calculate the percent of population each situation represents b) 90 out of a population of 450 people​

Answer:

L = 8

w = 3

Step-by-step explanation:

Givens

w = L - 5

L = x

Area = 24

Formula

Area = L * w

Solution

Area = (x) * (x - 5)

24 = x * (x - 5)                      Remove the brackets

24 = x^2 - 5x                       Subtract 24 from both sides

0 = x^2 - 5x - 24                  This will factor

0 = (x - 8)(x + 3)

x + 3 is an extraneous root. You cannot have a length of -3 units no matter what the units are.

x - 8 = 0  

x = 8

Answer

The length = 8

The width is = 8 - 5 = 3  

The probability of getting heads is 31/50.

Number of tosses = 50

Number of heads = 31

The probability of getting heads will be:

= Number of heads / Total number of tosses

= 31/50

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Answer:

child: 74 adult: 117 student: 37

Step-by-step explanation:

x=2z

x+y+z=191

7.5x+9.75y+8z=1593.5

The number of tickets sold for child is 86.

The number of tickets sold for adults is 62.

The number of tickets sold for child students is 43.

An equation is a mathematical statement that is made up of two expressions connected by an equal sign.

We have,

Total tickets sold = $1593.50 _____(1)

Total number of tickets sold = 191 _____(2)

Let the number of tickets sold for child = P _____(3)

Let the number of tickets sold for adults = Q _______(4)

Let the number of tickets sold for students = R ______(5)

Cost of child ticket = $7.50 ______(6)

Cost of adult tickets = $9.75 ______(7)

Cost of student tickets = $8 _______(8)

We can make equations as:

From (2), (3), (4), and (5)

P + Q + R = 191 ____(9)

From (1), (6), (7), and (8)

7.50P + 9.75Q + 8R = 1593.50 _____(10)

We have,

P = 2R putting in (9) and (10)

2R + Q + R = 191

We get,

3R + Q = 191 _____(11)

15R + 9.75Q + 8R = 1593.50

23R + 9.75Q = 1593.50 _____(12)

From (11).

Q = 191 - 3R putting in (12)

23R + 9.75 (191 - 3R) = 1593.50

23R + 1862.25 - 29.25R = 1593.50

-6.25R = -268.75

R = 43 putting in Q = 191 - 3R

We get,

Q = 191 - 3 x 43 = 191 - 129 = 62

Putting R = 43 in P = 2R

We get,

P = 2x43 = 86

We have,

P = 86, Q = 62 and R = 43

Thus,

The number of tickets sold for child is 86.

The number of tickets sold for adults is 62.

The number of tickets sold for child students is 43.

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The weight average of the coordinates is 5

The given parameters are:

The weight average is then calculated as:

Weight average = Sum of (Weight * Coordinate)/Sum of Weights

So, we have:

Weight average = (-1 * 1 + 4 * 2 + 9 * 2)/(1 + 2 + 2)

Evaluate the quotient

Weight average = 5

Hence, the weight average of the coordinates is 5

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Answer:

-47^6

Step-by-step explanation:

Answer:

Step-by-step explanation:

4x-6x²-2

Step one use PEMDAS

Parenthesis

Exponent

Multiply

Divide

Add

Subtract

as a guidance

Everything in the parenthesis is simplified, and there isn't any exponent so we onto step 3 which is multiply.

There is a negative infant of the parenthesis -(2x²+8-3x)

that negative sign actually is a -1

therefore multiply -1 to each number inside the parenthesis

Product: -2x²-8+3x

Last step combine like terms

-4x²-2x²=-6x²

x+3x= 4x (remember there is an invisible 1 infront of that x variable)

6-8=-2

The perimeter of Stephanie’s triangle is half the perimeter of Juan’s triangle.Numerical expression to describe the perimeter of Stephanie’s triangle is S =(1/2) J;

Let as assume that

Stephanie's triangle has a perimeter (S)

And, Juan's triangle has a perimeter (J);

According to question, it implies:

S =(1/2) J;

The whole length of any closed shape's boundary is known as its perimeter. Let's use an illustration to try to comprehend this. You may have a sizable square-shaped farm, for instance. You now decide to fence your farm in order to protect it from stray animals. Finding the entire length of the farm's boundary is as simple as multiplying the length of one side of the farm by 4. There are a lot of situations like this when we can be applying the perimeter-finding notion without even realizing it.

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The best measure to do so will be is in feet that is the principal will measure it as 10 feet.

The principal has to measure the floor of the second grade classroom.

The best measure to do so will be is in feet

As centimeters and inches will be too short to measure it and can cause problems while further maintaining the records.

Yards on the other hand is a too big unit of measurement to bthe length of the classroom.

Therefore, the best measure to do so will be is in feet that is the principal will measure it as 10 feet.

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Your question was incomplete. Please refer the content below

The principal is measuring the floor of the second-grade classroom.

What is the best estimate for the length of a classroom?

10 yards

10 centimeters.

10 feet

10 inches

The shortest side of the triangle measures 17 feet.The second side of the triangle measures 20 feet.The third side of the triangle measures 31 feet.What is the length of the three sides?The perimeter of a triangle is the sum of the length of the three sides of the triangle. Let the shortest side be represented with s.The second side = 3 + s The third side = 2s - 3 2s - 3 + 3 + s + s = 68 4s = 68s = 17The second side = 17 + 3 = 20 The third side = = (2 x 17) - 3 = 31

The statements are:

x . y = m/n

substituting the values.

a/b . y = m/n

multiplication property of equality.

b/a . a.b . y  = m/n . b/a

simplify.

y = mb/na

The product of a rational number with an irrational number is an irrational number. To see this assume that x is a rational number and y an irrational number. Then let us assume that the product xy is rational, which means that there are integers a,b such that xy=a/b. But then we obtain y=(1/x)(a/b) which is also rational since the set of rational numbers is closed under multiplication. But this is a contradiction since y was assumed to be an irrational number.

Hence we made the required conclusion.

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The point-slope form of the equation for the line with a slope of [tex]\frac{6}{19}[/tex] that passes through the point[tex](-1,\frac{7}{5} )[/tex] is [tex]6x-19y=-\frac{163}{5}[/tex]

As per the question statement, we are supposed to find the point-slope form of the equation for the line with a slope of [tex]\frac{6}{19}[/tex] that passes through the point[tex](-1,\frac{7}{5} )[/tex] .

Before solving the question, we need to know about the point - slope form of the line i.e., [tex]y-y_{1} =m(x-x_{1} )[/tex]

where m = slope = [tex]\frac{6}{19}[/tex]

[tex]x_{1} =-1[/tex] and [tex]y_{1} = \frac{7}{5}[/tex]

Now substituting values, we get

[tex]y-\frac{7}{5} =\frac{6}{19} (x-[-1])[/tex]

[tex]y-\frac{7}{5} = \frac{6}{19} (x+1)[/tex]

[tex]19y - \frac{133}{5} = 6x+6[/tex]

Rearranging,

[tex]6x-19y+6+\frac{133}{5} =0[/tex]

[tex]6x-19y+\frac{163}{5} =0[/tex]

[tex]6x-19y=-\frac{163}{5}[/tex]

Hence our required equation is [tex]6x-19y=-\frac{163}{5}[/tex]

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The solution to the compound inequality is 1200 < x < 1600 and the meaning is she must keep her calories consumed between 1200 and 1600

The compound inequality is given as

2450 < 2x + 50 and 2x + 50 < 3250

Subtract 50 from both sides of the inequality

So, we have

2400 < 2x and 2x < 3200

Divide through the inequality by 20

So, we have

1200 < x and x < 1600

Combine the inequalities

1200 < x < 1600

Hence, the solution to the compound inequality is 1200 < x < 1600 and the meaning is she must keep her calories consumed between 1200 and 1600

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Answer:

Step-by-step explanation:

0=0

Answer:

1915

Step-by-step explanation:

nth term = 15n + 400

term to term = 15

n = position

eg:

n=1

1x15=15 + 400 = 415

n=2

2x15=30 + 400 = 430

n=101

101x15= 1515 + 400 = 1915

Answer:

1915

Step-by-step explanation:

formula for the nth term is

an = d times n + first term - d

an = n*d + a1 - d

find the difference between the numbers

it's 15 which is d

first term is a1 which is 415

a101 = 15 times 101 + (415 minus 15)

a101 = 1515 + 400

a101 = 1915

Answer: 7

Step-by-step explanation: add all the numbers up and divide them by how many numbers they are

Answer:

3+3×1/4×3

3+3/12

3×12+3/12

39/12

(i) Maximum students were watching T.V for 4-5 hours.

(ii) 34 students watched T.V for less than 4 hours.

(iii) 14 students spent more than 5 hours watching TV.

Given from the graph we can say that:

The process of acquiring, storing, and displaying data in a way that makes it easy for others to use (read or fetch data), such as in graphs or charts, is known as data handling. Statistics is another name for it. Additionally, it is employed for data comparison and mean, median, and mode extraction.

(i) maximum number of students watching TV  =32

Almost 32 students watched TV for 4-5 hours.

(ii) For students watching TV for less than 4 hours = ?

= 4 ₊ 8 ₊ 22

= 34

(iii) students who spent more than 5 hours watching  TV = ?

= 8 ₊ 6

= 14

Hence we get the desired answers.

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Filling the table to show the relationship between the total cost, c, and the number of books ordered is as follows:

Number of Books      Total Cost ($)

            2                     $17 ($6 x 2 + $5)

            6                     $41  ($6 x 6 + $5)

           10                    $65  ($6 x 2 + $5)

The total cost is a function of the number of units and the variable cost per unit plus the fixed costs.

For instance, the total cost of 9 books, in this scenario, is $59 ($6 x 9 + $5).

Cost per book = $6

Shipping fee = $5

Number of Books      Total Cost ($)

            2                   $17 ($6 x 2 + $5)

            6                  $41  ($6 x 6 + $5)

           10                 $65  ($6 x 2 + $5)

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Answer:

Step-by-step explanation:

The first one its easy

Using a proportional relationship, the amounts are given as follows:

A proportional relationship is a function in which the output variable is given by the input variable multiplied by a constant of proportionality, that is:

y = kx

In which k is the constant of proportionality.

For this problem, we have that:

From the first row of the table, the constant is given as follows:

k = 35/15 = 7/3.

Hence the relationship is:

y = 7/3x.

For the second row of the table, we have that x = 3, hence:

y = 7/3 x 3 = 7.

For the third row of the table, we have that y = 84, hence:

84 = 7/3x

x = 84 x 3/7

x = 36.

Then the amounts are given as follows:

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This is an observational study because this is taken as observing all possible ways.

An observational review is utilized to respond to an exploration question dependent simply upon what the scientist notices. There is no impedance or control of the examination subjects, and no control and treatment gatherings. These examinations are much of the time subjective in nature and can be utilized for both exploratory and logical examination purposes. In observational examinations, the analyst isn't permitted to control anything. They just notice and gather patterns inside the set up and hypothesize from those outcomes. Observational examination takes into consideration more precise information assortment, eliminating predispositions and inspecting blunders. Notwithstanding, it tends to be tedious because of extended periods of time of dormancy.

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The third term of the arithmetic sequence is 18.

The arithmetic sequence formula can be represented as follows:

nth term = a + (n - 1)d

where

Therefore, 4 numbers are inserted between 4 and 39.

Hence,

a = 4

39 = 4 + 5d

39 - 4 = 5d

35 = 5d

d = 35 / 5

d = 7

Hence, the common difference of the arithmetic sequence is 7.

Therefore, the sequence of the arithmetic sequence is as follows:

4, 11, 18, 25, 32, 39

Therefore, the third term of the arithmetic sequence is  18

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The volume of a cube that has a total surface area of 54 square millimeters is 27 cubic millimeters

The surface area is given as

A = 54

This is calculated using

A = 6L^2

So, we have

6L^2 = 54

Divide

L^2 = 9

This gives

L = 3

The volume is

V = L^3

This gives

V = 3^3

Evaluate

V = 27

Hence, the volume of a cube that has a total surface area of 54 square millimeters is 27 cubic millimeters

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Answer:

Step-by-step explanation:

−4  +  9  −   2x  −9x

−4  +   9  +  −  2x  +  −9x

−4  +  9  +  −2x  +−  9x

(   −2x+−9x   )+(   −4+9   )

−11x    +    5

Answer:

20

Step-by-step explanation:

To find this, we need to figure out what 1/5 is as a decimal

5/5 = 1, so 5 groups of 1/5 equals 1

Multiply this by 4, 20 groups of 1/5, or 20/5 = 4

Now we confirm this

1/5=0.2

4/0.2=20

So it is true

Hope this helps!^^

Answer:

.05

Step-by-step explanation:

Answer:

Step-by-step explanation:

(25x-5) 12X- Ax15

Using the distance between two points to find the side lengths, the area of the parallelogram is of 60.3 square units.

The area of a parallelogram of dimensions l and w is given by the multiplication of these dimensions, that is:

A = lw.

Suppose that we have two points, [tex](x_1,y_1)[/tex] and [tex](x_2,y_2)[/tex]. The distance between them is given by:

[tex]D = \sqrt{(x_2-x_1)^2+(y_2-y_1)^2}[/tex]

Hence, for this problem, the side lengths are:

Hence:

l = 6, w = 10.05, and:

A = 6 x 10.05 = 60.3.

The area of the parallelogram is of 60.3 square units.

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