A fruit basket is filled with 8 bananas, 3 oranges, 5 apples, and 6 kiwis.
For every 3 kiwis, there are 4

Answer:

20%

Step-by-step explanation:

The theoretical probability of drawing a red marble can be found by dividing the number of red marbles by the total number of marbles in the bag:

P(red) = number of red marbles / total number of marbles

P(red) = 5 / (5 + 8 + 12)

P(red) = 5 / 25

P(red) = 0.2

So the theoretical probability of randomly drawing a red marble is 20%, which corresponds to option (C).

Answer:

w<13

Step-by-step explanation:

Works identically to a normal single-variable equation.
Subtract 7 on both sides in order to isolate w--->w+7-7<20-7
The answer (which cannot be simplified any further) is w<13.

Answer:

w < 1`3

Step-by-step explanation:

Isolate the variable w on one side of the inequality sign.

w+7<20

w<20 - 7

w<13.

Answer:

5

Step-by-step explanation:

List out the factors of each number (25,65,100) and get the largest common number which is 5 in this case.

Answer:

Five

Step-by-step explanation:

Prime factorize the three of them to find the answer

25 = 5 x 5

65 = 5 x 13

100 = 5 x 5 x 2 x 2  

Answer:

Inverse property

Step-by-step explanation:

Rounded to the nearest tenth, the acceleration in inches per second squared is approximately 15222.8 in/s².

To convert the acceleration from meters per second squared (m/s²) to inches per second squared (in/s²), we need to use the conversion factor between the two units.

1 meter is equal to 39.37 inches.

To convert the units, we can set up the following conversion factor:

1 m/s² = (39.37 in/m)^2 = 1550.0031 in/s²

Now, we can multiply the given acceleration in m/s² by the conversion factor to obtain the acceleration in in/s²:

Acceleration in in/s² = 9.81 m/s² * 1550.0031 in/s²

Acceleration in in/s² ≈ 15222.7568 in/s²

Rounded to the nearest tenth, the acceleration in inches per second squared is approximately 15222.8 in/s².

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Answer: 17, 19, 21

Step-by-step explanation:

Set up the equation (n-2)(n)(n+2)= 57

57/3=19

n-2 = 17

n+2 = 21

Answer:

  an = -18 +11(n -1)

Step-by-step explanation:

We notice that the first term (a1) is -18, and the common difference (d) is -7-(-18) = 11. Filling these values into the form for the explicit formula gives ...

  an = a1 +d(n -1)

  an = -18 +11(n -1)

Answer:

 proportional graph is a straight line that always goes through the origin. A non-proportional graph is a straight line that does not go through the origin.

Step-by-step explanation:

Answer:

Amadi: 20 years old

Chima : 4 years old

Answer:

9

Step-by-step explanation:

First, you would set up a proportion.

1.6 pounds                  1                                                                                _________   =   __________

$14.407                      x

Then, you would do 14.407 times 1, which equals 14.407. Then, you would do 14.407 divided by 1.6, which equals 9.004375 (9).

So the answer is 9

The form of the direct variation is

Where k is the constant of variation

Since the given figure is a parabola that represents a quadratic equation, then

The equation should be

Let us use the points on the graph to check if all values of k will be equal

If they are equal, then it is a direct variation,

if they are not equal, then it is not a direct variation

Let us use points (2, 2), (4, 8), and (-3, 4.5)

Since the values of k are equal, then it is a direct variation

Yes, it is a direct variation

Answer:

Step-by-step explanation: evagline has 3/5 of box of nuts.she uses it to fill 6 bowls

Answer:

I'm pretty sure it is 565.43 (Person asking the question got it thank them they are very smart)

Step-by-step explanation:

565.43

Step-by-step explanation:

7.5% x 525.98

=39.4485

Tax plus camera cost is

39.4485 + 525.98

I would have missed it if not for the person who asked the question thank you, at least I have learnt something today

True, While "-1000 2/3" is not a real fraction, it can be represented as the improper fraction -2998/3.

The statement "-1000 2/3 is not a real fraction" is true. A real fraction is a mathematical expression that represents a ratio of two real numbers. In a fraction, the numerator and denominator are both real numbers, and they can be positive, negative, or zero.

In the given statement, "-1000 2/3" is not a valid representation of a fraction. The presence of a space between "-1000" and "2/3" suggests that they are separate entities rather than being part of a single fraction.

To represent a mixed number (a whole number combined with a fraction), a space or a plus sign is typically used between the whole number and the fraction. For example, a valid representation of a mixed number would be "-1000 2/3" or "-1000 + 2/3". However, without the proper formatting, "-1000 2/3" is not considered a real fraction.

It's important to note that "-1000 2/3" can still be expressed as an improper fraction. To convert it into an improper fraction, we multiply the whole number (-1000) by the denominator of the fraction (3) and add the numerator (2). The result would be (-1000 * 3 + 2) / 3 = (-3000 + 2) / 3 = -2998/3.

In conclusion, while "-1000 2/3" is not a real fraction, it can be represented as the improper fraction -2998/3.

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A point on the scatter plot is defined as (19, 3), which means that an input of 19 is mapped to an output of 3.

The scatter plot is built inserting all the points of the table in a graph, which are in the following input-output format:

(Input, Output).

One point on the scatter plot for this problem has the coordinates given as follows:

(19, 3).

Hence the meaning is that an input of 19 is mapped to an output of 3.

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Answer:

62

Step-by-step explanation:

35 - 4 = 31 x 4 = 124 = 62

a) To find the number of students getting more than 45 marks, we count the students whose marks are greater than 45 in the given list.

In the given list, the students with marks greater than 45 are: 50, 49, 47, 48, 49, 48, 47, 49, 48, 50, 47, 49, 48, 46, 47, 48, 47.

Counting these numbers, we find that there are 17 students who obtained more than 45 marks.

b) To find the number of students getting less than 45 marks, we count the students whose marks are less than 45 in the given list.

In the given list, the students with marks less than 45 are: 44, 44, 42, 41, 41, 42, 41, 44, 44, 42, 45, 45, 45, 44, 45.

Counting these numbers, we find that there are 15 students who obtained less than 45 marks.

c) To find the maximum number of students getting the same marks, we look for the mark that appears most frequently in the given list.

In the given list, the marks obtained by the students are: 44, 50, 44, 49, 42, 47, 45, 42, 44, 48, 49, 48, 47, 49, 47, 41, 45, 48, 41, 48, 41, 42, 47, 49, 49, 48, 50, 47, 49, 48, 46, 44, 45, 45, 46, 44, 42, 47, 48, 45.

Counting the frequency of each mark, we find that the marks 47 and 48 appear most frequently, with a count of 6 each. Therefore, the maximum number of students getting the same marks is 6.

d) To find the average marks obtained by the students in the class, we sum up all the marks and divide by the total number of students.

Total marks = 44 + 50 + 44 + 49 + 42 + 47 + 45 + 42 + 44 + 48 + 49 + 48 + 47 + 49 + 47 + 41 + 45 + 48 + 41 + 48 + 41 + 42 + 47 + 49 + 49 + 48 + 50 + 47 + 49 + 48 + 46 + 44 + 45 + 45 + 46 + 44 + 42 + 47 + 48 + 45

           = 1912

Total number of students = 40

Average marks = Total marks / Total number of students

                 = 1912 / 40

                 = 47.8

Therefore, the average marks obtained by the students in the class is 47.8.

e) To find the number of students getting more than the average marks, we count the students whose marks are greater than 47.8.

In the given list, the students with marks greater than 47.8 are: 50, 50, 49, 48, 49, 48, 49, 48, 50, 49, 49, 48, 48, 50, 49, 49, 48, 48, 47, 49, 49, 48, 50, 47,

49, 49, 48, 50, 47, 49, 49, 48, 48, 49, 48, 47, 48, 49, 49, 48, 50, 49.

Counting these numbers, we find that there are 40 students who obtained more than the average marks.

Answer:

the answer would be twenty

Step-by-step explanation:

20x2=40 +9=49

49=49

According to the information we can infer that the period of the graph is 8.

To determine the period of the graph we have to consider that the period of a grah is the distance between rigdes. So, in this case we have to count what is the difference between each rigde.

In this case, the distance between rigdes is 8 units because the first is located in the line 1 an the second is located in the line 9. So we can conclude that the period of the graph is 8.

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Answer:

new bottle holds 66.25 more laundry soap.

Answer:

Hi there! There is only one part of a question. I‘m not sure how to help you...

Sorry! Have a good day/night!

Step-by-step explanation:

Answer:

2 7/12

Step-by-step explanation:

5 1/3 − 2 3/4

=16/3 − 2 3/4

=16/3 − 11/4

=31/12

=2 7/12

Answer:

-------------------------

Given two legs of a right triangle and we need to find the hypotenuse.

Use Pythagorean theorem:

The matching choice is C.

Answer:

\(f(2) = - 16\)

Step-by-step explanation:

Given function:

\(f(x) = { - 2x}^{3} \)

When we input 2:

\(f(2) = { - 2(2)}^{3} \)

Simplify:

\(f(2) = - 16\)

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Regression analysis will indicate about the underlying population and the model.

It is one of the most used and most powerful multivariate statistical techniques for it infers the existence and form of a functional relationship in a population. Once you learn how to use regression, you will be able to estimate the parameters { the slope and intercept } of the function that links two or more variables. With that estimated function, we  will be able to infer or forecast things like unit costs, interest rates, or sales over a wide range of conditions.

Though the simplest regression techniques seem limited in their applications, statisticians have developed a number of variations on regression that greatly expand the usefulness of the technique. And again, the t-distribution and F-distribution will be used to test hypotheses.

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Answer: I need more information :)

Step-by-step explanation:

Answer:

x = 3.5

Step-by-step explanation:

diagonals bisect each other so AW = OW

since AO = 22 then AW = 11

11 = 4x - 3

14 = 4x

x = 7/2 or 3 1/2

Answer: 2.7

Step-by-step explanation:

(1)(1/10)+(2)(3/10)+(3)(4/10)+(4)(2/10)=2.7

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\( {x}^{2} + 6 = 42 \\ = > {x}^{2} = 42 - 6 \\ = > {x}^{2} = 36 \\ = > x = \sqrt{36} \\ = > x = \sqrt{6 \times 6} \\ = > x = \sqrt{ {6}^{2} } \\ = > x = ±6\)

±6