember that if you have x/y+z/y then taht equals (x+z)/(y) so

3/8+7/8=(3+7)/8=10/8=1 and 2/8

1+1+1+2/8=3+2/8=3+1/4=3 and 1/4

1 3/8 + 1 7/8

First, since our denominators are both the same, this problem is much more easier. There would be a longer process if the denominators were not the same. To start off, we can go ahead and add our whole numbers. (Whole numbers: in simpler words, the number in front of the fraction. In this case, it would be 1 and 1).

Second, we can now join our denominators together to make one fraction instead of having two. Like I said, this is MUCH easier since our denominators are the same. We can then add 3 + 7 to get 10.

Third, we now need to convert 10/8 into a mixed fraction. To do this, we divide the numerator by the denominator. (10 ÷ 8 = 1 with a remainder of 2). Make sure to add the whole numbers.

Fourth, thankfully this is our last step. We need to simplify 2/8 down into its simplest form. To do so, we will need to find the greatest common factor (GCF) of the numerator and the denominator.

Factors of 2: 1, 2

Factors of 8: 1, 2, 4, 8

Looking at the listed factors of each number, 2 is our GCF. We can now divide the numerator and the denominator by the GCF we recently found which was 2.

We have now found the answer to our problem. Don't forget to include the whole number in front of it.

Answer in fraction form:

Answer in decimal form:

First, since our denominators are both the same, this problem is much more easier. There would be a longer process if the denominators were not the same. To start off, we can go ahead and add our whole numbers. (Whole numbers: in simpler words, the number in front of the fraction. In this case, it would be 1 and 1).

Second, we can now join our denominators together to make one fraction instead of having two. Like I said, this is MUCH easier since our denominators are the same. We can then add 3 + 7 to get 10.

Third, we now need to convert 10/8 into a mixed fraction. To do this, we divide the numerator by the denominator. (10 ÷ 8 = 1 with a remainder of 2). Make sure to add the whole numbers.

Fourth, thankfully this is our last step. We need to simplify 2/8 down into its simplest form. To do so, we will need to find the greatest common factor (GCF) of the numerator and the denominator.

Factors of 2: 1, 2

Factors of 8: 1, 2, 4, 8

Looking at the listed factors of each number, 2 is our GCF. We can now divide the numerator and the denominator by the GCF we recently found which was 2.

We have now found the answer to our problem. Don't forget to include the whole number in front of it.

Answer in fraction form:

Answer in decimal form:

COLLEGE

The results of a survey are shown below.in the survey,12 students said that they would like to learn French.

I think 12 people would like to learn french

COLLEGE

Point B is in the interior of ∠AOC, m∠AOC = 108°. Find m∠AOB, if m∠AOC = 3m∠AOB.

If point is the interior of

Answer:

36

Step-by-step explanation:

HIGH SCHOOL

Find the perimeter of the rectangle. Show all your work.

Height : 2x

Width : 5x + 3

I hope this helps you (2x+5x+3).2 (7x+3).2 2.7x+2.3 14x+6

MIDDLE SCHOOL

A large cheese pizza costs $18.Each topping you add on costs $ 1.50. How much would it cost to get a large cheese pizza with c toppings added?

18 + 1.50c = $ You just make an equation then replace c with the number of toppings

$18*1.50c this is the w=awser

HIGH SCHOOL

Does the graph below represent a proportional relationship? A. No, because it is not linear.

B. Yes, because it is a straight line that passes through the origin.

C. Yes, because it is a straight line that does not pass through the origin.

D. No, because a proportional relationship does not have to be a straight line.

A proportional relationshp is one of the kind y = Kx, where K is a constant. That means, that the value of y is found multiplying the value of x times the proportionality constant K. You also must know the graphs y = Kx is a straight line with slope K and y-intercept 0, that is a straight line that passes through the origin. So, for the graph represent a proportional relationship, it has to a straight line tha passes through the origin, which is the option B. Answer: option B. Yes, because it is a straight line that passes through the origin.

Answer:

Kx

Step-by-step explanation:

A proportional relationshp is one of the kind y = Kx, where K is a constant. That means, that the value of y is found multiplying the value of x times the proportionality constant K. You also must know the graphs y = Kx is a straight line with slope K and y-intercept 0, that is a straight line that passes through the origin. So, for the graph represent a proportional relationship, it has to a straight line that passes through the origin, which is the option B. Answer: option B. Yes, because it is a straight line that passes through the origin.

HIGH SCHOOL

The graph shows a rectangle that has been rotated. Which statement is FALSE?

It’s D cuz after rotation I don’t think it’ll still be in the same position

We need the question and the statements in order to know

MIDDLE SCHOOL

Multiply a number by 2 and then dividing by 3 is the same as multiplying by what number??

It is the same as multiplying by 2/3, the equation being 2/3n n being the number