A bag of cat food contains 28/3 cups of dry food.Tess feeds her cat 2/3 of cup of food each day .how many days will the bag of cat food last

Answer:

The side length of the original field is 19 feet

Step-by-step explanation:

Let the side of original square be x

Now we are given that A square field was enlarged by adding 5 feet to the length and width of the original field.

So, length of side of enlarged field = x+5

Area of new enlarged field =

We are given that the area of the enlarged field is 576 square feet

So,

Hence The side length of the original field is 19 feet

Answer:

y = 1.2/4 x + 7

Step-by-step explanation

1.2x - 4y =28

4y = 1.2x + 28

y = 1.2/4 x + 28/4

y = 1.2/4 x + 7

Answer:

B: term

Step-by-step explanation:

-7 is the constant

y is a Variable

both together make a term.

Answer:

19 + 3a

Step-by-step explanation:

19 + 6a ÷ 2

If we want to evaluate this equation, there's really only one step.

We need to divide our 6a by our 2.

1.  19 + 6a ÷ 2 =>  19 + 3a

So 19 + 6a evaluated is 19 + 3a.

Feel free to give brainliest.

Have an amazing day and happy Thanksgiving!

Answer:

What is meant by "Explain your answer?"

   On tests & problem sets students are often asked to explain the reasoning behind their answers. They are often frustrated and/or confused by “explain.” What & why are they supposed to explain? Here is one answer:

   It isn't enough to get the right answer -- you have to be able to explain how you got it. To be sure you get enough practice at explaining yourself, it pays to discuss the questions with your fellow students and/or to write out explanations of your reasoning. You need to both

           (1) Include the right facts, principles, etc., AND

           (2) Explain the logic that you used to solve the problem. How did you get from the facts to the answer?

   It is not sufficient to pile up unselected facts (even if they are correct), OR just to state the facts (even if they are the right ones), without explaining how they relate to the problem at hand, OR to just explain the logical train of thought (even if it is correct), without any specifics.

   That's what you shouldn't do. What should you aim for??

   Try to explain as if you were talking to a fellow student in the class who is generally intelligent, prepared, etc., but can't figure out this particular question.  In other words, explain your reasoning step by step.  Don't just repeat all the related facts in the book or notes--try to pick out the important, relevant points, put them in logical order, and explain (or diagram) how one leads to the next. (In other words, pretend you are writing a simple* answer key.)

*Note: The keys provided after each exam or problem set are usually quite complex and go beyond what we expect from an individual student. The posted keys tend to be so long and involved because they include not only correct answers (& explanations) but also explanations of common student misconceptions.

How to Get the Most out of Explaining

   When you explain things to yourself, or to others, try not to use pronouns. Use nouns instead. This may sound silly, but it really helps you to be sure that you understand what you are saying. If you use pronouns or vague terms you can fool yourself into thinking you understand when you really don't. An example: Suppose you say "The gene is transcribed and it goes to the cytoplasm and is translated, which uses tRNA and mRNA." What do you mean by it and/or which?  Is it the gene or the mRNA? Does which refer to translation or transcription? Sometimes you know, and you are just using shorthand. But sometimes you don't know, and you don't even realize it until you are forced to pick the right terms to replace "it" and "which."  So try to be as specific as possible instead of as vague and as general as possible. Being specific has multiple advantages. It helps you to learn, it helps listeners understand what you are saying, and it helps graders on exams know that you really understand what you are talking about.

Answer:

12 miles

Step-by-step explanation:

3 miles per 30 minutes

2 hours is made of 4 30 minutes, so 3 x 4 = 12

Answer:

The answer is 12 miles

Step-by-step explanation:

30 minutes is half an hour.

If 30 minutes is half an hour then, 2 hours is 120 minutes.

3 miles in this problem is 30 minutes, so 120 divided by 30 is 4 and 4x3 is 12.

Answer:

ΔTAP

Step-by-step explanation:

Answer:

The answer is APT

Answer: 4 sets

Step-by-step explanation:

Answer:

He can buy 4 sets of strings.

Step-by-step explanation:

If each set is 5 dollars then you multiply that by 4 and you get 20. You have 2 dollars left and you cant buy anymore sets.

Please mark brainliest.

Answer:

the answer is A

Step-by-step explanation:

I got it right Good luck and I hope it helps

Answer:

its A

Step-by-step explanation:

good luck

Answer:

John can share 5 meters per second

Question:

Chana and Josiah started skating at the same time in the same direction, but Josiah had a head start 10 meters past the starting line. Chana skated 3 meters per second and Josiah skated 2 meters per second.

Answer:

What does point G represent in this context?

Chanas distance from the starting line at a time when she is farther than Josiah.

Answer:

2.4 more.

Step-by-step explanation:

Answer:

34.60 ez just minus the tip with the payment

Step-by-step explanation:

15% of $49.60 is $7.44

So, $49.60 + $7.44 = $57.04

Answer: $57.04

Answer:

x = -3

y = -6

Step-by-step explanation:

[tex]y = 6 + 4x \\ - 5x - (6 + 4x) = 21 \\ - 9x - 6 = 21 \\ - 9x = 27 \\ x = - 3 \\ y = 6 + (4 \times - 3) = - 6[/tex]

she can send up to 500 snaps OR 166 videos

she can send up to 500 snaps 150 videos

Answer:

x = -23

Step-by-step explanation:

Answer:

The temperature went up 15 degrees.

Answer:

15

Step-by-step explanation:

Answer:

32

Step-by-step explanation:

I did the math for you

Answer:

20t + 19 - 7s

Step-by-step explanation:

15t + 9 - 7s + 10 + 5t

20t + 9 - 7s + 10

20t + 19 - 7s

Answer:

3/4

Step-by-step explanation:

Answer:

2 meters

Step-by-step explanation:

I really don't know if this is right. It is just a guess:

8-6=2 so the windowsill is 2 meters off the ground because if the ladder is leaning 6 meters out, you have to take 6 meters away from 8, which leaves you with 2 meters.

Answer:

The answer is A

Step-by-step explanation:

I took the test and got 1 inch equals 4 feet :) Hopes this helps

♡ The Question ♡      

Caitlin drew a scale drawing of the community park in her town. The actual park is 48 feet long. Caitlin's scale drawing is 12 inches long.  

What scale did Caitlin use to draw the park?  

* ୨୧ ┈┈┈┈┈┈┈┈┈┈┈┈ ୨୧*        

♡ The Answer ♡      

1 inch equals 4 feet!  

*୨୧ ┈┈┈┈┈┈┈┈┈┈┈┈ ୨୧*        

♡ The Explanation/Step-By-Step ♡    

No Explanation/Step-By-Step provided!    

*୨୧ ┈┈┈┈┈┈┈┈┈┈┈┈ ୨୧*        

♡ Tips ♡        

-No tips provided!

Answer:

Step-by-step explanation:

i think its the second one

Answer:

A: 25 mph

Step-by-step explanation:

A simple slope problem. Rise over run is how you calculate slope, and in this case, it would be- 50/2 -which is equal to- 25/1 - Which, put into context, 25 miles per hour.

Answer:

(78, 80)

Step-by-step explanation:

Given a normal distribution :

Mean = 79 seconds

Standard deviation = 0.5 seconds

Using the empirical rule :

95% of her finishing times :

According to the empirical rule, 95% represents 2 standard deviations from the mean that is ± 2 standard deviations from the mean score or value.

Hence ;

The interval will be defined as ;

Mean ± 2(standard deviation)

79 ± 2(0.5)

79 ± 1

(79 - 1) ; (79 + 1)

78 ; 80

9514 1404 393

Answer:

  k > 9/20

Step-by-step explanation:

If the parabola does not touch the x-axis, the discriminant is negative. That means ...

  b^2 -4ac < 0

  (-3)^2 -4(5)(k) < 0

  9 < 20k . . . . . . . . . add 20k

  k > 9/20 . . . . . . . . .divide by 20

[tex]y=5x^2-3x+k\\[/tex]

Discriminant  |  D < 0 (Because doesn't intercept any x-values)

[tex]D = (-3)^2-4(5)(k) < 0\\9-20k<0\\-20k<-9\\k>\frac{9}{20}[/tex]

Therefore, the value of k must be greater than 9/20

so k > 9/20

Answer:

Groups of 12, Groups of 4, Groups of 6, Groups of 18

Step-by-step explanation:

12 x 3 = 36

36 splits evenly into 12, 4, 6, and 18 therefore that is your answer.

Answer:

slope is 0

Step-by-step explanation:

the line is flat

The slope is 0, it doesn't curve or anything, the line is straight

Answer:

(Some textbooks describe a proportional relationship by saying that " y varies proportionally with x " or that " y is directly proportional to x .") ... This means that as x increases, y increases and as x decreases, y decreases-and that the ratio between them always stays the same.

Step-by-step explanation:

Answer

15 to 2

Step-by-step explanation:

Answer:

Its c

Step-by-step explanation: