Using proportions, it is found that the dimensions of the reception area of of 12 feet by 20 feet.
What is a proportion?A proportion is a fraction of a total amount, and the measures are related using a rule of three.
In this problem, the scale factor is of 1 inch = 4 feet, meaning that each inch on the drawing represents a dimension of 4 feet.
The drawing is of 3 inches by 5 inches, hence the real dimensions are given by;
3 x 4 = 12 feet.5 x 4 = 20 feet.More can be learned about proportions at https://brainly.com/question/24372153
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x 10xy) + 16x
19 +11z +2 (-2-z)
Answer:
Don't understand retype your question
Penelope has a bag that contains orange chews, apple chews, and lime chews. She performs an experiment. Penelope randomly removes a chew from the bag, records the result, and returns the chew to the bag. Penelope performs the experiment 33 times. The results are shown below:
A orange chew was selected 13 times.
A apple chew was selected 9 times.
A lime chew was selected 11 times.
Based on these results, express the probability that the next chew Penelope removes from the bag will be apple or lime as a percent to the nearest whole number.
The probability that the next chew Penelope removes from the bag will be apple or lime as a percent is 60.6%.
What is Probability?Probability is the branch of mathematics concerning numerical descriptions of how likely an event is to occur, or how likely it is that a proposition is true. The probability of an event is a number between 0 and 1.
Here, Number of apple and lime is 9 + 11 =20
Total bag contains = 13 + 9 + 11 = 33
Probability = Number of apple or line / Total
= 20 / 33
= 60.6 %
Thus, The probability that the next chew Penelope removes from the bag will be apple or lime as a percent is 60.6%.
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pls help with this problem
Answer:
D
Step-by-step explanation:
The median is 8, so it is less than 9.
Answer:
Option D is not true
Step-by-step explanation:
The mode is the highest occuring number.From the data.
The mode is 9 and is greater than 7.This mean option A is correct.
The range is the difference between the highest number and the lowest which is 15-4 =11.Hence option C is correct because the range is more than 10.
The median when the data is arranged in either ascending or descending order i.e (15,12,11,9,9,7,5,4).Hence,the middle numbers are 9 and 9.To get the median,we get the average of the numbers which will be 9+9=18 ÷2= 9. The median is 9 which means option D is not correct.
The mean will be the addition of the numbers divided by the number of items
[tex] \frac{9 + 15 + 5 + 7 + 9 + 12 + 11 + 4}{8} [/tex]
[tex] = \frac{72}{8} [/tex]
[tex] = 9[/tex]
The mean is equal to 9 which means Option B is correct.
This implies that the only option which is incorrect is option D
Select the correct answer.
What is the range of this absolute value function?
y
-10
-10.
-8
9
N-
N
A
-6
-8
-10
10
Solve 2(x + 1) = 2x + 2
Please solve (15 points)
How would you write 8^5 as a multiplication expression? A. 8 × 5 B. 8 × 8 × 8 × 8 × 8 C. 5 × 5 × 5 × 5 × 5 × 5 × 5 × 5
[tex]\huge\underline{\red{A}\blue{n}\pink{s}\purple{w}\orange{e}\green{r} -}[/tex]
if we ever face a number written in the form of [tex]\underline{x^{n}}[/tex]where x denotes the base and n denotes the exponent or power , we can expand it in the following way -
[tex] x^{n} = x \times x \times x \times.... x ( upto\: " n " \: times )[/tex]
therefore ,
[tex]8 {}^{5} = 8 \times 8 \times 8 \times 8 \times 8[/tex]
option ( B )
hope helpful -,-
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[tex]\diamond\:\large\blue\textsf{\textbf{\underline{\underline{Question:-}}}}\:\diamond[/tex]
✶ How would you write [tex]\bold{8^5}[/tex] as a multiplication expression [tex]\textit{?}[/tex]
[tex]\diamond\large\blue\textsf{\textbf{\underline{\underline{Answer and How to solve:-}}}}\diamond[/tex]
✶ The exponent indicates how many times a certain number was multiplied by itself.
✶ In this case we have [tex]\bold{8^5}[/tex], so 8 was multiplied by itself five times.
So we conclude that [tex]\bold{8^5}[/tex] written as a multiplication expression looks as follows:-
[tex]\bigcirc\!\!\!\!\checkmark[/tex] 8•8•8•8•8
Good luck.- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
PLEASE HELP WILL MARK BRAINLIEST
e demand for a certain product is random. It has been estimated that the monthly demand of the product has a normal distribution with a mend of 390units. The unit price of product is ETB 25. Ordering cost is ETB 40 per order and inventory carrying cost is estimated to be 35 percent per year. Calculate economic order quantity (EOQ). 10. Given the data below, what is the simple linear regression
The economic order quantity of the product with the demand of 390 units is 1392.86 units.
What is an economic order quantity?This refers to an inventory management technique that helps make efficient inventory management decisions.
The formula for economic order quantity is [tex]\sqrt{2 * D * S / H}[/tex]
Given data
Demand = 390 units.
Unit price of product is ETB 25.
Ordering cost is ETB 40 per order
inventory carrying cost is estimated to be 35 percent per yer
EOQ = [tex]\sqrt{2*390*25/40*0.35}}[/tex]
EOQ = 19,500 / 14
EOQ = 1392.85714286
EOQ = 1392.86 units
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Please help me slove this i really need the answer
A healthy school lunch that is $0.75 more than the current lunch has a higher economic
The fact that the healthy school lunch has a higher price than the current lunch means that it has a higher economic cost.
What is an economic cost?An economic cost in this scenario, is the increased cost that comes with a commodity having greater perceived value.
A healthy school lunch will help a person stay healthy which is why it has more value than the current lunch. This is the reason for its higher price.
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Answer: cost
Step-by-step explanation:
Please help please .,.,
Answer:
219.8 square cm
Step-by-step explanation:
[tex]s = 2\pi r^{2} +2\pi rh\\s=2(3.14)5^{2} +2(3.14)(5)(2)\\s = 6.28(25)+6.28(10)\\s = 157+62.8\\s=219.8 cm^{2}[/tex]
The number of students who signed a petition for more after-school sports is 195, or 30% of the students at school. Terry's calculations show that there are 58.5 students, but he knows that number is incorrect. What is the correct enrollment? What was Terry's error?
Question content area bottom
Part 1
The correct enrollment is
enter your response here student(s). Terry found
▼
the percent of 195 that 30 is
30% of 195
what 195 is 30% of
instead of finding
▼
Answer:
650
Step-by-step explanation:
195
_. of 30
100
and these 30 zero cut and 100 zero also cut and 3 * 195= 65 and 65 x 10 =650
First try was incorrect
Ivy is making fasnacht (deep-fried German doughnuts) to sell the
Tuesday before Ash Wednesday, her bakery's biggest fasnacht day of
the calendar year. She has 6 pounds of butter and her recipe calls for
1
2
cup of butter per 1.5 dozen fasnacht. If 1 pound of butter is 2 cups,
then how many cups of butter will Ivy have left over after making 30
Answer:
3 cups of butter ivy will have left over
6) The combined area of town A and town B is 104,000 square miles. The area of town A is 10,000 square miles more than that of town B. Find the area land of each town.
Step-by-step explanation:
Town B = 47000 square miles
Town A = 57000 square miles
In Detroit the high temperatures in degrees Fahrenheit for
five days in January were -12°, -8°, -3°, 6°, -15°. What was the
average temperature for these five days?
Answer:
-6.4 degrees.
Step-by-step explanation:
The average temperature
= (-12 -8 -3 + 6 - 15) / 5
= -32/5
= -6.4 degrees.
Assuming Earth to be a sphere of radius 4000 miles, how many miles north of the Equator is City A, if it is 36° north from the Equator?
Answer:
2513 miles
Explanation:
[tex]\sf Length \ of \ arc = \dfrac{\theta}{360} * 2\pi r[/tex]
Here given:
∅ = 36°
radius = 4000 miles
Insert following:
[tex]\sf \rightarrow \dfrac{36}{360} * 2\pi (4000)[/tex]
[tex]\sf \rightarrow 800\pi \ \ \ (in \ terms \ of \ \pi )[/tex]
[tex]\sf \rightarrow 2513.3 \ \ (rounded \ to \ nearest \ tenth)[/tex]
[tex]\sf \rightarrow 2513 \ \ (rounded \ to \ nearest \ mile)[/tex]
please show the steps
Answer:
x = -3, 0, or 7
Step-by-step explanation:
After removing common factors, the remaining quadratic can be factored by comparison to the factored form of a quadratic.
__
Step 1Write the equation in standard form.
4x³ -16x² -84x = 0
Step 2Factor out the common factor from all terms.
= 4x(x² -4x -21) = 0
Step 3Compare to the factored form of a quadratic:
(x +a)(x +b) = x² +(a+b)x +ab
This tells you the constants 'a' and 'b' in the factors can be found by considering ...
(a+b) = -4 . . . . the coefficient of the x term of the quadratic
ab = -21 . . . . . the constant term of the quadratic
It is often helpful to list factor pairs of the constant:
-21 = (-21)(1) = (-7)(3) . . . . integer pairs that have a negative sum
The sums of these pairs are -20 and -4. We are interested in the latter. We can choose ...
a = -7, b = 3
Step 4Put it all together.
4x³ -16x² -84 = (4x)(x -7)(x +3) = 0 . . . . . factored form of the equation
Step 5Apply the zero product rule. This rule tells you the product of factors will be zero when one or more of the factors is zero:
4x = 0 ⇒ x = 0
x -7 = 0 ⇒ x = 7
x +3 = 0 ⇒ x = -3
Solutions to the equation are x ∈ {-3, 0, 7}.
_____
Additional comment
What we did in Step 3 is sometimes referred to as the X-method of factoring a quadratic. The constant (ab product) is put at the top of the X, and the sum (a+b) is put at the bottom. The sides of the X are filled in with values that match the product and sum: -7 and 3. The method is modified slightly if the coefficient of x² is not 1.
A graphing calculator often provides a quick and easy method of finding the real zeros of a polynomial.
Which of the following best describes the graph shown below ?
B. This is the graph of a function, but it is not one-to-one
Step-by-step explanation:A function is a type of graph that has a specific relationship between the x and y values.
Vocabulary
First, let's define the words that were used in the answer choices.
Function - A function is a type of relationship where the x-values do not repeat. This means that each x-value has only one specific y-value.One-To-One - A one-to-one function still has no repeating x-values; however, y-values also do not repeat. This means that each y-value has only one x-value and vice versa.Finding a Function
There are different ways to find if a relationship is a function, but with a graph, the easiest way is the vertical line test. The vertical line test is when you draw vertical lines over your graph. If you are able to draw a vertical line everywhere without that line crossing the graph more than once, then the graph is a function.
In this graph, there is no spot in which a vertical line would intersect with the graph more than once. Since it passed the vertical line test, this must mean that x-values never repeat. Thus, this is a function.
Finding a One-To-One Function
Now that we know this is a function, we need to find if this is a one-to-one function. Once again, this can be done multiple ways, but one way is the horizontal line test. This test is similar to the method above; however, horizontal lines are used. In this test, you draw horizontal lines are drawn on the graph. If you can draw a horizontal line at every value without the line intersecting more than once, then it is a one-to-one function.
On this graph, if you were to draw a horizontal line at any of the y-values between 0 and 6, then the line would intersect multiple times. This means that y-values do repeat. Thus, this is not a one-to-one function.
200(x-0.3)=600
-10(x-1.7)=-3
Answer:
x = 33.
x = 2.
Step-by-step explanation:
200(x-0.3)=600
200x - 60 = 600
200x - 60 + 60 = 600 + 60
200x = 660
x = 660/200
x = 3.3.
-10(x-1.7)=-3
-10x + 17 = -3
-10x + 17 - 17 = -3 - 17
-10x = -17 - 3 = -20
x = 2.
Write a cosine function that has an amplitude of 4, a midline of 2 and a period of1
Answer:
see below
Step-by-step explanation:
start with cos (x)
amplitude 4
4 cos x
midline 2
4 cos (x ) + 2
period of 1 : 2 pi / 1 = 2 pi
multiply x by 2pi
4 cos ( 2 pi x) + 2
Which of the following graphs is not a function ?
Answer:
I believe it should be the first one
Step-by-step explanation:
in the first one if you put a line straight it would cross it twice making it not function.
Answer:
The first one is not a function.
Step-by-step explanation:
When you perform the vertical line test on the graphs, the first graph is the only one that passes through a X value multiply times.
If xy + 1/(xy) = 2 , then what does (x^2)(y^2) + 1/((x^2)(y^2)) = ?
Show all work.
Show any graphical support.
Explain what happened with both the math work and the graph(s).
Think about what happened.
Would it happen with more terms or the next function in the sequence?
Why or why not? Explain.
The value of the expression will be [tex](xy)^2+\dfrac{1}{(xy)^2}=2[/tex]
What is an expression?Expression in maths is defined as the collection of the numbers variables and functions by using signs like addition, subtraction, multiplication and division.
Given that:-
The value of the expression is [tex]xy+\dfrac{1}{xy}=2[/tex]
So we need to find [tex](xy)^2+\dfrac{1}{(xy)^2}=?[/tex]
The value of the expression will be calculated as:-
[tex]xy+\dfrac{1}{xy}=2[/tex]
Squaring the above equation.
[tex](xy)^2+\dfrac{1}{(xy^2)}+2\times (xy)^2\times \dfrac{1}{(xy^2)}=4[/tex]
[tex](xy)^2+\dfrac{1}{(xy^2)}=2[/tex]
Again squaring the above expression.
[tex](xy)^4+\dfrac{1}{(xy^4)}+2\times (xy)^4\times \dfrac{1}{(xy^4)}=4[/tex]
[tex](xy)^4+\dfrac{1}{(xy^4)}=2[/tex]
Hence the value of the expression will be [tex](xy)^2+\dfrac{1}{(xy)^2}=2[/tex]
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Calculate the diameter of the
circle.
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[tex]\diamond\large\blue\textsf{\textbf{\underline{Given question:-}}}[/tex]
[refer to attachment for question]
[tex]\diamond\large\blue\textsf{\textbf{\underline{\underline{Answer and how to solve:-}}}}[/tex]
Remember, the radius is exactly one-half of the diameter, so if we need to find the diameter, we multiply the radius times 2:-
r=6.5m
d=13m
r=9.1 ft
d=18.2 ft
Good luck with your studies.- - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - -
Given: 1 = 2
If AB = 10, AC = 6, and BC = 6, find AD:
The length of AD in triangle ABC in which ∠1 = ∠2 is 3.75.
What is Angle Bisector?The (interior) bisector of an angle, also called the internal angle bisector, is the line or line segment that divides the angle into two equal parts.
Here, Let the lenght of AD be x
AB = 10 , AC = 6 and BC = 6
by Angle-Bisector theorem which states that
if a ray bisects an angle of a triangle, then it divides the opposite side into segments that are proportional to the other two sides.
So, CD/BD =AC/AB
CD/(BC-CD) = 6/10
10. CD = 6.BC - 6.CD
16 CD = 6 X 6
16 CD = 36
CD = 36/16
CD = 2.25
Now, AD = AC - CD
AD = 6 - 2.25
AD = 3.75
Thus, the length of AD in triangle ABC in which ∠1 = ∠2 is 3.75.
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three bells rings at intervals of 30min, 40min and 48min. The bells rang at 1230h.What time, in a. m/p.m, will they ring together next?
Whats the difference between 16x + 5 and 4x + 5
Is (-3, 1) a solution to this system of inequalities?
5x + 5y ≤ -19
10x 16y < 1
yes or no
Answer:
No
Step-by-step explanation:
5(-3)= -15
5(1)= 5
-15+5=-10
-10 is greater than -19 not less than or equal too.
Hope this helps!
Kenosha is having a lunch with 4 of her friends at a fancy restaurant. The bill total is $175.50 if a 20% tip is added onto the total how much each person need to contribute
Answer:
$8.78
Step-by-step explanation:
first you need to find 20% of $175.50
which is 35.10
then you divide 35.10 by 4 leaving you with 8.78
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a=2,b=1 and c=4.What is 3ac-a+2b
Step-by-step explanation:
a = 2
b = 1
c = 4
Question:[tex]3ac - a + 2b[/tex]
= Solution ,
= 3 × 2 × 4 - 2 + 2 × 1
= 24 - 2 + 2
= 24 + 2 - 2
= 26 - 2
= 24
hence the answer is 24....