A baker made 5 pounds of icing. He used 4/9 of icing to decorate cakes. How much of icing is left over

A. 1 pound
B. 1 5/9
C. 1 2/3
D. 2 7/9

Answer:

A.4

Step-by-step explanation:

180-140=40

10x=40

x=4

Answer: So the area of the sector with a central angle of 9.6 radians and a radius of 21.4 units is approximately 1438.47 square units.

Step-by-step explanation: To find the area of a sector, we can use the formula:

A = (θ / 2π) * πr^2

Where θ is the central angle of the sector in radians, π is the constant approximately equal to 3.14, and r is the radius of the sector. In this case, θ is 9.6 radians and r is 21.4 units, so we can plug those values into the formula to get:

A = (9.6 / 2π) * π * 21.4^2

Simplifying, we get:

A = (9.6 / 6.28) * 3.14 * 461.96

This simplifies to:

A = 1.5 * 3.14 * 461.96

And finally, to get the area of the sector we multiply to get:

A = 1.5 * 3.14 * 461.96 = 1438.47 square units

So the area of the sector with a central angle of 9.6 radians and a radius of 21.4 units is approximately 1438.47 square units.

Answer:

the new sales after decrease in sales percentage this year is $456 dollars

Step-by-step explanation:

The computation of the sales made this year is  shown below:

Given that

last year sales would be $570 dollars

And in this year there is 20% decrease in sales

so, the new sales after 20% decrease would be

= Last year sales × (1 - decreased percentage)

= $570 × (1 - 0.20)

= $570 × 0.80

= $456 dollars

hence, the new sales after decrease in sales percentage this year is $456 dollars

Answer:

$54.01

Step-by-step explanation:

All you have to do is $300.00-$245.99 .

No, this is not likely. The main reason is that the average height of a class of eighth-graders is typically reported in terms of feet or centimeters, not inches.

Without additional context or a comparison to known data about the heights of eighth-graders, it is not possible to determine whether the given average height and standard deviation are likely.

The given data "the average height of a class of eighth-graders is inches with a standard deviation of inches," doesn't seem likely, and it is difficult to come to any meaningful conclusions based on it.

The provided information, "the average height of a class of eighth-graders is inches with a standard deviation of inches," doesn't make sense. It is highly improbable that the height of eighth-graders can be less than one inch. This looks like a mistake in recording or reporting the data.

Although it is feasible that there can be a lot of variety in the height of eighth-graders, we cannot accept that the average height is fewer than 48 inches or 4 feet. Also, the standard deviation seems too low.

In the US, the average height of eighth-graders is usually about 63 inches (5 ft 3 in), with boys being somewhat taller and girls somewhat shorter.

Therefore, the given data "the average height of a class of eighth-graders is inches with a standard deviation of inches," doesn't seem likely, and it is difficult to come to any meaningful conclusions based on it.

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Answer:

Step-by-step explanation:

3.76 ≈ 4

1.62 ≈ 2

3.76 ÷ 1.62 ≈ 4 ÷ 2 = 2

Answer:

1/4

Step-by-step explanation:

divide numerator and denominator by 3

Answer:

5c + 50.00

Step-by-step explanation:

To represent the total amount spent, we can sum up the cost of the 5 videos, the DVD, and the CD. Let's assume the cost of the videos is represented by the variable "v."

Total amount spent = Cost of 5 videos + Cost of DVD + Cost of CD

Since each video costs "c" dollars, the cost of 5 videos is 5c.

Therefore, the expression in simplest form representing the total amount spent is:

Total amount spent = 5c + 30.00 + 20.00

Simplifying further:

Total amount spent = 5c + 50.00

Answer:

5 units

Step-by-step explanation:

To solve this we can use pythagoras theory:

Hope this helps!

Answer:

y+3x=6

Step-by-step explanation:

Answer:

?= 2

X=1

Step-by-step explanation:

3(1+1)<9

3×2<9

6<9

Pls mark brainliest.

Answer:

3x+3 <9

x<3

because

the question said

3x+3<9

Answer:

Below

Step-by-step explanation:

Losing 27 % of value each year means it retains 73% each year

  we need to multiply 20 000 x  .73 x .73 x .73     ....  .73     (twelve times )

                  or   re-written as   20 000 * .73^12 = value =$ 458.04

Reason: The sample is biased toward the people who spent the most money. It leaves out people who didn't spend as much money, so the sample is not representative. A better survey method would be to randomly select names out of a hat.

72 three course meals we can order.

Question states that;

A restaurant offers a special menu with three salad options, six meal options, and eight dessert options.

Counting Principle:

The counting rule is another name for the Fundamental Counting Principle. It's a way to figure out how many possible outcomes there are in a probability word problem. Probability is the likelihood that an event will occur. An event's probability is always a number between 0 and 1. The probability of all events added together equals one.

We need to find how many three course meals we can order;

Total number of ways,

P(A) = 3 * 6 * 8

P(A) = 72

72 three course meals we can order.

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Answer:

unsimplified : \(\frac{21}{225} or simplified: \: \frac{7}{75}\)

Step-by-step explanation:

Work out : Look above at image.

We are given

We want to write using a calculator

Solution

We first note that

on calculator

Now, we come back to the question

Thus, the answer is (4.5E11)/(6E2)

Option B

If a=4, b=6, and sina=3/5 in triangle abc, then sin b equals: 9/10

To find sin(b) in triangle ABC, we can use the sine function in a right angle and the given information.

Given:

a = 4

b = 6

sin(a) = 3/5

We know that the sine of an angle in a right triangle is equal to the ratio of the length of the side opposite the angle to the length of the hypotenuse.

In triangle ABC, let's label the side opposite angle a as side c and the hypotenuse as side h.

sin(a) = c / h

Substituting the given values:

3/5 = 4 / h

To solve for h, we can cross-multiply:

3h = 5 * 4

3h = 20

h = 20 / 3

Now, we can use the sine function to find sin(b):

sin(b) = side opposite angle b / hypotenuse

sin(b) = 6 / (20 / 3)

sin(b) = 6 * (3 / 20)

sin(b) = 18 / 20

sin(b) = 9 / 10

Therefore, sin(b) equals 9/10.

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A chart that compares three sets of values in a three-dimension chart is called surface.

A two-dimensional collection of points (flat surface), a three-dimensional collection of points with a curved cross section (curved surface), or the perimeter of any three-dimensional solid are all examples of surfaces in geometry.

A surface is typically a continuous boundary that separates two areas of a three-dimensional space. For instance, a sphere's surface divides its interior from its exterior, and a horizontal plane divides the half-planes above and below it. Despite the fact that regions they contain are three-dimensional and have a volume, surfaces are basically two-dimensional and have an area. Despite this, surfaces are frequently referred to by the names of the regions they surround. Differential geometry studies the characteristics of surfaces, particularly the concept of curvature.

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Answer:

2ax(5x+7a) is your answer ☺️☺️☺️

i hope so it help you .........

The approximate daily calorie requirement for young adult who is well-developed and well-nourished is 1944 calories/day.

Calories are units of measurement for the quantity of energy in a food or beverage. When we consume more calories then we burn, our bodies store that excess as fat. If this continues, we may gain weight over time.

Calculation for the calories are-

Step 1: Calculate the body weight in kilos (divide pounds by 2.2 to convert it in kilograms).

Step 2: Multiply the kilogram weight by 0.9 for women and 1.0 for men.

Step 3: Divide by 24.

Step 4: Divide by your "Lean Factor." This figure is known as the Basal Metabolic Rate (BMR). It's the number of calories you'd burn every day if we just sat on the couch and did nothing.

Step 5: Divide by the Activity Modifier(1.65 for healthy person).

Daily calorie need would be: (120/2.2)×1.0×24×22x 1.65 (moderate Activity)

= 1944 calories/day

Therefore, the approximate daily calorie requirement for young adult who is well-developed and well-nourished is 1944 calories/day.

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Answer:

Your answer is

Both F and D is 139

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The value Newton's interpolating polynomial P 2(x) of f(x) of f[x0, x1] is -4.

In Newton's interpolating polynomial, the coefficients of the linear terms (x) correspond to divided differences. The divided difference f[x0, x1] represents the difference between the function values f(x0) and f(x1) divided by the difference between x0 and x1.

Since we are given P2(x) = \(x^2 + x + 2\), we can substitute the given x-values into P2(x) to find the corresponding function values.

For x0 = -3, substituting into P2(x) gives f(-3) = \((-3)^2 + (-3) + 2 = 12\).

For x1 = 1, substituting into P2(x) gives f(1) = \((1)^2 + (1) + 2 = 4\).

To calculate f[x0, x1], we need to find the divided difference between these two function values: f[x0, x1] = (f(x1) - f(x0)) / (x1 - x0) = (4 - 12) / (1 - (-3)) = -8 / 4 = -2.

Therefore, f[x0, x1] = -2, and the correct answer choice is b. -4.

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For a study to allow conclusions about causality, researchers must randomly assign participants to conditions and manipulate the independent variable.

For a study to establish causality, there are several key requirements that researchers must adhere to:

Randomly assign participants to conditions:

Random assignment is crucial to ensure that participants have an equal chance of being assigned to different experimental conditions.

By randomly assigning participants, researchers can minimize the potential confounding effects of individual differences and distribute them evenly across groups.

This helps establish a causal link between the independent variable (manipulated condition) and the dependent variable (outcome).

Manipulate the independent variable:

Researchers must deliberately manipulate the independent variable, which is the factor believed to have a causal effect on the dependent variable.

By manipulating the independent variable and observing the resulting changes in the dependent variable, researchers can infer causality.

The manipulation allows for comparisons between different conditions, enabling researchers to draw conclusions about the causal relationship between variables.

Gather a random sample of participants:

It is important to collect a random sample of participants from the target population.

Random sampling helps ensure that the sample is representative of the larger population, increasing the generalizability of the study's findings.

A random sample reduces the risk of sampling bias, where the characteristics of the sample deviate significantly from those of the population.

Control extraneous variables:

To establish causality, researchers must control for extraneous variables, factors other than the independent variable that could influence the dependent variable.

This can be achieved through techniques like random assignment, matching participants on relevant characteristics, or using statistical methods such as regression analysis to account for these variables.

It is worth noting that making sure participants are all of the same socio-economic status is not a requirement for establishing causality.

In fact, including participants with diverse socio-economic backgrounds can enhance the external validity and generalizability of the study's findings.

The focus should be on minimizing confounding variables and establishing a clear causal relationship between the independent and dependent variables.

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The answer in the mixed fraction form is  6¹¹/₁₂

A fraction represented with its quotient and remainder is a mixed fraction. For example, 2 1/3 is a mixed fraction, where 2 is the quotient, and 1 is the remainder. So, a mixed fraction is a combination of a whole number and a proper fraction.

Given here, 4¹/₆+ 2³/₄ = 25/6 + 11/4

                                    = 50+33 / 12

                                    = 83/12

                                    = 6¹¹/₁₂

Hence the answer in mixed fraction is  6¹¹/₁₂

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Answer:

For A, the confidence interval formula above cannot be applied because n is less than 30, so we use the t-score confidence interval value

C.I = Mean ± t score × Standard deviation/√n

Mean = 80

Standard deviation = 5

n = 25

Degree of freedom = 25 - 1 = 24

Hence, 95% confidence interval degree of freedom t score = 2.064

Hence, Confidence Interval =

80 ± 2.064 × 5/√25

80 ± 2.064 × 1

80 ± 2.064

Confidence Interval =

80 - 2.064

= 77.936

80 + 2.064

= 82.064

Confidence Interval: (77.936, 82.064)

Answer:

ok and u have to divide up that have it

This argument form is not valid. We can see this by constructing a counterexample.

In this argument form, p and q are propositions, or statements that can be true or false. The arrows represent conditional statements, which are statements of the form "if p, then q." The symbol "∴" means "therefore," and is used to indicate the conclusion of the argument.

Let p = "It is raining" and q = "I will stay inside".

Then the argument becomes:

If it is raining, then I will stay inside.

If I will stay inside, then it is raining.

Therefore, it is raining.

A truth table is a table that shows all possible combinations of truth values for the propositions in an argument, and the truth value of the conclusion for each combination. If the conclusion is always true when the premises are true, then the argument form is valid.

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The true statement is (d) the angle measures of trapezoid PQRS are equal to the corresponding angle measures of trapezoid KLMN

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

Trapezoid PQRS

The transformation is given as

As  a general rule of transformation, reflection and rotation are rigid transformations and they do not change the size and angles in a shape

This means that we get a congruent figure to that figure after the transformations

Thus, when PQRS is reflected and rotated 90° about the origin to form trapezoid KLMN, the trapezoid KLMN is congruent to trapezoid PQRS.

⇒  By the definition of congruence,

The corresponding sides and angle of trapezoid KLMN are congruent to that of trapezoid PQRS.

⇒ ∠P ≅ ∠K, ∠Q ≅ ∠L, ∠R ≅ ∠M and  ∠S ≅ ∠N

⇒ Option D) is correct.

Note:  KMLN is a trapezoid ⇒ Sum of the angle measures of trapezoid P'Q'R'S' is also 180°

Option A) is incorrect.

Since, trapezoid KMLN is congruent to trapezoid PQRS.

⇒ Option B) is incorrect.

We know that if two shapes are congruent then their area must be equal.

⇒ Area of trapezoid KMLN = Area of trapezoid PQRS

Thus, Option C) is incorrect.

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Complete question

Trapezoid PQRS is shown on the coordinate plane. If trapezoid PQRS is reflected across the y-axis and rotated 90° clockwise about the origin to form trapezoid KLMN, which must

A) The sum of the angle measures of trapezoid PQRS is 180° less than the sum of the angle measures of trapezoid KLMN.

B) Trapezoid PQRS is not congruent to trapezoid KLMN

C) The area of trapezoid PQRS is less than the area of trapezoid KLMN

D) The angle measures of trapezoid PQRS are equal to the corresponding angle measures of trapezoid KLMN