Answers
3 is not a character of that set. answer is False
Related Questions
Can someone help me out please!!!!
Answers
Answer:
see attached
Step-by-step explanation:
The left piece is a little tricky because it does not intersect the y-axis. You know it has a slope of -1, so it will be 1 unit higher than the y-intercept when it is 1 unit left of the y-axis. It ends at (-1, 3). The end point is not included in the definition of the relation, so an open circle is shown.
The right piece crosses the y-axis at y=-3, and has a slope of 2. It ends at (-1, -5). This end point is included, so a solid dot will be found at (-1, -5).
The relation is doubly-defined at x = -1, so there is another solid dot at (-1, -2).
__
Additional comment
It is incorrect to call this a function, because it fails the vertical line test at x = -1. There are two points on that vertical line. (You may want to discuss this question with your teacher.)
A student population of 1200 was estimated to increase by 15% in the next five years. the population actually increased by 20%. find the most estimated and actual student populations and describe the percent error
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If a student population of 1200 was estimated to increase by 15% in the next five years but the population actually increased by 20%, then the most estimated and actual student populations are equal to 1380 and 1440 students respectively, and the percent error is equal to 4.2%.
The estimated and actual student populations can be calculated as follows,
Estimated increase = 15% = 15 / 100 = 0.15
Initial population = 1200
0.15 × 1200 = 180
Estimated population in the next five years = 1200 + 180 = 1380
Actual increase = 20% = 20 / 100 = 0.2
Initial population = 1200
0.2 × 1200 = 240
Actual population in the next five years = 1200 + 240 = 1440
We can find the percentage error as follows,
percentage error = [(actual value - estimated value) / actual value] × 100
percentage error = [(1440 - 1380) / 1440] × 100
percentage error = [60 / 1440] × 100
percentage error = 0.042 × 100 = 4.2%
Hence the estimated and actual student populations is calculated to be 1380 and 1440 respectively and the percentage error is equal to 4.2%.
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While working at a soup kitchen, Suzie made 9 quarts of vegetable soup to serve 25 people. She gave each person an equal portion.
How much soup did each person get?
Write your answer as a proper fraction or mixed number.
Answers
Answer:
Each person gets .36 quarts of vegetable soup.
Step-by-step explanation:
If Suzie makes 9 quarts of vegetable soup to serve among 25 people, you must divide 25 by 9, doing so you get .36 .
salik: we need two quantitative variables for this project. wouldn’t number of siblings be categorical since it is whole numbers?
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Salik and Maya are discussing a project that examines the relationship between the number of siblings someone has and their household income. Maya predicts that those with more siblings will have a higher household income. Salik questions whether the number of siblings is a categorical variable since it is a whole number. Our response can be : "In order to conduct this project, we need to choose two quantitative variables, which are variables that can be measured and expressed as numbers. The number of siblings is not a categorical variable because it is a continuous variable that can take on any whole number value."
The number of siblings is a quantitative variable because it can be expressed as a whole number. Household income is also a quantitative variable because it can be measured and expressed as a numerical value. Categorical variables are variables that can be divided into distinct categories or groups, such as gender, race, or occupation. The number of siblings is not a categorical variable because it is a continuous variable that can take on any whole number value.
To examine the relationship between the number of siblings and household income, Maya and Salik could use statistics to analyze their data. They could calculate descriptive statistics such as the mean and standard deviation for each variable, as well as the correlation coefficient to determine the strength and direction of the relationship between the two variables. They could also use probability theory to make predictions about the likelihood of certain outcomes, such as the probability that someone with more siblings will have a higher household income.
The complete question is:
Our classmates, Maya and Salik, are talking about the variables they want to study and how they plan to collect their samples. Here is part of their conversation. Respond in the places that say “your response.”
Double-check that both of their variables are quantitative.
Maya: I want to look at the relationship between the number of siblings someone has and the household income. I predict that those with more siblings have a higher household income.
Salik: We need two quantitative variables for this project. Wouldn’t number of siblings be categorical since it is whole numbers?
Your response:.........
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Write an equation perpendicular to y = -2x - 7 that passes through the point (4,3)
Answers
y=1/2x+b
3=1/2(4)+b
3=2+b
b=1
the new equation is y=1/2x+1
WILL GIVE BRAINLIEST TO THE BEST ANSWER Which statements are true? Check all that apply. As the number of trials increases, experimental probability is closer to theoretical probability. As the number of trials increases, theoretical probability changes to more closely match the experimental probability. As the number of trials increases, there is no change in the experimental probabilities. As the number of trials increases, there is no change in the theoretical probabilities.
Answers
Answer:
As the number of trials increases, experimental probability is closer to theoretical probability; as the number of trials increases, there is no change in the theoretical probabilities.
This is a bit hard to explain. I would recommend looking back at your definitions/study guides to better understand this question.
A and D
Please mark brainiest
A soccer team uses 5-gallon coolers to hold water during games and practices. Each cooler holds 570 fluid ounces. The team has small cups that each hold 5.75 fluid ounces and large cups that each hold 7.25 fluid ounces.
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The team utilizes 5-gallon coolers, small cups (5.75 fluid ounces), and large cups (7.25 fluid ounces) to manage and distribute water effectively during their soccer activities.
The soccer team uses 5-gallon coolers to hold water during games and practices. Each cooler has a capacity of 570 fluid ounces. This means that each cooler can hold 570 fluid ounces of water.
To serve the players, the team has small cups that hold 5.75 fluid ounces and large cups that hold 7.25 fluid ounces. The small cups are smaller in size and can hold 5.75 fluid ounces of water, while the large cups are larger and can hold 7.25 fluid ounces of water.
These cups are used to distribute the water from the coolers to the players during games and practices. Depending on the amount of water needed, the team can use either the small cups or the large cups to serve the players.
Using the cups, the team can measure and distribute specific amounts of water to each player based on their needs. This ensures that the players stay hydrated during the games and practices.
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Note the full question may be :
The soccer team wants to distribute water to the players using both small and large cups. If they want to fill as many small and large cups as possible from one 5-gallon cooler without any leftover water, how many small and large cups can be filled?
Number 6. For questions 5-7, (a) use synthetic division to show that x is a zero.(b) find the remaining factors of f(x).(c) use your results to find the complete factorization of f(x).(d) list all zeros of f(x).(e) graph the function.
Answers
SOLUTION
Given the question in the image, the following are the solution steps to answer the question.
STEP 1: Write the given polynomials
\(f(x)=x^3+6x^2-15x-100\)One of the zeroes is:
\(\begin{gathered} x=-5 \\ \text{this implies that:} \\ (x+5)=0 \end{gathered}\)STEP 2: Use synthetic division to divide the polynomials
\(\frac{x^3+6x^2-15x-100}{x+5}\)Write the coefficients of the numerator
\(1\:\:6\:\:-15\:\:-100\)\(\begin{gathered} \mathrm{Write\:the\:problem\:in\:synthetic\:division\:format} \\ \begin{matrix}\texttt{\:\:\:\:-5¦\:\:\:\:\:1\:\:\:\:\:6\:\:\:-15\:\:-100}\\ \texttt{\:\:\:\:\:\:¦\underline{\:\:\:\:\:\:\:\:\:\:\:\:\:\:\:\:\:\:\:\:\:\:\:\:}}\\ \texttt{\:\:\:\:\:\:\:\:\:\:\:\:\:\:\:\:\:\:\:\:\:\:\:\:\:\:\:\:\:\:\:}\end{matrix} \\ Carry\:down\:the\:leading\:coefficient,\:unchanged,\:to\:below\:the\:division\: \\ \begin{matrix}\texttt{\:\:\:\:-5¦\:\:\:\:\:1\:\:\:\:\:6\:\:\:-15\:\:-100}\\ \texttt{\:\:\:\:\:\:¦\underline{\:\:\:\:\:\:\:\:\:\:\:\:\:\:\:\:\:\:\:\:\:\:\:\:}}\\ \texttt{\:\:\:\:\:\:\:\:\:\:\:\:1\:\:\:\:\:\:\:\:\:\:\:\:\:\:\:\:\:\:}\end{matrix} \\ \end{gathered}\)\(\begin{gathered} Multiply\:the\:carry-down\:value\:by\:the\:zero\:of\:the\:denominator,\:and\:carry\:the\:result\:up\:into\:the\:next\:column \\ 1\left(-5\right)=-5 \\ \begin{matrix}\texttt{\:\:\:\:-5¦\:\:\:\:\:1\:\:\:\:\:6\:\:\:-15\:\:-100}\\ \texttt{\:\:\:\:\:\:¦\underline{\:\:\:\:\:\:\:\:\:\:-5\:\:\:\:\:\:\:\:\:\:\:\:}}\\ \texttt{\:\:\:\:\:\:\:\:\:\:\:\:1\:\:\:\:\:\:\:\:\:\:\:\:\:\:\:\:\:\:}\end{matrix} \end{gathered}\)\(\begin{gathered} \mathrm{Add\:down\:the\:column:} \\ 6-5=1 \\ \begin{matrix}\texttt{\:\:\:\:-5¦\:\:\:\:\:1\:\:\:\:\:6\:\:\:-15\:\:-100}\\ \texttt{\:\:\:\:\:\:¦\underline{\:\:\:\:\:\:\:\:\:\:-5\:\:\:\:\:\:\:\:\:\:\:\:}}\\ \texttt{\:\:\:\:\:\:\:\:\:\:\:\:1\:\:\:\:\:1\:\:\:\:\:\:\:\:\:\:\:\:}\end{matrix} \end{gathered}\)\(\begin{gathered} Multiply\:the\:carry-down\:value\:by\:the\:zero\:of\:the\:denominator,\:and\:carry\:the\:result\:up\:into\:the\:next\:column: \\ 1\left(-5\right)=-5 \\ \begin{matrix}\texttt{\:\:\:\:-5¦\:\:\:\:\:1\:\:\:\:\:6\:\:\:-15\:\:-100}\\ \texttt{\:\:\:\:\:\:¦\underline{\:\:\:\:\:\:\:\:\:\:-5\:\:\:\:-5\:\:\:\:\:\:}}\\ \texttt{\:\:\:\:\:\:\:\:\:\:\:\:1\:\:\:\:\:1\:\:\:\:\:\:\:\:\:\:\:\:}\end{matrix} \end{gathered}\)\(\begin{gathered} \mathrm{Add\:down\:the\:column:} \\ -15-5=-20 \\ \begin{matrix}\texttt{\:\:\:\:-5¦\:\:\:\:\:1\:\:\:\:\:6\:\:\:-15\:\:-100}\\ \texttt{\:\:\:\:\:\:¦\underline{\:\:\:\:\:\:\:\:\:\:-5\:\:\:\:-5\:\:\:\:\:\:}}\\ \texttt{\:\:\:\:\:\:\:\:\:\:\:\:1\:\:\:\:\:1\:\:\:-20\:\:\:\:\:\:}\end{matrix} \end{gathered}\)\(\begin{gathered} Multiply\:the\:carry-down\:value\:by\:the\:zero\:of\:the\:denominator,\:and\:carry\:the\:result\:up\:into\:the\:next\:column: \\ \left(-20\right)\left(-5\right)=100 \\ \begin{matrix}\texttt{\:\:\:\:-5¦\:\:\:\:\:1\:\:\:\:\:6\:\:\:-15\:\:-100}\\ \texttt{\:\:\:\:\:\:¦\underline{\:\:\:\:\:\:\:\:\:\:-5\:\:\:\:-5\:\:\:100}}\\ \texttt{\:\:\:\:\:\:\:\:\:\:\:\:1\:\:\:\:\:1\:\:\:-20\:\:\:\:\:\:}\end{matrix} \end{gathered}\)\(\begin{gathered} \mathrm{Add\:down\:the\:column:} \\ -100+100=0 \\ \begin{matrix}\texttt{\:\:\:\:-5¦\:\:\:\:\:1\:\:\:\:\:6\:\:\:-15\:\:-100}\\ \texttt{\:\:\:\:\:\:¦\underline{\:\:\:\:\:\:\:\:\:\:-5\:\:\:\:-5\:\:\:100}}\\ \texttt{\:\:\:\:\:\:\:\:\:\:\:\:1\:\:\:\:\:1\:\:\:-20\:\:\:\:\:0}\end{matrix} \end{gathered}\)\(\begin{gathered} \mathrm{The\:last\:carry-down\:value\:is\:the\:remainder} \\ 0 \end{gathered}\)The last carry-down value is the remainder and it is 0 (zero)
Since the remainder is a zero, hence, x=-5 is a zero
Step 3: Answer question b
To get the factors, the remainder of the division in step 2 is given as:
The remaining factors of f(x) is:
\(x^2+x-20\)STEP 4: Answer Question c
\(\begin{gathered} roots=(x+5)(x^2+x-20) \\ Factorize\text{ the other root to have:} \\ Using\text{ factorization methods:} \\ (x^2+x-20)=(x^2+5x-4x-20) \\ x(x+5)-4(x+5)=0 \\ (x-4)(x+5)=0 \end{gathered}\)The complete factorization will give:
\((x+5)(x-4)(x+5)\)STEP 5: Answer question d
The zeroes of f(x) will be:
\(\begin{gathered} zeroes\text{ of f\lparen x\rparen=?, we equate the roots to 0} \\ zeroes\Rightarrow x=-5,4,-5 \end{gathered}\)zeroes are: -5,4,-5
STEP 6: Plot the graph
should montresor be tried for murder?why, or why not?Does he have a case for an insanity plea?explain.
Answers
Answer:
Montresor deserves to be penalised in court with the sentencing of 1st degree murder. Montresor was not insane, he was a pervasive murderer because of his motive.
Hope this helps!
--Applepi101
Translate to an algebraic expression.
6 is more than q
Answers
Answer:
The answer is 6>q
If Billy has a 116 foot long string of yarn, which is 44 feet longer than the string of yarn that Sally has, then how long is Sally's string?
Pls help
Answers
Answer:
Sally's string is 72 feet long.
Step-by-step explanation:
You just do 116-44= 72 feet!
Hope this helps!
The Palermo’s originally listed their house for 411,000 it’s been on the market for six months they decided to mark the price down by 5% what is the new selling price of their home
Answers
Answer:
the new selling price of the house is $390,450.
Step-by-step explanation:
If the Palermo's originally listed their house for $411,000 and they decided to mark the price down by 5%, the new selling price of their home is $411,000 - (5/100 * $411,000) = $411,000 - $20,550 = $<<411000-(5/100*411000)=390450>>390,450.
The original price of the house was $411,000, and the price was marked down by 5%, which is equivalent to 5/100 * $411,000 = $20,550. When this amount is subtracted from the original price, the new selling price of the house is $390,450.
Answer:
390,450
Step-by-step explanation:
0.05 X 411,000 = 20,550
411,000-20,550 = 390 ,450
BC has endpoints at B(3, 8) and C(7,6). Find the midpoint M of BC.
Write the coordinates as decimals or integers.
Submit
Answers
Answer: (5, 7)
Step-by-step explanation: Midpoint formula is ((x1 + x2)/2, (y1+y2)/2) where (x1, y1) and (x2, y2) are points on a line. Thus
(3+7/2, 8+6/2) = (5, 7)
Let U = {(x, y, z) € R^3 | x + 2y – 3z =0}. a) (2pt) Show directly (by verifying the conditions for a subspace) that U is a subspace of R^3. You may not invoke results learned in class or from the notes. b) (2pts) Find a basis for U. You must explain your method. c) (1pt) Using your answer from part b) determine Dim(U).
Answers
a) U is subspace of R^3.
b) The set {(3, -2, 0), (0, 1/2, 1)} is a basis for U.
c) 2.
a) To show that U is a subspace of R^3, we need to verify the following three conditions:
i) The zero vector (0, 0, 0) is in U.
ii) U is closed under addition.
iii) U is closed under scalar multiplication.
i) The zero vector is in U since 0 + 2(0) - 3(0) = 0.
ii) Let (x1, y1, z1) and (x2, y2, z2) be two vectors in U. Then we have:
x1 + 2y1 - 3z1 = 0 (by definition of U)
x2 + 2y2 - 3z2 = 0 (by definition of U)
Adding these two equations, we get:
(x1 + x2) + 2(y1 + y2) - 3(z1 + z2) = 0
which shows that the sum (x1 + x2, y1 + y2, z1 + z2) is also in U. Therefore, U is closed under addition.
iii) Let (x, y, z) be a vector in U, and let c be a scalar. Then we have:
x + 2y - 3z = 0 (by definition of U)
Multiplying both sides of this equation by c, we get:
cx + 2cy - 3cz = 0
which shows that the vector (cx, cy, cz) is also in U. Therefore, U is closed under scalar multiplication.
Since U satisfies all three conditions, it is a subspace of R^3.
b) To find a basis for U, we can start by setting z = t (where t is an arbitrary parameter), and then solving for x and y in terms of t. From the equation x + 2y - 3z = 0, we have:
x = 3z - 2y
y = (x - 3z)/2
Substituting z = t into these equations, we get:
x = 3t - 2y
y = (x - 3t)/2
Now, we can express any vector in U as a linear combination of two vectors of the form (3, -2, 0) and (0, 1/2, 1), since:
(x, y, z) = x(3, -2, 0) + y(0, 1/2, 1) = (3x, -2x + (1/2)y, y + z)
Therefore, the set {(3, -2, 0), (0, 1/2, 1)} is a basis for U.
c) Since the basis for U has two elements, the dimension of U is 2.
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Translate the equation P= IV into a sentence with the same meaning.
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Give the unknowable quantity a variable in step 1. Let z be the undetermined number. Finding two verbal expressions with the same value is the second step. Use fractions when creating a mathematical equation from the phrase "quotient" Step four is to solve the equation.
What is meant by equation?An equation is a mathematical statement that proves two mathematical expressions are equal in algebra, and this is how it is most commonly used. In the equation 3x + 5 = 14, for instance, the two expressions 3x + 5 and 14 are separated by the symbol "equal."When two expressions are joined by an equal sign, a mathematical statement is called an equation. An equation is something like 3x - 5 = 16. By solving for x, we discover that x equals 7, which is the value for the variable.When two expressions in a variable (or variables) have the same value, the condition is said to be an equation. A mathematical expression known as an equation is one in which one side of the expression equals the other, as in the example above: Since we know that 4 + 4 = 8 and 10 - 2 = 8, the equation is true because both sides are equal.To learn more about equation refer to:
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how to write a book report plz help???
Answers
Answer:
below
Step-by-step explanation:
In short, a book report is an essay that contains what you read and learned from reading a book. For example, you would write a book report in the following sequence:
What ocurred in the beginning, middle, and end.What you learned from reading it.What you enjoyed about it.Best of Luck!
darlene has 3 /5 a yard of fabric cuts the fabric into 2 equal pieces how long are each of the 2 equal sections
Answers
Division is one of the four fundamental arithmetic operations. The length of each fabric piece is 0.3 yards.
What is Division?The division is one of the four fundamental arithmetic operations, which tells us how the numbers are combined to form a new one.
Given that Darlene has 3/5 a yard of fabric, which he cuts into 2 equal pieces. Therefore, the length of each fabric piece can be found by dividing the length of the entire fabric by 2.
Length of a fabric piece
= Length of total fabric that Darlene has / 2
= (3/5) yards / 2
= 3/(5×2) yards
= 3/10 yards
= 0.3 yards
Hence, the length of each fabric piece is 0.3 yards.
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r=14m Use \mathrm{\pi } = 3 . 14π=3.14 and round your answer to the nearest hundredth.
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We get the perimeter of the circle as 87.92 m and area of the circle as 615.44 m².
We are given the radius of the circle as:
Radius = r = 14 m
We are also given the value of π as:
π = 3.14
We need to find the perimeter and area of the circle.
Perimeter of the circle is given by:
Perimeter = 2 π r
Substituting the values in the formula, we get that:
P = 2 × (3.14) × (14) m
P = 87.92 m.
Area of the circle is given by:
Area = π r²
Substituting the values in the formula, we get that:
Area = (3.14) × (14)²
A = 615.44 m²
Therefore, we get the perimeter of the circle as 87.92 m and area of the circle as 615.44 m².
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What is the area of the composite figure? 65 cm2
40 cm2
52.5 cm2
60 cm2
Answers
Area of the composite figure will be 52.5 cm².
Area of the composite figure,Divide the figure into small parts of different shapes.Add the areas of the divided figures.
Given composite figure is divided into two parts (1) triangle ABC (2) Rectangle DEFG
Area of ΔABC = \(\frac{1}{2}(AB)(BC)\)
= \(\frac{1}{2}(5)[8-(1+2)]\)
= \(\frac{1}{2}(5)(5)\)
= 12.5 cm²
Area of rectangle DEFG = Length × Width
= 8 × 5
= 40 cm²
Area of the composite figure = Area of triangle ABC + Area of DEFG
= 12.5 + 40
= 52.5 cm²
Therefore, area of the composite figure will be 52.5 cm².
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PLEASE HELP QUICK!!!! WILL GIVE BRAINIEST!!!!!
Answers
Answer:
From top to bottom:
Slope intercept Equation: \(y = \frac{3}{4} x+2\) \(y=3x-2\)
Slope: 4 2
Y-int: (0,-2) (0,10)
Step-by-step explanation:
The Elk Grove Bowling Alley offers a special. Each game costs $2.50, and shoe rental $2.
You spend $14.50 total. How many games did you bowl?
Help someone
Answers
Answer:
5 games
Step-by-step explanation:
5(2.5)=12.50
12.50+2=14.50
Answer:
5
Step-by-step explanation:
We are at the bowling alley and we know that they are offering a special. Every game costs $2.50 and the shoe rentals are $2. We know that by the end of the day, you spend $14.50 dollars in total.
We need to create an expression to solve this question, since every game is $2.50, make the variable x next to that.
$2.50x
Now we know that the shoe rental is $2 extra dollars, therefore we need to add 2 dollars separately.
$2.50x + $2
Now our total is $14.50, therefore :
$2.50x + $2 = $14.50
Now we have an expression, let's solve for x by isolating it.
$2.50x + $2 = $14.50
Subtract 2 from both sides :
$2.50x = $12.50
Divide both sides by $2.50 :
x = 5
Therefore, you played 5 games in total.
81x^3+192 Sum and the Difference of Cubes using Long Division
Answers
Step-by-step explanation:
I need help please Find the slope of the line with the points (-6, -3) and (8,4).
Answers
Answer:
1/2 or 0.5
Step-by-step explanation:
(y2-y1)/(x2-x1)
(4 - - 3)/ (8 - -6)
7/14
1/2 or 0.5
Find the area of hexagon DEFGHI.
Answers
Step-by-step explanation:
Break it up into two trapezoids as shown
area = trap1 + trap2
= 2 * (7+3) / 2 + 3 * ( 7 + 3) / 2 = 10 + 15 = 25 units^2
It is assumed that approximately 15% of adults in the u.s. are left-handed. consider the probability that among 100 adults selected in the u.s., there are at least 30 who are left-handed. given that the adults surveyed were selected without replacement, can the probability be found by using the binomial probability formula with x counting the number who are left-handed? why or why not?a. Yes, because the 100 adults represent less than 5% of the U.S. adult population, the trials can be treated as independent. b. No, because the 30 adults represent more than 5% of the sample size, the trials are dependent c. No, because the 100 adults were selected without replacement, the selections are dependent. d. No, because the probability of being right-handed is greater, x must count the number of right-handed adults.
Answers
The correct answer is (a) Yes, because we cannot use the binomial probability the 100 adults represent less than 5% of the U.S. adult population, the trials can be treated as independent
The probability of at least 30 adults out of 100 being left-handed can be calculated using the binomial probability formula with x counting the number who are left-handed. However, option (b) is not correct because the trials can still be considered independent even if the number of successes is greater than 5% of the sample size. The condition that the number of trials should be less than 5% of the population size is used to ensure that the sampling distribution can be approximated by a normal distribution.
Option (c) is also not correct because even though the sample was selected without replacement, the size of the population is much larger than the sample size, so the effect of the sampling without replacement is negligible.
Option (d) is not correct because we are interested in finding the probability of at least 30 left-handed adults, not the number of right-handed adults.
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Find the decimal number exactly halfway between 1.01 and 1.02.
please help
Answers
Answer:
1.015
Step-by-step explanation:
just find their average, which is adding them up and dividing by 2
(1.01 + 1.02)/2 = 1.015
The decimal number exactly halfway between 1.01 and 1.02 is 1.015.
What are decimals?A decimal numeral system is the standard system for denoting integer and non-integer numbers. The way of denoting numbers in the decimal system is often referred to as decimal notation.
The given numbers are,
1.01 and 1.02
Now to find the halfway between the number we need to find their sum first and then the half of the sum.
So, the sum of number,
1.01 + 1.02 = 1.03
Now for half way divide the sum by 2
1.03/2 = 1.015
Hence, The decimal number exactly halfway between 1.01 and 1.02 is 1.015.
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I need help! Show work
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In the given graph using proportion is the number of chicken sandwich order is 332 and number of soft serve cone order is 148.
What is proportion?
A percentage is created when two ratios are equal to one another. We write proportions to construct equivalent ratios and to resolve unclear values. a comparison of two integers and their proportions. According to the law of proportion, two sets of given numbers are said to be directly proportional to one another if they grow or shrink in the same ratio.
Here the given data refer total order menu is 242.
For 242 menus number of chicken sandwiches order is 83.
Then, for 968 menus number of chicken sandwiches order is x.
Using proportion then,
=> 83 = 242
x = 968
=> x = \(\frac{83\times968}{242}\) = 332.
Similarly for 242 menus number of soft serve cone order is 37.
Then for 968 menus number of soft serve cone order is x.
Now using proportion then,
=> 37 = 242
x = 968
=> x = \(\frac{37\times968}{242}\) = 148.
Hence in the given graph the number of chicken sandwich order is 332 and number of soft serve cone order is 148.
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if x=-7 and y=3, calculate the values of (x+y/x-y)²
Answers
If x = -7 and y = 3, the value of the expression (x+y/x-y)² is 4/25 .
In the question ,
it is given that ,
the algebraic expression is given as (x+y/x-y)² ,
we need to find the value of the given expression when the value of x = -7 and y = 3 .
Substituting the values of x = -7 and y = 3 in the expression ,
we get
= (x+y/x-y)²
= ((-7+3)/(-7-3))²
= (-4/(-10))²
= 16/100
cancelling out the common factor 4 , from the numerator and denominator .
= 4/25
Therefore , the value of the given expression at x = -7 and y = 3 is 4/25 .
The given question is incomplete , the complete question is
Calculate the value of the expression (x+y/x-y)² at x = -7 and y = 3 ?
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Which statement is true?
A. All decimals are rational,
B. All rational numbers can be written as the quotient of integers.
C. All negative integers are irrational.
D. All real numbers can be written as the quotient of integers.
Answers
christine is making fleece blankets. 6 yards of fleece will make 2 blankets.how many blankets can she make with 9 yars of fleece
Answers
Christine can make 3 blankets with 9 yards of fleece.
Given from 6 yards of fleece will make 2 blankets
We have to find how many blankets can she make with 9 yards of fleece
we know 2 blankets will make by 6 yards of fleece
so rate of fleece for make one blanket = (6/2) = 3 yards of fleece
thus, one blanket is maked by 3 yards of fleece.
blankets maked by 9 yards of fleece = 9/3 = 3 blankets
so christine can make 3 blankets with 9 yards of fleece.
christine can make 3 blankets with 9 yards of fleece.
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