"Sierra has recipe she wants to make. She has to use eggs and sticks of butter. The ratio for these ingredients is 12 to 4 batches. What will the equivalent ratio be if she wants to make 8 batches"
"What is she wants to make 2 batches"
please help me get my grade up by answering this question I'll mark brainliest whoever answers first!<3

Answer:

Step-by-step explanation:

I and II

Pages in a book and leaves on a tree can be counted precisely. They are discrete.

The height of a person cannot be measured exactly. We can get very good

approximations (to a lot of decimal places) but never exact. This is continuous.

The unit rate of the relationship will be 10/3. The correct option is C.

The given equation is,

y = 10/3x + 8

The general form of an equation of the line is,

y = mx +  c

here, the slope will be 10/3

Slope refers to the steepness or incline of a line on a graph. It is a measure of how much the dependent variable changes for a given change in the independent variable.

The slope of a line is represented by the ratio of the change in the y-axis (vertical) to the change in the x-axis (horizontal) between any two points on the line. It can also be interpreted as the rate of change of the dependent variable with respect to the independent variable.

A positive slope indicates an upward trend, while a negative slope indicates a downward trend. The slope of a line is often denoted by the letter m.

The unit relationship will be 10/3.

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Based on the information, EFH and GHF does not have to be congruent.

Congruents angles are presented in the figure below. Congruent angles are angles that have the same measure or size. When two angles are congruent, they look exactly the same, even if they are in different orientations.

The symbol used to represent congruence is an equals sign with a tilde above it, like this: ≅. For example, if angle A and angle B have the same measure, we can write it as:

angle A ≅ angle B

Congruent angles play an important role in geometry because they allow us to compare and analyze different shapes and figures. In particular, when two angles are congruent, we can use this fact to make conclusions about other angles and sides of a shape.

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In circle O shown, points E, F, G, and H lie on the circle asshown and chords FH and GE intersect at J. Based on thisinformation alone, which two angles below do not have tobe congruent?m(1) angle FJE and angle HJG(2) angle EFH and angle HGE(3) angle EFH and angle GHF(4) angle FEG and angle FHG

9614 1404 393

Answer:

  31.5 ft

Step-by-step explanation:

The length of the arc is the product of the radius of the circle, 11 ft, and the angle measure in radians. Arc PS has radian measure ...

  (180° -16°)/180°×π = 41π/45

So, the length of arc PS is ...

  s = rθ

  s = (11 ft)(41π/45) = 451π/45 ft

  s ≈ 31.5 ft

Student A paid the most for 20 hours of work.

What is mean by Ratio?

A ratio indicates how many times one number contain in another number. The ratio of two number is written as x : y, which is equivalent to x/y.

Where, x and y are individual amount of two quantities.

Given that;

Condition for A;

Time (hours) =    5            11

Pay (dollars) =  $63.75    $140.25

Condition for B;

$147.00 for 12 hours.

Condition for C;

The equation,  p = 12.5h

Where, p represents total pay and h represents hours worked

Now, For student A;

The amount of money raised for 1 hours of work will be;

⇒ $63.75 / 5

⇒ $12.75

So, The amount of money raised for 20 hours of work will be;

= $12.75 × 20

= $255

Hence, The amount of money raised for 20 hours of work = $255

For student B;

The amount of money raised for 1 hours of work will be;

= $147.00 / 12

= $12.25

Hence, The amount of money raised for 20 hours of work will be;

= $12.25 x 20

= $245

So, The amount of money raised for 20 hours of work = $245

For student C;

The amount of money raised for 1 hours of work will be;

p = 12.5h

p = 12.5 x 1

p = 12.5

Hence, The amount of money raised for 20 hours of work will be;

p = $12.5 x 20

p = $250

So, The amount of money raised for 20 hours of work = $250

Therefore,

Student A raised the least amount of money after walking 8 miles.

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Answer: Student A, who is paid $255 for 20 hours of work

Step-by-step explanation: Since Student A gains $63.75 every 5 hours, and 5 x 4 = 20, then that means this $63.75 x 4 = $255 is logical and trustworthy

The area of the blue-shaded region is 19.95 m²

Area is defined as the total space taken up by a flat (2-D) surface or shape of an object.

Given that, a rectangle with length 14 m, and diagonal 15.5 m, a parallelogram has been cut out of it, we need to find the area remaining,

Using the Pythagoras theorem,

15.5² = 14²+w² [width]

w² = 240.25-196

w² = 44.25

w = 6.65

Therefore, the width of the rectangle is 6.65 m

That mean, the height of the parallelogram is 6.65 m,

The area of the blue-shaded region, is calculated by subtracting the area of the parallelogram by the area of the rectangle,

Area of the remaining region = 14×6.65-11×6.65

= 6.65(14-11) = 6.65×3

= 19.95 m²

Hence, the area of the blue-shaded region is 19.95 m²

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Answer:

m∠BAC = 40°

Step-by-step explanation:

Note that line BD passes through A, so ∠BAC and ∠CAD form a linear pair.  By the Linear Pair Postulate, ∠BAC and ∠CAD are supplementary angles, and by definition their measures add to 180°:

m∠BAC + m∠CAD = 180°

Since the diagram gives us that m∠CAD = 140°, we can substitute and solve:

Starting supplementary angles definition equation ...

m∠BAC + m∠CAD = 180°

Substituting the known value of m∠CAD ...

m∠BAC + (140°) = 180°

Subtracting 140° from both sides of the equation...

(m∠BAC + 140°) - 140° = (180°) - 140°

Simplifying/evaluating...

m∠BAC = 40°

The expression 1 2/5 + 2 2/3 using fifteenths is 3 + 6/15 + 10/15

From the question, we have the following parameters that can be used in our computation:

1 2/5 + 2 2/3

3 + 2/5 + 2/3

To rewrite the expression using fifteenths, we multiply the numerator and the denominator of the fractions by the same number

In this case, we use 3 and 5

So, we have

3 + 2/5 * 3/3 + 2/3 * 5/5

Evaluate the products

3 + 6/15 + 10/15

Hence, the expression using fifteenths is 3 + 6/15 + 10/15

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Answer:

General solution    x   = log | sec y | + C            

Step-by-step explanation:

Step(i):-

Given

          \(e^{x} cosy dx - e^{x} sin y d y = 0\)

         \(e^{x} (cosy dx = e^{x} sin y d y\)

           cos y dx = sin y d y

                \(dx = tan y d y\)

Step(ii):-

now integrating on both sides , we get

            \(\int\limits {1} \, dx = \int\limits {tany} \, dy\)

by using formula

               \(\int\limits {tany} \, dy = log | sec y | + C\)

             x   = log | sec y | + C

Final answer:-

General solution    x   = log | sec y | + C

Answer:

see explanation

Step-by-step explanation:

calculate slope m using the slope formula

m = \(\frac{y_{2}-y_{1} }{x_{2}-x_{1} }\)

consider the middle dotted line

with

(x₁, y₁ ) = (- 5, - 3) and (x₂, y₂ ) = (6, 8) ← 2 points on the line

m = \(\frac{8-(-3)}{6-(-5)}\) = \(\frac{8+3}{6+5}\) = \(\frac{11}{11}\) = 1

consider the line of reflection ( the solid line )

with

(x₁, y₁ ) = (0, 3) and (x₂, y₂ ) = (- 1, 4) ← 2 points on the line

m = \(\frac{4-3}{-1-0}\) = \(\frac{1}{-1}\) = - 1

The standard deviation of the probability distribution for the given price of each doughnut and the variance is equal to $√1.50 × 3.6.

Price of the each doughnut 'P' = $1.50

Expected value of the probability distribution of the doughnut = 2.6

Variance of the probability distribution = 3.6

Price of the variance of the probability distribution is equal to

= Price of each doughnut × Variance

= 1.50 × 3.6

Standard deviation of the probability distribution is equal to

= √ Price of the variance of the probability distribution

= √1.50 × 3.6 dollars.

Therefore, the standard deviation of the probability distribution is equal to

$√1.50 × 3.6.

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a) Probability that the number of college students who say they use credit cards because of the rewards program is​ exactly​ two is;

P(X = 2) = 0.1419

b) Probability that the number of college students who say they use credit cards because of the rewards program is​ more than two is;

P(X > 2) = 0.9402

c) Probability that the number of college students who say they use credit cards because of the rewards program is​ between two and five inclusive is; P(2 ≤ X ≤ 5) = 0.8054

The formula for Binomial Probability distribution is;

P(X = x) = nCx * p^(x) * (1 - p)^(n - x)

where;

p is probability of success

n is number of trials

x = the number of expected successful outcomes

We are given;

p = 38% = 0.38

n = 10

Thus;

a) Probability that the number of college students who say they use credit cards because of the rewards program is​ exactly​ two is;

P(X = 2) = 10C2 * 0.38^(2) * (1 - 0.38)^(10 - 2)

P(X = 2) = 0.1419

b) Probability that the number of college students who say they use credit cards because of the rewards program is​ more than two is;

P(X > 2) = 1 - P(X ≤ 2)

P(X > 2) = 1 - [P(X = 0) + P(X = 1) + P(X = 2)]

P(X > 2) = 0.9402

c) Probability that the number of college students who say they use credit cards because of the rewards program is​ between two and five inclusive is;

P(2 ≤ X ≤ 5) =  [P(X = 2) + P(X = 3) + P(X = 4) + P(X = 5)]

P(2 ≤ X ≤ 5) = 0.8054

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Answer: C D B

Step-by-step explanation:

JUST TOOK THE TEST ON ENDEGENUITYYYYY

The correct statements for using proportions to solve for missing measures are:

Ratios are fractional values representing relations between two quantities.

When two ratios are equal, they are said to be in proportion.

The simplest form of a ratio, in a given proportion, is called the scale factor of the proportion.

In the question, we are asked to select the correct statements from the given set of statements for using proportions to solve for missing measures.

We analyze each statement:

∴ The correct statements for using proportions to solve for missing measures are:

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The numbers that are missing to complete the number lines are -18,-6,0,12,18 (a), -36,-18,-9, 9, 18, 27, 36(b),-700,-350,350,1050,1400,1750 (c).

In maths and related areas, number lines can be defined as horizontal lines that have numbers placed on them. Moreover, the numbers are placed at equal distances and follow a pattern; for example, 1,2,3,4, etc. or 5,10,15, etc.

Understand the sequence and complete them:

A. The numbers have an interval of 6. Then -18,-12,-6,0,6,18

B. The numbers have an interval of 9. Then: -36,-27,-18,-9,0,8,18,27,36

C. The numbers have an interval of 350. Then: -700, - 350, 0, 350, 700, 1050, 1400, 1750.

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Answer:

B) 5

Step-by-step explanation:

The points are (2,2) and (6,5). Subtract both Y's and X's and then square the answers and add. you should get 25, which has a square root of 5.

The area of the triangle is 52.32 square units

from the question, we have the following parameters that can be used in our computation:

The triangle (see attachment)

The base of the triangle is calculated as

base = 12 * tan(36)

The area of the triangle is then calculated as

Area = 1/2 * base * height

Where

height = 12

So, we have

Area = 1/2 * base * height

Substitute the known values in the above equation, so, we have the following representation

Area = 1/2 * 12 * tan(36) * 12

Evaluate

Area = 52.32

Hence, the area of the triangle is 52.32 square units

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then A If it’s a horizontal line passing through

Answer:

Step-by-step explanation:

\(\frac{d}{dx} [cos(3x^2) \sqrt[3]{5x^3 -1} +sin(4x^3)]^4\\\\=4[cos(3x^2) \sqrt[3]{5x^3 -1} +sin(4x^3)]^3\; \frac{d}{dx} [cos(3x^2) \sqrt[3]{5x^3 -1} +sin(4x^3)] --- eq(1)\)

Lets look at the derivative part:

\(\frac{d}{dx} [cos(3x^2) \sqrt[3]{5x^3 -1} +sin(4x^3)] \\\\= \frac{d}{dx}[cos(3x^2) \sqrt[3]{5x^3 -1} ] + \frac{d}{dx}[sin(4x^3)]\\\\=cos(3x^2) \frac{d}{dx}[ \sqrt[3]{5x^3 -1} ] + \sqrt[3]{5x^3 -1}\frac{d}{dx}[ cos(3x^2) ] + cos(4x^3) \frac{d}{dx}[4x^3]\\\\=cos(3x^2) \frac{1}{3} (5x^3 -1)^{\frac{1}{3} -1} \frac{d}{dx}[5x^3 -1] + \sqrt[3]{5x^3 -1} (-sin(3x^2))\frac{d}{dx}[ 3x^2] + cos(4x^3)[(4)(3)x^2]\)

\(=\frac{cos(3x^2) 5(3)x^2}{3(5x^3 - 1)^{\frac{2}{3} }} -\sqrt[3]{5x^3 -1}\; sin(3x^2) (3)(2)x + 12x^2 cos(4x^3)\\\\=\frac{5x^2cos(3x^2) }{(5x^3 - 1)^{\frac{2}{3} }} -6x\sqrt[3]{5x^3 -1}\; sin(3x^2) + 12x^2 cos(4x^3)\)

Substituting in eq(1), we have:

\(\frac{d}{dx} [cos(3x^2) \sqrt[3]{5x^3 -1} +sin(4x^3)]^4\\\\=4[cos(3x^2) \sqrt[3]{5x^3 -1} +sin(4x^3)]^3\; [\frac{5x^2cos(3x^2) }{(5x^3 - 1)^{\frac{2}{3} }} -6x\sqrt[3]{5x^3 -1}\; sin(3x^2) + 12x^2 cos(4x^3)]\)

Answer: 170

Step-by-step explanation:

The formula for the area of a triangle is 1/2bh, where b is the base length, and h is the height.

So- Essentially you’d just need to plug in the variables to solve this. the semicircle on the bottom serves to tell you the base length.

1/2(20)(17)

170

Answer:

uhhhhh 3

Step-by-step explanation:

Step-by-step explanation: I know, hardest question known to man.

The solution is: Piece-wise function

f(x)=x+6 , x≤1

f(x) = x^2 + 3 , x>1, the following functions is graphed below.

Option C is correct.

Explanation:

We are given a graph of piece-wise function which break at x=1

We need to choose correct option for graph.

Function is break at x=1.

We will get two function

For x≤1 and x>1

As we can see x≤1, graph is linear and x>1 graph is parabolic.

Equation of linear graph, x≤1

Take two point of graph (0,6) and (-6,0)

Equation of line:

y-y1/y2-y1 = x-x1/x2-x1

y = x+1

f(x)=x+6 , x≤1

Equation of parabolic graph, x>1

f(x) = x^2 + 3

Piece-wise function

f(x)=x+6 , x≤1

f(x) = x^2 + 3 , x>1

Please see the attached figure.

Hence, The option C is correct.

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Yes, all of the conditions for inference have been met to carry out a t-test for a difference in means.

Three main conditions need to be satisfied: the random condition, the 10% condition, and the Normal/large sample condition.

The random condition is met because the real-estate agent randomly assigned the homes to be staged or empty. This ensures that the sample is representative of the population of comparable homes.

The 10% condition is met because the agent selected 10 comparable homes, and the sample of 5 staged and 5 empty homes represents less than 10% of the population of comparable homes.

The Normal/large sample condition is met because the dot plot of each sample shows no strong skewness and no outliers. Additionally, with a sample size of 5 for each group, the t-test can still be valid even if the population distributions are not exactly normal.

Therefore, all the conditions for inference have been met, allowing the real-estate agent to carry out a t-test for a difference in means and test the hypothesis regarding the selling prices of staged and empty homes.

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In order to find the surface area we can use the next formula

where s is the measure of the side.

In our case we have

s= 16.3m

we substitute the value in the formula

Answer:

place two X's centered in each half of the data points

Answer: sorry I can't help you

Step-by-step explanation:

The enclosed area can be found by plotting the given equations, finding the points of intersection, establishing the boundaries, and then calculating the integral of the difference between the two functions within these boundaries.

∫7-3[ (2-1/3*y) - (2y² - 6) ] dy

To find the enclosed area within the boundaries defined by the equations x = 2y²- 6, x = 2 – 1/3y, y= 7 and y= -3, you would firstly have to plot these equations on a plane, observe their intersection points and identify the boundaries of the area enclosed.

Then, the enclosed area can be calculated by integrating the difference between the two functions within those points where y = -3 to y = 7. Once you've done that, you calculate the definite integral of each of the functions separately from y = -3 to y = 7 and subtract the results. Here's the computation:

∫7-3[ (2-1/3*y) - (2y² - 6) ] dy

Calculating this integration will give you the area enclosed within the boundaries defined by these equations.

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