Answer:
8 bowls
Step-by-step explanation:
2/3 = 8/12
8/12 ÷ 1/12 = 8
This should be right. Sorry if it isn't.
Answer:
8 bowls
Step-by-step explanation:
In total, we have 2/3 of a gallon of ice cream. Essentially, we want to divide this 2/3 gallons into b bowls such that each bowl has 1/12 of a gallon.
We can write this as the mathematical equation:
2/3 ÷ b = 1/12
Multiply both sides by b:
2/3 = (1/12) * b
Divide both sides by 1/12:
(2/3) ÷ (1/12) = b
Remember that when dividing fractions, it's the same as multiplying by the reciprocal, so:
(2/3) ÷ (1/12) = b
(2/3) * (12/1) = b
b = 8
Thus, the answer is 8 bowls.
I really need help. I need to get this done by the end of this week otherwise i will fail the class. PLEASE HELP ME!! THANK YOU!!
x=7th root of 30=1.6256
Justification=a process that is both individual and social undetermined in developing
And you have to subtract in the math
Answer:
1. Subtraction property of equality; multiplication property of equality; division property of equality
For this question, you simply have to state the operation that is occurring.
2. To solve this, simplify the equation so that it is in y=mx+b form. From the equation, find two points so that you can plot a line.
4x + y = 6x - 1
y = 2x - 1
-1 is the y-intercept. This means that you can place a point at (0,-1) which is the -1 on the y (vertical) axis.
For the second point, you can plug any number for the x-value that will stay within the given graph. I am going to use 2.
y = 2(2) - 1
y = 4 - 1
y = 3
This gives you the point (2, 3). Plot the points (0, -1) and (2, 3). You will be able to draw a line from that.
3.(a) 1200 represents the population of bacteria at the beginning, or when t is equal to 0.
(b) 1.8 represents the factor by which the bacteria increases each hour.
(c) 1000 represents the beginning population. The difference means that the total amount of bacteria will increase more slowly than the population that began with 1200.
What are the solutions to m^2+7=6?
Answer:
m = i or m = -i for i = root(-1)
Step-by-step explanation:
m^2+7=6
m^2 = 6 - 7
m^2 = -1
m = i or m = -i
for i = imaginary number
Janie made a 75% on her math test. If she got 15 problema right, how many questions were on the test?
Answer:
20
Step-by-step explanation:
75% of x = 15
x = 20
The number of minutes Magdeline spent talking on her cell phone each month for the past five months were 494, 690, 502, 478, and 486. Suppose the mean for six months was 532 minutes, how many minutes did she talk on her cell phone in the sixth month?
Answer:
542 minutes
Step-by-step explanation:
currently our mean is =530
i got that by adding all the number out which equal too =2,650
and divide it by how many number there are which is 5
2,650/5=530
After some trial and error i found it
so you add 494+690+502+478+486+542=3,192
3,192/6=532
and that was our goal
so the 6th month she talked on the phone for 542 minutes
pls mark me brainliest
hey can anyone pls help me out in dis!!!!!!!!
Answer:
see below
Step-by-step explanation:
Graphs A , B , D are graphs of inequalities. The show that something is greater than or equal to ( graph A) or less than or equal to ( Graph B and D)
Graph C is a point. It is a graph of an equation
A scatter plot consists of (1,4.0), (2,3.3),(3,3.8),(4,2.6) and (5,2.7) ,the line if best fit used to model the data is ,y= -0.33x+4.27. which residual plot is correct
Answer:
B
Step-by-step explanation:
Of the following fractions, which is the only one that must be represented by a non-terminating decimal?
A. 7/4
B. 8/5
C. 7/2
D. 10/3
The mean length of 6 childrens' big finger is 8.3cm. The mean length of 5 adults' big finger is 17.7cm. What is the mean length (rounded to 2 DP) of these 11 people's big finger?
Answer:
The mean for the whole group is 12.57 cm
Step-by-step explanation:
The mean of the length of each group's finger is given by the following formula:
mean = (sum of lengths from each finger)/number of people
Therefore for the first group:
8.3 = (sum1)/6
sum1 = 8.3*6 = 49.8
For the second group:
17.7 = sum2/5
sum2 = 17.7*5 = 88.5
Therefore the mean from the whole group is:
mean = (sum1 + sum2)/11 = (49.8 + 88.5)/11 = 12.57 cm
The spinner shown is divided into congruent sections that are labeled 1-6. If the spinner is spun twice, what is the probability of the arrow landing on a 5 and then landing on a 3?
Answer:
1/36
Step-by-step explanation:
This is a simple use of the multiplication rule of probability, which is:
"The probability that Events A and B both occur is equal to the probability that Event A occurs times the probability that Event B occurs, given that A has occurred"
Using this rule, we square 1/6 to get 1/36. In other forms:
Decimal:0.02777777777(Round to whatever decimal place you need)
Percentage: 2.778%(I don't see you needing any more places)
Hope my answer helped you!
The diameter of a circle measures 8 yd. what is the circumference of the circle?
Answer:
25.133
Explanation:
c = 2πr
1/4 inch cubes were used to fill a prism. The dimensions of the prism are 1.5 inches x 1 inch x 3.75 inches. How many 1/4 inch cubes can fit into the prism?
A) 22.5
B) 360
C) 720
D) 180
Answer:
B) 360 cubes
Step-by-step explanation:
We can start by finding how many cubes fit into the length of the prism (1.5 in) which is 6 cubes for 1.5 in/ 0.25 in = 6.
Then we can find the number of cubes to fit the width of the prism (1 in) which is 4 cubes for 1 in/ 0.25 in = 4.
Finally we find that 15 cubes fit the height (3.75 in) for 3.75 in/ 0.25 in = 15 cubes.
Multiplying the together, we get 6*4*15=360 or B
How does the coefficient of a affect the way the parabola opens?
solve for x 1/2(x-3)=1/3(1-x)
Answer:
x=2.5906672908862554,−0.2573339575529219
Answer this fast please it will also give you easy points
Answer:
80°
Step-by-step explanation:
since the complementary is 40° the supplementary is 80° so its the double.
Find the missing value in the angle below.
EDITED
Answer: x = 73.
Step-by-step explanation:
Angles on the same side of a line add up to 180.
As the angles 110 and (x-3) are on the same side of the line, you can solve for x using this equation:
[tex]180 = 110 + (x-3)\\\\70 = (x-3)\\73 = x[/tex]
Which of the following points does not lie on the graph of y=3^2x
Answer: (1,9) I just did a test with that question
The sales tax rate on a new vehicle is 6%. If the vehicle is $8,000, then how much will be charged for sales tax?
The sales tax charged on a $8,000 vehicle would be $480.
What is a percentage?The percentage means the required value out of 100.
It is calculated by dividing the required value by the total value and multiplying it by 100.
The percentage change is also calculated using the same method.
In percentage change we find the difference between the values given.
Example:
Required percentage value = a
total value = b
Percentage = a/b x 100
We have,
The sales tax rate is 6%, which means for every dollar spent on the vehicle, 6 cents will be charged for sales tax.
To find the amount of sales tax charged on $8,000 vehicle, we can multiply the price of the vehicle by the sales tax rate as a decimal.
Sales tax = $8,000 x 0.06
Sales tax = $480
Therefore,
The sales tax charged on a $8,000 vehicle would be $480.
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pls help it’s not making sense to me
Answer:
4/15 didnt i think
Step-by-step explanation:
Answer:
4 : 11
(The 4 is the people that study French)
(The 11 is the people that don't study French. This includes the people that aren't studying a language at all)
Step-by-step explanation:
[tex]\frac{2}{5}[/tex] of the [tex]\frac{2}{3}[/tex] that study a language, is studying French.
[tex]\frac{2}{5}[/tex]*[tex]\frac{2}{3}[/tex]=[tex]\frac{4}{15}[/tex] so [tex]\frac{4}{15}[/tex] of the entire school studies French. that means [tex]\frac{11}{15}[/tex] of the school doesn't study French. In a ratio, it'd be 4 : 11 ratio
an option a person might choose when
making a decision.
10.6771 to the nearest tenth
3. What is the value of this?
WN
Your ans Ter
Answer: 81/16
Step-by-step explanation:
Since it's a negative exponent, you flip the fraction and then the exponent becomes positive then solve from there. so it would go from
2/3^-4
3/2^4
81/16
3. A flower bed has 26 rows of flowers and
each row has 8 flowers. One section of the
flower bed contains red flowers. There are
8 rows of red flowers. The rest of the flower
bed is white flowers. How many white
flowers are there?
To find the number of white flowers, we subtract the total number of red flowers (64) from the total number of flowers (208), resulting in 144 white flowers.
The student's question involves calculating the number of white flowers in a flower bed given the total number of flowers and the number of rows of red flowers.
There are 26 rows of flowers in total, and each row contains 8 flowers. If 8 rows consist of red flowers, we can calculate the number of white flowers by subtracting the red flowers from the total number of flowers.
Here are the steps we'll take to solve the problem:
Multiply the total number of rows by the number of flowers per row to find the total number of flowers.
Total flowers = 26 rows * 8 flowers/row = 208 flowers
Multiply the number of rows of red flowers by the number of flowers per row to find the total number of red flowers.
Total red flowers = 8 rows * 8 flowers/row = 64 flowers
Subtract the number of red flowers from the total number of flowers to find the number of white flowers.
Total white flowers = Total flowers - Total red flowers = 208 flowers - 64 flowers = 144 white flowers.
Kali is single and earns $45,800 per year. What is her annual federal withholding?
The table would continue this pattern up to 1,800 hours
The question involves creating a table that displays the effect of earned income on government support and total income for a single mother, named Susan. Given that Susan earns $8 per hour and loses $1 in government benefits for every $1 earned, we calculate the impact of different work hours on her total income. The table will illustrate the intersection of labor and welfare economics, showing the disincentive to work that some assistance programs might create due to the reduction in benefits as earned income rises.
To provide an example for Susan's situation: If she works 500 hours at $8 per hour, her earnings from work would be $4,000. With government benefits reducing dollar for dollar, Susan's new benefits would be $16,000 - $4,000, which equals $12,000. So, her total income would be her earnings ($4,000) plus the adjusted government benefits ($12,000), totaling $16,000. The table would continue this pattern up to 1,800 hours
Simplify 9 to the power of 2 over 9 to the power of 7 someone help please
1. 9 over 5
2. 1 over 9 to the power of 9
3. 1 over 9 to the power of negative 5
4. 1 over the 9 to the power of 5
Answer:
4. 1 over the 9 to the power of 5
Step-by-step explanation:
When you divide exponents with the same bases, you essentially subtract the exponents. So 9^2 / 9^7 = 9^-5. To change to a positive exponent, take the reciprocal. 9^-5 = 1 / 9^5
Ashik claims that the graph on the right is the correct interpretation of the scatterplot, but his friend Shelby claims that the
graph on the left is correct.
Shelby's Graph
Ashik's Graph
12
00
Who is correct and why?
Mark this and return
Save and Exit
Next
Next
Submit
Submit
OF
Answer:
C. Ashik is correct because the points are a strong correlation to this nonlinear association.
just got it right on edge 2020.
please mark as Brainliest.
Sine and cosine are both negative in which quadrant?
Answer:
quad 3
Step-by-step explanation:
Use "all students take calculas"
quad 1: a=all positive
quad 2: s=only sine positive, tan and cos negative
quad 3: t=only tan positive, cos and sin negative
quad 4: c=only cos positive, tan and sin negative
In trigonometry, both sine and cosine are negative in the third quadrant of the coordinate plane, as both the x and y coordinates are negative in this quadrant.
Explanation:In the context of trigonometry, on the coordinate plane, sine and cosine are both negative in the third quadrant. The sine function represents the y-coordinate and the cosine function represents the x-coordinate of a point on the unit circle. Hence, in the third quadrant, where both x and y are negative, both sine and cosine are negative as well. This is a basic idea from trigonometry and is commonly referred to as the rule 'All Students Take Calculus', which helps to remember the sign of sine, cosine and tangent in each quadrant. A- all (Quadrant I, all are positive), S - Sine (Quadrant II, only sine is positive), T - Tangent (Quadrant III, only tangent is positive), C - Cosine (Quadrant IV, only cosine is positive). Therefore in the III quadrant, both sine and cosine are negative as only tangent (ratio of sine to cosine) is positive.
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A bag contains eight red marbles and four blue
marbles. You randomly pick a marble and then
pick a second marble without returning the first
marble to the bag. The first marble is red and the
second marble is blue.
Are these independent or dependent events?
Answer:
dependent
Step-by-step explanation:
students at river view middle school are allowed to wear two different colors of uniform shirts. A survey of students at the school shows that a student is three times more likely to wear a red shirt than a white shirt. If a classroom has 24 students, how many students are likely to be wearing red?
Answer:
18 students are likely to be wearing red
Step-by-step explanation:
From the question, we know a student either wears red , or blue, with the probability of a student wearing red is 3 times more probable than wearing white.
So, let’s say out of the 24 students, x of them are wearing white. What this practically mean is that 3 * x = 3x of the students would be expected to be wearing red.
Now, adding the number of people wearing red and white together in terms of x, we have x + 3x = 4x
We equate this to 24; 4x = 24 and x = 24/4; x = 6
The number wearing red probably is 3 * x = 3 * 6 = 18 people
To determine how many of the 24 students likely wear a red shirt, given red is three times more probable than white, we calculate that 18 students are likely wearing red shirts.
The question asks us to determine how many students in a class of 24 are likely to be wearing a red shirt if students at River View Middle School are three times more likely to wear a red shirt than a white shirt. To solve this, let's define the number of students wearing a white shirt as x. Since a red shirt is three times more likely, the number of students wearing a red shirt would be 3x. The total number of students in the classroom is the sum of those wearing red and white shirts, which is x + 3x = 24. Combining like terms, we get 4x = 24. Dividing both sides by 4, x equals 6. This means 6 students are wearing white shirts. To find the number of students wearing red shirts, we multiply the number of white-shirted students by 3: 3 times 6 = 18. So, 18 students are likely to be wearing red shirts.
Which expressions are equivalent to Negative 2 (5 x minus three-fourths)? Check all that apply.
Negative 2 (5 x) + (negative 2) (negative three-fourths)
Negative 10 x minus three-fourths
Negative 10 x + StartFraction 6 over 2 EndFraction
Negative 10 x + three-halves
Negative 10 x minus StartFraction 6 over 2 EndFraction
Answer:
-10x+3/2 and -2(5x)+(-2)(-3/4)
Explanation:
The correct statements are Negative 2 (5 x) + (negative 2) (negative three-fourths)&Negative 10 x + three-halves)
What is an Algebraic Expression?An algebraic expression in mathematics is an expression which is made up of variables and constants, along with algebraic operations (addition, subtraction, etc.). Expressions are made up of terms.
Given here: The statement "Negative 2 (5 x minus three-fourths)"
Thus translating it into an expression we get
-2(5x-3/4)
=-2×5x+(-2×-3/4)
=-10x+3/2 ( using the distributive property of multiplication)
Hence, The correct statements are Negative 2 (5 x) + (negative 2) (negative three-fourths)&Negative 10 x + three-halves
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15- the square root of 105 and 5
Answer:9.75304923404
Step-by-step explanation: