Pierce has 1/4 as many tokens as Kelly. Ron has 8 more than 50% of the tokens that Kelly has. Kelly has 64 tokens. Write an expression for the total number of tokens the group has.

Answers

Answer 1

Answer:

120

Step-by-step explanation:

Kelly = 64 tokens

Ron = 40 tokens

Pierce = 16 tokens

Total = 120 tokens


Related Questions

A store pays $100 for a gymnastics mat and marks the price up by 40%.What is the amount of the mark -up? help quick

Answers

Answer/Step-by-step explanation:

40% = .40 (As a decimal)

$100 x .40= $40 {Mark-Up}
$40 is the Mark-up.

If Needed:

$100 + $40 = $140 [Final Price of the gymnastics mat]

[RevyBreeze]

Answer:

40/100

Step-by-step explanation:

it may be this or another answer which is 140 to 1400 to 140.000 but 40/100 sould be your answer.

Which combined inequality has the same solution set shown in the graph of x?

Answers

Answer:

C. - 3 < x ≤ - 1

Step-by-step explanation:

The graph is showing the interval between - 3 and - 1, the first point has open circle but the second one has closed circle.

The solution is:

- 3 < x ≤ - 1

Correct choice is C

The following graph shows a seventh-degree polynomial:

Part 1: List the polynomial’s zeroes with possible multiplicities.
Part 2: Write a possible factored form of the seventh degree function.

Answers

Answer:

Part 1:

-5, a multiplicity of 2

-1, a multiplicity of 1

4, a multiplicity of 3

7, a multiplicity of 1

Part 2: [tex]f(x)=(x+5)^2(x+1)(x-4)^3(x-7)[/tex]

Step-by-step explanation:

This question has to be done visually, and can is a little tricky, because depending on the way the graph intercepts the x-axis, there is going to be a different number of roots.

The roots are represented by the intersection of the function with the x-axis.

To start, take a look at the point [tex](-5,0)\\[/tex], which intercepts the x-axis like a parabola(quadratic function). This means that -5 is a "double root" of the function, or it represents two roots of the function.

Now look at the point [tex](-1,0)\\[/tex], which intercepts the x-axis in a linear way, meaning that -1 is simply a "single-root" of the function, or it only represents one root.

So for the next root, look at [tex](4,0)[/tex], which intercepts the x-axis like a cubic function. This means that 4 is is a "triple-root" of the function, and represents 3 roots of the function.

And finally, we have one final interception at [tex](7,0)\\[/tex], and the interception is in a linear form, meaning 7 is simply a "single-root" to the function, or it only represents one root.

So we can conclude that the following are roots with their respective multiplicities

-5, a multiplicity of 2

-1, a multiplicity of 1

4, a multiplicity of 3

7, a multiplicity of 1

And totally, 2+1+3+1 gives us 7, which supports our answer because we know this is a seventh-degree polynomial.(1)

Now for Part 2

We simply take each root, and subtract it from x in our function, then apply our multiplicity as the exponent

So the function would be: [tex]f(x)=(x+5)^2(x+1)(x-4)^3(x-7)[/tex](2)

Hope this helps.

What are the domain and range of the function f(x) = -log(5-x)+92
O domain: x <5
range: 129
O domain: x <5
range: (-0.00)
O domain: x29
range:
(-0.00)
domain: 29
range: y29

Answers

Answer:

Second Option

Step-by-step explanation:

The argument of the log must be greater than zero so

[tex]5 - x > 0[/tex]

[tex] -x > - 5[/tex]

[tex]x < 5[/tex]

So our domain is All Reals less than 5.

The range of log function is all reals so the answer is -oo, oo).

So the second option is the answer.

What is 5 1/2 +2 1/7 due in one hour help please

Answers

Answer:

7 9/14

Step-by-step explanation:

1/2=7/14

1/7=2/14

7/14+2/14=9/14

5+2=7

Answer:

7.64285714286

Step-by-step explanation:

You may not need all those numbers so your answer may be 7.64 or something near it, but that is the approximate answer.

Terry walks 1/4 mile each morning
and 2/4 mile each afternoon. How far does Terry walk in 3 days? Draw bar diagrams and write equations to solve
the problem

Answers

Answer:

1 1/2

Step-by-step explanation:

To solve this problem, we need to find how many miles Terry walks in one day. Then, we can multiply by 3 to find how far she walks in three days.

One day |

We need to add how much she walks in both the morning and afternoon. 1/4 + 2/4 = 3/4 miles.

Three days |

Now that we know how much Terry walks in one day, we need to find how much she walks in three days. Multiple by 3 to solve this.

3/4 * 3 = 6/4 = 3/2

You can write 3/2 as an improper fraction: 1 1/2.

---------------------------

I hope this was helpful! Have a good day!

HELP IM DESPRITE
Which statements represent the inequality 75+10x≥350 written as a real-world problem?

Select each correct answer.


Oliver can spend no more than $350 at the store on a school supplies. The tablet is $75 and each book costs $10. How many books can Oliver buy?

Riley wants to save at least $350. She earns $10 each week walking dogs. She has $75 saved. How many weeks will Riley need to walk dogs?

Elijah would like to have at least $350 to take on vacation for spending money. He already saved $75 and plans to save $10 per week from his weekly paycheck. When will Elijah have enough money to go on vacation?

Zoe earns $10 per hour babysitting. She has saved $75. How many hours of babysitting will she need to save at most $350?

Answers

The statements that describe the given inequality are as follows:

Riley wants to save at least $350. She earns $10 each week walking dogs. She has $75 saved. How many weeks will Riley need to walk dogs?Elijah would like to have at least $350 to take on vacation for spending money. He already saved $75 and plans to save $10 per week from his weekly paycheck. When will Elijah have enough money to go on vacation?

What is the inequality and it's meaning?

The inequality is given by:

[tex]10x + 75 \geq 350[/tex]

It means that the sum of a fixed amount of 75 plus a variable amount of 10 has to be of at least 350.

Hence, the 2nd and the 3rd options are correct.

More can be learned about inequalities at https://brainly.com/question/25235995

A. 74
B. 57
C. 50
D. 124
find the value of x

Answers

It is -aaaaaaaaaaaaaaaaaaaaaaaaaaa

The value of x for the given circle will be going to be 50°.

What is a circle?

A circle is a geometrical figure which becomes by plotting a point around a fixed point by keeping a constant distance.

In another meaning, a circle is a geometrical figure whose shape is just like round wheel.

In our daily life, we always see circle objects for example our bike wheel.

Area of circle = πr² and the perimeter of circle = 2πr where r is the radius of the circle.

Angles of Intersecting Chords Theorem;

When two chords cross inside of a circle, the resulting angle's measure is equal to the product of the lengths of the arcs it intercepts and its vertical angle, divided by two.

So angle x = (60° + 40°)/2  = 50° hence it will be correct answer.

To learn more about the circle,

https://brainly.com/question/266951

#SPJ5

Simplify.

7-^8 x 7-^4

A. 1/7^4

B. 7^12

C. 1/7^12

D. 7^32




Answers

Answer:

C

Step-by-step explanation:

7^-8 x 7^-4 = 7^(-8-4) = 7^(-12) = (1/7)^12 = 1/7^12

Can anyone help, please and thank you

Answers

A is the center of the dilation because it is being delarged(is that even a word) by a factor of 2 downwards, and the only place possible to be the center of this "delargation" is A

Need Help now plzzz I´m stuck

Answers

Answer:

the answer is 908. You need to compare the sides.

16 in x 20 in= 320 in

42in x 14 in = 588

all together it's 908

Answer:

I think the answer is 1108

Step-by-step explanation:

Area1 = 26in × 20in =520^2

Area2 = 42in × 14in =588in^2

total area = 1108in^2

2. Which equation demonstrates the identity property of multiplication?
5/5 x 8 =
1/5x 8 =
3/5x 8 =
5/1 x 8 =​

Answers

Answer

5/5 x 8 =

Step-by-step explanation:

a fraction with the same number as the denomenator and numerator is the same no matter what it is multiplied by

The dimensions of a box that is a rectangular prism are 3 inches, 4 inches, and 6 inches. What is the length of the diagonal from the point R to point S, to the nearest tenth of an inch?

a 5 inches

b 6.7 inches

c 7.8 inches

d 61 inches

Rodney chose b as the correct answer. how did he get that answer

Answers

Answer: C

Step-by-step explanation:

We can use the 3D pythagorean theorem.

This gives us sqrt(3^2 + 4^2 + 6^2) = sqrt(61), which is about 7.8

As to how he got B, I don't know.

During an experiment, the temperature of a solution changes from 9 4/5°F to 17 1/4°F.

What is the percent of increase in the temperature of the solution?
Enter your answer in the box as a percent rounded to the nearest hundredth.

I NEED HELP ASAP
50 points will mark brainlest

Answers

Answer:

15% per second

Step-by-step explanation:

If you subtract 9 from 17 you get 16 subtract one from that and you get 15.

Find the area please help

Answers

8x^2*3xy

24x^3y I believe. Sorry if I’m a little rusty


Zoey drives her car 60 miles per hour on the highway. Write an
equation that relates her distance traveled (d) to the time elapsed (t).

Answers

Answer d=t*v

Step-by-step explanation: the distance is the time spent times 60 miles per hour.

Subtract the following Polynomials.
1. 10x²y–5x²y=

2. -3x–(5x)–(-2x)=​

Answers

[tex]1. \: \: 10 {x}^{2} y - 5 {x}^{2} y = 5 {x}^{2} y \\ 2. \: \: - 3 x - (5x) - ( - 2x) \\ \: \: - 3x - 5x + 2x = \\ \: \: - 8x + 2x = - 6x[/tex]

Hope this helps :)

Answer:

(a)

10x²y–5x²y 5x²y

(b)

-3x– (5x)– (-2x)  -3x -5x +2x              apply :  [ ( - (-a) ) = +a ] -6x

add similar elements together; simplify.

For what values of x is x-2/x(x+2) $1 $2​

Answers

Answer:

Step-by-step explanation:

What does $1$2 mean?

wath? is 300-100 do it good

Answers

Answer:

it's 200

Step-by-step explanation:

that's it's thats the anwrt

Answer:

200

Step-by-step explanation:

[tex]300 - 100[/tex]

[tex]subtract ~the~ hundreds~ digit, 3 ~minus ~1, ~which ~ is ~ 2[/tex][tex]subtract ~the~ tens~ digit, 0 ~minus ~0, ~which ~ is ~ 0[/tex]

[tex]subtract ~the~ units~ digit, 0 ~minus ~0, ~which ~ is ~ 0[/tex]

[tex]put~it~back~into~its~place~value[/tex]

[tex]300~minus~100~is~ 2 ~0~ 0, 200[/tex]

whats a quarter of 31.06?
whats half of 31.06?

Answers

Answer:

A quarter of 31.06 is 7.65

A half of 31.06 is 15.53

Step-by-step explanation:

multiply 31.06 by 1/4 =7.765

multiply 31.06 by 1/2 =15.53

Evaluate the expression when x=3 and y=5 2xy

Answers

Answer:

30

Step-by-step explanation:

Substitute for x and y

2 x 3 x 5 = 6 x 5 = 30


I hope this helped and please mark mark me as brainliest!

The answer is 30 because 2(3)(5) equals 30

given the point (0,7) determine the points that are symmetric to this point with respect to the axis, and the origin respectively.

Answers

1. Observe Problem

It can be flipped on the x axis and y axis

so, Flipped on the x axis, it becomes:

(0,-7)

So, flipped on the y axis, it becomes:

(0,7)

Which is the same thing

Find the compound interest and the total amount after 1 year and 1 month if the interest is compounded
quarterly.
Principal = £768
Rate of interest - 100% per annum
Total amount = £
Compound interest = £

Answers

well, there are 12 months in a year, so, for a year and 1 month that'll be 13 months, or namely 13/12 ths of a year.

[tex]~~~~~~ \textit{Compound Interest Earned Amount} \\\\ A=P\left(1+\frac{r}{n}\right)^{nt} \quad \begin{cases} A=\textit{accumulated amount}\\ P=\textit{original amount deposited}\dotfill &\pounds768\\ r=rate\to 100\%\to \frac{100}{100}\dotfill &1.00\\ n= \begin{array}{llll} \textit{times it compounds per year}\\ \textit{quarterly, thus four} \end{array}\dotfill &4\\ t=years\dotfill &\frac{13}{12} \end{cases}[/tex]

[tex]A=768\left(1+\frac{1.00}{4}\right)^{4\cdot \frac{13}{12}}\implies A=768(1.25)^{\frac{13}{3}}\implies A\approx \stackrel{\pounds}{2019.78} \\\\\\ \stackrel{~\hfill \textit{interest yielded}}{2019.78~~ - ~~768~~ \approx ~~ \stackrel{\pounds}{1251.78}}[/tex]

circle the expressions that give the same product as 5 x 3/7

Answers

The product of expressions is gotten by multiplying the expressions

The expression that give the same product as 5 * 3/7 is 3 * 5/7

How to determine the product

The product expression is given as:

5 * 3/7

Evaluate the product

5 * 3/7 = 15/7

Express 15 as the product of 3 and 5.

So, we have:

5 * 3/7 = 3 * 5/7

Hence, the expression that give the same product as 5 * 3/7 is 3 * 5/7

Read more about product at:

https://brainly.com/question/10873737

PLEASE HELP ME QUICKKK, FIRST CORRECT PERSON GETS BRAINLIEST​

Answers

Step-by-step explanation:

Let's find 120% of 124. 120% of 124 represents the restaurant bill, and the 20% tip included.

Fractions will be used for explanation.

120 can be put over 100, simplified to 1.2/1. 124 can be put over 1.

Multiply (Numerators):

[tex] \frac{124}{1} \times \frac{1.2}{1} = \frac{148.80}{1} [/tex]

$148.80 includes the restaurant bill, and the 20% tip.

Option A. $148.80 is correct.

helppppppppppppp plsssssssssssssssss

Answers

Answer:

PQR = 40

QNP = 60

Step-by-step explanation:

PQR = 180 - (60 + 80)

QNP = 180 - (40 + 80)

what is plane geometry & similarity homework 2 answers? ik this is cheezy to ask

Answers

Geometry and Similarity both

[tex]-1/4 +3/4a= -(-7/4a-1)[/tex]

Answers

[tex]-\frac{1}{4}+\frac{3}{4}a=-\left(-\frac{7}{4}a-1 \right)[/tex]

Multiplying both sides by 4,

[tex]-1+3a=-(-7a-4)\\\\-1+3a=7a+4\\\\-1=4a+4\\\\-5=4a\\ \\ a=\boxed{-1.25}[/tex]

Find the x - and y -intercepts of the graph of the linear equation -x+8y=4 .

The x -intercept is
.

The y -intercept is
.

Answers

Answer:

the x -intercept is

Step-by-step explanation:

-x+8y=4

Answer:
-4
1/2

Hope this helps (:

What is the value of 0.5^2 + (3/5)^2
please say the answer quickly

Answers

Answer:

0.61

Step-by-step explanation:

(5/10)^2+(3/5)^2

(25/100)+(9/25)

25/100 + 9*4/25*4

25/100 + 36/100

61/100

0.61

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Enter the length Susan must use for the floor. any and all trolls plagiarism or links will be reportedDiscuss how the use of pedometers benefited people at high risk for type 2 diabetesIntroductionA pedometer helps adults exercise more but sedentary adults need instruction and advice to be motivated to use one We conducted this qualitative study to describe the experiences of participants at high risk of type 2 diabetes who began using a pedometerMethodsA total of 74 people at high risk of type 2 diabetes participated in 6 months of group counseling From April 2007 to April 2008 we collected data through questionnaires theme interviews n 22 and video recordings of counseling sessions From October 2007 through June 2008 we analyzed the dataResultsPedometers were useful tools for observing levels of exercise setting personal goals for walking and helping evaluate whether daily goals were met Negative experiences were associated with functional failures pedometers unsuitability for exercise other than walking and the goal of 10000 steps which some participants considered too highConclusionsSedentary adults can be motivated to use a pedometer if we inform them that regular users find it a useful instrument for increasing their level of exercise These adults should set realistic goals for walking and receive adequate instructions for using pedometersn MSocSc Sirkka Keinnen Kiukaanniemi Anja M Taanila Jaana H Laitinen PhD MScIntroductionPedometers monitor the number of steps taken in a day The use of a pedometer has been shown to increase physical activity among sedentary populations Walking is an excellent way for most inactive people to begin regular exercise The Finnish Diabetes Prevention Study demonstrated that people at high risk of type 2 diabetes who walked 25 hours or more per week were 63 to 69 less likely to develop diabetes than were those who walked less than 1 hour per week Regular exercise can prevent type 2 diabetesAlthough using a pedometer seems to motivate people to exercise more we do not know how to motivate people to use one Knowledge of the experiences of inactive adults who have used a pedometer increases the effectiveness of counseling but few previous studies on this issue exist We describe the experiences of a group of sedentary adults at high risk of type 2 diabetes who began using a pedometer in particular the factors that encouraged or discouraged regular exerciseDiscussionThis study describes the experiences of inactive participants at high risk of type 2 diabetes who used a pedometer during a 6month group counseling process to promote lifestyle changes Participants saw the pedometer as a source of feedback on their exercise It provided immediate feedback on the amount of exercise in steps aerobic steps 60 steps minute kilometers walking time and calories By monitoring their walking the participants noted improvements in their physical capacity which in turn motivated them to exercise more Some participants particularly monitored the steps taken during a workday and many were surprised by the low number of steps recordedUsing the pedometer made it easier to set personal exercise goals These goals included increasing the amount of exercise exercising regularly and exercising daily Some participants tried to increase the number of steps taken per day whereas others pursued the goal of a minimum of 10000 steps daily Using the pedometer helped people exercise more regularly More active participants were motivated to further increase their exercise Participants found that achieving a certain number of steps made them want to increase their goal The pedometer motivated sedentary people to exercise moreThe pedometer was not appropriate for all Some were disappointed because of technical problems Moreover the 10000step recommendation for daily exercise was considered too difficult to achieve In these cases the pedometer did not increase motivation to exercise Several arguments can motivate inactive adults to use a pedometer First using the pedometer helps people monitor their own level of exercise easily set goals and track their progress Second to avoid negative experiences users could be taught to use the pedometer correctly Third a proportional increase in the number of steps as a personal daily goal should be discussed to avoid the disappointment of not reaching the difficult target of 10000 stepsGood instructions for using the pedometer are essential because functional errors were a barrier to its use The effects of the pedometers functional errors on the physical activity of users were previously uncertain Only a few negative experiences with using a pedometer arose during group sessions and theme interviews although less than half of the participants 46 used the pedometer regularly at the end of the process Others may not have been encouraged to highlight negative experiences may have had a neutral attitude or may not have used a pedometer at all and thus had no 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