An automobile detailer can detail 20 cars in 10 hours. At this rate, how many cars can he detail in 1 hour?

i took the test it is actually 5300.00

Answer:

A Cadillac travels at 70 mph. A Buick travels at 60 mph. How long does it take to a Cadillac to catch up the Buick that started travelling one hour earlier?

Step-by-step explanation:

A Table strategy needs an understanding of the problem. In addition to this strategy provides a clear vision of the problem.

Let's write it in a row, for the Cadillac. The second one for the Buick.

Plugging in values, here it is a Table like

[tex]\left\{\begin{matrix}Hour/Distance &1&2&3&4&5&6 \\ Cadillac&0&70&140&210&280&350 \\ Buick&60&120&180&240&300&360 \end{matrix}\right.[/tex]

Since the smallest distance between them is given in 6 hours, (10 miles). This is clearly the answer.

Each movement can be described as a function the Cadillac

y=70x

And the Buick: y=60x

And plugging values for x, you can test it alternatively than using table strategy.

Answer: r = 6

Step-by-step explanation: We would start by making an equation for this which would be 9r / 2 = 27. We need to get r by itself so we first multiply 2 on both sides by 2 to get rid of that pesky 2.

[tex]\frac{9r}{2}[/tex] * 2 = 27 * 2

9r = 54

Now we have to get rid of the 9 and since this is multiplication, we have to divide 9 on both sides.

[tex]\frac{9r}{9}[/tex] = [tex]\frac{54}{9}[/tex]

This would give us r = 6.

The value of r is found by setting up an equation from the given statement, solving which gives r = 6.

To solve for the value of r when the product of r and 9 divided by 2 is equal to 27, we can set up the following equation: (r  imes 9) / 2 = 27. Multiplying both sides by 2 to eliminate the denominator gives us r  imes 9 = 54. We then divide both sides by 9 to solve for r, resulting in r = 6.

To calculate the total lunch combinations Tommy can create, we multiply his options for main dish (4), side (3), and drink (3), resulting in 36 different combinations. Making healthier choices, like water over soda or smaller portions, supports long-term health.

When considering the various combinations Tommy can create for his lunch, we employ the fundamental counting principle. This principle states that if there are 'n' ways to do one thing, and 'm' ways to do another, then there are n*m ways to do both. Applying this to Tommy's choices:

To find the total number of different lunch combinations Tommy can create, we multiply the number of choices for each category:

Total combinations = 4 mains * 3 sides * 3 drinks = 36 different combinations.

When making food choices, the keys to healthy eating include knowing what you're consuming and selecting options that contribute to long-term health. Opting for nutrient-dense foods over calorie-rich and nutrient-poor choices is important. For example, selecting water instead of soda, a smaller portion of fries, or adding a piece of fruit can make a significant difference in calorie intake and nutritional value.

By choosing grilled chicken over fried items, and being cautious of high-calorie dressings and sauces, it's possible to find healthier options even when dining out. The overall goal is to make informed decisions that support a healthy lifestyle.

Damon will need 4 hours to kayak 6.4 miles on the river near his home, given his average speed of 1.6 miles per hour.

To calculate how many hours it will take Damon to kayak a total of 6.4 miles if his average kayaking speed is 1.6 miles per hour. To solve this, we can use the formula for time which is distance divided by speed. In this case, the distance is 6.4 miles and the speed is 1.6 miles per hour. Therefore:

Time = Distance \/ Speed = 6.4 miles \/ 1.6 miles per hour = 4 hours.

It will take Damon a total of 4 hours to kayak the 6.4 miles on the river near his home.

B. In 36 minutes because 12×3=36 and 9×4=36 and this is the first number they share.

The A train and the E train will both leave the station together again in 36 minutes. Hence the correct option is B.

To find out when both the A train and the E train will leave the station together again, we need to calculate the Least Common Multiple (LCM) of their departure intervals, which are 12 minutes for the A train and 9 minutes for the E train. To find the LCM, we list multiples of each:

Multiples of 9: 9, 18, 27, 36, 45, 54, 63, 72, 81, 90, 99, 108...

Multiples of 12: 12, 24, 36, 48, 60, 72, 84, 96, 108...

We can see that the common multiples of 9 and 12 are 36, 72, and 108. The smallest of these is 36 minutes, so that is the first time they will both leave the station together after initially departing at the same time.

Therefore, the correct answer is B. in 36 minutes.

To find the new total after a 10% discount on a $157.30 dinner bill, you multiply $157.30 by 0.10 to get the discount amount of $15.73. Then subtract the discount from the original bill to get the new total, which is $141.57.

To calculate the new total after applying a 10% discount to a $157.30 dinner bill, we first need to find the amount of the discount. To do this, we convert the percent to a decimal by dividing by 100. Therefore, 10% as a decimal is 0.10. Next, we multiply this decimal by the total bill amount.

$157.30 × 0.10 = $15.73

This value represents the amount of discount the family will receive. To find the new total, we simply subtract this discount from the original total bill amount.

$157.30 - $15.73 = $141.57

Thus, the new total after applying the 10% discount is $141.57.

To multiply 4 by 8 using doubles, you double the numbers sequentially (4 to 8, 8 to 16, 16 to 32) to reach the desired result of 32. Moreover, when comparing the area of two squares, where one has a side length that is double the other, the area of the larger square is four times that of the smaller square.

To multiply 4 by 8 using doubles, you can double 4 to get 8, and then double 8 to get 16, and then double again to get 32. So essentially, you've found that 4 x 2 = 8, then took that result and found 8 x 2 = 16, and finally, you took that result and found 16 x 2 = 32, which is the same as 4 x 8. This method of doubling allows you to use simpler multiplication facts you may already know well, like multiplying by 2, to find the answer to more complicated problems.

In the context of scale factors and area comparisons, if you have a square with a side of 4 inches, and another square with sides twice as long (4 inches x 2 = 8 inches), the area of the second square would be 8 inches x 8 inches, which is 64 square inches. Compared to the first square, which has an area of 4 inches x 4 inches (16 square inches), the second square is larger by a factor of four (64 / 16 = 4). This demonstrates how the area increases by the square of the scale factor, not just by the scale factor itself.

https://brainly.com/question/29550672

#SPJ2

Answer:

$936

Step-by-step explanation:

Number of weeks in 1 year= 52 weeks

Cost of every six week for tennis lesson= $108

We have to find the price per year for tennis lessons

Number of times he will pay for the tennis lessons= [tex]\frac{52}{6}[/tex]

Total price per year for Tennis lessons= [tex]\frac{52}{6}[/tex] × 108

Total price per year for Tennis lessons= 52 × 6

Total price per year for Tennis lessons= $ 936

Hence, the correct answer is $ 936

He needs to drain about 78 grams of 25% acid solution

Order of Operations in Mathematics follow this following rule :

This rule is known as the PEMDAS method.

In working on a mathematical problem, we first calculate operation that is in parentheses, follow by exponentiation, then multiplication or division, and finally addition or subtraction.

Let us tackle the problem !

[tex]\texttt{ }[/tex]

Given:

A Chemist has 100 g of 25% acid solution.

Let : The mass of the solution that need to be drained = x grams

[tex]\texttt{mass of acid from 25\% solution} = m_1 = 25\% \times (100-x) \texttt{ g}[/tex]

[tex]\texttt{ }[/tex]

x grams of 70% acid solution is added.

[tex]\texttt{mass of acid from 70\% solution} = m_2 = (70\% \times x) \texttt{ g}[/tex]

[tex]\texttt{ }[/tex]

Final solution → 100 g of 60% acid solution

[tex]\texttt{total mass of acid} = m_1 + m_2[/tex]

[tex]60\% \times 100 = (25\% \times (100-x)) + (70\% \times x)[/tex]

[tex]60 = 25 - 25\%x + 70\%x[/tex]

[tex]60 - 25 = 45\%x[/tex]

[tex]35 = 45\%x[/tex]

[tex]x = 35 \div 45\%[/tex]

[tex]x = 77\frac{7}{9} \texttt{ g}[/tex]

[tex]x \approx 78 \texttt{ g}[/tex]

[tex]\texttt{ }[/tex]

Grade: Middle School

Subject: Mathematics

Chapter: Percentage

Keywords: Linear , Equations , 1 , Variable , Line , Gradient , Point , Multiplication , Division , Exponent , PEMDAS , percentange , percent , cookies , chocolate , chip , paper , fourth , pieces , Number , 51 , 33 , 1/3

Answer:

48%

Step-by-step explanation:

its just that booooooommmmm

Answer:

The answer is C.) 1.5 hours

Step-by-step explanation:

I took a quiz and according to that its correct

David has $200 in his saving account.

The division in mathematics is one kind of operation. In this process, we split the expressions or numbers into the same number of parts.

Given, Tara has $2,000 in her savings account.

And David has one-tenth as much as Tara in his savings account.

To find the amount of David's saving account:

We find the 1/10 part of 2000,

Amount of David's saving account = tenth part of Tara's amount

                                                         = 1/10 x 2000

                                                         = $200

Therefore, David have $200.

To learn more about the division;

https://brainly.com/question/13263114

#SPJ5

Answer:

0.003%

Step-by-step explanation:

you have to multiply this number by 100 which makes 0.3%

Answer: {(0, 1), (1, 5), (2, 9)}

Step-by-step explanation:

Given linear equation: y-1=4x which can be rewritten as

y=4x+1

To find the set which represents possible inputs and outputs of the function. Let's check all the options

A. {(1, 4), (2, 8), (3, 12)}

at x=1

y=4(1)+1

⇒y=5≠4

Thus this set is not the required set.

B. {(4, 1), (8, 2), (12, 3)}

at x=4

y=4(4)+1

⇒y=16+1=17≠1

Thus this set is not the required set.

C.{(0, 1), (1, 5), (2, 9)}

at x=0

y=4(0)+1

⇒y=1

Thus this set is the required set represents possible inputs and outputs of the function.

D. {(1, 0), (5, 1), (9, 2)}

at x=1

y=5≠0

Thus this set is not the required set.

Algebra please help out 
If the number in the numerator of a unit rate is 1, what does this indicate about the equivalent unit rates? Please help answer and give an example. Thanks
November 18, 2014 by Steph

Math
If the number in the numerator of a unit rate is 1, what does this indicate about the equivalent unit rates? give an example
November 23, 2015 by Wendy

Math
If the number in the numerator of a unit rate is 1 what does this indicate about the equivalent unit rates give an example
December 8, 2015 by Amber

math/unit rate
please help me find the definition for unit rate. It depends upon what kind of unit. Go to www.google.com and type in unit rate. There is one source there for hotel unit rates, another for unit rates for the medical field, etc. You may also go to www.dictionary.com and type in...
September 26, 2006 by hannah

unit rate
the unit price of an item at a grocery store is a familiar example of a unit rate. find the unit price of each box of cereal. a. $3.95 for a 20oz. b.$4.29 for a 24 oz. c.$2.25 for a 12 oz. Divide the price by the weight in ounces for the unit rate. For example, For a 20 oz box...
November 28, 2006 by lisa

Unit Rates
Find each unit rate. - 20 mi in 5h - 78 mi on 3 gal Please and Thank-you I need HELP!!!!!!!!!! same answer as I gave to Janie 400 miles in 5 hours 
January 10, 2007 by Janbowier

When the number in the numerator of a unit rate is 1, it indicates that the unit rate is equivalent to the value of the denominator alone. In other words, it signifies that the quantity being measured is directly proportional to the value of the denominator.

For example, consider a unit rate of "1 mile per hour." Here, the numerator (1 mile) indicates that for every 1 unit of the denominator (1 hour), the distance covered is 1 mile. So, if a car travels at a speed of 1 mile per hour, it means the car covers a distance of 1 mile in 1 hour.

Similarly, let's say we have a unit rate of "1 gallon per minute" for the flow rate of water from a faucet. This implies that for every 1 unit of time (1 minute), the faucet dispenses 1 gallon of water. Therefore, if the faucet runs at a rate of 1 gallon per minute, it means it releases 1 gallon of water every minute.

In summary, when the numerator of a unit rate is 1, it indicates a direct relationship between the quantity being measured and the value of the denominator alone. This relationship simplifies the understanding of the unit rate and its application in various contexts.