after finishing her shift, a waitress wrote 2.5 under “hours worked” on her time card. How long did she work?

Using the principle of proportional relationship, the amount in pounds of Grow better Fertilizer exceeds the required amount of Feed all Fertilizer. Hence, more of Grow better Fertilizer would be needed.

Feed - All Fertilizer :

2 pounds = 100 foot row

x pounds = 450 foot row

Cross multiply

100x = 900

Divide both sides by 100

x = 900 / 100

x = 9 pounds

Grow better Fertilizer :

25 pounds = 1000 foot rows

x pounds = 450 foot rows

Cross multiply

1000x = 450 × 25

1000x = 11250

Divide both sides by 1000

x = 11250 / 1000

x = 11.25 pounds

Hence, Cala will need more of Grow better Fertilizer.

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Answer:

Step-by-step explanation:

4:6 it is wrng

Answer:  280.28cm

See attached ppt file

Answer: c=-5

Step-by-step explanation: first you have to rearrange terms

6=1-c

6=-c+1

second you have subtract 1 on both sides

6=-c+1

6-1= -c+1-1

third and final you have to Simplify

5=-c

c=-5

Answer:

5/6 miles

Step-by-step explanation:

Matthews travels 2.5 miles → this is 3 times the distance that Jennifer travels

Jennifer travels 2.5 / 3 miles  = 5/6 miles

because,

2.5 =  2 and 1/2 = 5/2

(5/2) ÷ 3 = (5/2) *(1/3) = 5*1/ 2*3 = 5/6

Answer:

parallelogram

hexagon  

octagon

rectangle

Step-by-step explanation:

Answer:

parallelogram

hexagon  

octagon

rectangle

Answer:

Check below:

Step-by-step explanation:

To factorize the algebraic expression 3x² + 6x + 4x + 8, you can follow these three steps:

Step 1: Grouping

Group the terms in pairs so that you can factor out a common factor from each pair.

3x² + 6x + 4x + 8

(3x² + 6x) + (4x + 8)

Step 2: Factoring out the common factors

Factor out the common factors from each pair separately.

3x(x + 2) + 4(x + 2)

Step 3: Factoring out the common factor from the resulting expression

Notice that we have a common factor, (x + 2), in both terms.

(x + 2)(3x + 4)

Therefore, the factored form of the expression 3x² + 6x + 4x + 8 is (x + 2)(3x + 4).

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Answer:

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Answer:

3,136cm^2

Step-by-step explanation:

A square has 4 sides that are all equal to each other. This means the perimeter can be divided by the number of sides to find the measurement of each side.

224cm ÷ 4 = 56cm

Each side is 56cm

To find the area, we must multiply base and height. Since it is a square, it will be 56cm × 56cm.

56cm × 56cm = 3,136cm^2

Answer:

3136cm²

Explanation:

to find the area of the square, we first need to find the length of one of its sides. the perimeter is the total length of all 4 sides, so we can divide it by 4 to find the length of each side.

224 ÷ 4 = 56

now, we can square this to find the area of the square:

56² = 56 × 56 = 3136

thus, the area of the square is 3136cm².

i hope this helps! :D

Step-by-step explanation:

when you get a decimal like 0.02 and you want to express it in fraction,this is a simple trick.

first,put your pen at the point and move it forward till you end at the last number.

While you move the pen over each value, you will count the number of jumps and record the number of jumps in zeros i. e

2÷100 and it means that,the last 1or 3or 3whole numbers will become the numerator

Answer:

yes.The medium plant cannot be the same price of a large price cause of the size difference

Hence the medium plant being nearly half the price of the large plant

Answer:

Here, given

Step-by-step explanation:

Answer:

618.2203≈618.22

Step-by-step explanation:

618.2203≈618.22

Given:

The dotted boundary line passes through the points (-3,-8), (1,-2) and (9,10).

Above line is shaded.

To find:

The inequality for the given graph.

Solution:

Consider any two points on the line. Let the two points are (1,-2) and (9,10). So, the equation of the line is:

\(y-y_1=\dfrac{y_2-y_1}{x_2-x_1}(x-x_1)\)

\(y-(-2)=\dfrac{10-(-2)}{9-1}(x-1)\)

\(y+2=\dfrac{10+2}{8}(x-1)\)

\(y+2=\dfrac{12}{8}(x-1)\)

\(y+2=\dfrac{3}{2}(x-1)\)

Multiply both sides by 2.

\(2(y+2)=3(x-1)\)

\(2y+4=3x-3\)

\(2y-3x=-3-4\)

\(-3x+2y=-7\)

Above line is shaded and the boundary line is a dotted line. So, the sign of inequality must be >.

\(-3x+2y>-7\)

This inequality is not in the equations. So, multiply both sides by -1 and change the inequality sign.

\((-3x+2y)(-1)<-7(-1)\)

\(3x-2y<7\)

Therefore, the correct option is D.

Answer:

First then second answer below

Step-by-step explanation:

-x+y 4

-1/-1=1      x=1    y=1  

y/1=1/1+4/1

y=1x+4

-x+7y 21

-1/-1=1

7y/7=1/7+21/7

y=1/7x+3

9514 1404 393

Answer:

  (b)  24 m²

Step-by-step explanation:

After dilation by a factor of 2, the base is 2×3 m = 6 m, and the height is 2×4 m = 8 m. Then the area of the dilated triangle is ...

  A = 1/2bh

  A = 1/2(6 m)(8 m) = 24 m²

The expression equivalent to (5z² + 3z + 2)² is 25x⁴ + 30z³ + 29z² + 12z + 4.

The correct answer option is option D

(5z² + 3z + 2)²

(5z² + 3z + 2) (5z² + 3z + 2)

= 25z⁴ + 15z³ + 10z² + 15z³ + 9z² + 6z + 10z² + 6z + 4

= 25x⁴ + 15z³ + 15z³ + 10z² + 9z² + 10z² + 6z + 6z + 4

= 25x⁴ + 30z³ + 29z² + 12z + 4

In conclusion, the equivalent expression is 25x⁴ + 30z³ + 29z² + 12z + 4.

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x= 3

awutydyt7asd67awt67

Answer:

-3/2

Step-by-step explanation:

In the image

The ratio of the largest element of the set to the sum of the other ten elements of the set is closest to which integer.

A ratio in mathematics describes how many times one number is contained in another. For instance, the ratio of oranges to lemons in a dish of fruit is eight to six if there are eight oranges and six lemons (that is, 8:6, which is equivalent to the ratio 4:3). Similarly, the ratio of oranges to the total amount of fruit is 8:14, while the ratio of lemons to oranges is 6:8 (or 3:4). (or 4:7).

The quantities in a ratio can be of any kind, such as counts of people or things, measures of lengths, weights, or times, etc. Both numbers must be positive in the majority of situations.

Explanation:

The requested ratio is\(\[\dfrac{10^{10}}{10^9 + 10^8 + \ldots + 10 + 1}.\]\)

Using the formula for a geometric series, we have\(\[10^9 + 10^8 + \ldots + 10 + 1 = \dfrac{10^{10} - 1}{10 - 1} = \dfrac{10^{10} - 1}{9},\]\)

which is very close to \($\dfrac{10^{10}}{9},$\) so the ratio is very close to 9.

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The area between the two curves f(x) and g(x) over the interval [0, 3] is 4.5 square units. To calculate the area between the two curves f(x) = 14x + x^2 - 2x^3 and g(x) = x^2 - 4x, we need to follow these steps:

1. Find the points of intersection: Set f(x) = g(x) and solve for x.

14x + x^2 - 2x^3 = x^2 - 4x

Rearrange the equation:

2x^3 - 18x = 0

Factor out 2x:

2x(x^2 - 9) = 0

Solve for x:

x = 0, x = 3, x = -3

2. Determine the interval: The points of intersection are x = -3, x = 0, and x = 3. We'll consider the interval [0, 3] for this problem.

3. Set up the integral: To find the area between the curves, we'll integrate the difference between the functions over the interval [0, 3]:

Area = ∫[f(x) - g(x)] dx from 0 to 3

Area = ∫[(14x + x^2 - 2x^3) - (x^2 - 4x)] dx from 0 to 3

Simplify the integrand:

Area = ∫(10x - 2x^3) dx from 0 to 3

4. Integrate and evaluate: Find the antiderivative and evaluate it at the limits of integration:

Area = [5x^2 - (1/2)x^4] from 0 to 3

Area = (5(3)^2 - (1/2)(3)^4) - (5(0)^2 - (1/2)(0)^4)

Area = (45 - 40.5) - (0)

Area = 4.5

Therefore, The area between the two curves f(x) and g(x) over the interval [0, 3] is 4.5 square units.

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Answer:

315

Step-by-step explanation:

So with the ratio, you can tell that 11/18 of the people at the festival are kids, and 7/18 are adults.

Since you want to find the number of adults, just multiply.

7/18 x 810

You can cross multiply to get rid of 18 and 810 will simplify into 45. So then you are left with multiplying

7 x 45

=315

So, 315 is your answer

Answer: 315 Adults.

Step-by-step explanation:

Let the number of adults is x.

Then the number of kids is (810-x).

The ratio of kids to adults is

810 - x/x = 11/7

It is your basic equation, which you get from the condition.

To solve it, cross multiply; then simplify

7*(810-x) = 11x

7*810 - 7x = 11x

7*810 = 11x + 7x

7*810 = 18x

x = 7 x 810/18 = 315.

The statement that correctly compares the function of the given graph with the function y = 2x - 5 is; Option C: The function shown on the graph has a greater rate of change and a higher starting point.

The rate of change of function is defined as the change in the value of the function with respect to x value.

Rate of change of function f(x) is;

f'(x) = df(x)/dx

The given function is;  y = 2x - 5

Thus;

Rate of change of function = f'(x) = df(x)/dx = dy/dx = d(2x - 5)/dx = 2

The starting point of the function f is the y-intercept of the function.

The y-intercept of the function is the point where the function touches the y-axis which can be calculated by putting x value is equals to 0.

Thus; y = 2*0 - 5

y= -5

The starting point of function is -5.

Slope = (y intercept)/(x - intercept)

Slope = 4/1 =4

Thus, the rate of change of the graph = slope of the graph= 4

The y-intercept of the graph is equal to the starting point of the graph which is -5

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the third side must be greater than 8 and less than 16.

To determine the range of possible lengths for the third side of the triangle, we can use the triangle inequality theorem, which states that the sum of any two sides of a triangle must be greater than the third side.

So, for a triangle with sides of 4 and 12, the third side must satisfy:

12 - 4 < third side < 12 + 4

which simplifies to:

8 < third side < 16

what is triangle?

A triangle is a geometric shape with three sides and three angles. It is formed by connecting three non-collinear points in a plane. The sum of the interior angles of a triangle is always 180 degrees, and there are various types of triangles based on their side lengths and angle measures.

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First, let's graph the complex number:

The trigonometric form will be given by:

The angle θ here is 225° (5π/4), the r-value will be

Now we have the trigonometric representation:

Therefore the correct answer is the letter D.

The  grade would raise the grade to 58.76%.

To calculate the impact of a 50-point assignment on a 67.0% overall grade, we first need to know the weight of the assignment in the calculation of the overall grade. Let's assume that the assignment is worth 20% of the final grade for the class.

If the overall grade is 67.0%, then the weight of the remaining work in the calculation is 100% - 67.0% = 33.0%. Therefore, the current score for the final piece of work is:

(67.0% x 33.0%) = 22.11%

Adding the score for the 50-point assignment to this gives us the new score for the final piece of work:

22.11% + (50 / 100) x 20% = 32.11%

Since this is the score for the final piece of work, we can now calculate the new overall grade for the class using the updated weightings:

(67.0% x 80%) + (32.11% x 20%) = 58.76%

If the 50-point assignment is worth 20% of the final grade, adding it to a 67.0%.

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750 mL is equivalent to 25.36 oz.

When measuring liquids, the metric system and the US customary system are commonly used. In the metric system, the standard unit of measurement for liquids is milliliters (mL) and in the US customary system, it's ounces (oz).

To convert between these units, you can use a conversion factor.

One way to convert mL to oz is to use the conversion factor of 1 oz = 29.5735 mL. To find the number of ounces in 750 mL, you can use this conversion factor to set up an equation:

750 mL = x oz

Where x is the number of ounces you want to find. To solve for x, you can divide both sides of the equation by the conversion factor:

x = 750 mL / 29.5735 mL/oz

x = 25.36 oz

It's important to note that this is an approximation and for more accurate measurements, you should use an online calculator or consult a chart.

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Answer:

Step-by-step explanation:

The function with the greatest rate of change over the interval [0, 2] is: D. a

The numbers on the mailboxes could be considered either categorical or quantitative data. The correct Option is C: Either categorical or quantitative data.

The numbers on the mailboxes can be considered either categorical or quantitative data, depending on the context in which they are being used.

If the numbers are simply labels for the mailboxes, with no inherent numerical value or order, then they can be considered categorical data. In this case, the numbers would be treated as labels for the different categories or groups, rather than as measurements with numerical significance.

On the other hand, if the numbers are being used to represent a quantity or a position in a sequence, then they can be considered quantitative data. For example, if the numbers represent the physical location of the mailbox within a building, or the order in which mail is sorted and delivered, then they can be treated as numerical measurements.

Therefore, without further context, the numbers on the mailboxes could be considered either categorical or quantitative data.

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