Mathematics Middle School

kok yang's mass is 2/7 of Melvin's mass. Express Melvin's mass as a fraction of Kok yang's mass? What is the ratio of Kok Yang's mass to Melvin's mass?What is the ratioof Melvin's mass to the total mass?

Answers

Answer 1
We start out with the only information we have – Kok Yang’s mass (k) expressed as a fraction of Melvin’s (m): k=2/7m In order to express Melvin’s mass as a fraction of Kok Yang’s, we need to find what m is equal at – and the easiest way to do this would be to remove anything but m from that side of the equation. Now, since we can add new operations to an existing equation – the only requirement is that we have to add the same operation to both of its sides -, we’ll just divide both of them by 2/7: k/(2/7)=(2/7)/(2/7)m (k/1)/(2/7)=1*m (7*k)/1*2=1*m 7/2k=m, thus only leaving m on its side, and showing what it’s equal at on the other. Melvin’s mass is 7/2 of Kok Yang’s. The ratio of Kok Yang’s mass to Melvin’s mass can be expressed as k:m or k/m, and can be derived in a similar manner and using the same equation as above: k=2/7m, except that this time we need to find what k/m is equal at. The easiest way to do this would be to once again add a new operation to both sides of the equation – this time, dividing them by m: k/m=2/7(m/m) k/m=2/7 The ratio of Kok Yang’s mass to Melvin’s is 2 to 7. The ratio of Melvin’s mass to the total mass (k+m) can be expressed as m:(k+m) or m/(k+m), and can be calculated by using one of the equations above. Since we’re looking for ratio of Melvin’s mass to something, let’s choose to use m=7/2k, and calculate the total first: k+m=k+7/2k=(2k+7k)/2=9/2k Now, we look for the ratio of m to the total: m/(k+m)=(7/2k)/(9/2k)=7/9 THe ratio of Melvin’s mass to the total mass is 7 to 9.
Answer 2
Final answer:

Melvin's mass expressed as a fraction of Kok Yang's mass is 7/2. The ratio of Kok Yang's mass to Melvin's mass is 2:7, and the ratio of Melvin's mass to the total mass of both combined is 7:9.

Explanation:

If Kok Yang's mass is 2/7 of Melvin's mass, we need to express Melvin's mass as a fraction of Kok Yang's mass. To do this, we set Kok Yang's mass to 1 (as a convenient reference) and Melvin's mass then becomes 7/2 times Kok Yang's mass, since 1 is 2/7 of 7/2. Therefore, Melvin's mass in terms of Kok Yang's mass is 7/2.

The ratio of Kok Yang's mass to Melvin's mass, given that Kok Yang's mass is 2/7 of Melvin's mass, is simply 2:7.

Related Questions

If y=x+5 were changed to y=x+9 how would the graph of the new function compare with the first one

Answers

the y- intercept would be 4 units higher
y will intercept so you will equal y+x×7

Given the following linear function sketch the graph of the function and find the domain and range f (x) =-5x+4

Answers

Both the domain and range of this function are all real numbers.

The two things that typically limit a domain are dividing by zero and taking the square root of a negative. Since this function does not have a square root or a denominator, then you must be able to use all real numbers.

what is the value of y in the something to the system of equations

Answers

my best guess would be is that the value is  1 because if there is nothing it is just 1

Help me please please

Answers

Since 4 5/6, 5 1/5,and 4 11/12 all round to 5, your answer is 5 6/7. 5 6/7 round up to 6.

Hope this helps!

Nissa reads 1 pages in 1 minute. How many pages can Nissa read in 5.2 minutes? a.1.75
b. 3.45
c. 5.2
d.9.1

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The answer is c.) 5.2 pages
C 5.2 is the correct answer.

12.75 is 25% of what number

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I think the answer is 51

The number that would have 12. 75 being 25 percent of it would be 51.

How to find the number ?

To find the number of which 12. 75 is 25 %, you can set up a proportion and solve for the unknown number ( let's call it " x ").

You can write the proportion as:

( 25 / 100 ) * x = 12. 75

Now, simplify the left side of the equation:

( 1 / 4 ) * x = 12.75

To solve for x, multiply both sides by 4 to isolate x:

x = 12. 75 * 4

x = 51

So, 12. 75 is 25% of the number 51.

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the manager of a store specializes in selling tea decides to experiment with a new blend. She will mix some Earl Green tea that sells for $4 per pound with some orange pekoe that sells for $2 per pound to get 400 pounds of the new blend. The selling price of the new blend in $3.50 per pound and there is to be no difference in revenue from selling the new blend versus selling the other types. how many pounds of tge earl grey tea and orange pekoe tea are required

Answers

Final answer:

To find out how many pounds of Earl Grey tea and Orange Pekoe tea are required to make 400 pounds of the new blend, set up a system of equations based on the given information. Solve the equations to find the values of x and y.

Explanation:

To find out how many pounds of Earl Grey tea and Orange Pekoe tea are required to make 400 pounds of the new blend, we can set up a system of equations based on the given information.

Let x be the number of pounds of Earl Grey tea, and let y be the number of pounds of Orange Pekoe tea.

We know that the selling price of the new blend is $3.50 per pound, and there is to be no difference in revenue from selling the new blend versus selling the other types.

This means that the revenue from selling the Earl Grey tea and Orange Pekoe tea separately should be the same as the revenue from selling the new blend.

The revenue from selling the Earl Grey tea is 4x, and the revenue from selling the Orange Pekoe tea is 2y. So we have the equation 4x + 2y = 3.50 ×400.

We also know that the total weight of the new blend is 400 pounds, so we have the equation x + y = 400.

We can solve these two equations to find the values of x and y.

Pls Answer!!!!!
The following graph shows the number of soccer games a team won in each of their first three seasons. Explain how you could redraw the graph so that the change in wins between the three Seasons does not seem so great.

Answers

To redraw the graph so the change in wins between the three seasons does not seem so great we use a bigger scale.

In the gragh that is shown, the scale used is 1 grid unit to represent 1 goal, if we may change the scale to something like 1 grid unit to represent 2 goals or 1 grid unit to represent 3 goal, then the change in wins between the three seasons will not seem so great

When would you use a drawing of comparison bars for word problem

Answers

Answer: Comparison bars are a display tool for solving the scenario in which two elements are compared with the difference is either known or unknown.

There are three kinds of use of comparison bars in word problem such as 1) If difference is unknown then A-B=Difference[where A -bigger quantity, B-smaller quantity]. 2) If bigger quantity is unknown then A=Difference-B 3) If smaller quantity is unknown then B=Difference-A.




Final answer:

A drawing of comparison bars, also known as a bar graph, can be used in word problems when there is a need to compare different entities or categories. It is particularly useful in situations where quantitative data needs to be visually represented and compared. For example, if you are given data about the sales of different types of fruits in a grocery store, you can use a bar graph to compare the sales of each fruit.

Explanation:

A drawing of comparison bars, also known as a bar graph, can be used in word problems when there is a need to compare different entities or categories. It is particularly useful in situations where quantitative data needs to be visually represented and compared. For example, if you are given data about the sales of different types of fruits in a grocery store, you can use a bar graph to compare the sales of each fruit.



Here are the steps to create a drawing of comparison bars for a word problem:



Identify the entities or categories that need to be compared. For example, if you are comparing the sales of different types of fruits, your categories would be the types of fruits (e.g. apples, bananas, oranges).Assign a numerical value or quantity to each entity or category. In the example of fruit sales, you would assign a value to each type of fruit based on their sales.Draw a horizontal axis and label it with the categories or entities.Draw a vertical axis and label it with the numerical values or quantities.For each category or entity, draw a bar of the corresponding height on the graph. The height of each bar should represent the numerical value or quantity assigned to that category or entity.Add appropriate labels and a title to the graph to provide context and clarity.

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Recipe A makes 5 dinner rolls using 1 c of flour. Recipe C makes 45 rolls using 10 c of flour. Which recipe requires the most flour per roll?

Answers

Okay. Basically, what we have to do here is is the amount of flour per roll, which requires dividing cups of flour by the number of rolls. 1/5 is 0.2 or 1/5 in simplest form. Recipe A uses 1/5 cup of flour per roll. 10/45 is 0.2222 and an infinite number of 2's behind it or 0.22 when rounded to the nearest hundredth. Recipe C uses about 0.22 cups of flour per roll. 0.22 > 0.2, so recipe C uses the most flour per roll.
Final answer:

When calculating how much flour is used per roll in each recipe, recipe C (at 0.22 cups per roll) uses more flour per roll than recipe A (at 0.2 cups per roll).

Explanation:

To determine which recipe uses the most flour per roll, we first need to calculate the flour-per-roll for each recipe. For recipe A, it makes 5 dinner rolls using 1 cup of flour. So, the flour-per-roll for recipe A is

1 cup of flour ÷ 5 rolls = 0.2 cups per roll

. For recipe C, it makes 45 rolls using 10 cups of flour. So, the flour-per-roll for recipe C is

10 cups of flour ÷ 45 rolls = 0.22 cups per roll

. Comparative analysis shows that recipe C requires more flour per roll than recipe A.

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a group of 4 students are selling candy bars to raise money for a field trip. the group needs to sell 53 candy bars. if each student sells an equal amount, how many candy bars do they get in all? interpret your remainder

Answers

You have to divide 53 with 4 students making them each get 13 bars each

Answer:

Each student is gonna sell 13 candy bars, and there is gonna be 1 bar unsold, because they sold equal amount of candy bars.

Step-by-step explanation:

If there are 4 students, they need to sell 53 candy bars, and they will sell the same amount each one, we just have to divide:

[tex]\frac{53}{4} =13.25[/tex], or [tex]13\frac{1}{4}[/tex]

Because the division is not exact, we have a remainder of 1.

This can be interpreted as 1 candy is not sold, because they are gonna sell equally, so in that case each one would sell 13 candy bars, and one will be unsold.

what is the unit rate for 9 pages in 3 hours

Answers

Divide both the top and bottom by 3.

3 pages in 1 hour is the answer.

Hope this helps!
3 pages per hour. 3/1

use distribution property in reverse to factor out the common term
5x+5

Answers

factor out 5 and you will be left with 5 (x+1).

The number z and −1.9 are additive inverses.

Drag and drop −1.9 and z to their correct positions on the number line.

Drag and drop the label “Sum” to the sum of −1.9 and z.

Answers

Final answer:

For z and -1.9 to be additive inverses, they must sum up to zero. Consequently, z should be 1.9, and both -1.9 and z (=1.9) placed on a number line would reflect their locations relative to zero. The sum of -1.9 and 1.9 would equal zero.

Explanation:

In Mathematics, additive inverses are two numbers that add up to give zero. If the numbers z and -1.9 are additive inverses, this means that when added together, they produce the sum of zero. Therefore, z should be the opposite of -1.9, 1.9 on the number line.

The number -1.9 would appear on the left-hand side of the zero because it is a negative number. The number z (=1.9) would appear on the right-hand side of the zero because it's positive. According to the definition of additive inverses, the sum of these two numbers (-1.9 and 1.9) would be zero. So, 'Sum' would also be zero on the number line.

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Which transformations take f(x)=3x+1 to g(x)=−3x-5 ?


a reflection over the y-axis and a translation 4 units up

a reflection over the y-axis and a translation 4 units down

a reflection over the x-axis and a translation 4 units up

a reflection over the x-axis and a translation 4 units down

Answers

reflection over the x-axis and a translation 4 units down Refelcting f(x) over the x axis gives -f(x)=-3x-1 Subtracting a constant from -f(x) moves the graph of -f(x) that many units down. -f(x)-4=-3x-5=g(x) This shows that g(x) is obtained by reflecting f(x) over the x-axis and then translating 4 units down.

Answer:

(c) a reflection over the x-axis and a translation 4 units down

Step-by-step explanation:

I took a quiz with this question :) Happy Halloween

Danielle earns a 7.25% commission on everything she sells at the electronic store where she works,.she also earns a base salary of $750 per week .how mcuh did she earn last week if she sold 4,000 in electronics merchandice?

Answers

29,750 is the answer for the problem
First, let's create an equation for this problem. Remember 7.25% = 0.0725
 ($4,000 × 0.0725 + $4,000 ) + $750

Now, all you have to do is solve it. You would start in the parenthesis using the order of operation (PEMDAS).
($4,000 × 0.0725 + $4,000 ) + $750
$4290 + $750 = $5,040

Danielle made $5,040 last week. 

I hope this helps!


May I have some help?

Answers

For whatcha problem hun

what is 6 to the negative 1 times (-2) to the third power times (-4) to the negative 2

Answers

The answer is:  [tex] \frac{1}{12} [/tex]  .
____________________________________________
Explanation:
____________________________________________
We have:   " 6⁻¹  *  (-2)³  * (-4)⁻² = ? " ;
_______________________________________
Note:  "6⁻¹ = [tex] \frac{1}{6^1} [/tex] = [tex] \frac{1}{6}[/tex] "  .
 
Note the following property of exponents:
____________________________________
           a⁻ˣ = [tex] \frac{1}{x^a} [/tex] ;  {x ≠ 0}.
____________________________________________
Note:  (-2)³  = (-2)*(-2)*(-2) = 4*(-2) = -8 .
_______________________________________
Note:  (-4)⁻²  = [tex] \frac{1}{(-4)^2} [/tex]  ;
 
                     = [tex] \frac{1}{(-4)*(-4)} [/tex] ;

                     = [tex] \frac{1}{16} [/tex] ;
____________________________________
So; we have:
_____________________________________
6⁻¹  *  (-2)³  * (-4)⁻²  ;

=  [tex] \frac{(1*8*1)}{(6*16)} [/tex] ;

→ Cancel out the "8" in the "numerator" (to a "1") ; and the "16" in the number (and change to a "2"); since: {"16÷8 = 2" ; and since:  "{8÷8=1"} ;

→and we have:

[tex] \frac{(1*1*1)}{(6*2)} [/tex] ;

 =  [tex] \frac{1}{12} [/tex] .
_____________________________________
 → The answer is:  [tex] \frac{1}{12} [/tex]  .
_____________________________________

8 - 1/3x = 16
PLEASE ANSWER ITS DUE TOMORROW

Answers

X = 8/(-1/3) therefore the answer is -24

Find the equation of the line perpendicular to y=−2 that passes through the point (4, −2).

Answers

y=-2 is a horizonal line and will make a 90° intersection with a vertical line. The vertical line perpendicular at that point has the equation x=4

x=4_____________________________________________________________________________________________________

Three fourths of w plus 5 is one half of a increased by nine. I neeed to turn into an equation!

Answers

(3/4) w+5 = (1/2) a+9

2 more than k is greater than -3 as an inequality

Answers

the inequality "2 more than k is greater than -3" can be represented as:[tex]\[ k + 2 > -3 \][/tex]

To translate the phrase "2 more than k is greater than -3" into an inequality, we can follow these steps:

1. Identify the expression "2 more than k."

2. Write the expression as an inequality where it is greater than -3.

Step 1: "2 more than k" translates to (k + 2).

Step 2: Since "2 more than k" is greater than -3, we write the inequality:

[tex]\[ k + 2 > -3 \][/tex]

So, the inequality "2 more than k is greater than -3" can be represented as:[tex]\[ k + 2 > -3 \][/tex]

if b is between a and c find the value if x and bc when ab=3x bc=5x and ac=8

Answers

ab + bc = ac 

3x + 5x = 8 

8x = 8 

x = 1 is value of x 

To find the length of bc substitute 1 for x 

ab =  5 ( 1)

ab = 5 

The value of x is 1, and the length of segment BC is 5 units.

If point B is between points A and C, then we can use the segment addition postulate to relate the lengths of segments AB, BC, and AC.

According to the segment addition postulate, the sum of the lengths of two segments that form a larger segment is equal to the length of the larger segment. In this case, we have:

AB + BC = AC

We're given that AB = 3x, BC = 5x, and AC = 8. Substituting these values into the equation:

3x + 5x = 8

Combine like terms:

8x = 8

Now, divide both sides by 8 to solve for x:

x = 8 / 8

x = 1

So, x is equal to 1.

Now that we know the value of x, we can find the length of segment BC:

BC = 5x

BC = 5 * 1

BC = 5

for such more question on length

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Which of the following best describes the US government?

A. Executive rule

B. Representative democracy

C. Direct democracy

D. Dictatorship

Answers

It would be B. Because we elect who goes to office, they represent are decision making

An architect is designing a house in which a 104 square foot room and a 130 square foot room share a wall what is the greatest possible integer length of the shared wall -- THIS QUESTION WAS ASKED AND ANSWERED. BUT ANSWERED INCORRECTLY. NOTE THE ANSWER GIVEN CHANGED THE DIMENSIONS TO 140 FROM 104. AND THIS WEBSITE WILL NOT ALLOW ME TO REPORT THAT.

Answers

Both rooms share a common side whose dimension is unknown. Call it x.

Then, the area of both squares have x as common factor.

So, x is the greatest common factor of 104 and 130.

You should know how to calculate the greatest common factor of two integers.

Just find the prime factors and choose the common factors raised to the lowest exponent.

104 = (2^3) (13)

130 = (2) (5)(13)

=> the greatest common factor is 2 * 13 = 26, and that is the greatest possible integer length of the shared wall.

Answer: 26



Your football team gained 4 yards on first down and 2 yards on second down during its last possession. Which number is the additive inverse of the yards gained?

Answers

Final answer:

The additive inverse of 6 yards (4 yards on first down and 2 yards on second down) is -6 yards. A yard is a unit of length equal to 3 feet and is an SI Base Unit standard used in football.

Explanation:

The student is asking about the additive inverse of the yards gained in a football game. The additive inverse of a number is a number that, when added to the original number, will result in zero. In this case, the football team gained 4 yards on first down and 2 yards on second down, making a total of 4 + 2 = 6 yards. Therefore, the additive inverse of 6 yards is -6 yards because 6 + (-6) equals zero.

When considering SI Base Units, a yard is a unit of length equal to 3 feet. This is a predefined standard used internationally, and especially relevant in football, where moving the ball 10 yards results in a first down. This standardization ensures clarity and uniformity in the game, regardless of the location.

find a perimeter of a rectangle with a length of 665 feet and width of 421 feet. Draw your model and solve.

Answers

Well the formula for the perimeter of a rectangle is 2w+2l
w=width
l=length
So it is 2(665)+2(421)=2172

The answer is 2172 feet.

How do I write this number in scientific notation 0.0072

Answers

7.32 x10^-3 pled mark me bran
Move the decimal so there is one non zero digit to the left of the decimal point. The number of decimal places you move will be the exponent. If the decimal is being moved to the left, it will be positive. If it is being moved to the right, it will be negative.


Hope this helps


If its not too much trouble it would mean a lot if I could have brainliest because I have a BIG unit test coming up and I really need points so I can ask questions.     :)

the monthly fees for single rooms at 5 colleges are $370, $310, $380, $340, and $310 respectively. what is the mean if these monthly fees?

Answers

To find the mean, you add up all the prices which would get you 1710, then divide it by how much numbers you added, so in this case, 5. 1710/5 is 342 so the mean is 342 dollars.

The mean value of the data $370, $310, $380, $340, and $310 will be $342.

What is Mean?

The mean is the straightforward meaning of the normal of a lot of numbers. In measurements, one of the markers of focal propensity is the mean.

The monthly fees for single rooms at 5 colleges are $370, $310, $380, $340, and $310 respectively.

The normal is alluded to as the number-crunching mean. It's the proportion of the number of genuine perceptions to the absolute number of perceptions.

The mean is given as,

Mean = (Sum of the observation) / (Total number of the observation)

The sum of the observation will be

Sum of the observation = $370 + $310 + $380 + $340 + $310

Sum of the observation = $1,710

The total number of the observation will be

Total number of the observation = 5

Then the mean of the data will be

Mean = $1,710 / 5

Mean = $342

Thus, the mean value of the data $370, $310, $380, $340, and $310 will be $342.

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can anyone get this answer

Answers

This problem is asking you to apply the *Pythagorean Theorem*, given the information you’ve been given.

In case you’ve forgotten, the Pythagorean Theorem states that, in any given right triangle, the sum of the squares of the lengths of its legs is equal to the square of the length of its hypotenuse (the side opposite its right angle). If we call the lengths of the legs a and b, and the length of the hypotenuse c, this can be expressed in notation as a^2+b^2=c^2 (it doesn’t matter in this case which leg you pick for a and which you pick for b). Here, if we choose the left leg as a and the bottom leg as b, we’re given that a^2 (the area of a square with sides of length a) is 25 sq. in, and b is 3.5 in. Plugging those values into the equation, we have:

25 + (3.5)^2 = c^2

From here, you don’t even need to solve for c, you just need to find the value of c^2 (since you’re trying to find the area of a square with side lengths c). Just solve the left side of the equation, and you’ll have your answer in square inches.
























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