5) 13% of score
On a blueprint of a house, the living room has dimensions of 3 inches by 5 inches. If the scale for the
blueprint is 1 inch for every 7 feet, then what is the area of the actual living room?
A. 15 ft²
C. 735 ft²
B.
D.
105 ft2
56 ft²

Answer:

99

Step-by-step explanation:

You can set up a proportion, and solve for the variable (missing grade in this case):

[tex]\frac{88+90+94+89+x}{5} =92[/tex]

Each grade is already in the database, so it can serve as the constant, and five is the denominator because to get a mean average, you must divide all the values by the number of values that exist. So, in this case, it would be 5, 4 including the missing grade, making it 5. Set the equation equal to 92, because that's her desired average, then just solve for x.

Multiply the 5 on both sides.

-> 5 cancels on left, and 5 multiplies with 92 to get 460.

[tex](5)\frac{88+90+94+89+x}{5} = 92(5)[/tex]

Add all constants on the left side of the equation.

-> 88+90+94+89=361

[tex]361+x = 460[/tex]

Subtract that new constant (361) from the 460, and you get x=92.

-> 460-361=99

[tex]x=99[/tex]

Hope this helped. :)

Answer:

28th 5577e535r5ytt

Step-by-step explanation:

so h just Aliquippa well all am to PIZ well keep.

GIVEN:

We are told that a school wants to estimate the number of students who drive to school.

Required:

To determine which survey would best represent the entire student population..

Step-by-sep solution;

Taking a sample of 11th graders would not correctly represent the entire student population. The result from this survey would at best represent the preference of 11th grade students and not other grades. The same thing applies to a survey of the science club. The science club cannot accurately represent all students (including other clubs).

However, a survey of 25 students from the school would best represent the entire student population since there is a probability of every category of student being represented.

Therefore,

25 students are randomly selected from the school; 4 drive to school.

Part (B):

There are 1750 students at Lincoln High. Use the answer above to estimate the number of students who drive to school.

If the sample of 25 students has 4 students who drive to school, then to estimate the entire population based on this;

Therefore, we now have;

ANSWER:

Answer:

D: 9.75 * 10^6

Step-by-step explanation:

You can make it easy for yourself if you write both answers in the same form:

(9.4 * 10^6) = (9.4 *10 *  10^5 = 94*10^5) and (3.5 * 10^5) stays the same.

We can now add those numbers up easier:

(94*10^5) + (3.5*10^5) = ( 94 + 3.5 ) * 10^5 = ( 97.5 * 10^5 )

but this answer is not in the option list. We have to perform the same trick as in the beginning, but than the other way around:

(97.5 * 10^5) = (9.75 * 10) * 10^5 = 9.75 * 10^6,

which is exactly option D

The solutions are x = -1 and y = 3 of the given system of equations 2x+y=1, −3x+4y=15 which is determined by Cramer's rule.

We put the tiles in the right order and entered the final result for each x and y.

The main principle is to split determinants as shown by the vertical bars (these are not absolute value bars).

The determinant of the matrix [tex]\begin{bmatrix}2 & 1 \\-3 & 4 \\\end{bmatrix}[/tex], which are the coefficients of the left-hand side of each original equation supplied to you, is in each denominator.

This matrix's numerators are somewhat different. The x determinant requires you to replace the first column with 1 and 15 to produce [tex]\begin{bmatrix}1 & 1 \\15 & 4 \\\end{bmatrix}[/tex], which aids in determining the x solution. The y solution is similar, except we replace the y column rather than the x column. This explains the [tex]\begin{bmatrix}2 & 1 \\-3 & 15 \\\end{bmatrix}[/tex].

You just evaluate each determinant using the formula once you have the right determinants in place and then simplify the outcomes.

Thus, the solutions are x = -1 and y = 3 of the given system of equations 2x+y=1, −3x+4y=15 which is determined by Cramer's rule.

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Answer:

x=27/10

Step-by-step explanation:

move all the terms not containing x to the right side of the equation

The other point through which a line that describes a proportional relationship must pass is the point (0, 0)

A proportional relationship is one in which each the ratio of the x and y–values of each point on the line of the function is a constant.

The given relationship described by the line = A proportional relationship

The given point on the line = (6, 2)

Required; The other point through which the line must pass.

Given that the relationship described by the line, the ratio of all points on the line is a constant and each point (x, y) can be expressed in the form;

y = K•x

Which gives;

[tex] \displaystyle{ K = \frac{y}{x} }[/tex]

Where, K is a constant which is not equal to zero.

From the zero product property, which states that the product of all numbers and zero is also zero, we have;

When x = 0, k × 0 = 0 = y

A point through the line must pass is therefore; (0, 0)

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Answer:

The answer is -2.93333 or -44/15

Answer:

See below

Step-by-step explanation:

(1.6 )( 2 1/6 -4)

1.6 ( -1 5/6) =-2.93333    or -2  14/15

Answer:

(3.4,3)

Step-by-step explanation:

(2.7+4.1÷2, -1.2+7.2÷2)

=(6.8÷2, 6÷2)

=(3.4,3)

Answer:

H or 1 7/12

Step-by-step explanation:

because 1/3,3/4,1/2 can all multiply to get 12 as the denominator or 3x4=12
2x6=12 4x3=12 so _/12 then on 1/3 you multiplied 3x4 so you multiply 1x4 to get 4 so 4/12 then 3/4 x3=9/12 last 1/2 x 6=6/12




4/12+9/12+6/12=1 7/12

[tex] \frac{1}{3} + \frac{3}{4} + \frac{1}{2} [/tex]

Question above

[tex] \frac{4 + 9 + 6}{12} [/tex]

Transform the expression

[tex] \frac{19}{12} [/tex]

Answer

[tex]1 \frac{7}{12} [/tex]

Alternative form

Mark as brainliest answer.

Answer:

The ratio using the word "to" is;

Explanation:

Given on the table;

Number of O+ donors = 100

Number of B+ donors = 29

The ratio of the O+ donors to B+ Donors is:

Number of O+ to Number of B+

Which gives;

The ratio using the word "to" is;

Answer: im pretty sure its 4 from 3/4

Step-by-step explanation:

Answer:

d

Step-by-step explanation:

The number of years must be non-negative.

This eliminates all of the options except for d.

Answer:

17/12

1 5/12

Step-by-step explanation:

If we make the fractions have common denominators, this problem is a piece of cake.

First, since the closest multiple of 3 and 4 is 12, put 12 instead of the 3 and 4.

Since 3x4=12, multiply 2x4.

2x4=8.

So the first fraction would be 8/12

Next, since the 4 turned into a 12, multiply 3 by 3.

3x3=9

So the second fraction would be 9/12.

Now, add 9/12 and 8/12 together.

9/12+8/12=

17/12

1 5/12

Answer:

Sydney should be 25 years old

Step-by-step explanation:

Answer:

Sydney is 38 years old.

Step-by-step explanation:

Devaughn is 46 years old, so 46 + 38 = 84.

Subtract 38 from 46.

46 - 38 = 8.

This concludes that Sydney is 38 years old.

Brainliest would mean a lot to me! Thanks!

Inverse operation

14 + (-14) =0

Answer:

The number is -14.

Step-by-step explanation:

Up to now, you've been working with whole numbers. These are the positive numbers, those numbers you usually count with your fingers (1, 2, 3, ...), and 0. You've been working with these numbers ever since elementary school, where you would do computation with them, like adding, subtracting, and multiplying them. And, on a number line, they go from left to right, starting at 0.

But what happens when you go to the left on the number line? That is, what's before 0? We actually find negative numbers. The normal numbers that we usually work with, that being the positive numbers, now look like this:

(-1, -2, -3, ...)

A good thing to come from this is that now, we can define an additive inverse. An additive inverse is the negative, or opposite, of a whole number. The sum of a number and its additive inverse is 0.

So, for example, the additive inverse of 1 is -1, and 1 + (-1) = 0.

So clearly, we can see that the additive inverse of 14 is -14, since

14 + (-14) = 0.

(In case you wanted to know, the additive inverse of 0 is 0 because 0 is neither negative nor positive. So, 0 + 0 = 0.)

The workout plan A lasts 1 hour and 30 mins and the workout plans B last around 30 mins only, solved through elimination method.

The equations are either added or subtracted to create an equation in one variable when using the elimination method. When two variables' coefficients are in opposition to one another, you add the equations to eliminate that variable, and when they are equal, you subtract the equations to do the same.

Let the time taken for plan A be x

and the time taken for plan B be y

Then the equation forms

Wednesday = 5x + 3y = 9 hours

Thursday = 2x + 12y =  9 hours

Lets solve this with elimination method

5(2x + 12y = 9 hours)

-2(5x + 3y = 9 hours)

⇒ 10x + 60y = 45 hours    

  -(10x + 6y = 18 hours)

     0 + 54y = 27 hours

⇒ y = 27/54 hours

   y = 1/2 hours

   y = 30 mins

Substituting the value of y in 2x + 12y =  9 hours,

2x + 12(0.5)=  9 hours

2x + 6 = 9 hours

2x = 3 hours

x = 3/2 hours

x = 1 hour 30 mins

Thus, the workout plan A lasts 1 hour and 30 mins and the workout plans B last around 30 mins only.

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In one cup of milk there is 1.5 tablespoons of cocoa and one tablespoon of cocoa is mixed in 0.67 cups of milk.

The unitary method is a technique for solving a problem by first finding the value of a single unit, and then finding the necessary value by multiplying the value of single unit according to the needs.

Given is Han who made some hot chocolate by mixing 4 cups of milk with 6 tablespoons of cocoa.

There are 6 tablespoons of cocoa in 4 cups of milk.

Then, in one cup of milk there will be (6/4) tablespoons of cocoa or 1.5 tablespoons of cocoa.

Similarly, 6 tablespoons of cocoa are mixed in 4 cups of milk.

1 tablespoon of cocoa will be mixed in (4/6) cups of milk or 0.67 cups of milk.

So, in one cup of milk there is 1.5 tablespoons of cocoa and one tablespoon of cocoa is mixed in 0.67 cups of milk.

Therefore, in one cup of milk there is 1.5 tablespoons of cocoa and one tablespoon of cocoa is mixed in 0.67 cups of milk.

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The point-slope form of the equation of a line is given by the following expression:

y - y1 = m(x - x1)

Where m is the slope of the line and (x1, y1) is a point where the line passes through.

The slope of the line can be determined with the following formula:

Where (x1, y1) and (x2, y2) are two points where the line passes through. In this case we are told that the line passes through the points (-2,-6) and (6,5). By replacing the x and y coordinates of these points into the formula of the slope, taking x1 as -2, x2 as 6, y1 as -6 and y2 as 5, we get:

Then, the slope of the line equals 11/8, by replacing 11/8 for m into the slope-point form, we get:

y - y1 = 11/8(x - x1)

By taking one of the points, for example (-2,-6), we replace the x and y-coordinates that appear in the equation of the line, to get:

y - (-6) = 11/8(x - (-2))

y + 6 = 11/8 (x + 2)

Then, the equation of the line in slope-point form is y + 6 = 11/8 (x + 2)

Answer:

a= 2 and b= 8

Step-by-step explanation:

a=5/9×18=10

b=4/9×18=8, then a-b=10-8=2

b=4/9×18=8

Answer:

d

Step-by-step explanation:

The number of years must be non-negative.

This eliminates all of the options except for d.

Using operations with mixed numbers and relations between hours and minutes, it is found that:

a) You will arrive in Seattle at 4:15 am.

b) You will arrive in Atlanta at 9:50 a.m.

c) You will arrive in Atlanta at 10:30 a.m.

A mixed number is represented as follows:

a b/c.

In which:

As a decimal, the number is given as follows:

a + (b/c).

For item a, it is found that the time it takes to arrive in Seattle from Atlanta is given by the addition of these following numbers:

Hence the time in hours is:

2.25 + 1.5 + 3.5 + 1.75 + 0.75 = 9.75 hours = 9 hours and 45 minutes.

Seattle is 3 hours behind Atlanta, hence the time you arrive there is:

6:30 pm + 9 hours and 45 minutes = 4:15 am, as:

For item b, we have that:

For item c, 2/3 of an hour is 40 minutes, 40 minutes after 9:50 am is 10:30 a.m., which is the time you would arrive.

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Find the intercepts and domain and perform the symmetry test on each of the following hyperbola

9x² - 16y² = 144

Domain (-inf, -4] and [4, inf)

Symetry around y-axis

There is no y intercepts

X-intercepts at x = -4 and x = 4

Focus at (-4, 0) and (4, 0)

Using the properties of alternate angles, the value of x = 8 and ∠ A = 30

A transversal that crosses two parallel lines produces alternate exterior angles. They form two pairs (four total angles) of alternate outside angles since they are situated "outside" the two parallel lines but on different sides of the transversal.

For the given question,

∠A=6x−18

∠B=14x+38

As, both parallel lines are intersected by a transversal,

the value of angle ∠A and ∠180 - B is same as they are alternate angles,

⇒ 6x−18 = 180 - 14x - 38

⇒ 6x + 14x = 142 + 18

⇒ 20x = 160

⇒ x = 8

∠A = 6x−18

⇒ ∠ A = 30

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Correct question -

Equation of the line that passes through the points in the table:

x=0,1,2,3

y=10,7,4,1

is y = -3x + 10

What is Equation of the Line?

A straight line's general equation is y = mx + c, where m denotes the gradient and y = c denotes the point at which the line crosses the y-axis. On the y-axis, this value c is referred to as the intercept. Key Concept. Y = mx + c is the equation for a straight line with a gradient of m and an intercept of c on the y-axis.

Since, The Equation of the line:

y = mx + b

where m is the slope

For finding slope passing through (0,10) and (1, 7)

m = (y2 - y1)/(x2 - x1)

m = (7 - 10) / (1 - 0)

m = -3/1

m = -3

Therefore, the slope of the line is −3.

Now use the slope and either of the two points to find the y-intercept.

y=mx+b

10 = (-3)(0) + b

10 = b

Write the equation in slope intercept form as:

y=mx+b

y = -3x + 10

Hence, the equation of the line is y = -3x + 10

Now, for other two points (2, 4) and (3, 1)

For finding slope passing through (2, 4) and (3, 1)

m = (y2 - y1)/(x2 - x1)

m = (1 - 4) / (3 - 2)

m = -3/1

m = -3

Therefore, the slope of the line is −3.

Now use the slope and either of the two points to find the y-intercept.

y=mx+b

4 = (-3)(2) + b

4 = -6 + b

4+6 = b

b = 10

Write the equation in slope intercept form as:

y=mx+b

y = -3x + 10

Hence, the equation of the line is y = -3x + 10

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Given:

The equations are:

a.) y = 2x + 7, b.) y = 3/5x + 1, c.) 3x + 2y = 6, d.) y = x^2

To determine what in the equation of part (d) makes its different, we first note that the graph for part (d) is a parabola, which is a curve with an upward opening. In addition, we also note that the power of x in the equation of part (d) is 2, while the other three graphs have a power of 1.

Therefore, the answer is:

The power of x in the equation of part (d) makes its graph different.

5. Given

You know that:

a=-1

b=2

w=-10

Replace these values into the expression:

Following the order of operations, first, you have to solve the exponent and the multiplication:

Both minus signs form a "double negative" when this happens, the signs cancel each other and turn into a plus sign, so that:

Next, solve the addition

The result of this operation is 21.

Factor the expression.

So answer is,