Final answer:
20% does not directly convert into a whole number; it represents a fractional part of a whole. If you look at the percent as a part of some quantity, you calculate 20% of that quantity to find the represented part. However, 20% by itself is 0.20 in decimal form, not a whole number.
Explanation:
What is 20% as a whole number?
When talking about percentages, it's important to understand that a percent is a way of expressing a fractional amount as part of a whole divided into 100 parts. For example, 5% means 5 out of 100.
In the case of 20%, you are looking at 20 out of 100. As a whole number, however, percentages less than 100% do not directly convert since they represent a part of a whole, not the whole itself. 20% can be represented as 0.20 in decimal form, which still does not constitute a whole number. The closest concept related to whole numbers would be if you had some quantity that you wish to find 20% of; you would then calculate 20% of that number to find the part it represents. But the 20% by itself remains a fraction, not a whole number.
22,432.49 divided by 61.4
Answer:
365.35
Step-by-step explanation:
USE A CALCULATOR!!!!
Two boxes are placed in front of you. Box A contains 4 white and 2 black
marbles, and Box B contains 3 white and 7 black marbles. You select one of
the two boxes at random and then select one marble from that box at
random. What is the probability that the marble you select is black?
Answer:
The probability that the marble you select is black is 0.5167
Step-by-step explanation:
Let,
[tex]E_1[/tex] the probability of selecting one marble from box A
[tex]E_2[/tex] the probability of selecting one marble from box B
[tex]BB_1[/tex] be the probability of selecting black marble from box A
[tex]BB_2[/tex] be the probability of selecting black marble from box B
Now
[tex]P(E_1) = \frac{1}{2}[/tex]
[tex]P(E_2) = \frac{1}{2}[/tex]
[tex]P(BB_1) = \frac{2}{6}[/tex]
[tex]P(BB_2) = \frac{7}{10}[/tex]
P(Selecting a Black Marble ) = [tex](P(E_1) \times P(BB_1))+(P(E_2) \times P(BB_2)) [/tex]
=>[tex](\frac{1}{2} \times \frac{2}{6})+(\frac{1}{2} \times \frac{7}{10}) [/tex]
=>[tex](\frac{2}{12})+(\frac{7}{20}) [/tex]
=>[tex](\frac{1}{6})+(\frac{7}{20}) [/tex]
=>[tex]\frac{20 + 42}{120} [/tex]
=>[tex]\frac{62}{120} [/tex]
=>[tex]\frac{31}{60} [/tex]
=>0.5167
Suppose you invested $1200 for 6 years. You earned $396 in simple interest at the end of the 6 years what is the annual interest rate
Answer:
rate of interest=R=5.5%
Step-by-step explanation:
given principle=P=$1200
simple interest=S.I=$396
time=T=6 years
simple interest=[tex]\frac{P\times R\times T}{100}[/tex]
$396=[tex]\frac{1200\times R\times 6}{100}[/tex]
$396=[tex]72\times R[/tex]
R=[tex]396\div 72[/tex]
R=5.5%
rate of interest=R=5.5% answer
Using the equation y = 3x – 5, what would the output be for an input of 2
Answer:
Step-by-step explanation:
y = 3x - 5.....input values are x and output values are y
so if ur input (x) is 2.....sub 2 in for x and find ur output (y)
y = 3x - 5
y = 3(2) - 5
y = 6 - 5
y = 1 <=== ur output value
The output for the equation y = 3x – 5, is 1.
What is an equation?The equation in mathematics is the relationship between the variables and the number and establishes the relationship between the two or more variables.
In the linear equation y = 3x - 5 input values are x and output values are y. Put x = 2 as input for output y.
y = 3x - 5
y = 3(2) - 5
y = 6 - 5
y = 1
The output value y is 1.
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A group of 9 workers was assigned to paint the walls in a house, which could be completed in 48 hours. However, after working 8 hours, some of the workers left the group and the remaining workers could complete the job in 72 hours. How many workers left the team?
Answer:
4 workers
Step-by-step explanation:
A group of 9 workers was assigned to paint the walls in a house, which could be completed in 48 hours. Then 1 worker will complete the whole job in [tex]48\times 9=432[/tex] hours.
If 1 worker completes the whole work in 432 hours, then he completes [tex]\dfrac{1}{432}[/tex] of the work per hour.
9 workers complete [tex]9\times\dfrac{1}{432}=\dfrac{1}{48}[/tex] of work per hour and complete [tex]\dfrac{1}{48}\times 8=\dfrac{1}{6}[/tex] of work in 8 hours.
[tex]1-\dfrac{1}{6}=\dfrac{5}{6}[/tex] of work left.
This could be completed by n workers in 72 hours, so
[tex]\dfrac{n}{432} \times 72=\dfrac{5}{6}\\ \\\dfrac{n}{6}=\dfrac{5}{6}\\ \\n=5[/tex]
9 - 5 = 4 workers left the team.
Convert 2000 ft./min. to miles per hour round to the nearest 10th
Answer:
The conversion of 2000 ft per min into miles per hour is 2.268 miles per hour .
Step-by-step explanation:
Given as :
The speed = s = 2000 ft per min
Now, ∵ 5280 feet = 1 miles
so, 1 feet = [tex]\dfrac{1}{5280}[/tex] miles
∴ 2000 feet = [tex]\dfrac{1}{5280}[/tex] × 2000 miles
i.e 2000 feet = 0.378 miles
Again
∵ 1 minute = [tex]\dfrac{1}{60}[/tex] hour
So, The speed in miles per hour
s = [tex]\dfrac{distance}{time}[/tex]
∴ s = [tex]\frac{0.378}{\frac{1}{60}}[/tex]
i.e s = 2.268 miles per hour
Hence, The conversion of 2000 ft per min into miles per hour is 2.268 miles per hour . answer
To convert 2000 ft./min. to miles per hour, multiply by appropriate conversion factors, and round the result, yielding 22.7 miles per hour.
To convert 2000 ft./min. to miles per hour, follow these steps:
Convert feet to miles: 2000 ft/min x (1 mile/5280 ft) = 0.3788 miles/min
Convert minutes to hours: 0.3788 miles/min x 60 min/hr = 22.73 miles/hr
Rounded to the nearest tenth, 2000 ft/min is 22.7 miles per hour.
A rhombus has side lengths of 25. What could be the lengths of the diagonals?
Answer:
25√2
For the opposite side, the hypotenuse, a rhombus is always divided by a angle bisector. Therefore you use the 45-45-90 theorem
When 18 is subtracted from the square of a number, the result is 3 times the number. Find the negative solution.
Answer: x = -3
Step-by-step explanation:
Let the number be x , that is the square of x is [tex]x^{2}[/tex].
From the first statement :
[tex]x^{2}[/tex] - 18 = 3x
writing the equation in a standard quadratic format , we have
[tex]x^{2}[/tex] - 3x - 18 = 0
Factorizing , we have
(x - 6 )(x + 3 ) = 0
x - 6 = 0 or x + 3 = 0
Therefore :
x = 6 or x = -3
Therefore , the negative solution implies x = -3
Answer:-3
Step-by-step explanation:
A recipe for ricotta cheese calls for 3/4 cup of whole milk for every 1/8 teaspoon of salt how much whole milk should be used for every teaspoon of salt
Answer:
6 cups of whole milk is used for every teaspoon of salt.
Step-by-step explanation:
Given:
A recipe for ricotta cheese calls for 3/4 cup of whole milk for every 1/8 teaspoon of salt.
Now, to find the cup of whole milk should be used for every teaspoon of salt.
So, to get the cup of whole milk used we use unitary method:
For every 1/8 teaspoon of salt cup of whole milk used = 3/4 cup.
Thus for every teaspoon of salt cup of whole milk used = 3/4 ÷ 1/8.
[tex]=\frac{3}{4}\times \frac{8}{1}[/tex] (changing the division to multiplication the fraction reciprocals.)
[tex]=\frac{24}{4}[/tex]
[tex]=6\ cups.[/tex]
Therefore, 6 cups of whole milk is used for every teaspoon of salt.
If P= (-1,5), Find:
Rx=1 (P)
([?],[])
Answer:
The reflection will be on the point (3, 5).
Step-by-step explanation:
For a given point (x, y) reflection along the line x = k, the co-ordinates will be:
[tex]$ R_{x = k} (x, y) = (2k - x, y) $[/tex].
Here, we have (x, y) = (-1, 5)
Reflection across the line x = 1, we have:
[tex]$ R_{x = 1} (-1, 5) = (2(1) - (-1), 5) $[/tex]
= (3, 5)
Hence, the reflection of the point (-1, 5) would be the point (3, 5).
What is the value of Negative 3 m n + 4 m minus 3 when m = 2 and n = negative 4?
Answer:
Answer is D
Step-by-step explanation:
engenuity 2022
Answer:
29
Step-by-step explanation:
Write an equation of the line that passes through (-2,0) and is perpendicular to the line y=-1/3x+3
Answer:
y=3x+6
Step-by-step explanation:
Perpendicular means negative reciprocal of the slope.
y-y1=m(x-x1)
y-0=3(x-(-2))
y-0=3(x+2)
y=3x+6+0
y=3x+6
For the open-ended question below, be sure to show your work and/or explain your reasoning.
Scott has $15.00, and he earns $6.00 an hour babysitting.
a) Write an equation for the amount of money (m) Scott has after a number of hours babysitting (h).
b) After how many hours of babysitting will Scott have $51.00?
a) The equation for the amount of money (m) Scott has after a number of hours babysitting (h) is m = 15 + 6 h
b) Scott will babysitting for 6 hours to have $51.00
Step-by-step explanation:
The given is:
Scott has $15.00He earns $6.00 an hour babysittingWrite an equation for the amount of money (m) Scott has after a number of hours babysitting (h) and find the number of hours of babysitting if Scott have $51.00
a)
∵ Scott has $15.00
∵ He earns $6.00 an hour babysitting
∵ h is the number of hours of babysitting
∵ m is the amount of money that Scott has after h hours
- Equate m by the sum of 15.00 and the product of 6.00 and h
∴ m = 15 + 6 (h)
∴ The equation is m = 15 + 6 h
The equation for the amount of money (m) Scott has after a number of hours babysitting (h) is m = 15 + 6 h
b)
∵ Scott has $51.00
∴ m = 51
- Substitute the value of m in the equation to find h
∵ 51 = 15 + 6 h
- Subtract 15.00 from both sides
∴ 36 = 6 h
- Divide both sides by 6
∴ 6 = h
∴ h = 6 hours
Scott will babysitting for 6 hours to have $51.00
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Graph the equation using the point and the slope.
y-5= 1/5
(x-5)
Use the graphing tool to graph the equation. Use the point contained in the equation when drawing the line.
Answer:
The graph in the attached figure
Step-by-step explanation:
we have the equation of the line in point slope form
[tex]y-5=\frac{1}{5}(x-5)[/tex]
where
the point is (5,5)
the slope is m=1/5
Remember that
The formula of slope is "rise over run", where the "rise" (means change in y, up or down) and the "run" (means change in x, left or right)
so
To graph the line
1. Plot the point (5,5).
2. From that point, count right 5 units and up 1 unit and plot a second point.
3. Draw a line through the two points
so
The new point is (5+5,5+1) ----> (10,6)
Plot the points (5,5) and (10,6) and draw a line through the two points
The graph in the attached figure
Ten subtracted from the qoutient of a number 5 is 18
Question:
Ten subtracted from the quotient of a number and 5 is 18. What is the number?
Answer:
140 is the number.
Step-by-step explanation:
Let consider the number as ‘X’
Quotient of a number and 5 can be written as
[tex]X \div 5[/tex]
Ten subtracted from the quotient of a number and 5 can be written as
[tex](X \div 5) - 10[/tex]
Ten subtracted from the quotient of a number and 5 is 18 can be written as
[tex](X \div 5) - 10 = 18[/tex]
By solving the above equation, find ‘X’
[tex](X \div 5) = 18 + 10[/tex]
[tex]\frac{X}{5} = 28[/tex]
[tex]X = 28 \times 5 = 140[/tex]
A $40.00 skateboard is discounted 30%. If sales tax is 5%, what is the amount of tax paid?
Answer:
$1.40
Step-by-step explanation:
Data provided in the question
Skateboard price = $40
Discounted percentage = 30%
Sales tax rate = 5%
By considering the above information, the amount of tax paid is
For computing the amount of tax paid, first we have to determine the price after considering the given discount percentage which is shown below:
= Skateboard price - Skateboard price × discounted percentage
= $40 - $40 × 30%
= $40 - $12
= $28
Now the amount of tax paid is
= $28 × 5%
= $1.40
Express the ratio below in its simplest form. 3 : 3/ 1 2
Answer:
Step-by-step explanation:
3/12=1/4
3:1/4
Which system of equations has one solution? –5x – 10y = 24 5x + 10y = 16 3x + 4y = –7 –3x – 4y = 7 –12x + 8y = 16 12x – 8y = 16 –2x + 7y = –5 2x + 7y = –9
Answer:
The last system is that one with exactly one solution:
–2x + 7y = –5
2x + 7y = –9
Step-by-step explanation:
We can easily check the number of solutions that each system has in this problem, since the equations contain most of them combinations of terms in y and in x that can be easily cancelled out via simple term by term addition.
Going through them system by system, and adding term by term the equations which are in standard form we get:
(1) –5x – 10y = 24
5x + 10y = 16
---------------------------
0x + 0y = 40 which sates a mathematical absurd: "0 = 40", and therefore there are no x and y solution values that could verify such. This also means that the lines represented by the system do NOT intersect (they are parallel lines)
(2) 3x + 4y = –7
–3x – 4y = 7
--------------------
0x + 0y = 0 which gives that zero equals zero, which any pair (x, y) belonging to any of the two equations can verify, so an infinite number of solutions (the lines in the system overlap)
(3) –12x + 8y = 16
12x – 8y = 16
-------------------
0x + 0y = 32 which sates a mathematical absurd: "0 = 2", and therefore there are no x and y solution values that could verify such. This also means that the lines represented by the system do NOT intersect (they are parallel lines)
(4) –2x + 7y = –5
2x + 7y = –9
---------------------
0x + 14y = -14
This is the only system that shows solution. It allows us first to solve for "y" in the resultant equation: 14 y = -14 giving us the value y = -14/14 = -1
and then using it the unique value for x can be determined:
2x + 7y = –9
2x + 7 (-1) = -9
2x -7 = -9
2x = -9 + 7
2x = -2
x = -2/2 = -1
Therefore, the pair (-1, -1) is the unique solution to the system
Answer:
The answer is D.Step-by-step explanation:
Trust me guys. The guy above me has a full explanation, but if you are just looking for a simple answer, then I gotchu
The roots of a quadratic equation are -7 and 1. Write an equation that could represent this function. Give your answer in standard form and factored form.
Answer:
X^2+6X-7=0
Step-by-step explanation:
To identify the quadratic equation use the following method
(X-a)(X-b)=0
Where
a=-7
b=1
(X+7)(X-1)=0
X^2+7X-X-7=0
X^2+6X-7=0
Write a fraction equivalent to 4/18
Answer:
Its 2/9, sorry I can't show the explanation I have to do my work.
Step-by-step explanation:
2/9 is a fraction equivalent to 4/18.
What are the fractions?A fraction is a portion of a whole. In mathematics, the number is define as a quotient, in which the numerator is divided by the denominator.
In a simple fraction, two are integers. A complex fraction has a fraction in the numerator or denominator.
In a proper fraction, the numerator is less than the denominator.
To determine equivalent fraction to 4/18
Divide by 2, then we get,
4/18 = 2/9.
Therefore, a 2/9 fraction is equivalent to 4/18.
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A square has an area of 49 square meters.What is the perimeter of the square?
Answer:
The answer is 28 meters.
Step-by-Step Explanation:
Because the shape is a square, something times itself equals the area.
7 times 7 equals 49. Using this multiplication fact, and also using the fact that the shape is a square, 7+7+7+7=28.
And there you have it, a square with an area of 49 square meters has a perimeter of 28 meters.
The perimeter of the square with an area of 49 sq meters is 28 meters.
What is a square?A square is a 2D figure of which all the sides are of equal length.
We know that area of a square is side multiplied by side.
Given the area of a square is 49 sq meters, So two same numbers that are multiplied by 49 are 7 and 7.
∴ The length of each side of the square is 7 meters.
We also know that the perimeter of a square is 4 times the length of the side.
∴ The perimeter of the given square is (4×7) = 28 meters.
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What is the domain of f(x) = 3x - 2?
{x|x>0}
O {x\x<0}
{x\ x = 0}
{x | x is a real number}
{x | x is a real number} is the domain of the function.
Determining the domain of a function.The collection of all conceivable input values (x) for which a function can be defined is known as the domain.
There are no limitations on the input values for f(x) = 3x - 2. Since there are no denominators, square roots, or other operations that could make the function undefined, it is defined for all real numbers.
The domain of f(x) = 3x - 2 is thus:
x is a real number | x.
This indicates that the function f(x) can take any real number as an argument.
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The school board administered a math test to all students in grade 6 at High Achievers Charter School and determined that 15%, percent of them were below grade level in math.
Based on this data, which of the following conclusions are valid?
Choose 1 answer:
A
15%, percent of students in the sample are below grade level in math, but we cannot conclude anything about the students in grade 6 at HACS.
B
15%, percent of all students in grade 6 at HACS are below grade level in math.
C
15%, percent of all students at HACS are below grade level in math.
The valid conclusion based on the provided data is that 15% of students in the sample are below grade level in math, but this does not necessarily indicate the same for all students in grade 6 at HACS.
Explanation:The question pertains to drawing a valid conclusion from given statistical data about the math proficiency level of students in a specific school.
When it states that 15% of students are below grade level in math, the conclusion can only pertain to the group specified in the data set.
Therefore, the most valid conclusion from the given choices is that 15% of students in the sample are below grade level in math, and we cannot infer the same for the entire grade 6 at High Achievers Charter School (HACS) without further context.
In light of the provided information, one cannot come to any conclusions regarding the math proficiency of students in other grades, nor can one generalize to all students in grade 6 at HACS from a mere sample unless the sample is clearly stated to be the entirety of the grade.
The correct conclusion is B. 15% of all students in grade 6 at HACS are below grade level in math.
To understand why this conclusion is valid, let's analyze the given information and the options provided:
- The school board determined that 15% of the students who took the test were below grade level in math. Since the test was administered to all grade 6 students at HACS, this percentage applies to the entire population of grade 6 students at the school, not just a sample.
Now, let's evaluate the conclusions:
A) 15% of students in the sample are below grade level in math, but we cannot conclude anything about the students in grade 6 at HACS.
- This conclusion is incorrect because the sample includes all grade 6 students at HACS. Therefore, we can generalize the results to the entire population of grade 6 students at the school.
B) 15% of all students in grade 6 at HACS are below grade level in math.
- This conclusion is correct because the test was given to all students in grade 6 at HACS, making the sample representative of the entire population of grade 6 students. Thus, the 15% figure accurately reflects the proportion of grade 6 students at HACS who are below grade level in math.
C) 15% of all students at HACS are below grade level in math.
- This conclusion is incorrect because the test was only administered to grade 6 students. We do not have data on students in other grades at HACS, so we cannot extend the 15% figure to the entire student body of the school.
If the standard deviation of a set of data is zero, what can you conclude about the set of values?
Answer:
Step-by-step explanation:
I think it means every data value should be equal to the "mean" to make the standard variation of this set to be zero. Or all data value of the set are equal.
Use the graphs of f and g
Find the following values
Answer:
(i) 5
(ii) - 1
(iii) - 1
(iv) 0
(v) 1
(vi) 1
Step-by-step explanation:
See the graph attached to this question.
The blue graph shows y = f(x) and the red graph shows y = g(x).
(i) (f + g)(- 3) = f(-3) + g(-3) = 4 + 1 = 5
(ii) (g - f)(- 2) = g(- 2) - f(- 2) = 2 - 3 = - 1
(iii) (fg)(2) = f(2) × g(2) = (- 1) × (1) = - 1
(iv) [tex](\frac{g}{f})(3) = \frac{g(3)}{f(3)} = \frac{0}{- 3} = 0[/tex]
(v) (fog)(1) = f[g(1)] = f(1) = 1
(vi) (gog)(- 1) = g[g(-1)] = g(2) = 1 (Answer)
After using the graph with the values of f and g we find the values as follows:
(i) (f+g)(-3) = 5
(ii) (g-f)(-2) = -1
(iii) (fg) (2) = -1
(iv) (g/f) (3) = 0
(v) (f o g) (1) = 1
(vi) (g o g)(-1) = 1
i) ( f +g ) (-3)
= ( f (-3) + g(-3) )
Values we got from the graph are:
f(-3) = 4
g(-3) = 1
After substituting these values in the given equation we get
( f + g) (-3) = 5
ii) ( g - f ) (-2)
= ( g(-2) - f(-2) )
Values we got from the graph are:
g(-2) = 2
f(-2) = 3
After substituting these values in the given equation we get
( g - f ) (-2) = - 1
iii) ( fg) (2)
= ( f(2) g(2))
Values we got from the graph are:
f(2) = -1
g(2) = 1
After substituting these values in the given equation we get
( fg)(2) = -1
iv) (g/f) (3)
( g(3) / f(3) )
Values we got from the graph are:
g(3) = 0
f(3) = - 3
After substituting these values in the given equation we get
( g / f ) (3) = 0
v) ( f o g ) (1)
= ( f(1) o g(1) )
Values we got from the graph are:
g(1) = 1
f(1) = 1
After substituting these values in the given equation we get
( f o g ) (1) = 1
vi) ( g o g ) (-1)
= ( g(-1) o g(-1) )
Values we got from the graph are:
g(-1) = 2
g(2) = 1
After substituting these values in the given equation we get
( g o g ) (-1) = 1
y=-2 y=3x+1 in graph
Answer:
The solution of the system is x=-1, y=-2
Step-by-step explanation:
we have
[tex]y=-2[/tex] ----> equation A
[tex]y=3x+1[/tex] ----> equation B
Solve the system by graphing
Remember that the solution of the system is the intersection point both lines
using a graphing tool
The intersection point is (-1,-2)
see the attached figure
therefore
The solution of the system is x=-1, y=-2
A number y is no more than −8.
help me
Answer:
y <= -8
Step-by-step explanation:
This algebraic expression would read as:
Y is Less than or equal to -8
Answer:
No more than means less than or equal to
y <= -8
What two shapes are quadrilaterals with 2 pairs of parallel sides and no right angles?
Answer:
The answer is totally Rhombus
Answer: A rhombus and a kite
Step-by-step explanation: A rhombus has 4 parallel sides, and have 2 acute angles and two obtuse angles and no right angles. Also a kite is the same way too!
How do I solve the problem 25.2 divided by 14 using base ten blocks
Answer:
1.8
Step-by-step explanation:
Do the long division.
21. Brian wants to purchase a piece of fabric
that is between 49 and 53 inches long.
He can choose between three pieces of
fabric. Choice A is 4 3/4 feet long. Choice
B is 4 1/2 feet long. Choice C is 4 1/3 feet
long. Which piece of fabric should Brian
purchase?
(Show WORK!!)
Brian should purchase Choice C of fabric
Solution:
Given that Brian wants to purchase a piece of fabric that is between 49 and 53 inches long
So piece of fabric should be between: 49 and 53 inches
Choice A is [tex]4\frac{3}{4}[/tex] feet longLet us convert feet to inches
[tex]4\frac{3}{4} feet = \frac{4 \times 4 + 3}{4} = \frac{19}{4} feet[/tex]
Now convert to inches
We know that,
1 feet = 12 inches
[tex]\frac{19}{4} feet = \frac{19}{4} \times 12 = 57 inches[/tex]
But this choice is greater than given condition that piece of fabric should be between: 49 and 53 inches
So this is not correct
Choice B is [tex]4\frac{1}{2}[/tex] feet long[tex]4\frac{1}{2} feet = \frac{2 \times 4 + 1}{2} = \frac{9}{2} feet[/tex]
Now convert to inches
[tex]\frac{9}{2} feet = \frac{9}{2} \times 12 inches = 54 inches[/tex]
But this choice is greater than given condition that piece of fabric should be between: 49 and 53 inches
So this is not correct
Choice C is [tex]4\frac{1}{3}[/tex] feet long[tex]4\frac{1}{3} feet = \frac{3 \times 4 + 1}{3} = \frac{13}{3} feet[/tex]
Now convert to inches
[tex]\frac{13}{3} feet = \frac{13}{3} \times 12 inches = 52 inches[/tex]
So this 52 inches lies between 49 and 53 inches
So Brian should purchase Choice C of fabric