Ms. Albero decided to make juice to serve along with the pizza at the Student Government party. The directions said to mix 2 scoops of powdered drink mix with a half gallon of water to make each pitcher of juice. One of Ms. Albero’s students said she will mix 8 scoops with 2 gallons of water to make 4 pitchers. How can you use the concept of proportional relationships to decide whether the student is correct?

Answer:

zxc

Step-by-step explanation:

xzcsdcasc

Answer:

x=3

Step-by-step explanation:

−4x+1+9x=−9x+16+9x

5x+1=16

Step 2: Subtract 1 from both sides.

5x+1−1=16−1

5x=15

Step 3: Divide both sides by 5.

5x/5 =15/5

x=3

Answer: 20 mL

Step-by-step explanation:

According to Archimedes, the upward force exerted on a body immersed in a fluid is equal to the weight of the fluid the body displaces.

i.e. weight of the object = weight of the fluid displayed

Given: George put 25 mL of water into a graduated cylinder. After adding a solid object, the water level in the cylinder rose to 45 mL.

So, the volume of the object = New volume - Original volume

= 45 mL - 25 mL

= 20 mL

Hence, the volume of the object =20 mL

Answer:

[tex]\frac{-7}{24}[/tex]=r

Step-by-step explanation:

3÷8=r+2÷3

[tex]\frac{3}{8}[/tex]=r+[tex]\frac{2}{3}[/tex]

[tex]\frac{3}{8}[/tex]-[tex]\frac{2}{3}[/tex]=r

(make the denominators same)(LCM of 8 and 3=24)

[tex]\frac{3}{8}[/tex]([tex]\frac{3}{3}[/tex])+[tex]\frac{2}{3}[/tex]([tex]\frac{8}{8}[/tex])=r

[tex]\frac{9}{24}[/tex]-[tex]\frac{16}{24}[/tex]=r

[tex]\frac{9-16}{24}[/tex]=r

[tex]\frac{-7}{24}[/tex]=r

Answer:

MP= (7.5,2) or another way of it [tex]MP= (\frac{15}{2},2 )[/tex]

Step-by-step explanation:

Midpoint formula: [tex]MP= (\frac{x_1+x_2}{2}),(\frac{y_1+y_2}{2} )[/tex]

[tex]MP= (\frac{6+9}{2}),(\frac{-1+5}{2} )[/tex] 6+9=15  -1+5=4

[tex]MP= (\frac{15}{2}),(\frac{4}{2} )[/tex] 15/2=7.5 4/2=2

[tex]MP= (7.5,2)[/tex]

Answer:

No

Step-by-step explanation:

The literal equation a = 3b + 4c - a contain "a" on the right side so it is not solved for a.

There are many different ways to define an equation. The definition of an equation in algebra is a mathematical statement that demonstrates the equality of 2 mathematical expressions.

More than one variable may be present inside a linear equation. An equation is said to be linear if the maximum power of the variable is consistently unity.

A formula known as an equation uses the same sign to denote the equality of two expressions.

If we solve any equation for x then

x = f(other than x)

For example

x + 2x + 3y = 4

Solve for x will be

3x + 3y = 4

x = (4 - 3y)/3 so on right-hand side no x term is present.

Given the equation,

a = 3b + 4c - a

The right-hand side has termed "a" so it is not solved for a.

Hence "The literal equation a = 3b + 4c - a contain "a" on the right side so it is not solved for a".

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Answer:FH = 12

Step-by-step explanation:

Answer:9

Step-by-step explanation:

The distance between-9 and 0 is 9.

Step-by-step explanation:

|-9| = 9 , since the absolute value of every negative number is a positive number

Answer:

y=1

Step-by-step explanation:

-2y +3 = 8y -7

-10y = -10

y = 1

Answer:

No

Step-by-step explanation:

Fractions and decimals are not integers. Any and all whole numbers like 1, 2, 3... Or even negative numbers like -1, -2, -3 etc. are all integers. However any fractions, decimals, etc. are NOT integers.

Hope this helps and have a nice day!

Answer:

no

Step-by-step explanation: no fractions are integers bc the are not orginally positive or negative but u can put them on a number line

Answer:

hope it helps

plz mark as brainliest

Length of [tex]\boldsymbol{AC}[/tex] is [tex]\boldsymbol{22}[/tex] units.

"To understand the calculation, check below."

Midpoint

The middle point of the a line segment is called the midpoint.

It's really the centroid of both segment and the ends, and it is equidistant from both.

It cuts the portion in half.

[tex]B[/tex] is the midpoint of [tex]

AC[/tex] [tex]\boldsymbol{AB=BC}[/tex][tex]3x-1=x+7[/tex] [tex]2x

AC=8[/tex] [tex]\boldsymbol{x=4}[/tex]

So,[tex]BC=4+7[/tex] [tex]=\boldsymbol{11}[/tex]

Therefore,[tex]AC=2BC[/tex] [tex]=2 \times 11\\=\boldsymbol{22}[/tex]Length of [tex]\boldsymbol{AC}[/tex] is [tex]\boldsymbol{22}[/tex] units.

Find out more information about midpoint here:

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Answer:

rational

Step-by-step explanation:

Answer:

The slope of a line can be positive, negative, zero, or undefined. A horizontal line has slope zero since it does not rise vertically (i.e. y1 − y2 = 0), while a vertical line has undefined slope since it does not run horizontally (i.e. x1 − x2 = 0).

Step-by-step explanation:

i googled it

Answer:

Part of designing a set of experimental procedures is:

C. Identifying the controlled, manipulated, and responding variables

Answer

Hi mate,

Divided=divisor*quotient+remainder

19346=x*841+3

19346-3=841x

19343/841=x

x=23

Hope this helps u

Mark me as brainliest

Step-by-step explanation:

Answer:

t=9

Step-by-step explanation:

Move all terms that don't contain

t to the right side and solve.t=9

Answer:

t=9

Step-by-step explanation:

48=4t+12

Subtract 12 in both sides

36=4t

Divide 4 both sides

9=t

t=9

Answer:

(-10,11)

Step-by-step explanation:

x-value:

-4-2=-6

-4-6=-10

y-value:

6-1=5

6+5=11

Answer:

the new end point is (-10,11).

Answer:

if line segement XY is congruent to line segment MN, the line segemnt MN is congruent to line segment XY

Step-by-step explanation:

:)

Answer:

36UNITS

Step-by-step explanation:

If point V lies between U and W, then UV+VW = UW

given parameters

UV = 2x-4

VW = 4x+10

UW = 9x-9

Substituting the given functions in the formula first, we will have;

2x-4+4x+10 = 9x-9

6x+6 = 9x-9

Collect like terms

6x-9x = -9-6

-3x = -15

x = -15/-3

x = 5

Substitute x = 5 into UW.

Since UW = 9x-9

UW = 9(5)-9

UW = 45-9

UW = 36

Answer:

6 x 10^5

Step-by-step explanation:

7 x 10^6 is 7,000,000 and 6 x 10^5 is 600,000. The one that is closer is 6 x 10^5

Answer:

[tex]1-\cos \left(x\right)[/tex]

Step-by-step explanation:

[tex]\frac{\sec \left(x\right)\sin ^2\left(x\right)}{1+\sec \left(x\right)}[/tex]

Use the identity: [tex]\sec \left(x\right)=\frac{1}{\cos \left(x\right)}[/tex]

[tex]\frac{\frac{1}{\cos \left(x\right)}\sin ^2\left(x\right)}{1+\frac{1}{\cos \left(x\right)}}[/tex]

[tex]\frac{\frac{1}{\cos \left(x\right)}\sin ^2\left(x\right)}{\frac{\cos \left(x\right)+1}{\cos \left(x\right)}}[/tex]

[tex]\frac{\frac{\sin ^2\left(x\right)}{\cos \left(x\right)}}{\frac{\cos \left(x\right)+1}{\cos \left(x\right)}}[/tex]

Divide them using [tex]\frac{\frac{a}{b}}{\frac{c}{d}}=\frac{a\times d}{b\times c}[/tex]

[tex]\frac{\sin ^2\left(x\right)\cos \left(x\right)}{\cos \left(x\right)\left(\cos \left(x\right)+1\right)}[/tex]

Cancel cos(x):

[tex]\frac{\sin ^2\left(x\right)}{\cos \left(x\right)+1}[/tex]

Use the identity: [tex]\sin ^2\left(x\right)=1-\cos ^2\left(x\right)[/tex]

[tex]\frac{1-\cos ^2\left(x\right)}{1+\cos \left(x\right)}[/tex]

[tex]\frac{-\left(\cos ^2\left(x\right)-1\right)}{1+cos(x)}[/tex]

Use the difference of squares formula:

[tex]-\frac{\left(\cos \left(x\right)+1\right)\left(\cos \left(x\right)-1\right)}{1+\cos \left(x\right)}[/tex]

Cancel out 1+cos(x):

[tex]-\left(\cos \left(x\right)-1\right)[/tex]

Remove outer bracket:

[tex]-\cos \left(x\right)+1[/tex]

[tex]1-cos(x)[/tex]

Answer:

-1,-1

Step-by-step explanation:

it is the midpint (-1,-1)

Answer:

( -1 , -1 )

Step-by-step explanation:

( -8 + 6 / 2 ) , ( 7 + -9 / 2)

( -2 / 2) , ( -2 / 2)

( -1 , -1 )

Answer: There are a total of 297 students in the 7th grade. Rough estimates would say that about half of that number are boys and half are girls. Asking only 50 random girls would be biased because not only would it not be all of the girls (the number of girls would be around 148 or 149) but it would also be ignoring the roughly 148 to 149 boys there are on estimate. The sample would be biased because it would be ignoring the opinions of more than half the seventh grade.

(FULL CREDIT TO maksimylian, I DID NOT WRITE THIS ANSWER)

Answer:

Randomly surveying 50 girls would most likely bring non-seventh-graders into the sample.

The sample also does not take any boys into account, and they most likely make up about half of the seventh-grade population.

The results would not be a representative sample of the population.

Step-by-step explanation:

From edge

Answer: The way you would write this in standerd form would be like this one  point fourty four times one hundered six. Let me know if this correct or not.

Step-by-step explanation:

Step-by-step explanation:

6x + 21y = 103

-6x + 23y = 51

The signs of the x coefficients are opposite.  So adding the equations will eliminate the x terms.

44y = 154

y = 3.5

Combining the equations will remove the x terms because the x coefficients have inverse signs. The solution to the given system of linear equations is x = 4.92 and y = 3.5.

The term "equation" refers to mathematical statements that have at least two terms with variables or integers that are equal.

Here is a system of linear equations:

⇒ 6x + 21y = 103

⇒ -6x + 23y = 51

Inverse signs can be seen in the x coefficients. The x terms will therefore be removed after adding the equations.

⇒ 44y = 154

⇒ y = 3.5

Substitute the value of y = 3.5 in the equation 6x + 21y = 103

⇒ 6x + 21(3.5) = 103

⇒ 6x + 73.50 = 103

⇒ 6x = 103 - 73.50

⇒ 6x = 29.50

⇒ x = 4.92

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Answer:

1. x/4

2. 2/3+x

3. 9-n

Step-by-step explanation:

1. "A number" is an unknown value, so we set that as the variable. When a number is being divided, it's the divisor in a division problem (the first number)

2. The "sum" is the answer to an addition problem (like how the "quotient" is the answer to a division problem), which is why we know to add. Again, "a number" is the unknown value so we set that as the variable.

3. Because Drew is "n" years younger than Joe, Joe's age - n = Drew's age. The question tells us that Joe is 9 years old, so the expression would be 9-n.

I hope this helps! If it does, a brainliest would be much appreciated :)