Maria wants to put trim around her artwork. Use the image to
calculate how many inches of trim Maria would need.

Answer:

Step-by-step explanation:

65 is the sum of 23 and Gail's age:

Let Gali's age be g .

The expression is

\(\\ \sf\longmapsto g+23=65\)

Answer:

Monday class is 1 3 hours and the Friday class is 1 1 hours. 4 2Patrick attended both exe

Step-by-step explanation:

The locations of the points in rectangular form are, respectively:

In this problem we must describe the locations of six points in a rectangular system of coordinates. Herein we define rectangular points as points with 3 coordinates related to each orthogonal axis. This kind of points are defined below:

(x, y, z)

Where:

Now we proceed to describe the location of each point:

A(x, y, z) = (0, 0, 0)

B(x, y, z) = (0, 0, 50)

C(x, y, z) = (0, 60, 0)

D(x, y, z) = (60, 0, 60)

E(x, y, z) = (0, 80, 80)

F(x, y, z) = (60, 40, 80)

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Answer:

4th answer is correct

Step-by-step explanation:

First, let us make x the subject.

\(\sf \frac{x+4}{4} =\frac{y+7}{7}\)

Use cross multiplication.

\(\sf 7(x+4)=4(y+7)\)

Solve the brackets.

\(\sf 7x+28=4y+28\)

Subtract 28 from both sides.

\(\sf 7x=4y+28-28\\\\\sf7x=4y\)

Divide both sides by 7.

\(\sf x=\frac{4y}{7}\)

Now let us find the value of x/4.

To find that, replace x with (4y/7).

Let us find it now.

\(\sf \frac{x}{4} =\frac{\frac{4y}{7} }{4} \\\\\sf \frac{x}{4} =\frac{4y}{7}*\frac{1}{4} \\\\\sf \frac{x}{4} =\frac{4y}{28}\\\\\sf \frac{x}{4} =\frac{y}{7}\)

Using the midpoint method, the price elasticity of demand is approximately -0.67.

To calculate the price elasticity of demand using the midpoint method, we'll use the following formula:

Price Elasticity of Demand (Ed) = (% change in quantity demanded) / (% change in price)

First, let's find the percentage changes:

% change in quantity demanded = ((New Quantity Demanded - Old Quantity Demanded) / Midpoint of Quantities) * 100
= ((80 - 100) / ((100 + 80) / 2)) * 100
= (-20 / 90) * 100
= -22.22%

% change in price = ((New Price - Old Price) / Midpoint of Prices) * 100
= ((7 - 5) / ((5 + 7) / 2)) * 100
= (2 / 6) * 100
= 33.33%

Now, let's plug the values into the formula:

Ed = (-22.22% / 33.33%)
= -0.67

So, the price elasticity of demand is approximately -0.67.

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Answer:

B

Step-by-step explanation:

So what you have to do is find out how to get from 28 to 8

8x3.5=28

So let's multiply the bottem side by 3.5

3x3.5=10.5

Answer:

B)  10.5

Step-by-step explanation:

28 is to 8 as 'x' is to 3

28/8 = x/3

cross multiply the above proportion:

28(3) = 8x

84 = 8x

84/8 = x

10.5 = x

Answer:

11 1,11 1 x 11

13 1, 13 1 x 13

17 1, 17 1 x 17

19 1, 19 1 x 19

Step-by-step explanation:

Answer:

Word. The word name

Step-by-step explanation:

I hope this helps you :)

The lowest point should be used for measurement. To acquire a correct reading, students must read the meniscus at eye level. In order to read the meniscus at eye level, students need first set the graduated cylinder on the table and then stoop.

A measuring cylinder, often referred to as a graded cylinder, a cylinder measuring cylinder, or a mixing cylinder, is a piece of lab apparatus used to gauge the quantity of fluids, chemicals, or solutions used during a typical lab session. Compared to common laboratory flasks and beakers, graduated cylinders offer higher precision and accuracy. The graduated cylinder is a scientific tool that employs the metric system rather than the American standard system, so measurements are made in millilitres rather than ounces. The volume of an object or quantity of liquid is measured using a graduated cylinder, a common piece of laboratory glassware. It is a glass cylinder with side markings resembling those on a measuring cup, as its name suggests.

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If the best fit line is nearly horizontal, it suggests no significant relationship between height and head circumference.

In this scenario, the explanatory variable is the child's height, as it is being used to predict the head circumference.

The response variable is the head circumference itself, as it is the variable being predicted or explained by the height.

To draw a scatter diagram of the data, you would plot the child's height on the x-axis and the corresponding head circumference on the y-axis. Each data point would represent a child's measurement pair.

Once all the data points are plotted, you can then draw the best fit line, also known as the regression line, that represents the overall trend or relationship between height and head circumference.

By observing the scatter diagram and the best fit line, you can determine the relationship between a child's height and head circumference.

If the best fit line has a positive slope, it indicates a positive relationship, meaning that as height increases, head circumference tends to increase as well.

If the best fit line has a negative slope, it indicates a negative relationship, meaning that as height increases, head circumference tends to decrease.

By assessing the slope of the best fit line in the scatter diagram, you can determine whether the relationship between height and head circumference is positive, negative, or nonexistent.

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Hey there! I'm happy to help!

Let's write this equation out.

2/3+1/3x=2x

We want to get all of the variables on the left side and all the numbers on the right side so we can see what number x is equal to. First, Let's subtract 2/x from both sides.

2/3+1/3x-2x=0

We subtract 2/3 from both sides.

1/3x-2x=-2/3

We combine our x values.

-5/3x=-2/3

We divide both sides by -5/3.

x=-5

Have a wonderful day and keep on learning! :D

The common factor of given terms is x/8, which is given in option B.

A factor is a number that divides another number, leaving no remainder.

Here, given terms are:

 \(\frac{5}{8}x\)     and      \(\frac{11}{8} x\)

Now, factors of 5x/8 = 5 X 1/8 X (x)

        factors of 11x/8 = 11 X 1/8 X (x)

So, common factors are 1/8 and x

Thus, the common factor of given terms is x/8, which is given in option B.

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Answer:

x> 13

Step-by-step explanation:

x-4 >9

Add 4 to each side

x-4+4 >9+4

x> 13

Find the area of one side, which is length x width:

2/3 x 2/3 = 4/9 square ft.

There are 6 sides to the prism, so multiply the area of one side by 6:

4/9 x 6 = 24/9 = 2 6/9 = 2 2/3 square ft.

Answer:

the answer is attached to the picture

Answer:

G (-3,-1)

H (-2,-3)

I (1,1)

Step-by-step explanation:

After a reflection across y=2, the y-coordinates of the vertices will change sign while the x-coordinates remain the same. Thus, the new coordinates of the vertices will be:

G (-3,-1)

H (-2,-3)

I (1,1)

Answer:

G (3,3) , H (2,5), I (-1,1)

Step-by-step explanation:

Since it’s flipped over the Y-Axis, the X-Axis numbers remain the same.

WRONG!!

didnt read the question correctly, so the vertices are incorrect lol.

The correct option from the given choices is 4) 5,070. Determine the reorder point in a continuous review policy with a cycle service level of 95%,

We can use the following formula:

Reorder Point = R + Z * sqrt(L * \(σ^2_R\))

Where:

- R is the average demand during lead time

- Z is the Z-score corresponding to the desired service level (95% corresponds to a Z-score of approximately 1.645)

- L is the lead time

- \(σ^2_\)R is the variance of demand during lead time

Given:

R = 1500

\(σ^2\)R = 200

L = 3

Using the formula, we can calculate the reorder point:

Reorder Point = 1500 + 1.645 * sqrt(3 * 200)

Reorder Point ≈ 1500 + 1.645 * sqrt(600)

Reorder Point ≈ 1500 + 1.645 * 24.4948974

Reorder Point ≈ 1500 + 40.2570784

Reorder Point ≈ 1540.2570784

Rounding the reorder point to the nearest whole number, we get:

Reorder Point ≈ 1540

Therefore, the correct option from the given choices is 4) 5,070.

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Answer:

It's A

Step-by-step explanation:

The first part is her purchase before the tax, which should be $32. The second part is her purchase after sales tax, which adds 8% to the shoes and results in the purchase being $34.40

The statement is true. If matrices A and B are similar n x n matrices, then they have the same characteristic polynomial, and thus the same eigenvalues.

Similar matrices have the property that they can be expressed in terms of each other through a similarity transformation. This means that there exists an invertible matrix P such that A = P⁻¹BP.

The characteristic polynomial of a matrix is defined as det(A - λI), where A is the matrix, λ is the eigenvalue, and I is the identity matrix. Since A and B are similar, we can express B as B = PAP⁻¹.

The characteristic polynomial of B:

det(B - λI) = det (PAP⁻¹ - λI)

= det(PAP⁻¹ - PλIP⁻¹) (since P⁻¹P = I)

= det(P(A - λI)P⁻¹)

= det(P) × det(A - λI) × det(P⁻¹)

= det(A - λI)

As you can see, the characteristic polynomial of B is equal to the characteristic polynomial of A, which implies that they have the same eigenvalues.

Therefore, if matrices A and B are similar nxn matrices, they have the same characteristic polynomial and the same eigenvalues.

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8.  x=(a+b)/c.

The given equation is,

(b-cx)/a+(a-cx)/b+2=0

⇒b/a-cx/a+a/b-cx/b+2=0

Taking the variables to LHS and constants to RHS,

-cx/a-cx/b=-b/a-a/b-2

or, cx/a+cx/b=b/a+a/b+2

or, cx(1/a+1/b)=b/a+a/b+2

Multiplying both sides of the above equation by ab,

or, cx(a+b)/ab=(a²+b²+2ab)/ab

⇒cx(a+b)=(a²+b²+2ab)

or, cx(a+b)=(a+b)²

∴ x=(a+b)²/c(a+b)=(a+b)/c

Hence x=(a+b)/c.

9.  x= -ab(c-a+b)

The given equation is,

a/(x+a)+b/(x-b)=(a+b)/(x+c)

Multiplying the LHS and RHS of the equation by (x+a)(x-b)(x+c),

a(x-b)(x+c)+b(x+a)(x+c)=(a+b)(x+a)(x-b)

⇒a(x²-bx+cx-bc)+b(x²+ax+cx+ac)=(a+b)(x²+ax-bx-ab)

The above equation has terms with variables x²,x and constant terms.

Keeping the like terms together,

x²(a+b-a-b)+x(-ab+ac+ab+bc-a²+b²)= abc-abc-a²b-ab²

⇒ x²(0)+x(ac+bc-a²+b²)= -a²b-ab²

⇒ x = (-a²b-ab²)/(ac+bc-a²+b²)

       = -ab(a+b)/[c(a+b)-(a+b)(a-b)]

       = -ab(a+b)/(a+b)(c-a+b)

       = -ab/(c-a+b)

Hence, x= -ab/(c-a+b)

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The solutions for questions 8 and 9 are:

8. b = (ac - 2ab)/(2-a)

9. x = [-b ± sqrt((a+b)^2 + 4b(a+c))]/(2b)

To solve the equation:

(b-cx)/a+(a-cx)/b+2=0

Simplify the equation by finding a common denominator.

Multiply the first term by b/b and the second term by a/a, then add them together:

(b^2 - bcx + a^2 - acx)/(ab) + 2 = 0

collect like terms:

(b^2 + a^2)/(ab) - cx(a+b)/(ab) + 2 = 0

Multiply both sides by ab to eliminate the denominator:

b^2 + a^2 - cx(a+b) + 2ab = 0

Simplify:

cx = (a^2 + b^2 + 2ab)/(a+b)

cx = (a+b)^2/(a+b)

cx = a+b

Substitute cx with a+b:

(b-c(a+b))/a + (a-c(a+b))/b + 2 = 0

Simplify:

(2b - ac - bc)/(ab) = -2

Multiply both sides by ab:

2b - ac - bc = -2ab

Solve for b:

b = (ac - 2ab)/(2-a)

9. To solve the equation:

a/(x+a) + b/(x-b) = (a+b)/(x+c)

We can start by finding a common denominator on the left side:

(a(x-b) + b(x+a))/((x+a)(x-b)) = (a+b)/(x+c)

Simplify:

(ax - ab + bx + ab)/((x+a)(x-b)) = (a+b)/(x+c)

collect like terms:

(ax + bx)/((x+a)(x-b)) = (a+b)/(x+c)

Factor out x:

x(a+b)/((x+a)(x-b)) = (a+b)/(x+c)

Cross-multiply:

(a+b)(x+c) = x(a+b)(x-b)

Expand and simplify:

ax + bx + ac + bc = ax^2 - bx^2

Rearrange and simplify:

bx^2 + (a+b)x - (a+c)b = 0

Use the quadratic formula to solve for x:

x = [-b ± sqrt((a+b)^2 + 4b(a+c))]/(2b)

Note that this equation has a restriction on x, namely that x cannot be equal to a or b, since that would make some of the denominators zero.

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The midpoint of a class is indeed calculated by adding the lower and upper limits of the class and then dividing the sum by two. The statement is true.

This concept is commonly used in statistics and data analysis.

In statistical data, classes are often created to group data points within a range. Each class has a lower limit and an upper limit, defining the range of values it encompasses. The midpoint is a representative value within the class that provides a measure of its central tendency.

To calculate the midpoint, the lower and upper limits of the class are added together, resulting in the total range of the class. Dividing this sum by two gives the midpoint. It is important to note that the midpoint is not necessarily an actual data point; rather, it is a statistical measure used to represent the central value within a class.

For example, suppose we have a class with a lower limit of 10 and an upper limit of 20. Adding these values gives us 30, and dividing by two yields a midpoint of 15. This means that, for the purposes of analysis, we can consider the midpoint of the class as 15.

By calculating midpoints for each class in a data set, statisticians can summarize and analyze data in a more manageable and meaningful way. Midpoints help provide a sense of the central tendencies and distributions within the data, facilitating further statistical analysis and interpretation.

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Answer:

s=2

Step-by-step explanation:

3x2=6

Answer:

s = 2

Step-by-step explanation:

6=3s

It means 6 = 3 *(times) s

you have to divide 6 by 3 since 3 is multiplying you have to do the opposite of multiplication.

6/3 = s

2 = s

Thee volume of the cone has a value of 1, 739. 60 cubic feet

The formula for calculating the volume of a cone is expressed as;

V = πr²h/3

Where;

From the information given, we have the values as;

Diameter = 19

But radius = Diameter/2

Now, radius = 18. 7/2 = 9.35 ft

Substitute the values into the formula

Volume = 3. 142( 9.35)² × 19/3

Find the value of the square

Volume = 3. 142(87. 42) × 6. 3

Multiply the values

Volume = 1, 739. 60 cubic feet

Hence, the value is 1, 739. 60 cubic feet

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With a down payment of $15,000, an annual income of $90,000, and a 30-year mortgage rate of 5%, you should be able to afford a house with a median price of $350,000 in your area.

To determine how expensive of a house you can afford, we need to consider several factors, including your income, down payment, mortgage rate, and the median house price.

First, let's calculate the loan amount. Subtracting your down payment of $15,000 from the median house price of $350,000 gives us a loan amount of $335,000.

Next, we need to calculate your monthly mortgage payment. To do this, we will use the 30-year mortgage rate of 5%. Converting this annual rate to a monthly rate, we get 0.05/12 = 0.0042.

Using an online mortgage calculator, we can determine that the monthly mortgage payment for a $335,000 loan at a 5% interest rate is approximately $1,794.

To determine how much you can afford, we need to consider your income. Assuming an annual income of $90,000, we can estimate your monthly income by dividing it by 12, which gives us $7,500.

As a general rule, lenders typically recommend that your monthly mortgage payment should not exceed 28% of your monthly income. In your case, 28% of $7,500 is $2,100.

Since your estimated monthly mortgage payment of $1,794 is below $2,100, you should be able to afford a house with a median price of $350,000, given your income, down payment, and mortgage rate.

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In summary: Sequence 1 has no term out of increasing order. Sequence 2 has the first term out of increasing order at position 2. Sequence 3 has the first term out of increasing order at position 7. Sequence 4 has the first term out of increasing order at position 4. Sequence 5 has the first term out of increasing order at position 3.

1 5 78 99 101 202 400: This sequence is in increasing order throughout, so there is no term that breaks the increasing pattern.

5 2 7 90 85 80 72: The sequence starts with 5, then decreases to 2 (out of increasing order) at position 2.

5 6 9 10 14 21 20: The sequence is increasing until position 6, where it reaches 21. However, the next term, 20, is lower than the previous term, 21 (out of increasing order) at position 7.

3 7 10 9 8 14 17: The sequence starts with 3 and increases until position 3 (10). However, at position 4, the next term, 9, is lower than the previous term, 10 (out of increasing order).

5 77 25 45 22 94 58 99: The sequence is increasing until position 2, where it reaches 77. However, at position 3, the next term, 25, is lower than the previous term, 77 (out of increasing order).

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Answer:

Somebody once told me the world is gonna roll me

I ain't the sharpest tool in the shed

She was looking kind of dumb with her finger and her thumb

In the shape of an "L" on her forehead

[Pre-Chorus]

Well, the years start coming and they don't stop coming

Fed to the rules and I hit the ground running

Didn't make sense not to live for fun

Your brain gets smart but your head gets dumb

So much to do, so much to see

So what's wrong with taking the backstreets?

You'll never know if you don't go

You'll never shine if you don't glow

[Chorus]

Hey now, you're an all star

Get your game on, go play

Hey now, you're a rock star

Get the show on, get paid

And all that glitters is gold

Only shooting stars break the mold

[Verse 2]

It's a cool place, and they say it gets colder

You're bundled up now, wait 'til you get older

But the meteor men beg to differ

Judging by the hole in the satellite picture

The ice we skate is getting pretty thin

The water's getting warm so you might as well swim

My world's on fire, how 'bout yours?

That's the way I like it and I'll never get bored

[Chorus]

Hey now, you're an all star

Get your game on, go play

Hey now, you're a rock star

Get the show on, get paid

All that glitters is gold

Only shooting stars break the mold

[Interlude]

Go for the moon

Go for the moon

Go for the moon

Go for the moon

[Chorus]

Hey now, you're an all star

Get your game on, go play

Hey now, you're a rock star

Get the show on, get paid

And all that glitters is gold

Only shooting stars

[Verse 3]

Somebody once asked, “could I spare some change for gas?

I need to get myself away from this place"

I said, "Yep, what a concept

I could use a little fuel myself and we could all use a little change"

[Pre-Chorus]

Well, the years start coming and they don't stop coming

Fed to the rules and I hit the ground running

Didn't make sense not to live for fun

Your brain gets smart but your head gets dumb

So much to do, so much to see

So what's wrong with taking the backstreets?

You'll never know if you don't go (Go!)

You'll never shine if you don't glow

[Chorus]

Hey now, you're an all star

Get your game on, go play

Hey now, you're a rock star

Get the show on, get paid

And all that glitters is gold

Only shooting stars break the mold

[Outro]

And all that glitters is gold

Only shooting stars break the mold

Step-by-step explanation:

Answer:

4,000%

Step-by-step explanation:

You can solve this problem by using a proportion.

So to start the proportion draw one line then put an equal sign and draw another line.

Then start filling out the proprtion. in proprtions  your is and of can make it easier to solve the problem

is $10,000_________= ______________

of 5%                                     100%    

First multiply $10,000 dollars by 100%, you get 200,000%

Then divide 200,000% by 5% and you get 4,000%

ANOVA is a statistical technique that compares the means of two or more groups to see whether there is a difference between them.

It is very hard to provide an answer to your question as you have mentioned an attachment but no file was attached to the question. However, let me provide you with general guidance regarding conducting statistical analysis and writing an APA format paper.What is a statistical analysis?Statistical analysis is the method of collecting, cleaning, analyzing, and interpreting data to gain knowledge and identify patterns or relationships between variables.What is ANOVA?ANOVA is a statistical technique that compares the means of two or more groups to see whether there is a difference between them. The primary purpose of ANOVA is to test for a difference in group means.What is the eight-step hypothesis test?Here are the eight steps of hypothesis testing:1. State the null hypothesis (H0) and the alternate hypothesis (Ha).2. Decide the level of significance (α)3. Determine the test statistic4. Calculate the p-value5. Make a decision to reject or fail to reject the null hypothesis6. Interpret the result of the test7. State the conclusion of the test8. State the implications or applications of the decision.How to write a paper in APA format?Here is the basic format of an APA paper:1. Title page: It includes the paper's title, the author's name, and the institution's name.2. Abstract: This is a brief summary of the paper that follows the title page.3. Introduction: This section provides background information and states the research problem or question.4. Methodology: This section describes the research design and methodology used in the study.5. Results: This section presents the findings of the study.6. Discussion: This section interprets and explains the results and draws conclusions.7. References: This section lists the sources cited in the paper.

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Answer:

D

Step-by-step explanation:

Ratio measurements

VZX: RPQ

ZX: PQ

4: 3.2

1.25: 1

5/1.25= 4

The total number of three-digit numbers abc that satisfy the property \(a > b > c + 1\) is:64 + 49 + 36 + 25 + 16 + 9 + 4 + 1 = 204. So, there are 204 three-digit numbers that meet the given condition.

To determine the number of three-digit numbers abc that satisfy the property \(a > b > c + 1\), we need to consider the possible values for a, b, and c.

Since a, b, and c are digits, they can take values from 0 to 9 inclusive.

Let's analyze the possible cases:

If a = 9: In this case, b can take values from 8 to 0 (excluding c + 1), and c can take values from 7 to 0. So, there are 8 possible values for b and 8 possible values for c, resulting in a total of 8 * 8 = 64 three-digit numbers.

If a = 8: In this case, b can take values from 7 to 0 (excluding c + 1), and c can take values from 6 to 0. So, there are 7 possible values for b and 7 possible values for c, resulting in a total of 7 * 7 = 49 three-digit numbers.

If a = 7: In this case, b can take values from 6 to 0 (excluding c + 1), and c can take values from 5 to 0. So, there are 6 possible values for b and 6 possible values for c, resulting in a total of 6 * 6 = 36 three-digit numbers.

If a = 6: In this case, b can take values from 5 to 0 (excluding c + 1), and c can take values from 4 to 0. So, there are 5 possible values for b and 5 possible values for c, resulting in a total of 5 * 5 = 25 three-digit numbers.

If a = 5: In this case, b can take values from 4 to 0 (excluding c + 1), and c can take values from 3 to 0. So, there are 4 possible values for b and 4 possible values for c, resulting in a total of 4 * 4 = 16 three-digit numbers.

If a = 4: In this case, b can take values from 3 to 0 (excluding c + 1), and c can take values from 2 to 0. So, there are 3 possible values for b and 3 possible values for c, resulting in a total of 3 * 3 = 9 three-digit numbers.

If a = 3: In this case, b can take values from 2 to 0 (excluding c + 1), and c can take values from 1 to 0. So, there are 2 possible values for b and 2 possible values for c, resulting in a total of 2 * 2 = 4 three-digit numbers.

If a = 2: In this case, b can take value 1 (excluding c + 1), and c can take value 0. So, there is only 1 possible value for b and 1 possible value for c, resulting in a total of 1 * 1 = 1 three-digit number.

Therefore, the total number of three-digit numbers abc that satisfy the property \(a > b > c + 1\) is:

64 + 49 + 36 + 25 + 16 + 9 + 4 + 1 = 204.

So, there are 204 three-digit numbers that meet the given condition.

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a. The unemployment rate is 20%.

b. The labor-force participation rate is 60%.

According to the question,

Working age population- 100,000

Labour force - 60,000

Unemployed - 12000 instructions

a) The unemployment rate is the percentage of the labor force that is unemployed and it is calculated as follows:

Unemployment Rate = \(\frac{Number of unemployed People}{Labor force}\) × 100

When an unemployed population is 12,000 and the labor force is 60,000,

the unemployment rate is  = \(\frac{12000}{60000}\) × 100 = 20%

b) labor force participation rate is the percentage of working adult population that participates in labor either by actively looking for a job, or working. It is calculated as follows:

Labor Force Participation Rate = \(\frac{Labor force}{working age population}\) × 100

When the labor force is 60,000 and the working-age population is 100,000

Labor Force Participation Rate = \(\frac{60000}{100000}\) × 100 = 60%

So, a. The unemployment rate is 20%.

b. The labor-force participation rate is 60 %.

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Therefore, we can see that the UK has a higher population density than Spain.

In mathematics, "square" usually refers to the operation of multiplying a number by itself. When we square a number, we write it as that number raised to the power of 2, or we can use the symbol "^2" to indicate that we are squaring the number.

For example, the square of 3 is. \(3^2\), which is equal to 9. Similarly, the square of -5 is. \((-5) ^2\), which is equal to 25. In general, we can square any real number (positive, negative, or zero) to get a non-negative result.

We can also use the term "square" to refer to a geometric shape that has four equal sides and four right angles, such as a square on a checkerboard or a piece of paper.

by the question.

For the UK:

\(Population density = Population /Area\)

\(= 66,000,000 /95,000\)

\(= 694.74 people per square mile\)

For Spain:

\(Population density = Population / Area\)

\(= 47,000,000 / 195,000\)

\(= 241.03 people per square mile\)

To learn more about square:

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