Help me out thanks !!!!!!

Apart from division or a fraction, the symbol '/' can also represent a ratio or indicate a relationship between two quantities.

In addition to representing division or a fraction, the symbol '/' can have different meanings depending on the context in which it is used. Here are a few common interpretations of the '/' symbol:

Ratio: The '/' symbol can indicate a ratio between two quantities. For example, if we say the ratio of boys to girls is 3/2, it means there are three boys for every two girls.

Per: The '/' symbol can be used to express "per" or "each." For instance, when we see a speed limit sign that says "60 km/h," it means "60 kilometers per hour."

Similarly, in sports statistics, we might see "10 goals/season," which means an average of 10 goals per season.

Probability: In probability theory, the '/' symbol can represent the probability of an event.

For example, if we say the probability of rolling a six on a fair die is 1/6, it means there is a one in six chance of rolling a six.

Quotient: While '/' is commonly used to represent division, it specifically represents the quotient in mathematical expressions.

For instance, in the expression 6/3, '/' indicates that we are finding the quotient of 6 divided by 3, which is equal to 2.

Symbolic Representation: In certain cases, the '/' symbol can be used as a shorthand or symbol to represent a concept or operation in specific fields or contexts.

For instance, in computer programming, '/' is often used to indicate file path or directory structure.

It is important to consider the context in which '/' is used to determine its meaning, as it can vary across different disciplines and applications.

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The placement results provided, the student should start with Math 100.

The placement results indicate that the student has placements for Math 111, Math 100, and Math 102+. Math 111 typically corresponds to a higher-level course than Math 100, and Math 102+ implies a placement beyond Math 102.

To progress towards Math 103E, it is essential to follow the recommended course sequence. Usually, Math courses are designed to build upon previously learned concepts and skills. Starting with Math 100 would provide the foundational knowledge necessary to succeed in subsequent courses.

Therefore, the student should first start with Math 100, and upon successful completion, they can proceed to Math 103E. It is important for the student to consult with their academic advisor or the mathematics department at their institution for specific course placement and sequencing information to ensure they are following the appropriate path.

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If ABCD is dilated by a scale factor of 3, the coordinate of B' would be (-6, 6).

In Geometry, dilation simply refers to a type of transformation which typically changes the size of a geometric object, but not its shape.

This ultimately implies that, the size of the geometric shape would be increased (stretched or enlarged) or decreased (compressed or reduced) based on the scale factor applied.

Next, we would apply a dilation to the coordinates of the pre-image by using a scale factor of 3 centered at the origin as follows:

Ordered pair B (-2, 2) → Ordered pair B' (-2 × 3, 2 × 3) = Ordered pair B' (-6, 6).

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Answer:

 4x² + 20x + 16 = 0

Step-by-step explanation:

       (leading coefficient) * [x² - (sum of roots)*x + product of roots] = 0

4* [x² - ( -1 -4)x + (-1)*(-4) ] = 0

          4*[ x² - (-5)x + 4]     = 0

               4 * [x² + 5x + 4] = 0

            4*x² + 4*5x + 4*4 = 0

               4x² + 20x +  16  = 0

Answer:

28.20

Step-by-step explanation:

60 seconds in a minute

1/3 of a minute is 20 seconds

\(\begin{array}{|c|ll} \cline{1-1} \textit{\textit{\LARGE a}\% of \textit{\LARGE b}}\\ \cline{1-1} \\ \left( \cfrac{\textit{\LARGE a}}{100} \right)\cdot \textit{\LARGE b} \\\\ \cline{1-1} \end{array}~\hspace{5em}\stackrel{\textit{8.4\% of 16.83}}{\left( \cfrac{8.4}{100} \right)16.83} ~~ \approx ~~ 1.41~\hfill \underset{ Total~for~lunch }{\stackrel{ 16.83~~ + ~~1.41 }{\approx\text{\LARGE 18.24}}}\)

Step-by-step explanation:

Can you show a picture of the table, I can't help if I don't see the whole problem

Answer:

Please check the explanation.

Step-by-step explanation:

We know that when 'y' varies directly with 'x', we get the equation

y ∝ x

y = kx

k = y/x

Here k is called the constant of proportionality.

Taking an example:

For example, let suppose x and y are directly proportional with x = 4 and y = 10.

We can calculate the constant of proportionality using the formula

k = y/x

substitute x = 4, y = 10 in the equation

k = 10/4

k = 2.5

And at x = 5 and y = 12.5

k = y/x

substitute x = 5, y = 12.5 in the equation

k = 12.5/5

k = 2.5

Therefore, we conclude that a constant of proportionality k = 2.5.

Answer:

600

Step-by-step explanation:

Answer:

-9

Step-by-step explanation:

-12°F +  3 =-9

1/2 * 6 = 3

Find the perimeter of the region.**

The circle are congruent to each other.

The circles are tangent to each other, and the straight

segments are tangent to the circles.

The straight

segments are 5 units long

Part (a)

The cost is the initial cost plus the cost per slushie multiplied by the number of slushies sold.

\(C(x)=500+1.25x\)

Part (b)

The revenue is the number of slushies sold multiplied by the amount charged per slushie.

\(R(x)=3.50x\)

Answer:

(0,-3)=y axis

(-6,3)=y axis

(0,9)= x-axis

The ordered pair that satisfies the given inequality is ( 4,-2)

Step-by-step explanation:

By looking at the Graph, only the point ( 4,-2) marked by red dot lies on the shaded portion of the graph.

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Well, we know that 3:1 is one batch of orange water. We also know that there are 2 things to focus on.

1. Must write ratio for 2 batches of the recipe.

2. Must write ratio for 4 batches of the recipe.

To make this equation simple, double the ratio to find 2 batches because all it means is 2x more water.

3:1

x2

6:2

So, the ratio would be 6:2 to make 2 batches.

To make it easier again, we just multiply the ratio of 2 batches by 2 which would find the ratio for 4 batches.

6:2

x2

12:4

So that means, that it is 6:2 for 2 batches, and 12:4 for four batches.

Answer:

its c

Step-by-step explanation:

i did the test

Answer:

(11/15)'s

Step-by-step explanation:

(2/5) is equal to (6/15)

(1/3) is equal to (5/15)

(5/15)+(6/15)=(11/15)

No, this shape does not belong in a group of shapes that have more than one pair of perpendicular sides.

In order to determine if the shape belongs to a group of shapes with more than one pair of perpendicular sides, we need to examine the number of right angles in the shape.

A right angle is a 90-degree angle, and shapes with perpendicular sides have right angles at their intersections. By counting the number of right angles in the shape, we can determine if it has more than one pair of perpendicular sides.

If the shape has only one right angle, then it does not have more than one pair of perpendicular sides. But if it has two or more right angles, then it would belong to the group of shapes that have more than one pair of perpendicular sides.

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Given:

The horizontal component of velocity is 5 ft/s.

To find the rate of change,

So, the rate of chnage of elevation is -2 ft/s.

That means decreasing by 2 ft/s.

Answer: The usual dose for an 18-month-old weighing 21 pounds is 48 mg of ibuprofen.

Step-by-step explanation: To find the usual dose of ibuprofen for a child, we need to follow these steps:

Therefore, the usual dose for an 18-month-old weighing 21 pounds is 48 mg of ibuprofen. Hope this helps, and have a great day! =)

Answer :- B) 0

Only a number ending with the digit 0 is divisible by 2,5 and 10

Example :-

20 ÷ 2 = 10

20 ÷ 5 = 4

20 ÷ 10 = 2

Here, 20 is the number that ends with 0.

1)

Surface area of rectangular prism:

SA = 2( hw + lw + lh )

h= height of prism .

w = width of prism .

l = length of prism .

Substitute the values,

h= 4m

w=1.2 m

l= 13.4 m

SA = 2(4*1.2 + 13.4*1.2 + 13.4*4)

SA = 148.96 m²

2)

Surface area of triangular prism:

SA = (S1 +S2 + S3)L + bh

h= height of prism .

b = base of prism .

S1 , S2 , S3 = sides of triangle .

Substitute the values,

SA = (3+ 4 + 0.5)4 + 0.5*3

SA = 31.5 in²

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Hello !

Answer :

Explanation :

\( \to \boxed{ ({x}^{a}) {}^{b} = {x}^{ab} } \)

\( \to \boxed{ {x}^{ \frac{1}{n} } {}^{} = \sqrt[n]{x} } \)

\( ({x}^{4} ) {}^{ - \frac{2}{3} } = {x}^{- \frac{2}{3} \times 4} \\ \boxed{= {x}^{ - \frac{8}{3} } } \\ \boxed{= \sqrt[3]{ {x}^{ - 8} }} \\ \boxed{ = \sqrt[3]{ ({x}^{ 4}) {}^{ - 2} }}\)

Have a nice day ;)

Step-by-step explanation:

the first box is linear since when you add it to (x,y) it gives a straight line

Answer:

6.4,,,,,,,,,,,,,,****

Work Shown:

Plug x = 4.3 into the equation given

ŷ = 2.6 − 3.1x

ŷ = 2.6 − 3.1(4.3)

ŷ = 2.6 − 13.33

ŷ = -10.73

Note: The symbol ŷ is read as "y hat". It's used to estimate the y value when it comes to regression equations.

Answer:

734,000

Step-by-step explanation:

The thousands digit is the fourth digit from the right (1000) so we start by underlining that digit.

733,712

Look at the digit to the right of the underlined digit. If the number is 5 or more, add one to the underlined digit. Since 7 is 5 or more, we add one to the underlined digit.

All of the digits behind the underlined digits turn to zeros to hold the place values.

734,000