What are some fractions equivalent to -1/4

If there were two people dividing the cost of the gift, each person would spend $180.

If there were three people dividing the cost of the gift, each person would spend $120.

If there were two people dividing the cost of the gift, each person would spend $180 ($360 ÷ 2 = $180).

If there were five people dividing the cost of the gift, each person would spend $72 ($360 ÷ 5 = $72).

If there were ten people dividing the cost of the gift, each person would spend $36 ($360 ÷ 10 = $36).

If there were one hundred people dividing the cost of the gift, each person would spend $3.60 ($360 ÷ 100 = $3.60)

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Here's a more detailed explanation: To determine if a graph is a function, you can use the vertical line test. The vertical line test states that if you can draw a vertical line that intersects the graph in more than one place, then the graph is not a function.

Determining whether a graph represents a function is an important concept in mathematics, especially in algebra and calculus. A function is a set of ordered pairs where each input is associated with exactly one output.

So, if you take a ruler or a straight edge and place it vertically on the graph, and it intersects the graph in two or more points, then the graph is not a function. This is because if two points in the graph have the same x-value, they must have different y-values, since functions can only have one output for each input.

On the other hand, if you place a vertical line anywhere on the graph and it intersects the graph in only one point, then the graph is a function.

It's also important to remember that a function must also pass the horizontal line test, which means that no horizontal line can intersect the graph in more than one place.

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Answer:

b

Step-by-step explanation:

Answer:

can you translate this to english

Answer:

Step-by-step explanation:

\(\large\underline{\sf{Solution-}}\)

\(\sf \longmapsto x + y = 7 \: \: - - - (i)\)

\(\sf \longmapsto 3x - 2y = 11 \: \: - - - (ii)\)

By first equation,

\(\sf \longmapsto x + y = 7\)

\(\sf \longmapsto x = 7 - y\)

Now, we can find the original value of y.

\(\sf \longmapsto 3x - 2y = 11\)

\(\sf \longmapsto 3(7 - y) - 2y = 11\)

\(\sf \longmapsto 21 - 3y - 2y = 11\)

\(\sf \longmapsto 21 - 5y = 11\)

\(\sf \longmapsto - 5y = 11 - 21\)

\(\sf \longmapsto - 5y = - 10\)

\(\sf \longmapsto y = \dfrac{ - 10}{ - 5} \)

\(\sf \longmapsto y = 2\)

Now, we can find the original value of x.

\(\sf \longmapsto x + y = 7\)

\(\sf \longmapsto x + 2 = 7\)

\(\sf \longmapsto x = 7 - 2\)

\(\sf \longmapsto x = 5\)

Therefore, the values of x and y are 5 and 2 respectively.

If Jason and Mary will usually both run 4 miles each time they go running and this month Jason ran an additional 15 miles, then the expression that represents the total distance Jason and Mary this month is 4j+4m+15

Jason and Mary will usually both run 4 miles each day.

The number of times that Jason ran = j

The number of times that Mary ran =  m

Then the expression = 4j+4m

Jason ran an additional 15 miles

Then the expression that represents the total distance Jason and Mary this month= 4j+4m+15

Hence, if Jason and Mary will usually both run 4 miles each time they go running and this month Jason ran an additional 15 miles, then the expression that represents the total distance Jason and Mary this month is 4j+4m+15

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The constant of proportionality from the proportional relationship is 3/2

A proportional relationship is a mathematical relationship between two variables in which their ratio is always equal. In other words, if x and y are in a proportional relationship, then y/x is always equal to a constant value, called the constant of proportionality. This can be expressed mathematically as y = kx, where k is the constant of proportionality and x and y are the variables in the relationship.

To determine the constant of proportionality, we need to use the proportional relationship given.

y = kx

k = constant of proportionality

3/8 = k(1/4)

Solve for k

k = [(3/8) / (1/4)]

k = 3/2

k = 1.5

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The probability of less than two students going to college if six students are randomly selected from a school of 125 graduating seniors, and all the parents make over $75,000 per year is 0.0014 or 0.14%.

Given, Probability of a high school student going to college, when the parents make over $75,000 per year is 0.60.The total number of graduating seniors is 125.And, six students are randomly selected.

Let X be the number of students who go to college.If we assume that each student is independent of each other, then the probability that a student goes to college is 0.60, and the probability that a student does not go to college is 1 - 0.60 = 0.40.

Then the probability mass function of X is given by,\(P(X = k) = nCk * pk * (1 - p)n - kwhere n = 6, k = 0,1.P(X < 2) = P(X = 0) + P(X = 1) = (6C0 * 0.6^0 * 0.4^6) + (6C1 * 0.6^1 * 0.4^5) = (1 * 1 * 0.01024) + (6 * 0.6 * 0.32768) = 0.0014\)or 0.14%.Therefore, the probability that less than two students will actually go to college is 0.0014 or 0.14%.

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Answer:

2√2 x ³y

Step-by-step explanation:

1) Write the number in exponential form with the base of 2

2) Rewrite the exponent as a sum where one of the addends is a multiple of the index

3) Use a m+n m n = a xa to expand the expression

4) Any expression raised to the power of 1 equals itself

5) The root of a product is equal to the product of the roots of each factor

6)Reduce the index of the radical and exponent with 2

Then you get your answer!! Hope this helps

The statement "P(A or B) = P(A) + P(B)" is False.

The correct statement is "P(A or B) = P(A) + P(B) - P(A and B)," which is known as the general law of addition for probabilities. This law takes into account the possibility of events A and B overlapping or occurring together.

The general law of addition for probabilities states that the probability of either event A or event B occurring is equal to the sum of their individual probabilities minus the probability of both events occurring simultaneously. This adjustment is necessary to avoid double-counting the probability of the intersection.

Let's consider a simple example. Suppose we have two events: A represents the probability of flipping a coin and getting heads, and B represents the probability of rolling a die and getting a 6. The probability of getting heads on a fair coin is 0.5 (P(A) = 0.5), and the probability of rolling a 6 on a fair die is 1/6 (P(B) = 1/6). If we assume that these events are independent, meaning the outcome of one does not affect the outcome of the other, then the probability of getting heads or rolling a 6 would be P(A or B) = P(A) + P(B) - P(A and B) = 0.5 + 1/6 - 0 = 7/12.

In summary, the general law of addition for probabilities states that when calculating the probability of two events occurring together or separately, we must account for the possibility of both events happening simultaneously by subtracting the probability of their intersection from the sum of their individual probabilities.

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Answer:

10.8

Step-by-step explanation:

30％of 180

30/100 = 180

(180x30)/100

5400/100

54

20％ of 54

20/100 = 54

(54x20)/100

1080/100

10.8

To find the distinct possibilities for the values in the diagonal going from the top left to the bottom right of a BINGO card, we need to consider the ranges of numbers that can appear in each column.

The first column can have any 5 numbers from the set 1-15. There are 15 numbers in this range, so there are "15 choose 5" possibilities for the numbers in the first column.

The second column can have any 5 numbers from the set 16-30. Again, there are 15 numbers in this range, so there are "15 choose 5" possibilities for the numbers in the second column.

The third column has a Wild square in the middle, so we need to skip it and consider the remaining 4 squares. The numbers in the third column can come from the set 31-45, which has 15 numbers. Therefore, there are "15 choose 4" possibilities for the numbers in the third column.

The fourth column can have any 5 numbers from the set 46-60, which has 15 numbers. So there are "15 choose 5" possibilities for the numbers in the fourth column.

The last column can have any 5 numbers from the set 61-75, which again has 15 numbers. So there are "15 choose 5" possibilities for the numbers in the last column.

To find the total number of distinct possibilities for the diagonal, we multiply the number of possibilities for each column together:

"15 choose 5" "15 choose 5"  "15 choose 4"  "15 choose 5"  "15 choose 5".

Evaluating this expression, we find:

(3003)  (3003)  (1365)  (3003)  (3003) = 13,601,464,112,541,695.

Therefore, there are 13,601,464,112,541,695 distinct possibilities for the values in the diagonal going from the top left to the bottom right of a BINGO card, in order.

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Answer: 1/12 is the answer

Step-by-step explanation: 3 , 4

1 of those colors so , 1/3 x 1/4 = 1/12!!

i hope that helps <3

Answer:

No

Step-by-step explanation:

Pythagorean Theory - a^2 + b^2 = c^2

The sum of the lengths of any two sides of a triangle must be greater than the length of the third side. These side lengths do not make a right triangle.

Answer:

No

Step-by-step explanation:

In a triangle, one side length must be smaller than the other side lengths added together. We'll say R = 4, T = 8, and S = 3.

R + T > S

R + S < T

T + S > R

Since side R + side S is not greater than side T, those three side lengths don't create a triangle.

We can determine the ratio of the gross revenue of The Hunchback of Notre Dame to that of Beauty and the Beast by looking at the pictograph. The closest option is (b) 2/3.

Let's call the revenue for Beauty and the Beast "B" and the revenue for The Hunchback of Notre Dame "H". We can estimate the values from the graph and find:

B ≈ 350

H ≈ 200

Therefore, the ratio of H to B is:

H/B ≈ 200/350 = 4/7

So the answer is not one of the options given. The closest option is (b) 2/3, but that is not the exact ratio.

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Answer:

x = 24

Step-by-step explanation:

T = 24.93 + 0.21x      Substitute 30.18 for T

30.18 = 24.94 + 0.21x

-24.94  - 24.94              Subtract 24.94 from both sides

5.24 = 0.21x                   Divide both sides by 0.21

x = 24.95 ≈ 24 because you can't have a partial text message.

If this answer is correct, please make me Brainliest!

Answer:

The answer is 3.458

Step-by-step explanation:

Answer: A rain gauge measures the amount of rainfall based off of the amount collected in the cylinder.

Step-by-step explanation: A rain gauge is really just a cylinder that catches rain. If an inch collects in the cylinder, it means an inch of rain has fallen. It's that simple. Most standard rain gauges have a wide funnel leading into the cylinder and are calibrated so that one-tenth of an inch of rain measures one inch when it collects inside.

Every fraction can also be written as a decimal - Knowledge will enable you to work more efficiently and effectively.

Having a strong knowledge of the conversion of fractions to decimals or percentages and vice versa is an important skill to have in many careers.

This is because it is essential to understand and interpret data, statistics, and financial information accurately.

As such, a good understanding of fractions, decimals, and percentages can be a valuable asset in fields such as finance, accounting, marketing, and data analysis.
For instance,

In finance and accounting,

Knowledge of conversions between fractions, decimals, and percentages is critical when calculating interest rates, compound interest, and other financial metrics.

It also enables financial analysts to interpret complex data and reports, calculate percentages and ratios, and make sound investment decisions.
In the field of marketing, fractions, decimals, and percentages are used in analyzing market trends, determining market shares, and calculating the return on investment (ROI).

Understanding the concepts behind these conversions also enables marketers to create compelling sales pitches, product pricing, and promotional strategies that are rooted in data and statistical analysis.
In data analysis,

A good knowledge of fractions, decimals, and percentages is essential in interpreting and presenting data.

It helps to identify trends, make accurate forecasts, and create visual representations of data that can be easily understood by stakeholders.
In conclusion,

Having a strong knowledge of the conversion of fractions to decimals or percentages and vice versa can help you in your future career in many ways.

It enables you to make accurate calculations, interpret complex data, and make informed decisions.  

It is an important skill that can make you stand out in the job market and advance in your career.

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The solution of the given initial value problem is certain to exist in the interval (3, e).

The given initial value problem is (t −3)y′ (lnt)y = 2t, y(1) = 2. To determine an interval in which the solution of the given initial value problem is certain to exist, we need to use the Existence and Uniqueness Theorem.

According to the Existence and Uniqueness Theorem, if the functions f(t,y) and ∂f/∂y are continuous in some rectangle containing the initial point (t₀, y₀), then there exists a unique solution y(t) to the initial value problem y′ = f(t,y), y(t₀) = y₀ that is defined on an interval containing t₀.

In this case, the function f(t,y) = (2t)/((t −3)(lnt)y) and ∂f/∂y = -(2t)/((t −3)(lnt)y²) are both continuous in the rectangle containing the initial point (1, 2), as long as t > 3 and t ≠ e.

Therefore, the solution of the given initial value problem is certain to exist in an interval containing t₀ = 1, as long as t > 3 and t ≠ e. One such interval is (3, e).

So, the solution of the given initial value problem is certain to exist in the interval (3, e).

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The inequality statements are 1 < 0, x > 0, x = x and x = 5

An empty set

An empty set is a set with no elements.

An inequality statement with no solutions results in an empty set.

One example of an inequality statement with no solutions is 1 < 0.

Some solution but not all real numbers

An inequality statement whose solution is some but not all real numbers is x > 0.

The solution set is the set of all positive real numbers, excluding 0.

The number line is represented as follows

|------------------------------------| 0  |----------------------------- |

All real numbers

A statement whose solution is all real numbers is x = x

The solution set is the set of all real numbers

The number line is represented as follows

|--------------------------- | ...  | -2  | -1  | 0  | 1  | 2  | ... |

Exactly one number

A statement whose solution is exactly one number is x = 5.

The solution set is the set containing only the number 5

The number line is represented as follows

|--------------------------- | ...  | 4  | ... |

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D.

It's an upside-down ln(x) function that's been shifted 3 units to the left.

Answer:

1st club 8 games 2nd cub 1

The number set(s) that - 10 belong to are rational numbers, integers and real numbers. Option C, D and E

A rational number can be defined as a number expressed as the ratio of two integers, where the denominator is not be equal to zer0

- 10 can be written as = 1/ 10

Integers are whole number that could be positive, negative and even zero

- 10 is a negative whole number

Real numbers are numbers with continuous quantity that can represent  distance along a number line

-10 can represent distance along a number line.

Thus, the number set(s) that - 10 belong to are rational numbers, integers and real numbers. Option C, D and E

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Answer:

125/12

Step-by-step explanation:

lets take n = -10.4166666

multiply this by 100 so we get the recurring part as the decimals

100n = -1041.66666

now we multiply our original n value by 10 for simplicity while calulating

10n = -104.16666

then we subtract 10n from 100n

90n = -1041.666 - (- 104.16666)

the recurring part will cancel out infinitely

so we get

90n = 937.5

then we solve for n

n = 937.5/90

simplifying will get us n= 125/12

Answer: Firstly the area of parallelogram is. = b×h. so value of base is 9cm and height is 45cm . So area is equal to. base×height. = 9×45= 405² cm.

405cm²

The critical path is the path with the longest duration, which in this case is A -> B -> D -> E with a duration of 11 days.

To determine the critical path of the project, we need to find the longest path of activities that must be completed in order to finish the project on time. This is done by calculating the earliest start time (ES) and earliest finish time (EF) for each activity.

Starting with activity A, ES = 0 and EF = 4. Activity B can start immediately after A is complete, so ES = 4 and EF = 7. Activity C can start after A is complete, so ES = 4 and EF = 6. Activity D can start after B is complete, so ES = 7 and EF = 9. Finally, activity E can start after C and D are complete, so ES = 9 and EF = 11.

The variance for each activity is also given, which allows us to calculate the standard deviation and determine the probability of completing the project on time. The critical path is the path with the longest duration, which in this case is A -> B -> D -> E with a duration of 11 days.

Using the expected durations and variances, we can calculate the standard deviation of the critical path. This information can be used to determine the probability of completing the project on time.

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Answer:Step-by-step explanation:

im prittty sure it is 9.5 times 7 wich would be 66.5 but i could be rong dont be mad f i am