convert gallons to cups

The dot plot that has a symmetric distribution is option b.

A dot plot is a graph that has similarities with a histogram. A dot plot is made up of a number line and dots. A dot plot is used to represent the frequency of a data set.

The dots in the dot plot represent the frequency of the data. The greater the frequency of a data, the greater the number of dots the number has. For example, if a number has a frequency of 6, it would have 6 dots have it.

A dot plot is symmetric if the left side of the graph and the right side of the graph are mirror images of each other. A dot plot is skewed to the left if there are more dots on the left side of the graph. A dot plot is skewed to the right if there are more dots on the right side of the graph.

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Answer:

Jack and Jill look at all their savings, Jack has £34,508 and Jill has £8,529. How much more does Jack have than Jill?

Step-by-step explanation:

34,508 - 8529 = 25979

Answer:

lay lay and jay went to the store and bout some candy they had 34,508 dollers and spent 8,529 dollers how much money do they have left

Step-by-step explanation:

hey did i help pls mark brainliest

Answer:

24cm

Step-by-step explanation:

24÷2=12

1/2×b×h=1/2×12×10

=60cm

60-24=36

36-12=24cm

AustralianFish=24cm

Fission of 1 kg of element B releases 26 times as much energy as burning 1 kilogram of element A.

A ratio can be defined as a mathematical expression that's used to denote the proportion of two (2) or more quantities with respect to one another and the total quantities.

A proportion can be defined as an expression which is typically used to represent (indicate) the equality of two (2) ratios. This ultimately implies that, proportions can be used to establish that two (2) ratios are equivalent and solve for all unknown quantities.

Next, we would determine the ratio of the energy released by elements A and B:

EB : EA = EB/EA

Ratio = 1.3 × 10¹⁰/5.1 × 10⁸

Ratio = 25.49 ≈ 26.0

Therefore, fission of 1 kg of element B releases 26 times as much energy as burning 1 kilogram of element A.

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Complete Question:

Use the table to the right to answer the following question.

Compare the energy released by fission of 1 kilogram of element B to that released by burning 1 kilogram of element A.

Energy released by burning 1 kilogram of element A is 5.1 × 10⁸

Energy released by fission of hydrogen in 1 kilogram of element B is 1.3 × 10¹⁰

Fission of 1 kg of element B releases ____ times as much energy as burning 1 kilogram of element A. ​(Round to the nearest whole number as​ needed.)

Answer:

Step-by-step explanation:

(Left hand side) 5 + 1 = 6

(Right hand side) 5 + 1 = 6

Answer:

Hello. The domain is (-5, 5), which translates to option D.

-5 ≤ x ≤ 5

Answer:

C. Left 7

Step-by-step explanation:

The question asks us about the number of units the x-coordinates of the parallelogram moved, therefore we have to look for the horizontal translation of the points A, B, C, and D.

To do this, we can look at the position of any of these points and the position of its corresponding point, to figure out how many units to the left or right they have moved.

For example, let's look at A and A':

To go from A to A', we have to move 7 units to the left.

It's the same for B and B' as well as the other points and their corresponding points.

Therefore the x-coordinates of parallelogram ABCD have moved 7 units to the left.

The solution to the given Inequality i.e. -2(8x-4) < 2x + 5 is x>[tex]\frac{1}{6}[/tex]

Inequality:

Inequality, A declaration of an order relationship between two numbers or algebraic expressions, such as greater than, greater than or equal to, less than, or less than or equal to. Equations can be used to address Inequality problems when they are stated as questions or as declarations of fact in the form of theorems.

Given that a Inequality  i.e. -2(8x-4) < 2x + 5  and asked to find the solution of the given Inequality.

⇒  -2(8x-4) < 2x + 5

⇒ -16x+8 < 2x+5

⇒3< 18x

⇒x>[tex]\frac{1}{6}[/tex]

Therefore,The solution to the given inequality i.e. -2(8x-4) < 2x + 5 is x>[tex]\frac{1}{6}[/tex]

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Answer:

t > 94.5

Step-by-step explanation:

Red and green lines are Parallel lines. and black line is perpendicular to the blue line.

Parallel lines have the same slope since the slope is like a measure of steepness and since parallel lines are of the same steepness, thus, are of the same slope.

Since the parallel line has equation y = 2x + 2, thus its slope is 2 and thus, the slope of the needed line is 2 too.

In the given figure, we have a set of lines which are parallel and perpendicular to each others.

We know that Parallel lines are lies in the same plane which when extended do not meet and are always same distance apart from each other.

The Perpendicular lines are two non-vertical lines in the same plane that intersect at right angles.

From the figure given,

Red and green lines are Parallel lines. and black line is perpendicular to the blue line.

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Answer:

If your looking for the value it’s 129

(9-7)^3=8

5^0 + (8+3)^2=122

Step-by-step explanation:

Answer:

its 5 good luck

Step-by-step explanation:

Answer:

40 - 35 = 5 dollars more

Jennie median = 40

Markos median = 35

Subtract and it equals = 5

Hope this helps with your question :)

The number of significant digits is 4

Quotient can be defined as the number that results from the division of a number by another number.

Example;

The quotient of 4 and 2 is expressed as;

= 4/ 2

= 2

From the information given, we have the numbers as;

To determine the quotient, we have;

= 2.058 × 10^9/ 3.0571 × 10^−4

= 6. 731 × 10^12

The number of significant digits is 4

Thus, the number of significant digits is 4

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100 kg = 100000 g

∴ bags needed = [tex]\frac{100000}{250}[/tex] = 400

Answer:

first choice on the left.

Step-by-step explanation:

Comment

That is not the easiest graph I've seen to interpret. What it shows is that each cup of juice is 3/4 of a cup.

The graph says she has 4 cups that she can give out. She has 1/4 cup left over which is why it is marked.

Technically the answer is 4 cups with 1/4 cup left over, so the answer should be A.

Answer:

x = 0 or x = 1/4

Step-by-step explanation:

f(x) = 4x^2-x-3 = -3

4x^2 - x - 3 = -3

4x^2 - x = 0

x(4x - 1) = 0

x = 0 or 4x - 1 = 0

x = 0 or x = 1/4

Answer:

The values for x are x =0  x = 1/4

Step-by-step explanation:

f(x)=4x^2-x-3

find f(x) = -3

Let f(x) = -3

Solve for x

-3 = 4x^2-x-3

Add 3 to each side

-3+3 = 4x^2-x-3+3

0  = 4x^2-x

Factor out an x

0 = x( 4x-1)

Using the zero product property

0 = x    4x-1 =0

0=x     4x=1

0=x   x = 1/4

The values for x are x =0  x = 1/4

The mathematical form of perimeter and area formulas allows us to find obtain the same values from triangles not congruent to each other due to commutative property for addition and multiplication.

The perimeter is equal to the sum of the lengths of the three sides of the triangle and the Heron's formula allows us to calculate the areas in term of the three side lengths:

A = √[s · (s - a) · (s - b) · (s - c)]

s = 0.5 · (a + b + c)

Where:

The mathematical form of perimeter and area formulas allows us to find obtain the same values from triangles not congruent to each other due to commutative property for addition and multiplication.

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The inequality between (5/6), (1/2), (3/9) and 1 can be best described by

[tex][\frac{3}{9} < \frac{1}{2} < \frac{5}{6} < 1][/tex].

As per the question statement, we are provided with three proper fractions, (5/6), (1/2), (3/9) and an integer, 1.

We are required to correctly compare the inequality between the question mentioned terms.

Since all three fractions are proper fractions, i.e., their numerators are less than their denominators, hence, all three fractions are less than the integer 1.

Thus, we are required to determine the order of magnitude between the fractions. To do so, we will calculate the L.C.M of the denominators.

L.C.M of 2, 6 and 9 is 18.

Therefore, we will multiply both the numerator and denominators of (5/6) with 3, and we will obtain [tex]\frac{5*3}{6*3} =\frac{15}{18}[/tex].

Similarly, we will multiply both the numerator and denominators of (1/2) with 9, and we will obtain [tex]\frac{1*9}{2*} =\frac{9}{18}[/tex].

Finally, we will multiply both the numerator and denominators of (3/9) with 2, and we will obtain [tex]\frac{3*2}{9*2} =\frac{6}{18}[/tex].

Now comparing [tex][\frac{15}{18}, \frac{9}{18}, \frac{6}{18}],[/tex] we can see than all the denominators are now same (18). Hence, the order of magnitude of the fractions can be determined in the order of magnitude of the numerator values, i.e.,

[15 > 9 > 6] or, [6 < 9 < 15].

Therefore, [tex][\frac{6}{18} < \frac{9}{18} < \frac{15}{18}][/tex], or, [tex][\frac{3}{9} < \frac{1}{2} < \frac{5}{6}][/tex].

And since 1 is greater than any proper fraction, The inequality between (5/6), (1/2), (3/9) and 1 can be best described by [tex][\frac{3}{9} < \frac{1}{2} < \frac{5}{6} < 1][/tex].

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The expression which has a negative value according to the number line drawn in the task content where points P and S are as given is; Choice D; P + 1.

It follows from the task content that the expression which has a negative value among the given answer choices is to be identified.

As evident in the number line, the number S is greater than 1, and hence, is a positive number.

Also, the number P is less than -1 and hence, is a negative number.

Since, the task content requires that the expression with negative value be identified, it follows that the required expression is; Choice D.

This follows from the fact that, hypothetically, the value of P is -1.8, hence; P + 1 = -1.8 + 1

= -0.8

Ultimately, The expression which has a negative value according to the number line drawn in the task content where points P and S are as given is; Choice D; P + 1.

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Hi!

#1: Sarah would have $3 left.

#2:

10-2=8

14-6=8

15-9=6

17-6=11

13-5=8

11-8=3

20-8=12

16-7=9

12-9=3

12 – 9 = 3

21 – 9 = 12

11 – 6 = 5

5 – 5 = 0

4 – 0 = 4

16 – 8 = 8

10 – 5 = 5

18 – 7 = 11

13 – 8 = 5

12 – 4 = 8

#3:

a. 6,321 – 4,879 = 1,442

b. 451 – 275 = 176

c. 15,278 – 6,327 = 8,951

d. 23,000 – 14,995 = 8,005

e. 54 – 19 = 35

#4

a. How many kilowatt hours of electricity did the Smiths use during February?

They used 19,423 (I believe)

b. How many kilowatt hours did they use during March?

They Used 865

#5:

Last year, Terry earned $19,436. This year, Terry got a raise that increased her income to $23,457.

a. How much more money did Terry make this year?

39,893 (I believe)

b. If Terry gets the same raise again next year, what will her total income be then?

63,350 ( i believe)

#6: 5,972 Ft taller

#7: 59 words.

#8:

a. 769 – 362 = 407

b. 502 + 17 = 519

c. 7,802 – 3,461 = 4,341

d. 1,432 + 2,568 = 4,000

The first term of the arithmetic sequence [tex]a_{1}[/tex] is -9

As per the question statement, we are given an arithmetic sequence whose 12th given term is 13 and common difference is 2. We are supposed to find the first term [tex]a_{1}[/tex].

We know that the [tex]n_{th}[/tex] term in an arithmetic sequence is given by:

[tex]a_{n} = a_{1}+(n-1)d[/tex]

where "n" is the number of terms and "d" is the common difference.

Now in question, [tex]a_{n} =a_{12} =13[/tex]

[tex]d=2[/tex]

[tex]n=12[/tex] and we have to find [tex]a_{1}[/tex]

Substituting values,

[tex]13=a_{1} +(12-1)*2\\13=a_{1} +11*2\\13=a_{1}+22\\a_{1} = -9[/tex]

Hence [tex]a_{1} = -9[/tex]

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Answer:

2.16

Step-by-step explanation:

if I understand the description correctly:

3.5*x / 9 = 4.2 / 5

3.5x = 4.2*9 / 5

x = 4.2*9 / 5*3.5

x=2.16

Answer:

The first graph.

Hope this helps :)

Step-by-step explanation:

The y-intercept in the equation y = x^2 - 1 is -1.

So the first graph represents the point where the line intercepts the y-axis which is at - 1.

The y-intercept for the second graph is not - 1.

So the first graph would be correct for the equation

So the first graph would be correct for the equation y = x^2 - 1

Given;

U = {1,2,3,4,5,6,7,8,9},

A = {1,2,3,4,5,6},

B = {2,4,5,6},

C = {1,6,7}.

To find;

A∩B, A∪C, (AUB)∩(A∪C), A'∩B', (A∩C)', A∪C, A∩(B∪C), A', A'∪B', A-B, A∪B, A∪(B∪C), B', (AUB)', B-C

A∩B = {2,4,5,6,}

A∪C = {1,2,3,4,5,6,7}

(AUB)∩(A∪C) = {1,2,3,4,5,6}

A'∩B' ={7,8,9}

(A∩C)' =  {2,3,4,5,7,8,9}

A∪C = {1,2,3,4,5,6,7}

A∩(B∪C) = {1,2,4,5,6}

A' = {7,8,9}

A'∪B' = {1,3,7,8,9}

A-B = {2,4,5,6}

A∪B = {1,2,3,4,5,6}

A∪(B∪C) = {1,2,3,4,5,6,7}

B' = {1,3,7,8,9}

(AUB)' = {7,8,9}

B-C = {6}

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Answer:

Step-by-step explanation:

Given 900 tickets for sale and restrictions on the numbers of reserved and general admission seats, you want a system of inequalities that models the possible sales. You also want a graph of the feasible region.

The variables are defined as ...

The limits give rise to these inequalities:

  x ≤ 600 . . . . . no more than 600 reserved seats can be sold

  y ≥ 200 . . . . . at least 200 general admission tickets will be sold

  x + y ≤ 900 . . . . at most, 900 tickets can be sold

These inequalities can be graphed simply by giving them as input to a graphing calculator. The result is attached. The feasible region is that area of the graph where the three solution spaces overlap. Here, it is outlined in black.

Answer:  y = –13.5x + 60

Step-by-step explanation:

Answer:

30x <= 240

Step-by-step explanation:

Answer:

Step-by-step explanation:

a=213

l=912

let cardinal number=n

let c.d.=d

d=214-213=1

l=a+(n-1)d

912=213+(n-1)1

912=213+n-1

912-212=n

n=700

cardinal number=700

Answer:

Graphed it for you!

Step-by-step explanation: