What is the slope of this line? (5 points)
Show all work.

The ratio tells us how often one number is contained in another. In the class, there are six girls for every five boys. D is the right answer.

A ratio is an ordered pair of numbers a and b, expressed as a / b, where b is not equal to 0. A percentage is an equation in which two ratios are made equal to one another. For instance, you could express the ratio as 1: 3 if there is 1 guy and 3 girls (for every one boy there are 3 girls) One-fourth are boys and three-fourths are girls.

The ratio tells us how often one number is contained in another.

Considering that 96 of the 176 junior students are female. Consequently, the class's gender distribution is,

96 girls are present.

80 boys out of 176, or 96 boys.

Currently, the junior class's gender distribution is as follows:

Girls to Boys in Ratio

96 girls and 80 boys.

Divide the numerator and denominator by 16 to simplify.

Boys/Girls: 6 to 5.

Therefore, the answer is option d) 6:5.

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Answer:

11=z put the slash line in the equal sign

hope this helps

have a good day :)

Step-by-step explanation:

Answer:

Given:

Cost of doughnut at one shop = £1.40

Unknown:

Difference in the cost of doughnuts at the two shops = ?

To find the difference in the cost of doughnuts at the two shops, we must know the cost of doughnut at the second shop;

 Given that the cost of doughnut at the other shop is 20% more;

      = 1.20 x £1.4

      = £1.68

The difference in the cost of doughnuts  = £1.68 - £1.40 = £0.28

So the answer is £0.28

Answer:

If the donut cost 1.80 at the first shop it will cost 2.07 at the second shop. the difference is 27 cents

1.80×15%=.27

1.80+.27=2.07

Answer:

dr. potter provides 54 vaccinations TOTAL (including both measles and polio).

p+m=54

since there are 4 doses of polio and of measles, you have to use a variable to distinguish how many doses were given for measles and polio out of 142 given doses.

4p+2m=142

p+m=54

4p+2m=142

^^system of equation

p+m=54

4p+2m=142

p=54-m

4p+2m=142

(substitute 54-m to the equation)

4(54-m)+2m=142

m=37

(collect like terms, then substitute the value of m into the first equation)

p=54-37

p=17

(m, p)=(37, 17)

Step-by-step explanation:

i hope this helps, sorry for the wait

Answer:

g(- 6) = 11

Step-by-step explanation:

substitute x = - 6 into g(x) , that is

g(- 6) = - (- 6) + 5 = 6 + 5 = 11

Answer:

11

Step-by-step explanation:

g(x) = -x + 5

Let x = -6

g(-6) = -(-6) + 5

         =6+5

         =11

Answer:

Step-by-step explanation:

The smallest possible multiple of 13 dollars greater than 500 dollars would be 507 which is 13*39 (i assume you mean whole numbers when you say positive numbers, if not the other answer would be 13*38.461)

Answer:

d. interquartile range

Step-by-step explanation:

the iqr measures the first, second, and third quartile, and the median.

Check the picture below.

Approximately 66(2s f) percentage of the logo does the circle cover.

What is percentage?

A percentage is a number or ratio expressed as a fraction of 100 in mathematics. Although the abbreviations "pct.", "pct.", and occasionally "pc" are also used, the percent sign, "%," is frequently used to indicate it. A percentage is a number without dimensions and without a standard measurement.

To find the percentage we must first find the area of the circle:

We can find the radius of the circle using the distance formula;

⇒ [tex]d=\sqrt{(x_2-x_1)^2 +(y_2-y_1)^2}[/tex]

⇒  [tex]r = \sqrt{(6.3-0)^2+(1.6-0)^2}[/tex]

⇒   r = 6.5

Now we calculate the area;

⇒ [tex]A = \pi r^2[/tex]

⇒  [tex]A = \pi (6.5)^2[/tex]

⇒  [tex]A = \frac{169}{4} \pi[/tex]

To get the percentage we divide the area of the circle by the square’s are and multiply by 100;

⇒ Percentage = [tex]\frac{42.25*\pi }{200}*100[/tex]

⇒ Percentage = 66(2s f)

Hence, approximately 66(2s f) percentage of the logo does the circle cover.

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Answer:

1.

Step-by-step explanation:

We are trying to find out what is equal to 2(10x+4y)

2(10x+4y)

because 2 times 10x is 20x,  4y times 2 is 8y!

Error interval is 35 ≤ x < 45.

Error intervals working?

Error intervals work by providing a range of values within which the true population value is likely to fall, with a certain level of confidence. The most common level of confidence used is 95%, which means that if the survey or experiment were conducted multiple times, the true population value would fall within the error interval 95% of the time.

We are looking at a rounded value when we employ error intervals. The range of values that were possible before the number was rounded is described by an error interval.

Given: A number x becomes 40 if it is rounded to 1 significant figure

To find: error interval for x

In the given question, an error interval is the range of values that a number x can be equal to before it is rounded to 1 significant figure.

As a number x becomes 40 if it is rounded to 1 significant figure, error interval is 35 ≤ x < 45.

A number x in this interval becomes equal to 40 if it is rounded to 1 significant figure.

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The value of function, f(t) for L⁻¹ ( e−s /(s²+ 1)) is equals to sin( t - π ) u(t-π) .

The Laplace transform is the essential term of the given derivative function. Moreover, it comes with a real variable (t) for converting into complex function with variable (s). For ‘t’ ≥ 0, let ‘f(t)’ be given, the Laplace transform of ‘f(t)’, denoted by 'L{f(t)}' or ‘F(s)’ is definable with the equation:

[tex] L(f(t)) = F(s) = ₀∫^{ \infty } e⁻ˢᵗ f(t)dt[/tex]

we have L⁻¹ ( e−s /(s²+ 1))

Now, L⁻¹ (1 /(s²+ 1)) = sin(t)

so, L⁻¹ ( e−s /(s²+ 1)) = sin( t - π ) u(t-π)

where u(t-π) is unit of step function.

so, required function f(t) is sin( t - π ) u(t-π).

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Complete question:

Find f(t) ℒ−1 (e−s /(s²+ 1))

f(t)=? + (?) (t - ?)

Answer:

144 ounces.

Step-by-step explanation:

Since 1 pound=16 ounces, we will multiply 9 times 16.

9x16=144

Therefore, the answer is 144 ounces.

The answers to each part of the question are mentioned above.

        y = a(x – h)² + k    or     x = a(y – k)² +h.

        where - (h, k) denotes the vertex.

Given is the equation of a parabola as -

(x - 1)² = y + 2​

We can write the equation as -

y = (x - 1)² - 2

        [tex]$y=\frac{1}{4 \left(f - k\right)} \left(x - h\right)^{2} + k[/tex]

        [tex]$y=\frac{1}{4 \left(\frac{-7}{4} - (-2)\right)} \left(x - h\right)^{2} + k[/tex]

        - 2 - (- 7/4) = d - (- 2)

        d = - 9/4

        y = d

        y = -9/4

Therefore, the answers to each part of the question are mentioned above.

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Answer:

yea yea

Step-by-step explanation:

Answer:

c. x=9 or x=-9

Step-by-step explanation:

i hope this helps :)

Answer: C

Begin by dividing 4 on both sides to get [tex]x^{2}[/tex]=81. When a term is squared, that basically means you need to square root the equation. This would equal [tex]\sqrt{x^{2}[/tex]=[tex]\sqrt{81}[/tex]. Square rooting cancels out the x^2, leaving it as x=[tex]\sqrt{81}[/tex]. This also refers to 9,-9. (Keep in mind that when you're square rooting a number, you should always consider both positive and negative.)

Answer:

22 times

Step-by-step explanation:

Since there are four colors that cycle in each pattern stage (blue green yellow orange) and there are 88 beads, there would be 22 repetitions of the pattern since 88/4 = 22.

The comparison operator "≥" in logic means that the number is either greater than or equal to a number , the greater than equal to symbol is used to describe the relationship between two terms .

What is a Comparison Operator ?

The Comparison operator in logic is used to compare logic statements ,such as [tex]a > b[/tex] or [tex]a < b[/tex] , by using a , b as variables, the operator compares their values, returns true and false.

The Comparison Operator "≥" , in logic is read as " greater than equal to" , For Example : if the statement is [tex]a \geq b[/tex] , then if the variable is greater than or equal to b , then the operator will return TRUE and if not then it will return FALSE .

The given question is incomplete , the complete question is

What does the comparison  operator "≥"(greater than equal to) mean in logic ?

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The distance from Alberto's house to the school is 4 units and from Alberto's house to the library is 6 units

Consider the following diagram.

From given coordinate grid we can observe that Alberto's school is located at point (-1, 4)

Alberto's house is at (3, 4).

And the library is located at the reflection of (3, 4) across the y-axis.

This means, the libarary is located at point (-3, 4)

We know that the absolute value is nothing but the distance between a number and zero on a number line.

The distance from Alberto's house to the school would be,

= distance between points (3, 4) and (-1, 4)

= |3 - (-1)|

= |3 + 1|

= |4|

= 4 units

And the distance between Alberto's house to the library would be,

= distance between points (3, 4) and (-3, 4)

= |3 - (-3)|

= |3 + 3|

= |6|

= 6 units

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The complete question is:

This coordinate grid shows where Alberto’s school is located. Each unit represents one block. Alberto's house is at (3, 4). The library is located at the reflection of (3, 4) across the y-axis. What are the coordinates of the library?

Answer:

-3 (x - 4) (x - 1)

Step-by-step explanation:

The number that can be used to complete the area model is 210 and it can be used with numbers that are dragged are 100,100,10 bearing in mind that numbers may be used more than once

We already know that we have 14 colored tiles and that each of the area models is represented by 15 colored kits

The number of colored tiles in 15 kits is 210.

To find the total number of kits to use to complete the area model, you can multiply the number of tiles per kit (14) by the number of kits (15):

14 x 15 = 210

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If Joseph collects data from 186 students from a medium sized school in Iowa and finds that only 11% students has reported rate of bullying , then the 95% confidence interval is option (b) [tex](10.353, 11.647)[/tex] .

the students who report bullying  in middle sized school is ⇒ [tex]15[/tex] percent ;

the standard deviation is given as ⇒ 4.5% = 0.045 .

the sample size is ⇒ 186 students ;

the sample proportion is ⇒ 11% = 0.11 .

we know that the for the 95 percent confidence interval the value of z score is 1.96   .

The formula to calculate the upper and lower limit of 95 percent confidence interval is :

= [tex]( Sample Proportion \pm \frac{Zscore \times Standard Deviation}{\sqrt{Population Size} })[/tex]

So , the lower limit of the interval will be calculated as :

= [tex]( 0.11 - \frac{1.96 \times 0.045}{\sqrt{186} })[/tex]

On simplifying ,

we get

= [tex]0.1035[/tex] = [tex]10.35\%[/tex] ;

So , the upper limit of the interval will be calculated as :

= [tex]( 0.11 + \frac{1.96 \times 0.045}{\sqrt{186} })[/tex]

On simplifying ,

we get ;

= [tex]0.1165[/tex] = [tex]11.65 \%[/tex]

Therefore , the required interval is [tex](10.353, 11.647)[/tex].

The given question is incomplete , the complete question is

According to a "how to stop bullying" Web site, 15% of students report experiencing bullying one to three times within the most recent month. Let's assume the standard deviation is 4.5% of students. Joseph collects data from 186 students at a medium-sized school in Iowa and finds that only 11% reported this rate of bullying. What is his 95% confidence interval ?

(a) (8.75, 13.25)

(b) (10.353, 11.647)

(c) (10.5, 19.5)

(d) (6.5, 15.5)

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Answer:

40%

Step-by-step explanation:

Answer:

scale factor = 3

Step-by-step explanation:

since the origin is the centre of dilatation then the scale factor is the ratio of corresponding coordinates, image to original.

given D (12, - 4 ) and D' (36, - 12 ) , then

scale factor = [tex]\frac{36}{12}[/tex] = [tex]\frac{-12}{-4}[/tex] = 3

The major part of problem solving skill are explained below.

In order to find the ways, we must know the definition of problem solving.

The term problem solving is defined as the act of defining a problem; determining the cause of the problem identifying, prioritizing, and selecting alternatives for a solution and implementing a solution.

Therefore, the major skills included in the problem solving are defined as

=> identifying the problem,

=> analyzing possible solutions, and

=> deciding on the best course of action

Basically, this skill is important because it enables us to identify and exploit opportunities in the environment and exert control over the future.

Other that that problem solving skills and the problem-solving process are a critical part of daily life both as individuals and organizations.

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Therefore, By using the formula actual distance = (Map distance) x (Scale ratio) the actual distance of 20 cm on the map of 1:32000 is 0.000625 km or 625 meters.

A ratio scale is a numerical scale with a genuine zero and uniform distances between adjacent points. The Kelvin scale is an illustration of a ratio scale. The actual zero point exists on a Kelvin scale.

Two locations that are close to one another are said to be adjacent points.

A scale of 1:32000 means that one unit of measurement on the map represents 32000 units of the same measurement in the real world.

To calculate the actual distance of 20 cm on the map,

We know,

Actual distance = (Map distance) x (Scale ratio)

Actual distance = (20 cm) x (1/32000)

Actual distance= 20/32000

Actual distance = 0.000625 km or 625 meters.

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The volume of a cone is one-third of the product of the area of the base times the height, i.e. Now multiply that by the number of cones: 6 * 75.40 cm^3 = 452.40 cm^3.

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Answer:

288

Step-by-step explanation:

8x12x3