1. The amount donated by the people with same ratio is $40.
2. The amount greater is $40.
How to calculate the value?From the information, there's a total of $160 in donations from three people and the three donations are in the ratio 5 : 5 : 10.
It should be noted that the amount donated by the people with same ratio will be:
= 5/(5 + 5 + 10) × $160
= 5/20 × $160
= $40
The amount donated by the person with largest ratio will be;
= 10/20 × $160
= $80
Therefore, the difference will be:
= $80 - $40
= $40
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Find the difference in the latitudes of Athens, Greece, Latitude 38° N, and Sydney, Australia, latitude 34° S.
The difference in the latitudes of Athens, Greece, Latitude 38° N, and Sydney, Australia, latitude 34° S is 72° .
We have two different coordinates, 38° N and 34° S
We can find the differnce in two different coordinates by following a few steps.
We have to consider South as negative North. So, we can write 34° S as -34° N.
Hence, we can determine the difference in between two coordinates.
Difference in coordinates ≡ 38° N - 34° S = 38° N - ( - 34° N ) = 38° N + 34° N = 72° N
So, we can conclude that, the difference is 72°.
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4. Joe Shmoe is guaranteed a minimum of $450 salary plus 3.75% of his
total sales. What are his total sales for a week in which his gross pay was
$650?
Answer:
the total sales are 361 sales a week i did this i got a 100
In ∆OPQ, q =18cm, o=96cm and
Given the information on the problem, we can use the law of cosines to find the length of p with the following equation:
[tex]p^2=q^2+o^2-2q\cdot o\cdot\cos P[/tex]substituting the values at hand, we get the following:
[tex]\begin{gathered} p^2=(18)^2+(96)^2-2(18)(96)\cos 142 \\ \Rightarrow p^2=324+9216+2723.37 \\ \Rightarrow p^2=12263.37 \\ \Rightarrow p=\sqrt[]{12263.37}=110.74 \\ p=110.7\operatorname{cm} \end{gathered}[/tex]therefore, the length of p is 111 cm
shureka washburn has scores of 69,80,71, and 90 on her algebra tests
a. Use an inequality to find the scores she must make on the final exam to pass the course with an average of 77 or higher, given that the final exam counts as two tests.
b. Explain the meaning of the answer to part (a).
Help please
The inequality to find the scores she must make on the final exam to pass the course with an average of 77 or higher is (310 + x) / 5 >= 77.
The meaning is that she should have a score of 75 or higher to pass.
How to calculate the value?From the information, Shureka washburn has scores of 69,80,71, and 90 on her algebra tests and she must make on the final exam to pass the course with an average of 77 or higher.
Therefore, the inequality to express the information will be:
(69 + 80 + 71 + 90 + x)/5 >= 77
(310 + x) / 5 >= 77
Crops multiply
310 + x >= 77 × 5
310 + x >= 385
x >= 385 - 310
x >= 75
She needs 77 or more in order to pass the course.
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Find the area of a circle with a radius of 9 inches. Use 3.14 for n. Hint: A = nr2 9 in. Area = [?] square inches Enter the number that goes in the green box. Do not round your answer.
Answer:
56,52
Step-by-step explanation:
take n as 3.14 multiples with 9 and multiples with 2
ABCD is a rectangle. Trapezoid AEFB is congruent to
A
trapezoid CFED. G is the midpoint of segment EF.
E
Select all the ways we could describe the rigid transformation that takes AEFBto CFED.
Answer:
Step-by-step explanation:
can you help me solve me this math problems?
1. 200 - 7/21
2. 50 - 4/7
3. 24 1/4 - 20 3/5
4. 10 5/8 - 6 4/9
5. 6 1/2 - 5 3/4
Step-by-step explanation:
1.
200 - 7/21 = (200×21 - 7)/21 = (4200 - 7)/21 =
= 4193/21 = 599/3 = (199×3 + 2)/3 =
= 199 2/3
we could have seen that 7/21 = 1/3.
so, then this problem was
200 - 1/3 = (200×3 - 1)/3 = 599/3 = 199 2/3
(see above)
2.
50 - 4/7 = (50×7 - 4)/7 = (350 - 4)/7 =
= 346/7 = (49×7 + 3)/7 = 49 3/7
3.
24 1/4 - 20 3/5 = (24×4 + 1)/4 - (20×5 + 3)/5 =
= 97/4 - 103/5
to calculate this we need to bring both fractions to the save denominator. the LCM (lowest common multiple) of 4 and 5 is 20.
so,
97/4 - 103/5 = (97×5)/(4×5) - (103×4)/(5×4) =
= 485/20 - 412/20 = 73/20 =
= (3×20 + 13)/20 = 3 13/20
4.
10 5/8 - 6 4/9 = (10×8 + 5)/8 - (6×9 + 4)/9 =
= 85/8 - 58/9
the LCM of 8 and 9 is 72.
85/8 - 58/9 = (85×9)/(8×9) - (58×8)/(9×8) =
= 765/72 - 464/72 = 301/72 =
= (4×72 + 13)/72 = 4 13/72
5.
6 1/2 - 5 3/4 = (6×2 + 1)/2 - (5×4 + 3)/4 =
= 13/2 - 23/4
the LCM of 2 and 4 is 4.
13/2 - 23/4 = (13×2)/(2×2) - 23/4 =
= 26/4 - 23/4 = 3/4
Write square root 3 times square root 6 in the form b square root 2 where b is an integer
Answer:
3[tex]\sqrt{2}[/tex]
Step-by-step explanation:
using the rule of radicals
[tex]\sqrt{a}[/tex] × [tex]\sqrt{b}[/tex] ⇔ [tex]\sqrt{ab}[/tex] , then
[tex]\sqrt{3}[/tex] × [tex]\sqrt{6}[/tex]
= [tex]\sqrt{3(6)}[/tex]
= [tex]\sqrt{18}[/tex]
= [tex]\sqrt{9(2)}[/tex]
= [tex]\sqrt{9}[/tex] × [tex]\sqrt{2}[/tex]
= 3[tex]\sqrt{2}[/tex]
PLEASE HELP! When you set up your 6-feet-tall beach umbrella this morning, it cast an 8 foot shadow on the sand. How long is the shadow of your little sandcastle, which is proudly standing at 1.5 feet tall?
(Please answer in terms of feet)
Answer:
2 feet
Step-by-step explanation:
Answer:
3.5
Step-by-step explanation:
6 plus 2 equals 8 and if you add 2 to 1.5 you get3.5
Ratio Table, This is due tonight
Answer:
Box on the right is 6 and the lower box on the left is 840
Step-by-step explanation:
Make a proportion:
[tex]\frac{168}{1008}[/tex] =[tex]\frac{1}{x}[/tex] cross multiply and solve
168x = 1008 Divide both sides by 168
x = 6
[tex]\frac{168}{x}[/tex] = [tex]\frac{1}{5}[/tex] Cross multiply and solve
x = 168(5)
x = 840
Question 4 (1 point)
THIS RELATION IS A FUNCTION:
(1,-2), (1,1), (1,6),(1,11)
O True
O False
Answer: False
Step-by-step explanation:
The x-value of 1 maps onto 4 different y values.
HELP ASAP HAS TO BE DONE BY TONIGHT
Answer:
first drop down is, doesn't matter. Second one is, must be the negative reciprocal of the slope of the original line. Third is, must be different from the y intercept of the original line. If the y intercepts are the same, the two lines will intersect as proven by one of the questions asked by the user.
Step-by-step explanation:
Hope this helps! :)
Simplify.
3c + 6d + 3d = ?
Answer 3c+9d
Step-by-step explanation: add 3c 9d
Can someone help p.l.z?? 50 pts
State all 4 ways to represent the Functions showing the slope and Y-intercept for each method.
Please help as much as you can, t.h.x. <3
Four ways to find the slope and y–intercept of straight line equation are;
Making use of the graph to find the slopeObtaining the coordinates of the x–intercept, Looking for the y–intercept when the slope and a point is knownSolving for the slope when two points are givenWhat is a straight line equation?A straight line equation is of the form, y = m•x + c
Where;
m = The slope of the graph of the equation
c = The point the graph intersects the x–axis.
The process by which the slope–intercept form of a straight line equation can be found from the above ways are as follows;
1. Making use of the graph of the equation
When the graph is given, the y–intercept is found from the point the graph crosses the y–axis
Note the y–intercept
Find two points on the graph where coordinates can be obtained
Find the ratio of the rise to the run to get the slope of the graph
[tex] \displaystyle{ Slope, \: m = \frac{ rise}{run} } = \frac{ \triangle y }{\triangle x} [/tex]
With the slope and y–intercept, the equation of the line can be written as; y = m•x + c
2. Obtaining the coordinates of the x–intercept
Given the slope and the y–intercept, the x–intercept can be found by plugging in the values of the slope, m, and the y–intercept, c, in the equation, y = m•x + c, to get the equation of the line
From the equation, the x–intercept can be found by plugging y = 0, to get;
0 = m•x + c
The x–intercept becomes, [tex] \displaystyle \frac{-c}{m} [/tex]
The graph can then be plotted by drawing a line through the x and y–intercept
3. Finding the y–intercept given the slope and the x–intercept
When the slope and the x–intercept and the slope is known, whole number part of the numerator can be added to the x–value of the x–intercept to obtain the x–coordinates of a second point on the graph
The process is repeated to find the y–coordinate of the second point
The slope is calculated using the two points and the equation for the slope given in the first method
4. When two points are known, the slope is calculated using the equation in method 1
The two are joined with a straight line and the y–intercept is obtained from the point the graph intersects the y–axis
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A 12-ounce can of soda contains 14 grams of sugar. How many grams of sugar are in 1 ounce of soda?
Write the answer as an improper fraction (fraction greater than one) in lowest terms.
[tex]1 \frac{1 \\ }{6} [/tex]
There are 1.17 grams of sugar are in 1 ounce of soda.
What is Division method?
Division method is used to distributing a group of things into equal parts. Division is just opposite of multiplications. For example, dividing 20 by 2 means splitting 20 into 2 equal groups of 10.
Given that;
A 12-ounce can of soda contains 14 grams of sugar.
Now,
Since, A 12-ounce can of soda contains 14 grams of sugar.
Hence, The amount of soda for 1 ounce of can = 14/12
= 1.17 grams
Thus, There are 1.17 grams of sugar are in 1 ounce of soda.
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If the distance from 0 to x on a number line is greater than 0, then -5 + x is positive?
True or false
True.
Given the statement 'If the distance from 0 to x on a number line is greater than 5, then -5+x is positive' is True.
For the given question,
The distance from 0 to x on a number line is greater than 5
We write the above statement in mathematical expression form as,
⇒ |x - 0| > 5
⇒ |x| > 5
⇒ x > 5
We need to determine the value of an expression -5 + x
From (1),
⇒ x > 5
Subtract -5 from both sides,
⇒ -5 + x = -5 + 5
⇒ -5 + x > 0
From the above expression, we observe that the value of the expression is always greater than 1.
This means the value of an expression -5 + x is positive.
Therefore, the given statement 'If the distance from 0 to x on a number line is greater than 5, then -5+x is positive' is True.
In mathematics, a number line can be described as a figure that symbolizes numbers on a consecutive line. The digits on a number line are positioned successively with equal spacing along its length. It can be infinitely expanded in any direction and is often depicted horizontally.
Absolute value is the distance between a digit and zero on a number line. Since the space is forever positive, the absolute value will always be positive.
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For the following system, use the second equation to make a substitution for y in the first equation.2x + y = 6y = 3x + 4What is the resulting equation?y + 2x + y = 62x + y + 3x + 4 = 62x + (3x + 4) = 6
Given:-
[tex]\begin{gathered} 2x+y=6 \\ y=3x+4 \end{gathered}[/tex]To find the resultant value of the sum of the equation.
How many centimeters are there in 12 yards?
O 10.9728 cm
O 36 cm
O 91.44 cm
O 1097.28 cm
Answer:
Answer is 1097.28 cm
Step-by-step explanation:
prove me wrong
Answer:
1097.28
Step-by-step explanation:
There are 91.44 centimeters per yard
12 x 91.44
Write an expression for the area of this rectangle. Expand your expression so that your answer does not contain brackets.
Answer:
area= l x b
area= (6-d)3
area= 18-3d
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are the angles on, inside, or outside the circle
nswer
First image
Angle ABC covers around the inside and outside of the circle.
Second image
Angle x l
hird image
Angle DBE l
ngle of arc DE l
ngle of arc AC l
ourth angle
ll the angles at U lie inside the circle.
ngle 78° l
ngle 114° l
ope this Helps!!!
The cost of a T-shirt is $15.95. Monica has a $5-off coupon that can be used for one T-shirt only. Write an algebraic expression for the cost of t T-shirts, not including sales tax.
The algebraic expression for the cost of t T-shirts, not including sales tax is 15.95t - 5.
Given that:-
Cost of a T-shirt = $ 15.95
Discount on coupon = $ 5 (can be used for one T-shirt only)
We have to write an algebraic expression for the cost of t T-shirts, not including sales tax.
We know that,
Total cost of T-shirts = (Number of T-shirts)*(Cost of one t-shirt) - Discount
Hence, we can write,
C(t) = t*(15.95) - 5
C(t) = 15.95t - 5
Where, C(t) is the cost of t T-shirts and t is the number of T-shirts.
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please help me I need this for my algebra test and I don’t understand it
Answer: Question E: The answer is that A(9) is greater.
Step-by-step explanation:
For questions A and C, you can see that the table is exponentially growing. So the equation will use multiplication. You can also see the value of the equation is growing by x2.
So you could say the table starts at a base of 1/2, then grows exponentially at a rate of 2. (Basically saying the value grows x2 per term). The equation will result in y= 1/2(2)^x
For questions B and D, you can see that the graph is growing linearly. So the equation will use multiplication.
By drawing a line between the lines you can easily see the growth of the triangle. You can then tell the 0th term to 1st term goes right 1 and up 10.
Next, you look at the 1st term to the 2nd term. You can tell that it goes right 1 and up 10. So, the rate is 10 per term. (10x) and it starts at 2 (+2). The equation will result in y=10x+2
Question E, solve each equation by substituting the x by 9.
A(9)
y= 1/2(2)^x
y= 1/2(2)^9
y= 1/2(512)
y=256
B(9)
y=10x+2
y= 10(9) +2
y= 90+2
y=92
The answer is that A(9) is greater.
Five less than the quotient of eighteen and a number n in algebraic expression
The provided sentence "Five less than the quotient of eighteen" is converted into an algebraic expression as 18/x - 5.
What is defined as the algebraic expression?Algebraic expressions are mathematical statements that result from operations on variables and constants including such addition, subtraction, multiplication, and division. We simply combine like terms to explain an algebraic expression. As a result, similar variables will be combined. A same powers will now be combined from the like variables.Five less than the quotient of eighteen and a number
We must convert the provided sentence into an algebraic expression.
Let "x" represent the number.
Therefore,
Five less than that of the quotient of eighteen and "x"
The term quotient refers to the outcome of division.
Therefore,
18/x - 5
That is, Five less than the quotient of eighteen and x.
As a result, the provided sentence is converted into an algebraic expression.
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If A= -2, 2, 0, -5, 7, 9, C=-1, -1, -2, -7, 3, 2, and A - B = C, what is B?
B = [tex]\left[\begin{array}{ccc}-1&3&2\\2&4&7\end{array}\right][/tex] if A-B = C and values of A and C is given .
What is Matrix and determinants ?In linear algebra, determinants and matrices are used to solve linear equations by applying Cramer's rule to a collection of non-homogeneous equations that are expressed in linear form. Determinants are only determined using square matrices. If a matrix's determinant is zero, it is referred to as a singular determinant; if it is one, it is referred to as a unimodular matrix. For the system of equations to have a single solution, the determinant of the matrix must be nonsingular, or its value must be nonzero.In this post, we will discuss the definition of determinants and matrices, as well as their many types, characteristics, and instances.Calculation:
since A-B=C
so, A-C=B
plugging in the values :-
[tex]\left[\begin{array}{ccc}-2&2&0\\-5&7&9\end{array}\right] \left[\begin{array}{ccc}-1&-1&-2\\-7&3&2\end{array}\right][/tex] = B
B = [tex]\left[\begin{array}{ccc}-1&3&2\\2&4&7\end{array}\right][/tex]
Hence the value of B is = [tex]\left[\begin{array}{ccc}-1&3&2\\2&4&7\end{array}\right][/tex]
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Find 7.2x10^-8.
_______
3x10^-2
The simplified form of the expression is 2.4 x 10⁻⁶.
Expression:
An expression is the sentence with a minimum of two numbers/variables and at least one math operation in it.
Given,
Here we have the expression
[tex]\frac{7.2\times10^{-8}}{3\times 10^{-2}}[/tex]
Here we need to simplify this expression.
Here we have to divide this expression first,
Then we get,
[tex]= > \frac{7.2}{3}\times\frac{10^{-8}}{10^{-2}}[/tex]
First, we have to divide the numbers term then we get,
=> 7.2/3 = 2.4
Then we have to solve the exponential form,
For that we have to move the denominator value to upper term,
Then we get,
=> 10⁻⁸ x 10²
=> 10⁻⁸⁺²
=> 10⁻⁶
So, the simplified form is, 2.4 x 10⁻⁶.
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please help im really stuck
The director of a marching band asks the band members to line up in rows of six, but there are three band members in the last row. Then she tries to line them up in rows of seven, but there are four band members in the last row. Finally, she tries to line them up in rows of eight, but there are five band members in the last row.
The band has fewer than 200 members.
How many members are there?
Using divisibility rules, it is found that there are 165 members in the band.
How to determine how many members are there in the band?The number of students in the last row gives the remainder of the division of the total number of members by the number of members in each row.
Hence:
The number of members in the band divided by 6 has a remainder of 3The number of members in the band divided by 7 has a remainder of 4.The number of members in the band divided by 8 has a remainder of 5.It is also stated that the band has fewer than 200 members.
From the third bullet point, the possible values, that is, values that when divided by 8 have a remainder of 5, are given as follows:
{5, 13, 21, 29, 37, 45, 53, 61, 69, 77, 85, 93, 101, 109, 117, 125, 133, 141, 149, 157, 165, 173, 181, 189, 197}.
The number is 165, because:
165/6 = 27 with a remainder of 3.165/7 = 23 with a remainder of 4.More can be learned about divisibility rules at https://brainly.com/question/9462805
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solve the following equation a+2_3 =3_4
The solution for the linear equation is:
a = 1/4.
How to solve the equation?I believe we have the linear equation:
(a + 2)/3 = 3/4
To solve this, we need to isolate the variable a in one of the sides of the linear equation, to do so, we can start by multiplying both sides by 3.
3*(a + 2)/3 = 3*(3/4)
a + 2= 9/4
Now we can subtract 2 in both sideS:
a + 2 - 2 = 9/4 - 2
a = 9/4 - 8/4 = 1/4
a = 1/4
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What is the approximate of 0.000000005
Answer:
Step-by-step explanation:
0.000000005% can be written as a fraction: 0.000000005 / 100
Please help with these two
Question 2a
[tex]x+6+x+3=17 \\ \\ 2x+9=17 \\ \\ 2x=8 \\ \\ x=4[/tex]
Question 3a
[tex]1+2x+31=x+20 \\ \\ 2x+32=x+20 \\ \\ x+32=20 \\ \\ x=-12[/tex]
The depth of a local river averages 25 ft, which is represented as (-25). In January, it measured 5 ft deep, or 1-5), and in July, it was 27 ft, or 1-27). What is the differences
between depths in January and July?
Answer:
22 ft
Step-by-step explanation:
Given a river that has a depth in January of -5 ft, and a depth in July of -27 ft, you want the difference between the depths in January and July.
DifferenceThe difference between two numbers is found by subtracting the second from the first:
(January depth) - (July depth) = (-5 ft) -(-27 ft)
= (-5 +27) ft = 22 ft
The difference between depths in January and July is 22 feet.