A recipe calls for 1 4 cups of honey per serving. You have 5 cups of honey. You want to 1 make 2 servings. Do you have 2 enough honey? ​

Answer:

60%

Step-by-step explanation:

21/35 = 3/5

= 0.6

=60%

According to the situation described, we have that:

a) The arithmetic sequence that gives the number of seats in the nth row is given by:

\(a_n = 24 + 7n\)

b) The 38th row has 290 seats.

In an arithmetic sequence, the difference between consecutive terms is always the same, called common difference d.

The nth term of an arithmetic sequence is given by:

\(a_n = a_1 + (n - 1)d\)

Item a:

The first row has 31 seats, the second has 38, the third has 45 and so on, hence:

Then, the rule is:

\(a_n = a_1 + (n - 1)d\)

\(a_n = 31 + 7(n - 1)\)

\(a_n = 24 + 7n\)

Item b:

This is the nth row, for which \(a_n = 290\), hence:

\(a_n = 24 + 7n\)

\(290 = 24 + 7n\)

\(7n = 266\)

\(n = \frac{266}{7}\)

\(n = 38\)

The 38th row has 290 seats.

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Answer:

Based on the provided information, the table summarizes service times (in seconds) of dinners at a fast food restaurant. To determine the number of individuals included in the summary, we can sum up the frequencies listed in the table:

7 + 24 + 14 + 1 + 4 = 50

Therefore, there are 50 individuals included in the summary.

Regarding the exact values of all the original service times, it is not possible to determine them precisely based on the given information. The table only provides ranges of service times and their corresponding frequencies. We can determine the range within which each individual's service time falls, but we cannot determine the exact value within that range.

Answer:

No

Step-by-step explanation:

Plugging in n=0 into the equation gets us:

7(0) = 7

0 = 7

This says that 0 = 7 which is not true

Here are the options that complete the questions;

For question 1. (a):

A) The population is all current students.

B) The population is students in the college during the first 12 weeks of the coming semester.

C) The population is the 60 students selected during the first 12 weeks of the coming semester.

D) The population is students in the coming semester.

For question 2. (b):

A) The population is 250,000 households.

B) The population is all U.S. households.

C) The population is all households that are being contacted by the ACS.

D) The population is U.S. households in 2010.

For question 3. (c):

A) The population is 1161 U.S. adults that supply information.

B) The population is all adult residents of the U.S.

C) The population is political parties.

D) None of the above.

Answer:

For question 1. (a) = B) The population is students in the college during the first 12 weeks of the coming semester.

For question 2. (b): = D) The population is U.S. households in 2010.

For question 3. (c): = B) The population is all adult residents of the U.S.

Explanation:

a) We can conclude that the research population would consist of students in the college during the first 12 weeks of the coming semester because students that failed to register for the 12 weeks of the coming semester are would not be counted in the random sample selection process.

b) The American Community Survey (ACS) as the name implies serves the entire American community; thus the population of the census is all U.S. households in 2010.

c) Although 1161 adults are been contacted, they do not represent the entire population, but just a sample out of all adult residents of the U.S.

Answer:

0.31 ft/s

Step-by-step explanation:

The volume of a cone is given by the formula:

V = πr²h/3

From the question, we are given the diameter and the height to be equal, thus;

r = h/2

Putting h/2 for r into the volume equation, we have;

V = (π(h/2)²h)/3

V = πh³/12

Using implicit derivatives,we have;

dV/dt = (πh²/4)(dh/dt)

From the question, we want to find out how fast is the height of the pile increasing. This is dh/dt.

We have;

dV/dt = 35 ft³/min and h = 12ft

Plugging in the relevant values, we have;

35 = (π×12²/4)(dh/dt)

dh/dt = (35 × 4)/(144 × π)

dh/dt = 0.3095 ft/s ≈ 0.31 ft/s

a) The sample in this scenario is 60 families from each school in the district.

b) The population is the total number of families in the school district.

The sample refers to the representative subset of the population surveyed or studied to learn more about the whole population.

The sample of families surveyed = 60 families from each school in the district

The population = the number of families in the school district

The percentage of families surveyed who need bus transportation = 65%

The percentage of families surveyed who would walk to school = 15%

The percentage of families surveyed who would use own transportation = 18%

The percentage of non-respondents = 2%

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Answer:

  y = -x +3

Step-by-step explanation:

You want the slope-intercept equation of the line with the same intercept as -3y = -9 +3x, and the same slope as -2x -2y = -8.

The slope-intercept form of the equation of a line is ...

  y = mx +b . . . . . where m is the slope, and b is the y-intercept

For the given equations, we can put them in this form to find the desired parameters.

  -3y = -9 +3x

  y = -x +3 . . . . . . . . . . divide both sides by -3

We observe that the y-intercept is +3, which we will need for our answer.

The slope-intercept form of the second equation is ...

  -2x -2y = -8

  x + y = 4 . . . . . . . . . . divide by -2

  y = -x +4 . . . . . . . . . . subtract x

We observe that the slope (coefficient of x) is -1, which we will need for our answer.

We want the equation of the line with slope -1 and y-intercept 3. It is ...

  y = -x +3 . . . . . . . . . . same as the equation of the first line

__

Additional comment

The slope-intercept equation (green) is plotted using dots, so that you can see it is coincident with the line described by the first equation (red). Parallel lines have the same slope, so our desired line must be parallel to the blue line. (It is.)

Answer:

simple even tho im in 6th grade it would be over $100

Answer:

Step-by-step explanation:

The question may be answered easily by first determining how far we would ride the bike in 1 hour. Riding the bike 12 mph (miles per hour) for one hour, we would ride the bike 12 miles.

Since 20 minutes is 1/3 of a hour, divide 12 by 3 to find out how far the biker traveled in 1/3 of the time:4 miles. that is the answer and the steps!!

Answer:

\(y = 16\frac{2}{3} x + 100\) or \(y = \frac{50}{3} + 100\)

Step-by-step explanation:

The equation of a line is \(y = mx + b\), with \(m\) being the slope and \(b\) being the y-intercept.

We can see on the graph that the y-intercept, where the line crosses or touches the y-axis, is 100. So, our new equation is \(y = mx + 100\).

Now we have to find the slope. Let's pick a point that's clearly on the graph. Perhaps (3, 150). And then we'll take the y-intercept point for convenience, (0, 100).

Then, we'll use \(\frac{y_{2} - y_{1}}{x_{2} - x_{1} }\) to find the slope.

Let's substitute in our points.

\(\frac{150-100}{3-0}\)

Simplify.

\(\frac{50}{3}\)

Now, we can leave the slope like that or turn it into a mixed number. As a mixed number, your slope is \(16\frac{2}{3}\).

We'll put that in our equation for a line and...bam!

\(y = 16\frac{2}{3} x + 100\) or \(y = \frac{50}{3} + 100\)

Answer:

Yes

Step-by-step explanation:

The two rules for a proportional relationship are

Because of that it is a proportional relationship.

Hope this helps :)

Answer:

you could multiply 15 times 5 or you could add 15 five times

Step-by-step explanation:

The length of the third side of the triangle, to the nearest hundredth, is approximately 54.75 units.

1. We have a triangle with two known side lengths: 43 and 67 units.

2. The angle included between these sides measures 27 degrees.

3. To find the length of the third side, we can use the Law of Cosines, which states that \(c^2 = a^2 + b^2\) - 2ab * cos(C), where c is the third side and C is the included angle.

4. Plugging in the known values, we get \(c^2 = 43^2 + 67^2\) - 2 * 43 * 67 * cos(27).

5. Evaluating the expression on the right side, we get \(c^2\) ≈ 1849 + 4489 - 2 * 43 * 67 * 0.891007.

6. Simplifying further, we have \(c^2\) ≈ 6338 - 5156.898.

7. Calculating \(c^2\), we find \(c^2\) ≈ 1181.102.

8. Finally, taking the square root of \(c^2\), we get c ≈ √1181.102 ≈ 34.32.

9. Rounding to the nearest hundredth, the length of the third side is approximately 34.32 units.

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Answer:

A

Step-by-step explanation:

If we start from top to bottom all we have to do is check which ones are not equal.

The first one is

\(a^2(b+c) = a^3(\frac{b}{a}+c)\)
If we multiply is out we get

\(a^2b+a^2c = a^3*\frac{b}{a}+a^3c\\\text{which turns into}\\a^2b+a^2c=a^2b+a^3c\)

That is NOT equal to the other. Making the answer A.

Unit analysis is a tool that we can use to convert units. It involves multiplying the original number by a fraction to cancel out units.

We're given:

\(\dfrac{3240\hspace{4}feet}{hour}\)

We also know that:

\(\dfrac{hour}{60\hspace{4}minutes}\)

Multiply the two to cancel out the hour:

\(\dfrac{3240\hspace{4}feet}{hour}\times\dfrac{hour}{60\hspace{4}minutes}\\\\=\dfrac{3240\hspace{4}feet}{60 minutes}\)

Simplify:

\(=\dfrac{54\hspace{4}feet}{minute}\)

\(\dfrac{54\hspace{4}feet}{minute}\)

Answer: -0.74 cents

Using the formula:

Where:

x = value of an outcome

P(x) = probability of that outcome

For the given problem, we have 9000 tickets, out of which one will win a prize of 2300. That means that 8999 people will pay $2, with a probability of 8999/9000 losing, and the winner will get a value of $2300-$2 = $2298 with a probability of 1/9000 winning.

Expressing these into the equation:

Therefore, the expected value is -0.74 cents.

Answer:

step 1: multiply

step 2:add or subtract

step 3: check your answer

Step-by-step explanation:

I hope this work

if you are giving brainiest please i don't want it okay.

By multiplying the two fractions we get 2 / 9, and by adding we get 1.

In arithmetic, a product is the result of multiplication or an expression that identifies elements to be improved.

In math, multiply the method to add equal corporations. Whilst we multiply, the range of factors in the institution will increase. the two factors and the product are parts of a multiplication problem. Within the multiplication trouble, 6 × 9 = 54, the numbers 6 and 9 are the factors, at the same time as the range 54 is the product.

Multiplication is defined as calculating the end result of repeated additions of two numbers. An instance of multiplication is 4 instances 2 equals 8.

By multiplying the two fractions,

= 3 / 9 * 6 / 9

= 2 / 9

By adding the two fractions,

= 3 / 9 + 6 / 9

= 9 / 9

= 1

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Answer:

4.2

Step-by-step explanation:

Step-by-step explanation:

since the 2 triangles are congruent, that means that all corresponding angles and lengths are the same between the 2 shapes.

PS corresponds to HC

so,

39 = 2x - 7

46 = 2x

x = 23

R corresponds to F

so,

13y - 1 = 90

13y = 91

y = 7

H corresponds to S.

remember, the sum of all angles in a triangle is always 180°.

so,

6z - 4 = 180 - 28 - 90 = 62

6z = 66

z = 11

Combining like terms yields 7x⁵ - x³ - x² + 4x.

Answer:

numerator; 5.01×(10^5)= 5.01×100000

denomenator ; 7.8×(10^2)= 7.8×100

therefore : 501000/780

= 642.3077 answer

Answer:

0.47

Step-by-step explanation:

47% is the same as 0.47.

Hope it helps!

Answer:

Stare at it long enough. You will notice that with each step you double the value, and change sign. It makes it a geometric sequence of ratio -2. At this point you have two ways of writing down:

Option 1: Ricorsively, the first term is -5, then the next term is -2 times the previous one:

\(\left \{ {{a_0=-5} \atop {a_{n+1}=-2a_n}} \right.\)

Option 2: In closed form, remembering that the n-th term in a geometric sequence is the starting term times the n-th power of the ratio:

\(a_n=-5 (-2)^n\)

Either work, depending on what you need to use it for.

The given triangles in the fourth figure are congruent by side angle side.

What is congruent triangles?

In any orientation, two triangles are said to be congruent if their three sides and three angles are equal.

Therefore, if two triangles have the same number of sides on each side, they are said to be congruent. Additionally, we can determine if they are congruent if we have a side, an angle between the sides, and then another side that is congruent, in that order: side, angle, side.

(4) In the figure we can see that  two sides and one angle of the triangles are same.

So, by SAS the triangles are congruent.

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The functions in order from least to greatest according to their average rates of change are function f at the interval [1,2], function h at the interval [0,2] and function g at the interval [2,3]

The rate of change is calculated using:

\(m = \frac{y_2 -y_1}{x_2 -x_1}\)

For function g at the interval [2,3], we have:

\(m = \frac{g(3) - g(2)}{3- 2}\)

This gives

\(m = \frac{20 - 4}{3- 2}\)

\(m =16\)

For function h at the interval [0,2], we have:

\(m = \frac{h(2) - h(0)}{2- 0}\)

Where:

h(2) = 3(3)^2 - 9 = 18

h(0) = 3(3)^0 - 9 = -6

This gives

\(m = \frac{18 + 6}{2 - 0}\)

\(m = 12\)

For function f at the interval [1,2], we have:

\(m = \frac{f(2) - f(1)}{2- 1}\)

This gives

\(m = \frac{12 - 6}{2 - 1}\)

\(m = 6\)

Hence, the functions are function f at the interval [1,2], function h at the interval [0,2] and function g at the interval [2,3]

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For every 3 days Rochelle helped, she did not help for 1 day.

For every 4 days Rochelle helped, she did not help for 1 day.

For every 7 days Rochelle helped, she did not help for 6 days.

For every 28 days Rochelle helped, she did not help for 21 days.

Let's use the terms provided to complete the sentences comparing Rochelle's time in the garden.
Since Rochelle helped in the garden for 7 days during the last 4 weeks, we can calculate the total number of days in 4 weeks and then find the number of days she did not help.
There are 7 days in a week, so in 4 weeks, there are 4 x 7 = 28 days.
Rochelle helped for 7 days, so she did not help for 28 - 7 = 21 days.
Now, let's complete the sentences:
For every 1 day(s) Rochelle helped, she did not help for 3 day(s).
For every 3 day(s) Rochelle did not help, she helped 1 day(s).

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(3,6) (4,6) (5,6) (6,6) (4,5) (5,5)

Each of these pairs is equiprobable and which i will be using throughout the exercise:

\(p(pair) = \frac{1}{6} \times \frac{1}{6} = \frac{1}{36} \)

\(p(a) = (\frac{1}{36} \times 2) \times 4 + \frac{1}{36} \times 2 = \frac{5}{18} \)

The 2 (2!) is to account for permutations like ( 3 , 6 ) and ( 6 , 3 ) and the 4 are the different combinations that are composed of different numbers.

The 2 (2!) is to account for permutations like ( 3 , 6 ) and ( 6 , 3 ) and the 4 are the different combinations that are composed of different numbers.Whereas combinations like ( 5 , 5 ) cannot be switched in order, so we do not multiply by 2!

(1,3) (2,2) (2,6) (4,4) (5,3) (6,6) (1,4) (2,3) (5,5) (4,6)

\(p(not \: b) = ( \frac{1}{36} \times 2) \times 6 + \frac{1}{36} \times 4 = \frac{4}{9} \)

\(p(b) = 1 - p(not \: b) = 1 - \frac{4}{9} = \frac{5}{9} \)