On Thursday, 4 out of the first 10 students who ate a school lunch chose spaghetti. Based on this information, if 640 students ate a school lunch on Thursday, how many students could be expected to have chosen spaghetti?

The equation is [tex]\rm y = 3 \times \left (0.5 \right)^{t/88}[/tex]. Then the amount remaining after 8 years and 12 years will be 2.8168 grams and 2.729 grams, respectively.

Let a be the initial value and x be the power of the exponent function and b be the factor.

The exponent is given as

y = a(b)ˣ

The function is given below.

[tex]\rm y = a \left (0.5 \right)^{t/88}[/tex]

A scientist is studying a 3-gram sample. Then the function is written as,

[tex]\rm y = 3 \times \left (0.5 \right)^{t/88}[/tex]

The amount of plutonium-238 remaining after 8 years will be given as,

[tex]\rm y = 3 \times \left (0.5 \right)^{8/88}[/tex]

y = 3 × 0.9389

y = 2.8168 grams

From the graph, the amount remaining after 12 years will be 2.729 grams.

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Solve x^2+3x+2=0

[tex]x_{1} = -1\\x_{2} = -2[/tex]

The first is to use the quadratic formula

x= (-b±[tex]\sqrt[{} ]{b^{2} -4ac}[/tex]) ÷ 2a

Once in standard form, identify a, b, and c from the original equation and plug them into the quadratic formula.

[tex]x^{2} +3x+2 = 0[/tex]

Where,

a = 1

b = 3

c = 2

So,

x = (-b±[tex]\sqrt[{} ]{b^{2} -4ac}[/tex]) ÷ 2a

  = (-3±[tex]\sqrt[]{3^{2}-4.1.2 }[/tex]) ÷ 2.1

The next step is to simplify numbers.

x= (-3±1) ÷ 2

The next step is separate it into two equations: one with the plus sign and the other with the minus sign.

x = (-3+1) ÷ 2

and

x = (-3-1) ÷ 2

Then,

[tex]x_{1}[/tex] = (-2)÷2 = -1

Or,

[tex]x_2}[/tex] = (-4)÷2 = -2

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The image explains it all. First we find the third degree using the sum of angles in a triangle (180), then, using the rule of sines, we find the f and round it to the nearest 10th inch

Answer:

I'm rlly bad at these so I'll try and good luck lol

they are the superintendent

assistance superintendent: Mr Wilson

director: Mr Jones

accountant: Ms bigge

assistants: Mr Smith and Mrs jones

Step-by-step explanation:

good luck yay -14 year old

If do= (6y-17.81) and ro= (3y+10.54) then the measure of length of hv = 26

A measurement that is longer than or longest than another. a dimension or distance that can be measured. Dimensions: 10 ft. Weights and Measures Table, Metric System Table being lengthy is a quality or a state.

In addition to utilising handspan, foot span, and other methods, one can measure length in many units, such as centimetres, inches, metres, and so on. The several types of units used to measure length can be divided into two categories: standard units and non-standard units.

The number of digits in the base-numerical for, as determined by the formula, determines a number's base length.

HF = 10x + 6

VH = 8 x – 14 and

FV = 4x+10

Substitute

8x - 14 + 4x + 10 = 10x +6

12x - 4 = 10x + 6

12x - 10x = 6 + 4

2x = 10

x = 5

Identify the VH's length.

VH = 8x - 14

VH = 8(5) - 14

VH = 26

Consequently, VH is 26 units long.

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La cantidad máxima de niños que pueden invitar Enrique y Silvia a la fiesta de su nieta, Sofía, es x = 10.

Enrique y Silvia van a dar una fiesta a su nieta Sofía y desean saber cuántos niños como máxi-mo deben invitar; el dinero que tienen está re-

presentado por D= $ 7 500x y los gastos están representados por G = $ 5 900x + 25. ​

Establecer la ecuación.

D = 7500x  -  G

7 500x - 5 900x - 25 = 0

Resolver la ecuación.

1 500x = 25

x = 10

Interpretar la solución.

La cantidad máxima de niños que pueden invitar Enrique y Silvia a la fiesta de su nieta, Sofía, es x = 10.

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Answer:

X = 2

Because x means our answer and the answer to 1 + 1 is 2!

Answer:

2

Step-by-step explanation:

1+1=2

x=2

We can fill in the fields as:

a) %6.50 shipping fee: x >= $0.01 and x < $20.

b) %9.00 shipping fee: x >= $20 and x < $50.

c) %11.00 shipping fee: x >= $50 and x < $75.

d) %12.25 shipping fee: x >= $75 and x < $100.

e) %13.10 shipping fee: x >= $100.

What is inequality?

An inequality is a mathematical statement that describes the relationship between two values, where one value is not equal to the other.

a) %6.50 shipping fee: x >= $0.01 and x < $20.

b) %9.00 shipping fee: x >= $20 and x < $50.

c) %11.00 shipping fee: x >= $50 and x < $75.

d) %12.25 shipping fee: x >= $75 and x < $100.

e) %13.10 shipping fee: x >= $100.

Each inequality represents a different shipping fee category at GoodSportsBuys.com, with the total cost of items purchased (x) falling within a certain range. The inequality symbol used in each statement represents the range of values that correspond to a particular shipping fee.

Hence, we can fill in the fields as:

a) %6.50 shipping fee: x >= $0.01 and x < $20.

b) %9.00 shipping fee: x >= $20 and x < $50.

c) %11.00 shipping fee: x >= $50 and x < $75.

d) %12.25 shipping fee: x >= $75 and x < $100.

e) %13.10 shipping fee: x >= $100.

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The number of teams who took less than 40 minutes to complete the game is 34 teams

0 ≤ t < 20 = 6

time greater than or equal to 0 less than 20 minutes

20 ≤ t < 40 = 28

time greater than or equal to 20 minutes less than 40 minutes

40 ≤ t < 60 = 12

time greater than or equal to 40 minutes less than 60 minutes

60 ≤ t < 80 = 7

time greater or equal to 60 minutes less than 80 minutes

The number of the team who took less than 40 minutes to complete the game are;

0 ≤ t < 20 = 6

20 ≤ t < 40 = 28

So,

6 + 28 = 34 teams

Hence, 34 teams took less than 40 minutes to complete the game.

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The price of one coat is $46.

Percentage is defined as the parts of a number per fraction of 100. We have to divide a number with it's whole and then multiply with 100 to calculate the percentage of any number. So the percentage actually means a part per 100.

Given that,

a store has 25% off sale on coats.

Discounted price of one coat = $34.50

We have to find the original price of the coat. Let it be x.

x - (25% x) = 34.5

x - 0.25x = 34.5

0.75x = 34.5

x = 46

Hence the original price of the coat is $46.

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Answer: Alyssa is charged $0.15 for each text message.

Step-by-step explanation: 5-star

In mathematics, a linear combination is any expression of the form ax + by, where a and b are constants, that are created from a set of terms by multiplying each term by a constant and adding the results.

The linear equations can be solved through the given steps-

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The end behavior for f(x)=x^5 is asymptotic growth to positive infinity as x approaches positive infinity and asymptotic growth to negative infinity as x approaches negative infinity.

Asymptotic growth is a term used to describe the behavior of a function as it approaches a certain value, usually infinity. In mathematics, an asymptotic function is one that grows or shrinks towards a certain point without ever actually reaching it. In other words, it approaches a limit without bound. Asymptotic growth is often used to describe the rate of growth of a function as its input values approach infinity. It is also used to describe the rate at which a function expands or contracts as its argument approaches a certain point. Asymptotic growth is a useful concept in many areas of mathematics, from calculus to number theory.

This is because x^5 becomes increasingly larger as the absolute value of x increases, resulting in an ever-growing value of f(x).

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The types of multiplication method: addition method, long multiplication, grid method, drawing lines and by splitting two digit numbers into Tens and Ones

We know that the multiplication is nothing but a method of finding the product of two or more numbers.

In case of small numbers a multiplication is considered repeated addition, and we can solve simple multiplication problems by adding repeatedly.

But in case of larger numbers, we need to do long multiplication.

Multiplication methods:

1) by Repeated Addition

Consider example 4 × 5

This means, we can solve it as by adding 4 repeatedly five times 4  4 + 4 + 4 + 4 + 4 OR by adding 5 repeatedly four times 5 + 5 + 5 + 5

2) Long Multiplication

3) grid method,

4) by drawing lines

3) by splitting two-Digit Numbers into Tens and Ones

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The graph of the entire function f has a domain of (-3 < x < -2) ∪ (0 < x < 1) and the range of (-5 < y < 5).

The set containing all input values is known as a function's domain.

A function's range is the collection of all possible output values.

In a graph:

The x-values, or horizontal axis, define the domain.

The y-values, or vertical axis, define the range.

The domain of the graph is given by the coordinates of x. For the given graph the x- coordinates are:

(-3 < x < -2) ∪ (0 < x < 1)

The range of the graph is given by the y-coordinates of the graph. For the given graph the y-coordinates are:

(-5 < y < 5).

Hence, the graph of the entire function f has a domain of (-3 < x < -2) ∪ (0 < x < 1) and the range of (-5 < y < 5).

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(i) The required frequency is 12 for the class interval 50-60.

(ii) The mean height of students in a class is 155.3.

(iii) The median of the given data is 33.

(i)

Class Interval    Frequency f   Mid-value x         fx

0-10                          22                  5                    110

10-20                        24                  15                  360

20-30                       35                  25                  875

30-40                       30                  35                  1050

40-50                       27                  45                  1215

50-60                        m                  55                  55m

60-70                        6                   65                  390

70-80                        4                   75                  300

                            ∑f = 148+m                  ∑fx = 4300+55m

The mean of the data set shown in the table above is 31.

mean = ∑fx/∑f

Substitute the known values in the above formula, and we get

31 = (4300+55m)/(148+m)

31(148+m) = 4300+55m

4588 +31m = 4300+55m

55m - 31m = 4588 - 4300

24m = 288

m = 288/24

m = 12

Thus, the required frequency is 12 for the class interval 50-60.

(ii)The table below summarizes the data about the heights of students in a class.

Height (in cm)   (x)    d = (x -A)/10  Number of students (f)       fd

130-140            135       -2                   8                                     -16  

140-150            145       -1                    6                                      -6

150-160            155        0                   14                                      0

160-170             165        1                   20                                    20

170-180             175        2                   12                                     24

                                                           ∑f = 60                        ∑fd = 22

Mean = A + ∑fd/∑f

Mean = 155 + 22/60

Mean = 155 + 0.3

Mean = 155.3

So, the mean height of students in a class is 155.3.

(iii) Given that the mean of data is 27 and the mode is 45

Mode = 3Median - 2Mean

45 = 3Median - 2(27)

45 = 3Median - 54

3Median = 54 + 45

Median = 99/3

Median = 33

Thus, the median of the given data is 33.

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The first, fourth and eight terms of the given sequence are the ones in the last option.

-2, -250, -156,250

We know that the n-th term of the given sequence is given by the formula:

A(n) = -2*5ˣ⁻¹

The first term is what we get when x = 1, then the first term is:

A(1) = -2*5⁰ = -2

The fourth term is what we get when we use x = 4, we will get:

A(4) = -2*5⁴⁻¹ = -2*5³ = -250

The eight term is what we get when x = 8

A(8) = -2*5⁸⁻¹ = -2*5⁷ = -156,250

Then the correct option is the last one.

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The measure of an angle if it is five times its complement: 75 degrees

Let us assume that the complement of the angle measures m degrees.

we have been given the measure of the angle is five times its complement.

So we get the measure of the angle = 5 × m

We know that two angles are complementary when their measures add to 90 degrees.

So we get an equation, m + 5m = 90

We solve above equation to find the value of m.

m + 5m = 90

6m = 90

m = 90/6

m = 15 degrees

This means, the measure of complement of the angle is 15 degrees.

And the required angle would be,

5 × 15 = 75 degrees

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The comple question is:

What is the measure of an angle if it is five times its complement?.

According to the Triangle midline theorem, slicing across a triangle's midline results in a section that is parallel to the base and only half as long. MNK=6 INCH

Theorem of the triangle midline: In a triangle, the midline connecting the midpoints of two sides is parallel to and half as long as the third side.

The midsegment linking the midpoints of two sides of a triangle is parallel to the third side of the triangle, and its length is half that of the third side, according to the midsegment theorem.

The midpoints of the sides AB, BC, and AC are points M, N, and K. The Triangle Midline Theorem states that

MN=1/2AC

NK=1/2AB

MK=1/2BC

The perimeter of the triangle MNK is

P(MNK)=MN+NK+MK

=1/2AC+1/2AB+1/2BC

=1/2(AC+AB+BC)

=1/2PABC

 =1/2.12

=6 inch

Therefore MNK=6 INCH

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36/30, 7/6 does NOT form a proportion.

36/30 = 16/15 not equal to 7/6.

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Simplifying radicals is the process of reducing a radical expression to its simplest form. There are several ways to simplify radicals, but the most common method is to factor .

The number or expression inside the radical sign and extract any perfect nth root factors.For example: √36 = √(36) = √(6*6) = √(6^2) = 6

Here, 36 can be factorized into 6*6, and since 6 is a perfect square, we can simplify the radical as 6.

Another example: √100 = √(100) = √(10*10) = √(10^2) = 10

Here, 100 can be factorized into 10*10, and since 10 is a perfect square, we can simplify the radical as 10.

Another way to simplify radicals is to use the product property of radicals which states that: √(a*b) = √(a) * √(b)

For example: √(1215) = √(12) * √(15) = √(4355) = √(43) * √(55) = 2√(3) * 5 = 6√(3)

Here, 1215 can be factorized into 4355. And since 43 is a perfect square, we can simplify the radical by taking the square root of 43 and 5*5.

You can simplify radicals as much as possible by applying these methods.

It's important to note that not all radicals can be simplified completely, in some cases we can simplify the radical as much as possible but still have an irrational number inside the radical.

Simplifying radicals is a useful process in algebra and trigonometry, it helps to simplify the expressions and make calculations easier.

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So, the agency made $15,390 on the sale of the house and the agent earned $4,617 in commission.

First, to find out how much the agency made on the house, you need to calculate the commission they received. The commission rate for the agency is 4.5%, so to find the commission you would multiply the sale price of the house ($342,000) by the commission rate (0.045)

$342,000 x 0.045 = $15,390

The agency made $15,390 on the sale of the house.

To find out how much the agent earned in commission, you need to first find out how much the agency earned in commission ($15,390) and then multiply that by the agent's commission rate (30%).

$15,390 x 0.3 = $4,617

The agent earned $4,617 in commission.

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To calculate the commission, multiply the selling price of the home ($342,000) by the agency's commission rate, which is 4.5%. (0.045)

$342,000 x 0.045 = $15,390

The sale of the property brought in $15,390 for the organization.

To calculate the amount of commission earned by the agent, multiply the amount of commission received by the agency ($15,390) by the agent's commission rate (30%).

$15,390 x 0.3 = $4,617

The dealer received a commission of $4,617.

We can solve systems of equations with 3 variables using substitution by finding the value of one variable from one equation then putting the value of that variable in second equation and 3 equation then solving them properly.

The algebraic approach for system can significantly systems of equations at once is called the substitution method. As the name implies, this method involves substituting a variable's value from one equation into another. In this manner, a pair of linear equations are combined into a single, simple linear equation with just one variable.

Equations linear in three variables:

1. Use all but one of your equations to find all the variables that can be expressed in terms of one of the variables.

2. Determine the variable's numerical value using the one remaining equation.

3. Using that figure, determine the answers to all of the other variables.

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The vertical values or points lying on y-axis are - 0, 3, 6, 9, -3, -6.

The ordinate of a typical two-dimensional graph is referred to as the (y) coordinate, while the (x) coordinate is referred to as the abscissa.

The abscissa, also known as the x coordinate of the point, is the distance between a point and the y-axis, scaled with the x-axis. The term "ordinate" refers to a point's separation from the x-axis when scaled with the y-axis. The first coordinate in the plane (x) is referred to as the abscissa and the second coordinate (y) is the ordinate, for instance, if (x, y) is an ordered pair in the Cartesian plane.

The coordinates of the given graph are -

(0,3) (1,6) (2,9)

(-1,0) (-2,-3)(-3,-6)

From the above coordinates, the vertical values or points lying on y-axis are - 0, 3, 6, 9, -3, -6.

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Answer:90 minutes

Step-by-step explanation:

40 dollars a month minus the 13.00 fee. 40-13=27. 27-.30=90 so 90 minutes

let's put both fractions using the same denominator by multiplying each top and bottom by the other's denominator.

[tex]-\cfrac{1}{8}\cdot \cfrac{11}{11}\implies \boxed{-\cfrac{11}{88}}\hspace{15em}-\cfrac{2}{11}\cdot \cfrac{8}{8}\implies \stackrel{\textit{\LARGE \checkmark}}{\boxed{-\cfrac{16}{88}}}[/tex]

well, let's take a looksie above, on the positive side of the number line, 16/88 is larger than 11/88, however, on the negative side, the closer to "0", the larger, for that matter -1 is a much larger number than -1,000,000.

So, -11/88 is closer to 0 on the negative side, and because of that, is larger than -16/88 that is farther from 0.

the answer should be 35 songs in total

In mathematics, inequalities specify the connection between two non-equal numbers. Equal does not imply inequality.

In mathematics, "inequality" refers to a relationship between two expressions or values that is not equal to each other. Therefore, inequality emerges from a lack of balance.

The equation-like form of the formula 5x 4 > 2x + 3 has an arrowhead in place of the equals sign. It is an illustration of inequity. This shows that the left half, 5x 4, is bigger than the right part, 2x + 3. Finding the x numbers for which the inequality holds true is what we are most interested in.

Polynomial inequality, rational inequality, and absolute value inequality are the various types of inequalities that can exist in mathematics.

 = Orange she bought 8 kg x 3 = $24

  = Pineapple she bought 9KG X 4 = $36

  = $24 +36

 =   $60

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The equation is an identity because it is true for all values of the variables within the equation.

The equation is an identity because it is true for all values of the variables within the equation. This means that when the equation is evaluated for any given values of the variables, the left-hand side and the right-hand side of the equation will be equal. This is different from an equation that is not an identity, which will only be true for certain values of the variables. An identity equation is also different from an equation that is not an identity, which may be true for some values of the variables but not for all values. An identity equation is one that is true for all values of the variables, no matter what values are chosen.

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