Answer:
225 people.
Step-by-step explanation:
It is 225 people because if you imagine that those 250 people are all made up of groups of ten, there are 25 groups. One person in each group does not prefer David Bright's and there are 25 groups so there are 25 people in the group of 250 people that do not prefer David Bright's. 250-25=225 people.
A painting, square in shape, is placed in a wooden frame with width of 10% of the length of the side of the paining. The painting was enlarged by 10%. By what percent is the new frame bigger than the original frame if the width of the frame remains the same?
Answer:
8.3%
Step-by-step explanation:
Reid are 1/4 of pie. Vince ate 1/3 of same pie. How much of the pie is left?
Answer:
5/12
Step-by-step explanation: find common denominator
Travis spent 20 minutes getting ready for school in the morning. He spent 9/20 of the time eating breakfast. Write this fraction of time as a decimal
Answer:
0.45
Step-by-step explanation:
9/20=0.45
Travis spent 9/20, which in decimal form is 0.45, of his 20-minute preparation time eating breakfast, which is equivalent to 9 minutes.
Travis spent a total of 20 minutes getting ready for school. Out of this time, he spent 9/20 of it eating breakfast. To express this fraction of time as a decimal, we simply perform division: 9 divided by 20.
9 / 20 = 0.45
Therefore, Travis spent 0.45 of the 20 minutes, or 45% of his preparation time, eating breakfast. When converting this to minutes, 0.45 * 20 minutes equals 9 minutes. Thus, Travis spent 9 minutes eating breakfast.
a damsel in distress is being
Check the picture below.
make sure your calculator is in Degree mode.
Please help me, due in 20 minutes and I need the work.
Answer:
When she mixes the clay she now had 3/2 and 3/4 added would be 6/4 and 3/4 so she has 9/4 pounds of clay. If each student needs 1/8 and she had 18/8 that means she can make 18 students finish.
Please mark brainliest as that would help alot/
Step-by-step explanation:
The Total bill for a dinner, before tax, is $40.00. If you leave a 15% tip, you will leave a tip of $?
$6.00
Step-by-step explanation:A fairly easy way to do the mental calculation of a 15% tip is to realize that ...
... 15% = 10% + (1/2)·10%
Of course, you can compute 10% by moving the decimal point 1 place left, so ...
... 10% of $40.00 = $4.00
Half that is $2.00, so the 15% tip is $4.00 +2.00 = $6.00.
To calculate the total bill including sales tax and tip, convert the percentages to decimals and multiply by the meal cost. Add the computed sales tax and tip to the original meal cost to get the total payable amount. In the example provided, the total comes to $58.90, including sales tax and tip.
The question involves calculating the total bill for a dinner, which includes the meal cost, sales tax, and tip. To solve this problem, one must perform a series of calculations:
Firstly, figure out the sales tax by converting the percentage to a decimal and multiplying it by the total cost of the meal.
Next, decide on the tip percentage, convert it to a decimal, and again multiply by the cost of the meal.
Add both the sales tax and the tip to the original cost of the meal to get the total amount to be paid at the register.
Using the provided example, if the meal cost is $47.50 and the sales tax is 6%, you would calculate the tax as follows:
0.06 x47.50 = $2.85 (sales tax)
And if they decide to leave an 18% tip:
0.18 x $47.50 = $8.55 (tip)
Finally, you add the meal cost, sales tax, and tip:
$47.50 + $2.85 + $8.55 = $58.90
The total amount to be paid at the register with a credit card is $58.90, which includes the meal cost, sales tax, and tip.
A quintic polynomial has, at most, how many x-intercepts?
3
4
5
6
Answer:
5 x-intercepts at most.
Step-by-step explanation:
Polynomial function with degree of 5
End behavior: falls to the left and rises to the right OR falls to the right and rises to the left .
Can have 0,1,2,3 or 4 turning points; can have
0,1,2,3,4 or 5 x-intercepts
A quintic polynomial, which is of degree 5, can have at most 5 x-intercepts as per the Fundamental Theorem of Algebra.
Explanation:A quintic polynomial is a polynomial of degree 5. According to the Fundamental Theorem of Algebra, a polynomial of degree n will have exactly n roots, or solutions. However, not all roots necessarily represent x-intercepts, as some might be complex roots.
On a graph, x-intercepts are points where the polynomial touches or crosses the x-axis, corresponding to the real roots of the polynomial equation. So, in general, a quintic polynomial will have at most 5 x-intercepts. This is because a polynomial of degree n can intersect the x-axis at most n times.
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HURRYYY 20 PTS
Mrs. Nygaard needs 12 hours to grade all of her students’ projects. She made a chart to show how much time she could spend grading the projects during the week.
How many hours will Mrs. Nygaard need to work over the weekend to finish grading the projects?
Add all the hours together:
1 3/4 + 1 1/4 = 3 + 1 1/2 = 4 1/2 + 1 1/5
To add fractions with different denominators, find the common denominator and rewrite the fractions
Common denominator of 2 and 5 is 10
1/2 becomes 5/10
1/5 becomes 2/10
now you have 4 5/10 + 1 2/10 = 5 7/10 + 2 = 7 7/10
Now subtract that from 12:
12 - 7 7/10 = 4 3/10 hours
PLEASE ANSWER
consider the function represented by the equation 16b = 4r - 12. write the equation in function notation, where b is the independent variable. Must show work for full credit
Answer:
r = 4b + 3
Step-by-step explanation:
As b is the independent variable, r must be the dependent variable which should be on the left by itself in function notation.
Rearranging 16b = 4r - 12
4r = 16b + 12
r = 4b + 3
Answer:
r = 4b + 3
Step-by-step explanation:
given equation 16b = 4r - 12
in function notation, dependent variable should be on the right n independent variable appears on the left
16b + 12 = 4r - 12 +12
16b + 12 = 4r
flip left n right
4r = 16b + 12
divide by 4
r= 4b + 3
The sum of the digits of a two-digit number is 12. The number with the digits reversed is 15 times the original tens' digit. Find the original number.
I don't need the answer, just the equations! Thanks!
[tex]a-digit\ of\ tens\\b-digit\ of\ ones\\10a+b-the\ number\\10b+a-the\ number\ with\ reversed\ digits\\\\\left\{\begin{array}{ccc}a+b=12&\to b=12-a\\10b+a=15(10a+b)\end{array}\right\\\\\text{Substitute}\\\\10(12-a)+a=15(10a+12-a)\\10(12-a)+a=15(9a+12)\qquad\text{use distributive property}\\(10)(12)+(10)(-a)+a=(15)(9a)+(15)(12)\\120-10a+a=135a+180\\120-9a=135a+180\qquad\text{subtract 120 from both sides}\\-9a=135a+60\qquad\text{subtract 135a from both sides}\\-144a=60\qquad\text{divide both sides by (-144)}\\\\a=-\dfrac{60}{144}[/tex]
a is negative and it's not a digit.
Conclusion: Such a number does not exist.Point D is between points S and T on ST. Given that SD = 2.9 and ST = 11.1, find the length of DT
D. 8.2
Step-by-step explanation:ST = SD + DT . . . . . segment addition theorem
11.1 = 2.9 + DT . . . . substitute the given lengths
8.2 = DT . . . . . . . . subtract 2.9
The length of segment DT is 8.2 units.
Answer:8.2
Step-by-step explanation:
I got it right on edginuity
3. To combine the equations and solve for one of the variables, you need to eliminate the other variable. How can you change one equation so that one variable is eliminated when the two equations are added? Explain and write the new equation. 12x + 6y = 120
4x + y = 30
Combine the two equations to eliminate one of the variables, and then solve for the other.
Solve for the other variable.
Prove that your solutions are correct by substituting the values back into the original equations and verifying the answers.
Answer:
x=5
y=10
Step-by-step explanation:
A jacket is on sale for $68.00. There is 5% sales tax on the purchase. What is the total cost, including tax?
Answer:71.4
Step-by-step explanation:
Nikita knows the following information about her food club that has 1111 members: 33 members like neither fruit nor vegetables. 44 members like fruit but not vegetables. 55 members in total like fruit. Can you help Nikita organize the results into a two-way frequency table?
Answer:
[tex]\begin{array}{cccc}&\text{ Like fruit }&\text{ Do not like fruit }&\text{ Total }\\\text{Like vegetables}&11&1023&1034\\\text{Do not like vegetables}&44&33&77\\\text{Total}&55&1056&1111\end{array}[/tex]
Step-by-step explanation:
You are given such information:
food club has 1111 members;33 members like neither fruit nor vegetables;44 members like fruit but not vegetables;55 members in total like fruit.Then 55 - 44 = 11 members like fruit and vegetables. Thus,
1111 - 55 - 33 = 1023 members like vegetables but not like fruit.
A two-way frequency table will take look
[tex]\begin{array}{cccc}&\text{ Like fruit }&\text{ Do not like fruit }&\text{ Total }\\\text{Like vegetables}&11&1023&1034\\\text{Do not like vegetables}&44&33&77\\\text{Total}&55&1056&1111\end{array}[/tex]
Nikita can organize her data into a two-way frequency table showing members' preferences for fruit and vegetables. The table identifies how many members like only fruit, only vegetables, both, or neither accordingly.
Nikita has the following data about her food club consisting of 1111 members:
33 members like neither fruit nor vegetables.44 members like fruit but not vegetables.55 members in total like fruit.We can organize this information into a two-way frequency table. Here are the steps:
Calculate the number of members who like both fruit and vegetables. Since 55 members like fruit, 44 like only fruit, and 33 like neither, we subtract the 44 members who like only fruit from the total 55 fruit-likers to find those who like both: 55 - 44 = 11.
Calculate the number of members who like vegetables only. The number of members who like either fruit or vegetables or both can be found by subtracting those who like neither from the total number of members: 1111 - 33 = 1078. We already know 55 like fruit, so those who like vegetables only: 1078 - 55 = 1023 (1111 total members - 33 neither - 55 fruit).
The two-way frequency table looks like this:
Fruit No Fruit Total
Vegetables 11 1023 1034
No Vegetables 44 33 77
Total 55 1056 1111
A rock is pushed out of a six-story window that is 60 feet above the ground. What energy changes occur as the rock falls to the ground?
A)
The potential energy of the rock is destroyed as it falls.
B)
The potential energy of the rock is transformed into kinetic energy.
C)
The kinetic energy of the rock is transformed into potential energy.
Answer:
B) The potential energy of the rock is transformed into kinetic energy.
Step-by-step explanation:
Our understanding of Physics tells you the potential energy due to the rock's position in the gravitational field is transformed into kinetic energy as the rock gains speed (and loses height).
_____
Comment on the problem
There are additional effects not accounted for by this simplified answer, including thermal effects, radiation effects, and sound effects. (In this new age, there can also be energetic effects in dimensions we're not accustomed to considering, including emotional or other effects on—or due to—consciousness.)
Answer B)it goes from being still to moving
Paul needs 8 equal-length sections of rope.After cutting these 8 sections,he has 28.9 inches of rope left over from an original length of 184.9 inches.What is the length of each of the sections?Be sure to define your variable(s)
19.5 inches
Step-by-step explanation:Let r represent the length of one of the sections of rope (in inches). Then the total length of the original rope is ...
... 8r +28.9 = 184.9
... 8r = 156 . . . . . . . . . . . . subtract 28.9; next, divide by 8
... 156/8 = r = 19.5
The length of each of the sections is 19.5 inches.
Which of the following expressions are polynomials and which are not (why?)
1/x^3 +x^2
Answer:
none shown
Step-by-step explanation:
1/x^3 = x^(-3) has a negative exponent. It does not match the requirement that exponents be a non-negative integer. Therefore, any expression containing 1/x^3 will not be a polynomial.
If Mary has ran 41 miles how many inches is that?
find the measure of the missing side. 7.4 3.6
Check the picture below.
The length of the missing side (the other leg) is approximately 6.47 units.
To find the measure of the missing side of a right triangle when you know the hypotenuse and one of the other sides, you can use the Pythagorean Theorem. The theorem states:
a² + b² = c²
Where:
- a and b are the lengths of the two shorter sides (legs) of the right triangle.
- c is the length of the hypotenuse.
In this case, you know the hypotenuse (c) is 7.4 and one of the legs (height, let's call it 'a') is 3.6. You want to find the length of the other leg (b).
Plug the values into the Pythagorean Theorem:
3.6² + b² = 7.4²
Solve for b:
b² = 7.4² - 3.6²
b² = 54.76 - 12.96
b² = 41.8
To find b, take the square root of both sides:
b = √41.8
b ≈ 6.47 (rounded to two decimal places)
So, the length of the missing side (the other leg) is approximately 6.47 units.
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The table shows how long it took Melinda to do her math homework each day over four days.
Table) Monday:3/4, Tuesday:5/6, Wednesday:2/3, Thursday:1/2
What is the ratio of the time it took Melinda to do her math homework on Wednesday to the time it took her to do it on Tuesday.
Please help me, I struggle with this topic in school.
4/5
Step-by-step explanation:The question is asking you to find the ratio of Wednesday's time (2/3) to Tuesday's time (5/6). To do that, you divide the fractions:
... Wednesday / Tuesday = (2/3) / (5/6)
There are a couple of different methods you can use to divide fractions.
1. Invert the denominator and multiply.
When we invert 5/6, it becomes 6/5. So our division problem is now a multiplication problem:
... (2/3) × (6/5) = (2×6)/(3×5) = 12/15
This result can be reduced by removing a factor of 3 from numerator and denominator:
... Wednesday/Tuesday = 4/5
___
2. Make both fractions have the same denominator, then drop the denominators.
The denominators of the fractions in our ratio are 3 and 6. If we multiply 3 by 2, it becomes 6, so we can rewrite the numerator fraction as ...
... 2/3 = (2/3)×(2/2) = 4/6
Now, it has a denominator of 6 and our division problem is
... (2/3) / (5/6) = (4/6) / (5/6)
Dropping the (same) denominators gives ...
... Wednesday/Tuesday = 4/5
A basketball player attempts 15 baskets in a game, He makes 9 of the attempted basket. which ratio describe the number of basket the player made to the number of basket the player attempted?
Answer:
3:5
Step-by-step explanation:
We are looking for the ratio of baskets made to baskets attempted
made: attempted
9:15
We can divide each number by 3
9/3: 15/3
3:5
The ratio of baskets made: attempted is 3:5
The ratio that describes the number of baskets made to the number of baskets attempted by the basketball player is 9 to 15, which simplifies to 3 to 5.
The question pertains to the ratio of successful basket attempts to total attempts made by a basketball player in a game.
In this case, the player successfully made 9 baskets out of 15 attempts.
To express this as a ratio, we simply compare the number of made baskets to the total attempts,
thus the ratio is 9 to 15, which can also be simplified by dividing both numbers by their greatest common divisor, which is 3, resulting in a simplified ratio of 3 to 5.
Which of the following equations is perpendicular to y = 2x + 5 and passes through the point (4 , 6)? A. y = – 1 2x + 8 B. y = 2x + 8 C. y = – 1 2x – 2 D. y = 2x – 2
Answer:
The equation would be y = -1/2x + 8
Step-by-step explanation:
To find the equation of the line, we start by find the slope. Perpendicular slopes have opposite and reciprocal slopes. since the original slope is 2, then the perpendicular slope is -1/2.
Now, using the point and the slope in point-slope form, we can find the equation.
y - y1 = m(x - x1)
y - 6 = -1/2(x - 4)
y - 6 = -1/2x + 2
y = -1/2x + 8
The equations that is perpendicular to y = 2x + 5 and passes through the point (4 , 6) is y = - 1/2 x + 8
For an equation to be perpendicular to the another line equation the product of there slope will be negative one. Therefore,
m₁m₂ = -1Therefore, the slope of y = 2x + 5 is 2. The equation should have the following slope:
2m₂ = - 1
m₂ = -1 / 2
A linear equation is represented as follows:
y = mx + bm = slope
b = y-intercept
Therefore,
let use the point (4 , 6) to find b
6 = - 1/2 (4) + b
6 = -2 + b
b = 6 + 2
b = 8
The equation will be as follows:
y = - 1/2 x + 8
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Which equation can be used to find the area of the of the trapezoid?
A) A = 2(15 + 23)(9)
B) A = 2(15 + 23)(9)
C) A = 1/2(15 + 23)(9)
D) A = 1/2 (152 + 232)(92)
Answer:
C) 1/2(15 +23)(9)
Step-by-step explanation:
The formula for the area of a trapezoid in terms of base lengths b1 and b2 and height h is ...
... A = 1/2(b1 +b2)h
Substituting the values shown in the figure, this becomes ...
... A = 1/2(15 +23)(9) . . . . . matches selection C
2=-6x+4 solve for the variable x
Answer:
x=1
Step-by-step explanation:
so just plug 1 in and you wil get it
Answer:
16
Step-by-step explanation:
6(2)+4
6 x 2=12
12+4=16
Hey conic section has the equation X+Y^2+ 12X + 8y= 48 determine the following type of conic domain and range axis of symmetry and center?
Answer:
Axis of symmetry are lines x=-6 and y=-4, center (-6,-4)
Step-by-step explanation:
Consideer the equation [tex]x^2+y^2+12x+8y=48.[/tex]
First, complete perfect squares:
[tex](x^2+12x)+(y^2+8y)=48,\\ \\(x^2+12x+36-36)+(y^2+8y+16-16)=48,\\ \\(x+6)^2+(y+4)^2-36-16=48,\\ \\(x+6)^2+(y+4)^2=100.[/tex]
This equation represents a circle with center at point (-6,-4) and radius r=10.
Axis of symmetry are lines x=-6 and y=-4 (vertical and horizontal lines passing through the center).
Zoe found a sweatshirt that she wanted at jcpenny when she went shopping the other day. it was 30% off. what was the original cost if the sale price was 21$
The sale price was 30% off the original price, which means it was on sale for 70% of the original cost ( 100% - 30% = 70%)
To find the original cost, divide the sale price by the percent of the original cost:
21 / 0.70 = 30
The original price was $30
check:
30 x 0.3 = 9 ( amount of discount)
30 - 9 = 21 ( sale price)
Final answer:
To find the original price of the sweatshirt that Zoe found, which was sold at a 30% discount, we use the sale price of $21 to calculate that the original price was $30 by dividing by 0.70. An example with sales tax involves an $85 jacket with 7.5% tax, where sales tax is rounded to $6.38 and added to the original price for a total of $91.38.
Explanation:
To determine the original cost of the sweatshirt that Zoe found, which was discounted by 30%, we need to work backwards from the sale price. The sale price represents 70% of the original cost since the item is 30% off. If the sale price is $21, we can set up the equation 0.70 * original price = $21 to find the original price.
Dividing both sides of the equation by 0.70 gives us the original price. Therefore, original price = $21 / 0.70. After performing this calculation, we find that the original cost of the sweatshirt was $30
Emily bought a jacket for $85. If the sales tax is 7.5%, the amount of sales tax would be calculated as 0.075 * $85, which equals $6.375. To get the total cost, we would round $6.375 to the nearest penny to get $6.38, and then add it to the original price of the jacket. The total cost is $85 + $6.38 = $91.38.
the ratio of students that take french to spanish is 20:19. How do the number of students taking french and the number of students taking spanish compare.
Answer:
More students take French than take Spanish.
Step-by-step explanation:
Effectively, out of every 39 students taking French and/or Spanish, 19 of them take Spanish and 20 of them take French. The number of French students in that group is higher. (20 is more than 19)
please help me asap!
Answer:
Option d) 115 degrees
Step-by-step explanation:
We are given a trapezium ABDE in the picture. AB and ED are the parallel sides.
F is the mid point of AE and C the midpoint of BD. FC is joined.
We are also given that angle of AED = 65 degrees.
To find the measure of angle BAE.
Since sides AB and ED are parallel sides we find that AE is the transvesal intersecting the two parallel lines.
Hence by parallel lines axiom, the two interior angles namely Angle AED and BAE are supplementary.
i.e. 65 +angle BAE=180
Hence angle BAE = 115 degrees.
Option d is the answer.
Derrick and Mark are brothers who live in the same house. Mark is home, and Derrick is 5 mi from home. Both boys begin riding their bikes at the same time. Derrick rides directly home at a constant rate of 15 mph, and Mark rides away from home at a constant rate of 18 mph. Let d represent distance from home, and let t represent time in hours. Which system models this situation? A. d = 5 − 15t d = 18t B. d = 15 − 5t d = 18t C. d = 5 + 15t d = 18t D. d = 5 − 15t d = 5 + 18t
A. d = 5 − 15t; d = 18t
Step-by-step explanation:Derrick's distance from home is initially 5 miles and is decreasing at the rate of 15 miles per hour. His distance from home can be modeled by ...
... d = 5 - 15t . . . . . . d in miles; t in hours
Mark's distance from home is initially zero and is increasing at the rate of 18 miles per hour. His distance from home can be modeled by ...
... d = 18t . . . . . . . . . d in miles; t in hours
Together, these equations form the pair ...
d = 5 -15td = 18t_____
Comment on the equations
There is nothing in the problem statement or definition of the variables to suggest that one distance is measured in the same direction as the other, or that one value of d has any relationship to the other.
Usually, a "system of equations" expresses relationships among variables that all have the same definition with respect to some problem statement. Here, both values of d are "distance from home", but they don't necessarily have any relationship to each other. Their being the same value doesn't mean the boys have met, for example.
At the community center nine boys and nine girls are playing singles at the community center nine boys and nine girls are playing singles table tennis. If each girl plays against east boys everyone’s how many games are played?
Answer:
81
Step-by-step explanation:
9girls x 9 boys to play each other