4(8)÷2(3)-10
explain please

Answer:

Customer A - 5 / 22.45 = $0.22 or 22 cents per quart

Customer B - 7 / 25.45 = $0.27 or 27 cents per quart

Answer:

Step-by-step explanation:

I think it’s -5

The ratios 2:32, 7:49, and 16:110 could be included in the table representing the number of students to the number of fans at a football game.

To determine which ratio of the number of students to the number of fans at a football game could also be included in the table, we need to compare the given ratios with the ratios in the table.

Let's examine each option:

2:32 - This ratio represents 2 students for every 32 fans. This ratio could be included in the table if there is an entry where there are 2 students and 32 fans present at a football game.

7:49 - This ratio represents 7 students for every 49 fans. Similarly, this ratio could be included in the table if there is an entry where there are 7 students and 49 fans at a football game.

16:110 - This ratio represents 16 students for every 110 fans. Again, this ratio could be included in the table if there is an entry with 16 students and 110 fans at a football game.

63:9 - This ratio represents 63 students for every 9 fans. This ratio, however, does not match any of the entries in the table, as it implies that there are significantly more students than fans at a football game. Therefore, this ratio does not fit the pattern of the table.

Among the given options, the ratio 63:9 does not match any of the entries in the table and cannot be included.

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Answer: The table is shown in the attached image

The commas are not to be entered in any of the boxes. Just the numbers only.

=====================================================

Explanation:

"47 seventh graders were surveyed" means that 47 goes in the last value of the first row. This is the total of the 7th graders. Of this total, 19 pack their lunches (ie bring them from home). That indicates 47-19 = 28 seventh graders buy their lunch.

For row one, we have the values: 19, 28, 47 in that exact order when going from left to right.

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

We use the same idea for the 8th graders.

52 total eighth graders, 33 buy their lunch

52-33 = 19 pack their lunch

For row two, the values from left to right are: 19, 33, 52 in that exact order.

To get the values in row 3, we add up everything that's over top of it.

Meaning for column 1, we have 19+19 = 38 total students who pack their lunch. In column 2, there are 28+33 = 61 people who buy their lunch. Lastly, column 3 we have 47+52 = 99 students overall.

For row three, the values from left to right are: 38, 61, 99

Note that adding the first two items of row three gets us 38+61 = 99

It's not a coincidence that this is happening. This is just another way to get the grand total of 99. You could also add up the four values that are not in the total column or total row to get 19+28+19+33 = 99. Again, this is not a coincidence we end up with 99.

Refer to the table below to see a summary.

The expected value of W is Php 4.96. This means that on average, a person who buys a 20-peso raffle ticket from a total of 1000 tickets has a chance to gain Php 4.96 from the raffle.

To find the expected value of W, we need to calculate the probability of each possible outcome and multiply it by its corresponding value.

The cost of a ticket is Php 20, and there are 1000 tickets sold, so the total revenue is 1000 x 20 = Php 20,000.

The probability of winning the raffle is 1/1000, and the prize money is Php 5000. So, the value of W in this case is 5000 - 20 = Php 4980.

The probability of losing the raffle is 999/1000, and the value of W in this case is -20.

So, the expected value of W can be calculated as follows

E(W) = (1/1000) x 4980 + (999/1000) x (-20)

E(W) = 4.98 - 0.02

E(W) = 4.96

Therefore, the expected value of W is Php 4.96.

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--The given question is incomplete, the complete question is given

" The random variable W represents the amount gain by a person who buys a 20-pesos ticket from the total of 1000 tickets for a raffle whose winner will obtain Php 5,000.00.  what is the expected value of w ?"--

(a) The graph of the linear functions is as attached.

(b) The equation of the linear function in slope-intercept form is; y = x

(c) The equation of the transformed function in slope-intercept form is;

y = x + 2 and y = x - 3

Functions are defined as the relationship between sets of values. For example, in the function; y = f(x), for every value of x there exists a set of y values.

x is the independent variable.

y is the dependent variable.

If the linear function is; y = x,

The equation of the transformation in slope-intercept form is given as;

For translation of 2 units up, we have;

y = x + 2

For a translation of 3 units down, we have;

y = x - 3

Thus, the required graph has been attached and the solution is determined.

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While making a perfect square for the given quadratic equation \(\rm x^2+3x+c=\frac{7}{4} +c\) the value of c is 9/4

It is given that the quadratic equation  \(\rm x^2+3x+c=\frac{7}{4} +c\) while forming the perfect square.

It is required to find the value of c.

It is defined as the equation of polynomial of degree two. The standard form of the quadratic equation is as follows:

\(\rm ax^2+bx+c=0\)  where \(\rm a\neq 0\)

We have a quadratic equation:

\(\rm x^2+3x+c=\frac{7}{4} +c\)

We know that we can make any quadratic equation into a perfect square by the perfect square trinomial method as follow:

\(\rm ax^2+bx+c=0\\\rm ax^2+bx=-c\\\rm ax^2+bx+(\frac{b}{2a})^2 =-c+(\frac{b}{2a})^2\\\)

So, the value of 'c' would be:

\(\rm c=(\frac{b}{2a})^2\\\)  here b=3 and a=1 by comparing the equation to the standard equation.

\(c=(\frac{3}{2\times1} )^2\\c=(\frac{3}{2} )^2\\c=\frac{9}{4}\)

Thus,  while making a perfect square for the given equation the value of c is 9/4

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Answer:

9/4

Step-by-step explanation:

correct on edge

Answer:

339 cm²

Step-by-step explanation:

Using the relation for the surface area of a cylinder :

A = 2πrh

r = Radius = diameter / 2 = 4.5 / 2 = 2.25 cm

Height, h = 24 cm

A = 2 * 22/7 * 2.25 * 24

A = 339.29200 cm²

Surface Area =339 cm²

About 339cm³ of cardboard will be needed for the inner tube.

To make inner tube card board needed is 339 cm² of the material.

The surface area of a solid object is a measure of the total area that the surface of the object occupies.

Here, diameter = 4.5 cm

then, radius = 4.5/2 = 2.25 cm

          height = 24 cm

Surface area = 2πrh

                       = 2 X 3.14 X 2.25 X 24

                       = 339.12 cm²

Thus, to make inner tube card board needed is 339 cm² of the material.

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By dividing 999 repeatedly by prime numbers, we find that it can be expressed as the product of prime numbers: 3 x 3 x 3 x 37.

To find the prime factorization of the greatest 3-digit number using the division method, we need to divide the number by prime numbers until we reach 1.

The greatest 3-digit number is 999. Let's start by dividing it by the smallest prime number, which is 2. The result is not a whole number, so we move on to the next prime number, which is 3. When we divide 999 by 3, we get 333.

Next, we divide 333 by 3 again, resulting in 111. Since 111 is not divisible by 3, we move on to the next prime number, which is 5. Dividing 111 by 5 gives us 22 with a remainder of 1.

Continuing, we divide 22 by 2, resulting in 11. We then divide 11 by 11, which gives us 1.

Therefore, the prime factorization of 999 using the division method is 3 x 3 x 3 x 37.

In summary, by dividing 999 repeatedly by prime numbers, we find that it can be expressed as the product of prime numbers: 3 x 3 x 3 x 37.

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Answer:

1 1/2 > 8/9

so if 8/9 is bigger than 1 1/2 im sure 8/9 is bigger than 1/2 right? yes because 1/2 makes a whole so it would be 1

Step-by-step explanation:

-1/2

To find the slope of the line between two points, we use the equation (y2-y1)/(x2-x1)

Substitute the values given for the xs and ys:

(7-5)/(-1-3)

2/(-4)

simplify: -1/2

Answer:

$13,400

Step-by-step explanation:

We will first have to take account of the commuting cost, years at school, and total cost of tuition and books

It would cost $5,500 per year, she is studying at the school for 2 years, we will multiply 5,500 by 2

$5,500 * 2

= $11,000

The cost of commuting per month will be multiplied by 12 to represent a year and another 2 for two years

$100 * 12 * 2

= $2400

We all these together for the total cost of her education

$11,000 + $2,400

= $13,400

The area of the parcel of land is 2.46 acres and the value of the parcel of land is $5,145.

To calculate the area of the triangular parcel of land with sides of length 680 feet, 320 feet, and 802 feet, you can use Heron's formula.

First, find the semi-perimeter (s) by adding the lengths of the sides and dividing by 2:

s = (680 + 320 + 802) / 2
s = 1801 / 2
s = 901

Now, apply Heron's formula:

Area = √(s(s - a)(s - b)(s - c))
Area = √(901(901 - 680)(901 - 320)(901 - 802))
Area ≈ 107,019.81 square feet

Now, convert the area in square feet to acres:

1 acre = 43,560 square feet
107,019.81 square feet * (1 acre / 43,560 square feet) ≈ 2.46 acres

Next, calculate the value of the parcel of land at $2100 per acre:
Value = 2.46 acres * $2100 per acre
Value = $5,145

So, the area of the parcel of land is approximately 107,019.81 square feet (or 2.46 acres), and the value of the parcel of land is $5,145.

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Answer:

d

Step-by-step explanation:

Answer:

A. 12.5 cups of coffee

B. 6.96 cups of milk

Those are the only ones I have the brain power to do so..........

Hope this helped!!!

Answer:

5 m

8 m

Step-by-step explanation:

Area of square = s² ; s = side length

Let the area of each room equal to x and y

x + y = 89cm²

If x = smaller room

y = x + 3 in dimension

Hence,

x² + (x + 3)² = 89

(x +3)(x +3) = x² + 3x + 3x + 9

x² + x² + 3x + 3x + 9 = 89

2x² + 6x + 9 = 89

2x² + 6x - 80 = 0

x² + 3x - 40 = 0

x² + 8x - 5x - 40 = 0

x(x + 8) - 5(x + 8) = 0

x + 8 = 0 ;

x - 5 = 0

x = - 8 or x = 5

Dimension can't be negative :

So, x = 5

Samller square = x = 5

Larger square = x + 3 = 5 + 3 = 8

The 3rd equation, as if you solve for x as shown, you will end up with equation x=8.

\(\frac{5}{4}x-\frac{3}{2}x=-4+2\)

\(\frac{5}{4}x-\frac{6}{4}x=-2\)

\(-\frac{1}{4}x=-2\)

\(x=8\)

Answer:

34 5/8 inches

Step-by-step explanation:

Let the two strips be fabric A and fabric B

Fabric A= 14 3/4 inches

Fabric B = 20 7/8 inches

To form one length, the strips are sown together using 1/2 inch

Length after sewing=

Fabric A - 1/2 inch

= 14 3/4 inches - 1/2 inch

= 59/4 - 1/2

= 59-2 /4

= 57/4 inches

Length after sewing=

Fabric B - 1/2 inch

= 20 7/8 inches - 1/2 inch

= 167/8 - 1/2

= 167-4 /8

= 163/8 inches

Final length of the fabric after two strips are sewn together

= 57/4 inches + 163/8 inches

= 114+163 /8

= 277/8

= 34 5/8 inches

Final length of the fabric after two strips are sewn together= 34 5/8 inches

The proportional relationships are given as follows:

A proportional relationship is a type of relationship between two quantities in which they maintain a constant ratio to each other.

The equation that defines the proportional relationship is given as follows:

y = kx.

In which k is the constant of proportionality, representing the increase in the output variable y when the constant variable x is increased by one.

Hence the proportional relationships for this problem are given as follows:

The complete question is given as follows:

"Verify whether these equations represent proportional relationships.

"

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Answer:

r = -2

s = 13

Step-by-step explanation:

Given quadratic equation is,

11x² - 44x - 99 = 0

Divide this equation by 11,

x² - 4x - 9 = 0

x² - 2(2)x - 9 = 0

x² -2(2)x + 2² - 2² - 9 = 0

[x² - 2(2)x + 2²] - 4- 9 = 0

(x - 2)² - 13 = 0

(x - 2)² = 13

[x + (-2)]² = 13

By comparing this equation with  (x + r)² = s

Values of the constants r and s will be,

r = (-2) and s = 13

It is important to approach statements like this with caution and consider the complexity of the factors at play in career advancement and leadership positions.

While research may indicate that ethnicity can be a significant barrier to advancement in some cases, it is crucial to recognize that experiences can vary based on individual circumstances, industries, and regions. Gender and ethnicity intersect in complex ways, and the challenges faced by women of different ethnic backgrounds can differ significantly.

It is essential to avoid generalizations and recognize that multiple factors contribute to the barriers individuals face in reaching top leadership positions. These factors can include implicit biases, cultural norms, lack of representation, access to opportunities, networking, and organizational structures. Intersectionality, which considers how different aspects of a person's identity can intersect and create unique experiences, is also a crucial perspective to consider when discussing barriers to advancement.

To fully understand and address the barriers individuals face in reaching top leadership positions, it is necessary to consider a comprehensive range of factors and engage in ongoing research, dialogue, and efforts to promote equity, diversity, and inclusion in the workplace.

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Answer:

x=15

Step-by-step explanation:

8x=120

8x/8=120/8

x=15

The probability that the train will be there when Alex arrives is 5/18

If Alex arrives at any time after 1.20pm the chances that train will  be there is 1/3.

However  if alex arrives at 1.00pm exactly there is no chance the train will be arrive there.

The probability that the train will be there increase linearly to 1/3 as alex's arrival time moves from 1.00pm to 1.20pm.

By arranging the probabilities over the first 20 minutes to get a 1/6 chance the train will be there if alex arrives between 1.00pm to 1.20pm

we get the final answer by

=1/3( 1/6 + 1/3 + 1/3)

=5/18

So, the probability that the train will be there when Alex arrives is 5/18

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The annual interest rate on the saving account of Xavier which is earned simple interest is 9%.

Simple interest is the amount charged on the principal amount with a fixed rate of interest for a time period. Simple interest calculated only on the principal amount.

The formula for the simple interest can be given as,

\(I=\dfrac{PRT}{100}\)

Here, (I) is the interest amount on the principal amount of (P) with the rate of (r) in the time period of (t).

Xavier opened a savings account with a deposit of $12,000. At the end of 3 years, the account balance was $12,324.

The principal amount is $12000 and the total amount is $12324. Thus, the interest earned by the Xavier is,

\(I=12324-12000\\I=324\)

Total time period is 3 years and the account earned simple interest. Thus, put these values in the above formula as,

\(324=\dfrac{(12000)R(3)}{100}\\R=\dfrac{32400}{12000\times3}\\R=9\%\)

Hence, the annual interest rate on the saving account of Xavier which is earned simple interest is 9%.

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Answer:

372 miles

Step-by-step explanation:

You need to multiply 62 and 6

Answer:

372

Step-by-step explanation:

just mulitple

i hope thi shelps

BRAINLIEST PLSSS

To calculate the probability of getting two numbers whose product is even when throwing two 4-sided dice simultaneously, we can use the complement rule, which states that the probability of an event happening is equal to 1 minus the probability of the event not happening.

To start, we can determine the probability of getting two numbers whose product is odd. This can only happen if both dice show odd numbers, which occurs with a probability of 1/2 * 1/2 = 1/4. Therefore, the probability of getting two numbers whose product is even is:

Probability of even product = 1 - Probability of odd product

Probability of even product = 1 - 1/4

Probability of even product = 3/4

So, the probability of getting two numbers whose product is even when throwing two 4-sided dice simultaneously is 3/4 or 0.75. This means that in 75% of the cases when two 4-sided dice are thrown, the product of the two numbers will be even.

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Answer:

Angle 5 = 35 degrees

Step-by-step explanation:

A straight line is equal to 180 degrees, meaning 1 + 2 + 5 = 180 degrees because they make up a straight line.

Angle 2 = 55 degrees

Angle 1 = 90 degrees (because it is a right angle)

Angle 5 = ?

Set up an equation:

90 + 55 + angle 5 = 180

145 + angle 5 = 180

Angle 5 = 35

Answer:

1/B = 1/R - 1/A

B/R - B/A = 1

B - BR/A = 1

B = 1 + BR/A

The required prediction the sum of -2 and 2 is zero (0).

-2 is two units to the left of zero on the number line, while 2 is two units to the right of zero. So, when we add -2 and 2, the negative value cancels out the positive value, and we are left with zero.

To check this using the number line, we can start at zero and move two units to the left to land on -2.

From there, we can move two units to the right to land on 2. Finally, if we add -2 and 2, we will end up back at zero.

In summary, the sum of -2 and 2 is zero because they cancel each other out. We can confirm this using the number line by starting at zero, moving two units to the left to land on -2, moving two units to the right to land on 2, and finally adding them together to arrive back at zero.

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