How do I solve this?

The proportional relationship between the grapes and nectarine she ate is represented by y = 5.25x while the constant of proportionality is 5.25 and she ate 3780 grapes as she ate 720 nectarine

a) y = 5.25x

b) k = 5.25

c) 3780 grapes

A mathematical concept called proportions contrasts the relationship between two or more quantities. They can be used to compare the size of one part to the size of the total and can be expressed as ratios, fractions, or percentages. For instance, if a pizza is divided into 10 equal slices and you consume 5 of them, the percentage of the pizza that you have consumed is 5/10, or 50%. The distribution of a categorical variable, such as the percentage of voters who supported a certain candidate in an election, is described in statistics using proportions.

In this problem, we can find the proportional relationship by calculating the constant of proportionality.

a)

24 nectarines = 126 grapes

1 nectarine = x grapes

cross multiply both sides and solve for x

1 * 126 = 24 * x

126 = 24x

x = 126 / 24

x = 5.25

Assuming the number of grapes is represented by y and nectarine by x

y = 5.25x

The proportional relationship is given as;

y = 5.25x

b)

The cross product can be used to solve proportions by setting up an equation that equates the two products. For example, if the proportion is a:b = c:d, the equation would be ad = bc. By using the cross product, the equation can be simplified and the proportion can be solved for one of the variables.

c)

To determine how many grapes she has eaten if she ate 720 nectarines

y = 5.25x

y = 5.25(720)

y = 3780

She ate 3780 grapes.

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With m′x=mx, xmx is differentiable. Since m0=1, mx=ex for every x 1 and E(N)=m1=e specifically.

A quantity or item that depends on random events is formalized mathematically as a random variable, also known as a random quantity, aleatory variable, or stochastic variable.

It is a mapping or function from potential outcomes, such as the potential heads or tails of a coin flip.

This graph demonstrates how random variables are a function of real values and all conceivable outcomes.

It also demonstrates how probability mass functions are defined using random variables.

Informally, randomness usually denotes some basic element of chance, like as the roll of a die, and it may also denote uncertainty, such as measurement mistake.

Hence, With m′x=mx, xmx is differentiable. Since m0=1, mx=ex for every x 1 and E(N)=m1=e specifically.

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The jncenter is the center of the inscribed circle of a triangle.

Answer:

To find the solution to the system of equations, we need to find the values of x and y that make both equations true at the same time.

The pairs of points you provided are coordinates (x,y) which we can use to find the solution.

For the pair of points (1.8, 11.4) and (-2.8, -2.4)

We can substitute the x and y values of the first point into both equations and check if they are true.

f(1.8) = 31.8 + 6 = 7.4

g(1.8) = 1.8^2 + 41.8 + 1 = 11.16

As we can see the first equation is not true, we can safely assume that this is not the solution of the system of equations.

For the pair of points (0,6) and (0, 1)

We can substitute the x and y values of the first point into both equations and check if they are true.

f(0) = 30 + 6 = 6

g(0) = 0^2 + 40 + 1 = 1

As we can see both equations are true at the same time, this is the solution of the system of equations.

For the pair of points (-3.7,0) and (-0.27,0)

We can substitute the x and y values of the first point into both equations and check if they are true.

f(-3.7) = 3*(-3.7) + 6 = -7.1

g(-3.7) = (-3.7)^2 + 4*(-3.7) + 1 = 13.69

As we can see the first equation is not true, we can safely assume that this is not the solution of the system of equations.

For the pair of points (2.8, 5.1) and (3.6, 1.2)

We can substitute the x and y values of the first point into both equations and check if they are true.

f(2.8) = 32.8 + 6 = 11.4

g(2.8) = 2.8^2 + 42.8 + 1 = 21.96

As we can see the first equation is not true, we can safely assume that this is not the solution of the system of equations.

So the solution of the system of equations is (0,6) and (0, 1)

Answer:

(- 3, 2 )

Step-by-step explanation:

to find the start, do the reverse, that is move 1 unit to the right.

this means adding 1 to the x- coordinate

start = (- 4, 2 ) → (- 4 + 1, 2 ) → (- 3, 2 )

Answer:

Greetings!!!

Converse:- MELTS IN YOUR HAND NOT IN YOUR MOUTH!

Inverse:- DOESN'T MELT IN YOUR HAND BUT MELTS IN YOUR HAND!

Contrapositive:- MELTS IN YOUR HAND NOT IN YOUR MOUTH!

Hope it helps!!!

On solving the provided question, we can say that here, inequality value will be x = 1 and y = 1.

An inequality in mathematics is a relationship between two expressions or values that is not equal. Thus, imbalance leads to inequality. An inequality creates the link between two values that are not equal in mathematics. Egality is distinct from inequality. When two values are not equal, most commonly use the not equal sign (). Different inequalities are used to contrast values, no matter how little or large. Many simple inequalities may be resolved by modifying the two sides until the variables are all that remain. But a number of things contribute to inequality: Negative values on both sides are divided or added. Trade off the left and right.

here,

in this inequality equation

y > 4x - 2

y > -3x - 5

as,

4x-2 > 3x-3

1x > 1

x=1

x=1; y=1

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Therefore , the solution to the given problem of percentage comes out to be  total number of student  = 182 (approx).

In mathematics, a percentage is a number or ratios that is expressed as a portion of 100. Occasionally, the acronyms "pct.," "percent growth," & "pc" are also used. But it is commonly indicated by the percent sign, "%." The % amount has no dimensions. Percentages are essentially fractions when the denominator is 100. Use the percent sign (%) to indicate that a quantity is a percentage by placing it next to it.

Here,

Given :  22% of x is 40

thus,

To find the value of x , where x is the total number of students in that class.

=>  22/100* x = 40

=> x = 40 * 100 /22

=> x = 4000/22

=> x =181.81

So, x = 182 (approx)

Therefore , the solution to the given problem of percentage comes out to be   total number of student  = 182 (approx).

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The greatest integer that does not exceed S/10 is 2.

1000 can be factored as 1000 = 2^3 * 5^3. The positive divisors of 1000 are the numbers of form 2^i * 5^j, where i and j are non-negative integers and i <= 3, j <= 3.

The sum of all numbers of the form a/b, where a and b are relatively prime positive divisors of 1000, is the sum of all numbers of the form 2^i * 5^j / (2^k * 5^l), where i, j, k, and l are non-negative integers and i, j, k, l are non-negative integers and i <= 3, j <= 3 and (i,j) is not equal to (k,l).

There are total 24 such terms in the sum.

We can evaluate the sum as:

(1/1 + 1/2 + 1/4 + 1/5 + 1/8 + 1/10 + 1/20 + 1/25 + 1/40 + 1/50 + 1/80 + 1/100 + 1/125 + 1/200 + 1/250 + 1/400 + 1/500 + 1/625 + 1/1000 + 2/5 + 4/25 + 8/125 + 16/625)

S = (1 + 0.5 + 0.25 + 0.2 + 0.125 + 0.1 + 0.05 + 0.04 + 0.025 + 0.02 + 0.0125 + 0.01 + 0.008 + 0.005 + 0.004 + 0.0025 + 0.002 + 0.0016 + 0.001 + 0.0004 + 0.0008 + 0.00016 + 0.000064)

S = (2.93120)

Therefore, the greatest integer that does not exceed S/10 is 2.

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The given equation system has the following solution: (10, 11).

A finite set of equations for which common solutions are sought is referred to as a set of simultaneous equations, often known as a system of equations or an equation system.

Given the system of equations below:

2x+3y=53

3x-y=19

From equation 2, y = 3x - 19 .......... 3

Substitute equation 3 into 1 to have;

2x+3y=53

2x + 3(3x - 19) = 53

2x + 9x - 57 = 53

11x = 110

x = 10

Substitute x = 10 into equation 3 to have:

y = 3x - 19

y = 3(10) - 19

y = 30 - 19

y = 11

Hence the solution to the given system of equation is (10, 11).

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Answer:

Below in bold.

Step-by-step explanation:

R(x) = 8x/(x + 19)

When x = -19 the denominator = zero so there is a vertical asymptote which is

x = -19.

If we divide 8x by x + 19 we get  8 remainder -152.

So horizontal asymptote is R(x) = 8.

As the degree of the numerator and denominator are the same ( both 1) there is no oblique asymptote.

Answer:

Step-by-step explanation:

maybee the 2ed one

The interval of increase for the given function is (-1 , 0) (0 , infinity).

The real-valued functions that tend to rise and decrease with changes in the value of the function's dependant variable are increasing and decreasing intervals of real numbers. You must ascertain the function's first derivative in order to identify intervals of rise and decline.

This is done to determine whether the function's sign is positive or negative. If the value of the function f (x) rises as the value of x rises, the function interval is said to be positive. Instead, if the value of the function f (x) drops as the value of x increases, the function interval is said to be negative.

The given function is:

C(x) = x1/5(x + 6)

Find the derivative of the given function to get calculate the interval of increase and decrease.

The interval of increase is (-1 , 0) (0 , infinity).

Th graph is concave up when derivative of, f is greater than 0. The intervals in which the function depicts this behavior will be the interval that will have a concave up curve.

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Considering margin of error only accounts for random sampling errors and not bias, the statement "The margin of error of a confidence interval is the error from biased sampling methods" is false.

A margin of error is a statistical term that takes into account the difference between the outcomes of a random survey sample and the projects outcome. To put it another way, you can determine the degree of unpredictability in data and study results by looking at the margin of error.

Margin of error calculations are based only on the error associated with random samples. It does not account for other possible sources of error such bias in the questions, prejudice owing to eliminating groups that could not be contacted, people refusing to respond or lying, and miscounts and miscalculations.

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48600 rupees is needed to exchange 450 us dollars

Percentage Decrease is the percentage change in the value when it is decreased over a period of time.

How to determine this

When 1 us dollar is exchanged at 120 rupees

And devaluated by 10%

i.e 10% of 120 rupees

= 10/100 * 120

= 1200/100

= 12 rupees devaluated

So, 120 - 12 = 108 rupees can be exchanged

How much is 450 us dollars

Let x represent the number

If 1 us dollars = 108 rupees

450 us dollars = x

x = 450 * 108/1 rupees

x = 48600 rupees

Therefore, 48600 rupees can be exchanged for 450 us dollars

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The expression is equivalent to the expression (x - 11) will be the difference between a number and 11 and 11 subtracted from a number. Then the correct options are B and D.

The equivalent is the expression that is in different forms but is equal to the same value.

The statement is given below.

“Eleven from a number”

Convert the statement into a mathematical form. Let the number be 'x'. Then we have

⇒ x - 11

The expression is equivalent to the expression (x - 11) will be the difference between a number and 11 and 11 subtracted from a number. Then the correct options are B and D.

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The equations of the two circles are (x-0)^2 + (y-0)^2 = 2^2 or x^2 + y^2 = 4 and (x-1)^2 + (y-1)^2 = 1^2 or (x-1)^2 + (y-1)^2 = 1.

The equation of a circle with centre (a,b) and radius r is given by (x-a)^2 + (y-b)^2 = r^2.

C1 has centre (0,0) and radius 2, so its equation is (x-0)^2 + (y-0)^2 = 2^2 or x^2 + y^2 = 4.

C2 touches the x and y axes each in one point, so it must have a centre on the line y=x and a radius equal to the distance from the centre to either of those points of tangency. Since the centre of C2 is on the line y=x and it is in the first quadrant, the coordinates of the centre are (1,1). The distance from the centre to the point of tangency on the x-axis is 1, so the radius is 1. The equation of C2 is (x-1)^2 + (y-1)^2 = 1^2 or (x-1)^2 + (y-1)^2 = 1.

Therefore, The equations of the two circles are (x-0)^2 + (y-0)^2 = 2^2 or x^2 + y^2 = 4 and (x-1)^2 + (y-1)^2 = 1^2 or (x-1)^2 + (y-1)^2 = 1.

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Answer:

Rational numbers are numbers that can be expressed as a fraction or part of a whole number. (examples: -7, 2/3, 3.75) Irrational numbers are numbers that cannot be expressed as a fraction or ratio of two integers. There is no finite way to express them. ( examples: √2, π, e)

A function P that represents the profit made from selling x bracelets is

The number of bracelets this company must sell to break even is equal to 15 bracelets.

In Mathematics, profit can be defined as a measure of the amount of money generated when the selling price is deducted from the cost price of a good or service, which is usually provided by producers.

Mathematically, the amount of profit made from selling x bracelets can be calculated by using the following function:

Profit made = Revenue earned – Cost of production

P(x) = R(x) - C(x)

P(x) = 20x - (180 + 8x)

P(x) = 20x - 180 - 8x

P(x) = 12x - 180

In order to break even, the number of bracelets that this company must sell would be calculated by equating the profit function to zero and solving for x as follows;

P(x) = 12x - 180

0 = 12x - 180

12x = 180

x = 180/12

x = 15 bracelets.

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The perimeter of the square is 4*12 inches = 48 inches

To solve for the perimeter of the square inscribed in the circle, we first need to determine the side length of the square. Since the square is inscribed in the circle, the diameter of the circle is equal to the side length of the square.

Given that the radius of the circle is 6*√2 inches, we can find the diameter of the circle by multiplying the radius by 2:

Diameter = 2 * (6√2) inches

Diameter = 12√2 inches

Now that we know the diameter of the circle is equal to the side length of the square, we can find the perimeter of the square by multiplying the side length by 4:

Perimeter = 4 * (12√2) inches

Perimeter = 48√2[tex]\sqrt{2}[/tex][tex]\sqrt{2}[/tex] inches

so the perimeter of the square is 48*√2 inches.

As we know that the square is inscribed in the circle, the diameter of the circle is equal to the diagonal of the square, so the side length of the square is equal to the diameter of the circle divided by sqrt(2) .

Side length = 12*√2 inches /√2

Side length = 12 inches

so, the perimeter of the square is 4*12 inches = 48 inches

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You need a sample size of at least 1612 recent liberal arts major graduates to have a margin of error of 400 with a 90% confidence level.

What is standard deviation ?

The standard deviation is a measure of the spread or dispersion of a set of data. It is a statistical measure that describes how much variation or deviation there is from the mean (average) of a set of values. The standard deviation is calculated by taking the square root of the variance, which is the average of the squared differences of each value from the mean.

n = (z*sigma / E)^2

where , n = sample size

z = the z-score corresponding to the desired level of confidence (90% confidence level corresponds to a z-score of 1.645)

sigma = the estimated standard deviation of starting salaries (9000)

E = the desired margin of error (400)

Plugging in the known values ,

n = (1.645 * 9000 / 400)^2

n ≈ (40.1125)^2

n ≈ 1611.6

So you need a sample size of at least 1612 recent liberal arts major graduates to have a margin of error of 400 with a 90% confidence level.

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There are two types of roots for an equation: real roots and complex roots. Real roots are the solutions of the equation where the values of the variables are real numbers, and complex roots are the solutions of the equation where the values of the variables are complex numbers.

There are two types of roots for an equation: real roots and complex roots. Real roots are the solutions of the equation where the values of the variables are real numbers. To find the real roots of an equation, one can use various methods such as graphing, factoring, completing the square, and the quadratic formula. If the equation is a linear equation, one can also use the slope-intercept form to find the real root. Complex roots are the solutions of the equation where the values of the variables are complex numbers. Complex roots are usually found using the quadratic and cubic formulas. These formulas involve complex numbers and can be used to solve equations with complex coefficients. The roots can also be found graphically by plotting the equation on a complex plane and finding the intersecting points. The real and imaginary parts of the root can then be determined.

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The area enclosed by the figure is 6425 square meters.

The area enclosed by the figure is made up of a square of 50m x 50m = 2500 m^2 There are four semicircles attached to each side of the square.

Each semicircle has a radius of 25m, so the area of each semicircle is,

(1/2) * pi * 25^2

= (1/2) * 3.14 * 625 m^2.

The total area of the four semicircles is,

4 * (1/2) * 3.14 * 625 m^2

= 2 * 3.14 * 625 m^2

= 3925 m^2

To find the total area enclosed by the figure, add the area of the square to the area of the semicircles:

2500 m^2 + 2 * 3.14 * 625 m^2

= 2500 m^2 + 3950 m^2

= 6425 m^2.

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Answer:

No.

Step-by-step explanation:

An integer, by definition, is a whole number.

The given number, -48.29, is a decimal number, implying that it is not whole. Therefore, -48.29 is not a integer.

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Answer:

$127.47

Step-by-step explanation:

124.95 x .02 = 2.499 Which rounds to 2.50

124.95 + 2.50 = 127.47

You change a percent to a decimal by dividing by 100%

The scale of the scale factor for the model to actual is 1 ich = 50 feet.

The scale factor defines a variable in a ratio of two different measurements.

Sometimes drawings of large models are represented in a scale factor of a smaller unit.

Given, The actual length of a model has a scale of Scale 1" = 50'.

So, 1 inch of the model length is equal to 50 feet of actual length.

Therefore, The length of scale for the model to actual is 1 ich = 50 feet.

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Lower bound: a number that is less than or equal to all of the elements in a data collection. Upper bound: a number larger than or equal to every element in a data collection.

A)1600×40%=640

Because of the onion in the

(0- 640)Kg

The upper bound for the mass of

Onion sold is 640 kg

B)The lower bound is the minimum quantity  for sale

The lower limit is the least amount that, when rounded up, equals the estimated value. The upper bound is the minimum possible value that would be rounded up to the next estimated value. A mass of 70 kg, for example, rounded to the closest 10 kg, has a lower bound of 65 kg since 65 kg is the lowest mass that rounds to 70 kg.

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Answer:

Likely

Step-by-step explanation:

Let's list out all the numbers 1 to 12 first:

1 2 3 4 5 6 7 8 9 10 11 12

Nice! Now let's only keep the numbers that are greater than 4, since the other numbers don't satisfy the condition of "greater than 4"

5 6 7 8 9 10 11 12

There are 8 options that Bryson could choose out of all the 12 options. We can express that as 8 over 12:

[tex]\frac{8}{12}[/tex]

Then, we simplify this by dividing both the numerator and denominator by 4, and we get:

[tex]\frac{2}{3}[/tex]

Therefore, it is a 2/3 chance that Bryson will choose a number greater than 4, and we would say that 2/3 chance is likely, but not certain.

Answer:

1.  59% chance of drawing an odd card.  "As likely as not."

2.  A 66.67% chance of drawing a number greater than 4.  Likely

Step-by-step explanation:

We will assume that all card draws are random, as promised.  

The likihood of drawing an odd number is determined by counting how many numbers in the cards labelled 1 - 12 are odd.  There are 6 odd and 6 even cards.  Bryson's change of picking an odd card, randomly, is 6/12 (6 times out of 12 tries).  That's a 50% chance.  I don't see the options for answers, but "As likely as not" would be correct.  The chance for even is also 6/12, or 50%

To determine the likihood of picking a number great than 4, count the values greater than 4 (5,6,7,8,9,10,11,12)  There are 8 values greater than 4.  Bryson has an 8/12 chance of picking a number greater than 4.  That would mean a 66.666% chjance, which I would consider "likely."