Ed is using the recipe shown to make fruit salad. He wants to use 30 diced strawberries in his fruit salad. How many bananas, apples, and pears should Ed use in his fruit salad?

Fruit Salad Recipe - 4 bananas, diced. 3 apples, diced. 6 pears, diced. 10 strawberries, diced.

Answer: 0.071%

Step-by-step explanation:

To get from $3.50 - $3.75, there was an increase of $0.25.

(Sorry if I'm getting the currency bit wrong, I'm British.)

Divide 0.25 by the original cost of 3.50, and you get:

0.07142857142857142857142857142857

Round this and you get a 0.071% increase

Answer:

The percent change in the price of a gallon of gas is 0.0714%.

Step-by-step explanation:

Here, The price increased from $3.50 to $3.75, a change of $0.25.

So,

$0.25 ÷ $3.50 × 100% = 0.0714%

Thus, The percent change in the price of a gallon of gas is 0.0714%.

Answer:

  C

Step-by-step explanation:

You want the equations of the circle and ellipse in the given figure.

The standard form equation for an ellipse is ...

  [tex]\dfrac{x^2}{a^2}+\dfrac{y^2}{b^2}=1[/tex]

where 'a' and 'b' are the semi-axes in the x-direction and y-direction, respectively.

You will notice that when a=b=r, the ellipse becomes a circle and the equation can be rewritten as ...

  [tex]\dfrac{x^2}{r^2}+\dfrac{y^2}{r^2}=1\ \Longleftrightarrow\ x^2+y^2=r^2[/tex]

Here, the radius is 3, the same as the semi-major axis in the x-direction (a=3). The ellipse axis in the y-direction appears to be about 1/3 that value, so b=1, and the equations of the circle and ellipse are ...

  [tex]x^2+y^2=9\qquad\text{circle}\\\\\dfrac{x^2}{9}+\dfrac{y^2}{1}=1\qquad\text{ellipse}[/tex]

Answer:

The scale ratio of 1:87.1 means that for every 1 unit of measurement on the model (in this case, inches), there are 87.1 units of measurement on the actual railroad car. This means that the actual railroad car is 87.1 times larger than the model in every dimension. If the model is 1.4 inches tall, the actual railroad car would be 1.4 x 87.1 = <<1.4*87.1=122.54>>122.54 inches tall.

The required correct options of data set after the value's removal.

1. The mean will increase.                   3. The median may stay the same.      5. The mode will stay the same.

The Index Sponsor computes the Removal Value in the same way that Fund Interests in the linked Fund are valued.

Here,
While analyzing a data set, a scientist notices one data value that is 2 IQRs below the first quartile.
As for the properties of statistics, Change in the IQR does affect the median and mode, So options 3 and 5 are correct.
And also mean will increase.

Thus, the correct options are shown above.

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Answer:

81

Step-by-step explanation:

9x9 = 81

A remainder is the remaining amount of a number than comes out of a division. I'm not sure how to explain it better, so I'll give you an example:

Let's say you want to divide 5 by 2. We know that 5 can't be divided by 2 evenly, it won't give you a whole number. Instead it will give you a decimal 2.5.

In this case, 1 is the remainder and I will explain why! Do the long division for 5/2. 2 fits into 5 two times, so you multiply 2 * 2, which gives you 4. If you subtract that number from 5, you get 1. We know that 2 can't fit into one, therefore, 1 is the remainder. once you start getting into decimals, you can fit numbers into other numbers, which is why technically you can fit 2 into 5, but you can't fit it in evenly, if that makes sense!

I hope this example helps see what a remainder is. It's just the number in a long division that the divisor (in my example, 2 is the divisor) can't fit in!

The fractional form of the expression [tex]\sqrt[3]a[/tex] is [tex]a^{\frac{1}{3}[/tex]

We know there are two types of radicals one is surds when the number has been raised by such power that it is greater than zero and less than one,

The other type of radicals are indices where a number is raised to such power that is greater than one.

Given, A radical expression [tex]\sqrt[3]a[/tex].

We know this describes the cube root of a or one-third root of a.

This can be written as a fractional exponent as [tex]a^{\frac{1}{3}[/tex].

Some common rules of exponents are

xᵃ×xᵇ = xᵃ⁺ᵇ.

xᵃ/xᵇ = xᵃ⁻ᵇ.

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Answer:

4

Step-by-step explanation:

m = Δy/Δx = (6-(-2))/(5-3) =8/2 = 4

Slope form -

y - y1 = m(x - x1)

y - 0 = -5(x - 1)

y = -5x + 5

The z-score for the 0.75 proportion is -1.95.

The Z-score calculates the deviation of the measure from the mean in standard deviations. We seek for the p-value linked with this Z-score after locating the Z-score in the z-score database.

The likelihood that the value of the measure will be less than X, or the percentile of X, is represented by this p-value. The likelihood that the value of the measure is greater than X is obtained by deducting 1 from the p-value.

In a set with mean X and standard deviation μ, the z score of a measure X is given by:

Z=(X-μ)/σ

In this problem, we have that:

n=100,p=0.82

So,μ=E(X)=np=100×0.82=82

Therefore, √V(X)=√np×(1-p)=√100×0.82×0.18=3.841

For Finding the probability that less than 75 in the sample keypads pass inspection.

Using continuity correction, this is (P(75-0.5)<=P(74.5)), which is the p-value of Z when X = 74.5.

=>z= (74.5-82)/3.841

=>z= - 7.5/3.841

=>z= - 1.95 has a p-value to 0.

Hence, if a random sample of 100 keypads is analyzed and 75 pass inspection, then the z-score for 0.75 proportion is -1.95

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Answer: x = 9

Step-by-step explanation: To find the value of x, we must understand a few things:

- whatever is in lines like | 2x + 4 | means it's the absolute value or positive value of the number.

Now, with that out of the way, I have one more thing to explain.

- whenever trying to find the value of a variable, you need to do inverse operations, so the opposite of adding is subtracting, and the opposite of multiplication is division. Now, let's solve:

22 - 4 = ?

? = 18

18 / 2 = ?

?(x) = 9

Therefore, x = 9

We can check our answer by doing:

| 2(9) + 4 | = 22

2 x 9 = 18

18 + 4 = 22

22 = 22

So, both answers add up, so x = 9

I hope this helps!

The solution for y in the equation √(7 - x)² + (9 - y)² is infinite many solutions

From the question, we have the following parameters that can be used in our computation:

√(7-x)²+(9-y)²

Express tthe equation properly

So, we have the following representation

√(7 - x)² + (9 - y)²

The above is an expression, not an equation

This means that the value of the variable y can take any value and the equation will be true

In other words, it means that the variable y has infinite many solutions because it is not an equation but it is an expression

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The expression 10+(-8) is equivalent to 10 - 8.

Different branches of mathematics exist. The branch of knowledge that deals with numbers and operations is arithmetic. We learned how to add, subtract, multiply, and divide two or more numbers through arithmetic.

Shapes and how they are created with various tools, such as a compass, ruler, and pencil, are the focus of geometry. Another fascinating area of study is algebra, which helps us communicate the numerical and alphabetic aspects of daily life (variables).

Any mathematical statement made up of numbers, variables, and an operation between them is called an expression or an algebraic expression. As an illustration, the expression 4m + 5 consists of the terms 4m and 5, as well as the variable m, all of which are separated from one another by the arithmetic sign +.

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Full question

What expression is equivalent to 10-8?

Answer:

x+x+10=90 being Right angle triangle.

2x=90-10

2x=80

x =40

then x+10= 40 + 10

= 50

AM is a perpendicular bisector of BC.

A ray that divides an angle into two equal parts is known as an angle bisector or the bisector of an angle. For instance, each measurement will be equal to 30 degrees if ray AX divides an angle of 60 degrees into two equal parts. There is an angle bisector for each angle.

To divide a segment or an angle into two congruent parts is to bisect it. The midpoint of a line segment will be traversed by its bisector. A line segment's perpendicular bisector is parallel to the line segment and passes through its midpoint.

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Answer:

18 more students preferred pepperoni pizza over cheese pizza in the survey.

Step-by-step explanation:

[tex]\frac{3}{8}[/tex] x [tex]\frac{72}{1}[/tex] Can be rewritten

[tex]\frac{3}{1}[/tex] x [tex]\frac{9}{1}[/tex] = [tex]\frac{27}{1}[/tex] = 27   I cross canceled the 8 and 72.  They have a common factor of 8.  8 goes into 8 once and 8 goes into 72 9 times.

27 students preferred pepperoni pizza.

[tex]\frac{1}{8}[/tex] x [tex]\frac{72}{1}[/tex] = [tex]\frac{1}{1}[/tex] x [tex]\frac{9}{1}[/tex] = 9

9 students preferred cheese pizza.

27 - 9 = 18

Answer:

To solve this system of equations, you can use the method of elimination. To do this, you can add the two equations together:

4x + 5y - 5x - 3y = -7 - 1

-x + 2y = -8

Then, you can divide both sides of the equation by -1 to solve for y:

x - 2y = 8

y = (x - 8) / 2

Now that you have solved for y, you can substitute this expression back into either of the original equations to solve for x. For example, you can substitute y = (x - 8) / 2 into the first equation to get:

4x + 5((x - 8) / 2) = -7

4x + 5x - 40 = -7

9x = 33

x = 3.67

Now that you have solved for both x and y, you can find the solution to the system of equations:

x = 3.67

y = (3.67 - 8) / 2 = -2.17

So, the solution to the system of equations is x = 3.67 and y = -2.17.

On solving the provided question we can say that - the value of the equation x = y^2 -5 from the graph will be 59.

Graphs are visual representations or charts used in mathematics to methodically express data or values. A relationship between two or more objects is frequently represented by a point on a graph. A non-linear data structure called a graph is made up of nodes, or vertices, and edges. Connect the nodes, also known as vertices. This graph comprises a set of vertices V= 1, 2, 3, 5, and a set of edges E= 1, 2, 1, 3, 2, 4, and (2.5), (3.5), (4.5). Statistics graphs (bar charts, pie charts, line charts, etc.) Exponential diagrams. triangle graph, a logarithmic graph

here, the equation from the graphs is

[tex]y^2 = x^8 -7.8x-9,=.43y[/tex]

and y = 8

x = 59

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At the end of the eighth year, the amount Mr. Smith withdrew was $41,757.68.

The amount that Mr. Smith withdrew at the end of the eighth year is a product of a series of computations, involving future value determination.

In this situation, we have used an online finance calculator to determine the future value of the investment at each leg.

N (# of periods) = 20 years

I/Y (Interest per year) = 6%

PV (Present Value) = $0

PMT (Periodic Deposits) = $1,800

Results:

FV = $66,214.06

Sum of all periodic payments = $36,000 ($1,800 x 20)

Total Interest = $30,214.06

N (# of periods) = 5 years

I/Y (Interest per year) = 6%

PV (Present Value) = $,

PMT (Periodic Withdrawal) = $-7500

Results:

FV = $46,331.15

Sum of all periodic payments = $-37,500 ($7,500 x 5)

Total Interest $17,617.09

N (# of periods) = 2 years

I/Y (Interest per year) = 6%

PV (Present Value) = $46,331.15

PMT (Periodic Withdrawal) = $-5000

Results:

FV (Final Withdrawal) = $41,757.68

Sum of all periodic payments = $-10,000 ($5,000 x 2)

Total Interest = $5,426.53

Thus, the amount of $41,757.68 was withdrawn by Mr. Smith at the end.

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The probability that the area of the triangle is at most 20 is 5/9

Probability is a measure of the likelihood of an event occurring. The probability formula is defined as the possibility of an event happening is equal to the ratio of the number of favorable outcomes and the total number of outcomes. Probability of event to happen P(E) = Number of favorable outcomes/Total Number of outcomes.

Given here: Right triangle XYZ has legs of length XY = 12 and YZ = 6. Point D is chosen at random within the triangle XYZ. Thus area of triangle XYZ is

1/2×12×6=36

Now if the area of the triangle is at most 20 then the required probability is = 20/36

                      =5/9

Hence, The probability that the area of the triangle is at most 20 is 5/9

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There are infinite many triangles that can be formed with the angle measures 20, 100, and 60 degrees

From the question, we have the following parameters that can be used in our computation:

Angles = 20, 100, and 60 degrees

The above parameters are angles

When only angles are given, the triangle can have as many side lengths as possible

This means that there are infinite many triangles

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Answer:

4x +2

Step-by-step explanation:

4( x + 2)

= 4*x +4*2

= 4x +2

Answer:

y = 2 ± √x is the inverse but it's not a function. (See note below for additional info)

Step-by-step explanation:

Given the quadratic function:

[tex] \displaystyle{y = {x}^{2} + 4x + 4}[/tex]

We can rewrite the function above using perfect square form:

[tex] \displaystyle{y = {(x + 2)}^{2} }[/tex]

Finding an inverse, we swap the terms of x and y:

[tex] \displaystyle{x = {(y + 2)}^{2} }[/tex]

Square root both sides, solving for y:

[tex] \displaystyle{ \sqrt{x }= \sqrt{ {(y + 2)}^{2}} } \\ \\ \displaystyle{ \sqrt{x }= \left| y+ 2\right| } \\ \\ \displaystyle{ \pm \sqrt{x }= y + 2}[/tex]

Subtract both sides by 2:

[tex] \displaystyle{ \pm \sqrt{x } - 2= y+ 2 - 2} \\ \\ \displaystyle{ \pm \sqrt{x } - 2= y} \\ \\ \displaystyle{y = 2 \pm \sqrt{x} }[/tex]

Therefore the inverse of y = x² + 4x + 4 is y = 2 ± √x.

Note: While it's possible to find the inverse of quadratic function, but the inverse version itself is not really a function. So if you want to go by definition or theorem, you can say there's no inverse function. Otherwise, the answer above is the solution.

she will be able to knit 13 scarfs

Given ,

To Find : Scarfs Mr John will be able to make if he has 30.42 yards of yarn

2.34 yards of yarn = 1 scarf

30.42 yards of yarn = [tex]\frac{30.42}{2.34}[/tex]

                                 = 13 scarfs

Hence , the number of scarfs Mr John will make with 30.42 yards of yarn is 13

Answer:

8.20

Step-by-step explanation:

8.20 is greater than 8.002 due to 0.20 being greater than 0.002

Answer: To compare the level of support for the new after-school club between teachers and students, we can calculate the percentage of individuals in each group that responded "yes" to the proposal.

For teachers: 13 out of 20 is equivalent to 13/20 = 0.65 or 65%

For students: 37 out of 50 is equivalent to 37/50 = 0.74 or 74%

Based on the percentage of individuals in each group that responded "yes," we can see that students are more in favor of the new after-school club than teachers. 74% of students responded "yes" to the proposal, while only 65% of teachers responded "yes."

It's worth mentioning that it's important to keep in mind that this comparison is based on the sample size of teachers and students that responded to the survey and not the whole population, also if the sample size isn't representative of the population and not randomly selected it can't be generalized.

Step-by-step explanation:

Step-by-step explanation:

the area of a trapezoid is

(a + b)/2 × x

a and b being the 2 bases. and x, as requested, is the height.

A

it does not matter which base is which, as long as we keep using them consistently.

so, let's assume a is the first base :

a = x + 5

and then for the second base

b = 2x - 1

now we use that in the main formula :

(x + 5 + 2x - 1)/2 × x = (3x + 4)/2 × x = (3x² + 4x)/2

A = (3/2)x² + (4/2)x = (3/2)x² + 2x ft²

B

now the height is increased by 4 ft.

that means we need to replace x by x + 4.

(3/2)(x+4)² + 2(x+4) = (3/2)(x² + 8x + 16) + 2x + 8 =

= (3/2)x² + (24/2)x + (48/2) + 2x + 8 =

= (3/2)x² + 12x + 24 + 2x + 8 =

= (3/2)x² + 14x + 32 ft²

with x being the original height, of course.