To see if these ratios make a proportion let us first change them into fractions
= 4:10 = 4/10 = 4 ÷ 2 / 10 ÷ 2 = 2/5
= 6:15 = 6/15 = 6 ÷ 3 / 15 ÷ 3 = 2/5
= Since both these ratios are getting simplified into a same fraction , they are proportional .
Therefore , 4 : 10 :: 6 : 15 ( 4 : 10 is proportional to 6 : 15 )
PLEASE HELP
A cleaning spray contains 1/2 cup of vinegar for every 4 teaspoons of lemon oil
how many cups of vinegar are needed for 2 teaspoons of lemon oil?
Answer:
1/4 cup of vinegar for 2 tsp of lemon oil
Step-by-step explanation:
got it right on I-ready
and the Rate in cups of vinegar per teaspoons of lemon oil is 1/8
Gus has a lunch food budget of $190 per month. He spends an average of $5 per day on lunch. Which of the following equations represents how much money is left in his lunch budget after x days of buying lunch?
A.
y = 5x - 190
B.
y = 190 - 5x
C.
y = 190x - 5
D.
y = 190 + 5x
Answer:
The answer is C.
Step-by-step explanation:
Each day (x) he loses 5 dollars from his total of 190. And C shows that because 190 - 5 x. 190 is his total, 5 is dollars lost a day, and x is days
Write the equation of a line in point slope form that passes through (-1, 4), and is perpendicular to y = -4x +3
Answer:
y = 1/4x + 17/4
Step-by-step explanation:
Slope-Intercept Form: y = mx + b
Perpendicular lines have the negative reciprocal slope.
m = 1/4
y = 1/4x + b
4 = 1/4(-1) + b
4 = -1/4 + b
17/4 = b
y = 1/4x + 17/4
A1 plumbing service charges $35 per hour plus a $25 travel charge for a service call. Good guys plumbing repair charges $40 per hour for a service call with no travel charge. How long must a service call be for the two companies to charge the same amount?
Answer: 5 hours
Step-by-step explanation: the equation is
35x + 25 = 40x just solve it to get 5
Paige mows
1
4
acre in
1
2
hour. How many acres does Paige mow per hour?
Answer:
1.16
Step-by-step explanation:
you have to divide 14 by 12 since the amount of acres mowed in 12 hours is how much acres she's mowed.
Y+5<3 inequality solution
Answer:
y=2
Step-by-step explanation:
y + 5 < 3
- 5 -5
y = 2
.................................
The Gators football team gained 4 yards on its first play, but lost 9 yards on the
second play. Which of the following best represents the result of these two
plays?
Answer:
-5 yards
Step-by-step explanation:
4 - 9
= -5
in that two plays:
loss 5 yards
A person going to a party was asked to bring 4 different bags of chips. Going to the store, she finds 13 varieties.
How many different selections can she make?
(this is a probability question)
Answer:
Step-by-step explanation:
13!/4(13-4)!
13!/4(9)!
Continue simplifying.
The formula for combinations n!/r!(n-r)! pay attention to class next time
"715" are the different selections she can make.
Given:
Number of different begs,
4Total number of varieties,
13So,
Total number of different selection = ¹³C₄
= [tex]\frac{13!}{4!\times (13-4)!}[/tex]
= [tex]\frac{13!}{(4!\times 9!)}[/tex]
= [tex]\frac{13\times 12\times 11\times 10}{4\times 3\times 2}[/tex]
= [tex]\frac{17160}{24}[/tex]
= [tex]715[/tex]
Thus the above answer is correct.
Learn more:
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12(8 – 5) idk to anwsher plz hefp
Answer:
36
Step-by-step explanation:
12(8-5)
12 * 3
36
Answer:
36
Step-by-step explanation:
(8-5) =3 then u do
12x3=36
MATH EXPERTS I NEED YOU! Is it graph A, B, C, or D?
Answer:
Its the first graph ok kid
Step-by-step explanation:
MLN=QPR. What is the measure of <1 and <2?
Answer:
B. <1 = 90, <2 = 40
Step-by-step explanation:
Given that ∆MLN = ∆QPR, it follows that the measure of their corresponding angles would be of the same measure.
<P = right angle = 90°
<1 corresponds to <P, therefore, <1 = 90°
<R = 40°
<2 corresponds to <R, therefore, <2 = 40°.
The answer would be: B. <1 = 90, <2 = 40
Pls help i dont understand :( will give Brainliest + 25 Points
Answer:
D
Step-by-step explanation:
Find the slope using the formula [ y2-y1/x2-x1 ]
2-2/-5-3
0/-8
0
Find the y-intercept using slope-intercept form [ y = mx + b ] and (3, 2)
y = 0x + b
2 = 0(3) + b
2 = b
Put everything we know into the final form.
y = 0x + 2
y = 2
Best of Luck!
change in y/change in x
y2-y1/x2-x1
2-2/-5-3
0/-8 = 0
The slope is 0 - the answer is d
because when 0x = 0, then you are left with y and only y
when the equation is x=, then the equation is undefined
but, when an equation is y=, that the slope is 0
Is the function even, odd, or neither?
Answer:
The function is neither even or odd
Step-by-step explanation:
find each sum.
1)-9+(-2)
2)3.2+1.4
3)5.1+(0.7)
4)2.2+(-3.8)
Answer:
1. 18
2. 0.36
3. 3. 57
4. -7. 36
Step 1: Select a two-digit number less than 100.
Step 2: Add 3 to your number.
Step 3: Double the result.
Step 4: Subtract 9.
Step 5: Multiply by 5.
Step 6: Add 15.
Step 7: Divide by 10
Did you get your original number? Use algebra to show why this works. How is
this problem different from the previous problem?
SOMEONE PLEASE HELPP MEEE!!!
Answer:
I'm unsure if this helps.
Step-by-step explanation:
step 1= 22
step 2= 25
step 3= 50
step 4= 41
step 5= 205
Step 6= 220
Step 7= 22
Solve using equivalent ratios.
Leila and Joe are two partners in a business. Leila makes $5 in profits for every $9 that
Jo makes. If Jo makes $36 profit on the first item they sell, how much profit does Leila
make?
Answer:
$20
Step-by-step explanation:
Leila to Jo: $5/$9
Leila to Jo: x/$36
5/9 = x/36
Cross multiply.
9x = 5 * 36
Divide both sides of the equation by 9.
x = 5 * 4
x = 20
Answer: $20
Solve –8y + 3 > –5.
A. {y | y < –1}
A. {y | y < –1}
B. {y | y > 1}
B. {y | y > 1}
C. {y | y > –1}
C. {y | y > –1}
D. {y | y < 1}
Answer:
.
Step-by-step explanation:
Which of the following is not equal to the rational number 7/4 ?
Option 1: 14/8
Option 2: 10/7
Option 3: 1.75
Option 4: 1 3/4
YOU COULD PICK MORE THEN ONE OPTION
Answer:
(2) [tex] \frac{10}{7} [/tex]
Step-by-step explanation:
Given the rational number, [tex] \frac{7}{4} [/tex], the following can be said to be equal to the rational number:
1. [tex] \frac{14}{8} [/tex]
Simplify the fraction
[tex] \frac{2*7}{2*4} [/tex]
[tex] = \frac{7}{4} [/tex]
Therefore, [tex] \frac{14}{8} = \frac{7}{4} [/tex]
3. [tex] \frac{7}{4} = 1.75 [/tex] (using your calculator)
4. [tex] 1\frac{3}{4} [/tex]
Convert from mixed fraction to improper fraction
[tex] 1\frac{3}{4} = \frac{7}{4} [/tex]
[tex] \frac{10}{7} [/tex] ≠ [tex] \frac{7}{4} [/tex]
The answer is (2) [tex] \frac{10}{7} [/tex]
Use slope formula, m= y2, - y1 over X2-X1 to find the slope of a line that passes through the points (-3, 8) and (4.-6).
m=
use the slope-intercept form, y=mx+b to find the y-intercept (b) of the line
b=
what is the new equation written in slope-intercept form y=mx+b
Answer:
m= -2
b= 2
y= -2x + 2
Step-by-step explanation:
Just did it
The slope of a line is m = -2 that passes through the points (-3, 8) and (4.-6), the y-intercept (b) of the line is 2, and the equation is y = -2x + 2.
What is the slope of the line?The slope of a line is defined as the gradient of the line. It is denoted by m
Slope m = (y₂ - y₁)/(x₂ -x₁ )
Given that the line that passes through the points (-3, 8) and (4.-6).
Let
x₁ = -3, y₁ = 8
x₂ = 4, y₂ = -6
∵ Slope m = (y₂ - y₁)/(x₂ -x₁ )
Substitute values in the formula
m = (-6 - 8)/(4 -(-3))
m = (-14)/7
m = -2
y - 8 = m(x - (-3))
y - 8 = -2(x + 3)
y = -2x -6 + 8
y = -2x + 2
Since the slope-intercept form, y = mx+b
So the y-intercept (b) of the line,
b = 2
Thus, the slope of a line is m = -2 that passes through the points (-3, 8) and (4.-6), the y-intercept (b) of the line is 2, and the equation is y = -2x + 2.
Learn more about the Slope of the Line here:
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Gender plays an important role in the six components of health.
Please select the best answer from the choices provided.
The ANSWER IS
T
I know because I just took the test
Answer:
sorry I didn't understand the answer t what is the answer t can u elaborated
Answer:
false
Step-by-step explanation:
its right
Tanya has 144 chairs that she needs to
arrange in a square. Which expression would tal
Tanya the number of chairs she needs in each
row?
Answer:
12 by 12
Step-by-step explanation:
12x12=144 which equals a square
brainliest will be awarded if uu give the correct answer:)))
- [tex]\frac{5}{8}[/tex] + [tex]\frac{3}{8}[/tex]
Answer:
[tex]-0.25[/tex]
The decimal 0.5 represents the fraction 5/10. The decimal 0.25 represents the fraction 25/100.
[tex]\frac{25}{100}[/tex]
-BBBM
The problem is:Manny drove 45 miles in 0.75 hours.What was the average rate that he drove in miles per hour?
Answer:
60mph
Step-by-step explanation:
Answer:
Manny drove 45 miles in 0.75 hours.What was the average rate that he drove in miles per hour?
60 mph
Step-by-step explanation:
التاريخ / /
اليوم
موضوع الدرس
و(
is 82
room )
what is
ده by
و به
the
area
0
the
room?can I translate in English
Wreh runs laps around a track every day after work. He runs at a constant rate and completes about 12 laps every 18 minutes.
How many minutes does it take Wreh to run 30 laps?
Solve this problem two different ways. Note: cross multiplication will only receive credit as one approach.
Answer:
It willtake 45 minutes
Step-by-step explanation:
divide 18 by 12= 1.5, so multiply 1.5 by 30
Martha drove 281.4 miles in 4.2 hours. How fast was she driving?
Answer:
I think your answer would be 67 mph
Step-by-step explanation:
281.4 / 4.2 = 67
Formula for speed:
d / t = s
answer this question JUST FOR POINTS this is not a real question (2+2)
Answer:
4 I think I could be wrong hahaha
which ordered pairs are solutions to the inequality y-3x<-4
(5,1)
(4,-2)
(-3,0)
(1,-1)
(0,-3)
Answer:
(5,1) (4,2)
Step-by-step explanation:
help plz explain how to use discributive property
1.Identify the fractions. Using the distributive property, you’ll eventually turn them into integers.
2.For all fractions, find the lowest common multiple (LCM) -- the smallest number that both denominators can fit neatly into. This will allow you to add fractions.
3.Multiply every term in the equation by the LCM.
4.Isolate variables adding or subtracting like terms on both sides of the equals sign.
5.Combine like terms.
6.Solve the equation and simplify, if needed.
A school principal plans to form teams from 126 third-graders, 180 fourth-graders, and 198 fifth-graders so that there is the same number of students from each grade level on each team. If all students participate, what is the largest possible number of teams and how many students will there be on each team?
Answer:
There are 9 teams possible each having 14 third-graders, 20 Fourth-graders, 22 Fifth-graders
Step-by-step explanation:
126 third-graders
180 fourth-graders
198 fifth-graders
Find the highest common factor of 126, 180, 198
Factors of 126: 1, 2, 3, 6, 7, 9, 14, 18, 21, 42, 63, 126.
Factors of 180 : 1, 2, 3, 4, 5, 6, 9, 10, 12, 15, 18, 20, 30, 36, 45, 60, 90, 180
Factors of 198: 1, 2, 3, 6, 9, 11, 18, 22, 33, 66, 99, 198.
The highest common factor of 126, 180, 198 is 9
The largest possible number of teams that can be formed is 9
Each team has
third-graders = 126 / 9
= 14
Fourth-graders = 180 / 9
= 20
Fifth-graders = 198 divided by 9
= 22
There are 9 teams possible each having 14 third-graders, 20 Fourth-graders, 22 Fifth-graders