PLS PLS PLS PLS HELP 15 POINTS
In a school with 700 students, a survey revealed that 80% of the students liked the new lunch menu. Based on this data, how many students liked the new menu?
A. 560 like the new menu
B. 540 like the new menu
C. 600 like the new menu
D. 640 like the new menu

Answer:

2

Step-by-step explanation:

10 divided by 5

The range of possible perimeters of the square=10.583

Area of a rectangle (A) is the product of its length (l) and width (w).

A= l. w

here, we have,

A rectangle has a perimeter of 16 centimeters.

The lengths of the sides of the rectangle are between 1 centimeter and 7 centimeters.

let, x represents the length of a side of the rectangle,

then the rectangle's area is represented by x(8-x) square centimeters.

i.e. area of square = 8x-x^2

the side = √x(8-x)

perimeter= 4×√x(8-x)

Hence, the range of possible perimeters of the square=10.583

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Answer:

Step-by-step explanation:

Q = 7m + 3n,

R = 11 - 2m,

S = n + 5,

T = -m - 3n + 8.

R - S + T = 11 - 2m - (n + 5) + (-m - 3n + 8)

R - S + T = 11 - 2m - n - 5 - m - 3n + 8

R - S + T = 14 - 3m - 4n

R - S + T = -3m - 4n + 14

Of the mentioned characteristics, that with the greatest range of values is Mass.

The mass of a star can range from about 0.08 solar masses to over 100 solar masses. This is a very wide range, and it is much wider than the ranges for radius, core temperature, or surface temperature.

The radius of a star is typically about 1-10 times the radius of the Sun. The core temperature of a star is typically about 10-100 million degrees Kelvin. The surface temperature of a star is typically about 2,000-30,000 degrees Kelvin.

Therefore, the mass of a star has the greatest range in values.

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Step-by-step explanation:

does that mean you understand all the other questions but not 5. ?

that is strange, as this seems to be the easiest one of all the 6 questions.

to be sure, let's have a look at all 6.

1.

the distance MJ = 18 - 2 = 16

MX / XJ = 3/1

the ratio talkes about 3+1 = 4 basic units.

as the whole distance is 16, one such basic ratio unit is 16/4 = 4.

that means from M to X we have 3 of these basic ratio units, and from X to J the remaining 1 of the basic ratio units.

so, MX = 3×4 = 12

since M = 2, X = 2 + 12 = 14

2.

similar to 1.

just now

MY / YJ = 2/3

so, the ratio uses 2+3 = 5 basic units.

that means 1 basic unit is 16/5 = 3.2

2 basic units = 2 × 3.2 = 6.4

3 basic units = 3 × 3.2 = 9.6

so, MY = 6.4

since M = 2, Y = 2 + 6.4 = 8.4

3.

the distance A F = 5 - -7 = 5 + 7 = 12

AW / WF = 1/3

so, the ratio uses 1+3 = 4 basic units.

1 basic unit is 12/4 = 3

3 basic units is 3 × 3 = 9

so, AW = 3

since A = -7, W = -7 + 3 = -4

4.

the distance BF = 5 - -5 = 5 + 5 = 10

BX / XF = 3/2

so, the ratio uses 3+2 = 5 basic units.

1 basic unit = 10/5 = 2

2 basic units = 2 × 2 = 4

3 basic units = 3 × 2 = 6

so, BX = 6

since B = -5, X = -5 + 6 = 1

5.

the distance CE = 2 - -4 = 2 + 4 = 6

CY / YE = 1/1

so, the ratio uses 1+1 = 2 basic units.

1 basic unit = 6/2 = 3

so, CY = 3

since C = -4. Y = -4 + 3 = -1

6.

attention : this goes in the other direction than the other questions. all the others were looking from a point on the left to a point on the right.

but this one looks from a point on the right to a point on the left.

but the same principles apply.

the distance FD = |1 - 5| = |-4| = 4

a distance is always positive, so for this direction we need to apply the absolute value (formality we did that also for the other direction in the other questions, but there it was not necessary to use it explicitly) .

FZ / ZD = 5/3

so, the ratio uses 5+3 = 8 basic units.

1 basic unit = 4/8 = 0.5

3 basic units = 3 × 0.5 = 1.5

5 basic units = 5 × 0.5 = 2.5

so, FZ = 2.5

since F = 5, Z = 5 - 2.5 = 2.5

this is where the other direction really hits : since we have to go to the smaller side, we have to subtract the distance from the original coordinate (instead of the usual addition).

Answer: B

Step-by-step explanation: Imagine the axis being a mirror if you draw a triangle and put it in a mirror u would get what is on B

Answer:

B or C

I’m still bad In geometry

The ratio of the volume of the rigth circular cylinder a to the volume of the right circular cylinder b is 1: 18.

According to the given question.

We have two right circular cylinder, a nd b.

Also,

The radius of right circular cylinder, a is r.

The height of the right circular cylinder, a is h.

The radius of the right circular cylinder, b is 3r.

And the height of the right circular cylinder, b is 2h.

As we know that, the volume of a cylinder can be calculated using the formula V=πr^2(h). Where r is the radius and h is the height of the cylinder.

So, the volume of the right circular cylinder a  = πr^2h

And, the volume of the right circular cylinder b = π(3r)^2(2h) = 18hr^2π

Therefore,

The ratio of the volume of the rigth circular cylinder a to the volume of the right circular cylinder b

= πr^2h/18hr^2π

= 1:18

Hence, the ratio of the volume of the rigth circular cylinder a to the volume of the right circular cylinder b is 1: 18.

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Answer:

The answer is below

Step-by-step explanation:

Given that:

mean (μ) = 70 years, standard deviation (σ)= 5.5 years.

a) The z score measures how many standard deviation a raw score is above or below the mean. It is given as:

\(z=\frac{x-\mu}{\sigma}\), for a sample size of n, the z score is: \(z=\frac{x-\mu}{\sigma/\sqrt{n} }\)

Given a sample of 5 turtles, we have to calculate the z score for x = 60 and x = 80.

For x = 60:

\(z=\frac{x-\mu}{\sigma/\sqrt{n} }=\frac{60-70}{5.5/\sqrt{5} } =-4.07\)

For x = 80:

\(z=\frac{x-\mu}{\sigma/\sqrt{n} }=\frac{80-70}{5.5/\sqrt{5} } =4.07\)

The probability that a mean life of a random sample of 5 such turtles falls between 60 and 80 years = P(60 < x < 80) = P(-4.07 < z < 4.07) = P(z < 4.07) - P(z < -4.07) = 1 - 0 = 1 = 100%

b) The z score that corresponds to top 10% is -1.28.

\(z=\frac{x-\mu}{\sigma/\sqrt{n} }\\\\-1.28=\frac{x-70}{5.5/\sqrt{5} }\\ x-70=-3\\x=70-3\\x=67\ years\)

The following are the answer to each statement;

1. The book is $18

2. Giselle can earn up to $18 pulling weeds for her grandma.

3. Giselle's grandma pays her $1 for every 5 weeds she pulls

4. Giselle does not have to use any of her own money towards the purchase of the book when she pulls 90 weeds.

5. Giselle only needs to pull 18 weeds to not use any of her own money

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Answer:

C. 20

Step-by-step explanation:

20 is the only value that makes x true. Basically x = 20.

We find this by doing the "good ol' Isolate the variable by dividing each side by factors that don't contain the variable."

Hope this helps and have a nice day!

Answer:

i think it will weigh 8 ounces

Step-by-step explanation:

if one can plus it is equal to 2 itll will be balenced

Answer:

4.1

Step-by-step explanation:

Answer:

2e+20

Step-by-step explanation:

Answer:

16

Step-by-step explanation:

The required value of 144 divided by 9 is 16.

In mathematics, divides left-hand operands into right-hand operands in the division operation. The primary purpose of the division is to generate equal groupings or to determine how many people are in each category after a fair distribution.

For example 4/2 = 2

We have to determine the value of 144 divided by 9.

As per the question,

⇒ 144 ÷ 9

⇒ 144 / 9

Apply the division operation, and we get

⇒ 16

Thus, the required value of 144 divided by 9 is 16.

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Answer:

A) congruent

Step-by-step explanation:

because the shapes are the same and congruent but are flipped to trick you.

Answer:

The common continuous interval will be (0,∞).

Step-by-step explanation:

Given that,

The numerator = 12+√x

The denominator = √12+x

We know that,

For the numerator,

Any function under square root should be greater than and equal to the zero.

\(x\geq 0\)

So, the continuous interval is (0, ∞)

For the denominator,

\(\sqrt{12+x}>0\)

\(12+x>0\)

\(x>-12\)

The interval for the continuous and non zero function is,

(-12, ∞)

We need to calculate the continuous interval

Using given quotient

\(\dfrac{12+\sqrt{x}}{\sqrt{12+x}}\)

The continuous interval of numerator and  denominator are (0, ∞) and (-12, ∞).

Hence, The common continuous interval will be (0,∞).

The correct value of\(\nabla f = \left(\frac{\partial f}{\partial x}\right) \mathbf{i} + \left(\frac{\partial f}{\partial y}\right) \mathbf{j} = (y + 5) \mathbf{i} + (x - 1) \mathbf{j}\)

To find ∇f (the gradient of f), we need to compute the partial derivatives of f with respect to each variable, x and y.

∂f/∂x = (y+5) // Partial derivative of f with respect to x.

∂f/∂y = (x-1) // Partial derivative of f with respect to y.

Therefore, the gradient ∇f is a vector with components:

∇f = (∂f/∂x, ∂f/∂y) = ((y+5), (x-1)).

In this case, the gradient ∇f is (∂f/∂x, ∂f/∂y) = (y+5, x-1).The gradient of a function is a vector that contains the partial derivatives of the function with respect to each variable. In this case, we have the function f(x, y) = (x-1)(y+5).

To find the gradient ∇f, we need to compute the partial derivatives of f with respect to x and y.

Partial derivative with respect to x (denoted as ∂f/∂x):

To compute ∂f/∂x, we treat y as a constant and differentiate the function f(x, y) with respect to x. Since (y+5) does not involve x, it is treated as a constant during differentiation.

Differentiating (x-1)(y+5) with respect to x, we get:

∂f/∂x = (y+5)

Partial derivative with respect to y (denoted as ∂f/∂y):

Similarly, to compute ∂f/∂y, we treat x as a constant and differentiate the function f(x, y) with respect to y.

Differentiating (x-1)(y+5) with respect to y, we get:

∂f/∂y = (x-1)

Thus, the gradient ∇f of f = (x-1)(y+5) is given by the vector (∂f/∂x, ∂f/∂y) = (y+5, x-1).

In summary, the gradient ∇f of the function f = (x-1)(y+5) is (∂f/∂x, ∂f/∂y) = (y+5, x-1).

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Using the digits 9, 8, 7, 6, 5, 4, 3, 2, and 1 in that order to create 100 by using the mathematical operations, (9 + 8 + 7) x (6 - 5) x (4 + 3 + 2) - 1 = 100

It is not possible to create 100 using the digits 9, 8, 7, 6, 5, 4, 3, 2, and 1 in that order without using any mathematical operations.

However, it is possible to create 100 by using mathematical operations like addition, subtraction, multiplication, division, and parentheses. One possible way to do this is:

(9 + 8 + 7) x (6 - 5) x (4 + 3 + 2) - 1 = 100

Here, we first add the first three digits (9 + 8 + 7 = 24), subtract the fourth and fifth digits (6 - 5 = 1), add the next three digits (4 + 3 + 2 = 9), and finally multiply all three results and subtract the last digit (24 x 1 x 9 - 1 = 215 - 1 = 100).

So, using this sequence of digits and mathematical operations, we can create 100.

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The best estimate for the food budget will be the percentage of the food budget multiplied by $3050.

This is an incomplete question, therefore, an overview of the question will be given. Since you didn't provide the percentage of the food budget, let's assume that the percentage is given as 20%. Therefore, the food budget will be;

= 20% × $3050

= 0.2 × $3050

= $610

The food budget will be $610.

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The following is an example of a quadratic inequality: x^2 + 2x - 8 > 0.

This is an example of a quadratic inequality because it is an inequality involving a quadratic function (x^2 + 2x - 8) which is of the form ax^2 + bx + c where a, b, and c are constants.

Quadratic inequalities can be solved by factoring the quadratic expression, using the Quadratic Formula, or graphing the inequality. In order to solve a quadratic inequality, it is important to understand the types of solutions that can be expected.

Solutions may include one solution, two solutions, or no solutions. Additionally, when graphing a quadratic inequality, the graph may be a line or a region. To determine which type of graph to use, the type of inequality must be identified (greater than or less than). If the inequality is a greater than or less than inequality, then the graph will be a region. If the inequality is an equal to inequality, then the graph will be a line.

Solving and graphing quadratic inequalities is an important skill in algebra as it allows us to visualize and solve complex problems.

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Answer:

Rs 253.13

Step-by-step explanation:

The item cost him x.

Selling at a profit of 20% means he sold it for 1.2x.

Selling at a loss of 12% means that he sold it for 0.88x.

1.2x - 81 = 0.88x

1.2x - 0.88x = 81

0.32x = 81

x = 253.13

Answer:

1

Step-by-step explanation:

17 + (-8) + (-8) = 17 + (-16)

                      = 1

If two numbers have same sign, then add and put the sign.

So, add (-8)and (-8), the result will have the sign (-).  -16

If two numbers have different sign, subtract and the result will have the sign of the bigger number.

17 and (-16) have different sign and the bigger number sign is +

So, the result is 1

Easy :PP

1

-8 + -8

=

-16

-16 + 17

=

1

Step-by-step explanation:

15 / (1/3)  is equal to  15 x 3/1  = 15 x 3 = 45

The values of m<1, m<2, m<3, m<4, m<5, m<7, m<8 are given by 49, 131, 49, 131, 49, 49, 131 respectively.

Given the measure of angle 6 is 131.

We can see that from the figure, angle 6 and angle 2 are corresponding angles and angle 6 and angle 4 are alternative angles.

So, angle 2 = angle 6 = 131

angle 4 = angle 6 = 131

Since angle 1 and angle 4; angle 2 and angle 3 are Linear pairs. So.

angle 3 = 180 - angle 2  = 180-131 = 49

angle 1 = 180 - angle 4 = 180-131 = 49

Since, angle 1 and angle 5; angle 4 and angle 8; angle 3 and angle 7 are corresponding angles to each other.

angle 5 = angle 1 = 49

angle 7 = angle 3 = 49

angle 8 = angle 4 = 131

Hence the values of m<1, m<2, m<3, m<4, m<5, m<7, m<8 are given by 49, 131, 49, 131, 49, 49, 131 respectively.

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The probability of rolling 1,2,3, or 4 and heads with the coin is 1 / 3.

Probability is defined as the ratio of the number of favourable outcomes to the total number of outcomes in other words the probability is the number that shows the happening of the event.

Probability = Number of favourable outcomes / Number of sample

Given that roll a fair 6-sided die and then flip a fair coin, you roll a 1, 2, 3, or 4 and get heads with the coin.

The probability will be calculated as,

P = ( ( 4 / 6 ) x ( 1 / 2 )

P = ( 2 / 3 ) x ( 1 / 2 )

P = 1 / 3

Therefore, the probability of rolling 1,2,3, or 4 and heads with the coin is 1 / 3.

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Kevin is correct. He needs to know how much of his college expenses will be covered so he knows how much he should save.

Kevin is correct. By filling out the FAFSA and sending it in, he will not have to pay anything because grants and scholarships will cover the costs.

Kevin is incorrect." Beacause It is never too early to start saving for college. Even if he earns scholarships, he could use the money for other expenses.

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The minimum product of sums is a term used in digital logic and Boolean algebra to describe a method of simplifying logic circuits.

It is a way of minimizing the number of logic gates required to implement a certain function.

The minimum product of sums (also known as the minimum sum of products) involves representing a given Boolean function as the sum of its minterms (the minimum number of product terms required to represent the function).

The goal is to find a representation with the minimum number of product terms, which will result in the minimum number of logic gates and the most efficient implementation of the circuit.

This method involves using Boolean algebra to simplify the function, applying rules such as the distributive law, the idempotent law, and De Morgan's laws to minimize the number of terms.

The final result is a simplified Boolean expression that can be used to design a circuit with the minimum number of gates.

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