10 is 32% of what number?
a. ; 32
b. ; 31.25
c. ; 3.2
d. ; 312.5
Answers
ANSWER:
31.25
STEP-BY-EXPLANATION:
you take 32 percent of a number and get 10, then what is that number?
you take 32 percent of a number and get 10, then what is that number?In other words, you know that 32 percent of a number is 10 and you want to know what that initial number is.
you take 32 percent of a number and get 10, then what is that number?In other words, you know that 32 percent of a number is 10 and you want to know what that initial number is.To solve this problem you multiply 10 by 100 and then divide the total by 32 as follows:
you take 32 percent of a number and get 10, then what is that number?In other words, you know that 32 percent of a number is 10 and you want to know what that initial number is.To solve this problem you multiply 10 by 100 and then divide the total by 32 as follows:(10 x 100) / 32
you take 32 percent of a number and get 10, then what is that number?In other words, you know that 32 percent of a number is 10 and you want to know what that initial number is.To solve this problem you multiply 10 by 100 and then divide the total by 32 as follows:(10 x 100) / 32When we put that into our calculator, we get the following answer:
you take 32 percent of a number and get 10, then what is that number?In other words, you know that 32 percent of a number is 10 and you want to know what that initial number is.To solve this problem you multiply 10 by 100 and then divide the total by 32 as follows:(10 x 100) / 32When we put that into our calculator, we get the following answer:31.25
GAVE ME THE BRAINLIEST IF MY ANSWER WAS HELPFUL...
Answer:
b. 31.25
Step-by-step explanation:
\(\frac{10}{y} :\frac{32}{100}\)
y × 32 = 10 × 100
32y = 1000
32y ÷ 32 = 1000 ÷ 32
y = 31.25
Related Questions
Solve the quadratic equation 5x^2+x+1=0
Answers
Answer:
No Solution
Step-by-step explanation:
Answer:
\(x = \dfrac{-1\pm i\sqrt{19}}{10}\)
Step-by-step explanation:
\(~~~~~~5x^2 +x +1 = 0\\\\\implies x = \dfrac{-1\pm\sqrt{1^2 -4 (5)(1)}}{2(5)}\\\\\implies x = \dfrac{-1 \pm \sqrt{-19}}{10}\\\\\implies x = \dfrac{-1\pm i\sqrt{19}}{10}\)
2. diameter of car tire: 40 cm
diameter of toy car tire: 18 mm
Answers
Answer: 400:18
and 200:9
Step-by-step explanation:
A savings account earns 8% interest each year? If my initial deposit is $300, How much will I have at the end of 1 year?
Answers
Answer:
$324
Step-by-step explanation:
it earn 8% interest each year how much at the end of year 1,
to calculate this you multiply 300 by 108% = 300 x 1.08 = 324
a psychology professor assigns letter grades on a test according to the following scheme. a: top 10% of scores b: scores below the top 10% and above the bottom 64% c: scores below the top 36% and above the bottom 17% d: scores below the top 83% and above the bottom 6% f: bottom 6% of scores scores on the test are normally distributed with a mean of 69.2 and a standard deviation of 7.7 . find the numerical limits for a d grade. round your answers to the nearest whole number, if necessary.
Answers
The numerical limits for a D grade are 57 and 76. Rounded to the nearest whole number, these limits are 57 and 76 .
The letter grades for a psychology professor are assigned on a test based on the following scheme:
A is given to the top 10% of scores, B is given to scores below the top 10% but above the bottom 64%, C is given to scores below the top 36% but above the bottom 17%, D is given to scores below the top 83% but above the bottom 6%, and F is given to the bottom 6% of scores.
Given that scores on the test are normally distributed with a mean of 69.2 and a standard deviation of 7.7, we need to find the numerical limits for a D grade. The area to the left of the D grade is the area from the bottom 6% to the top 83%. Therefore, the z-score for the bottom 6% is -1.56 and the z-score for the top 83% is 0.94.
Using these z-scores, we can calculate the limits of the D grade
The lower limit of the D grade is given by:
Lower limit = mean + z-score × standard deviation
Lower limit = 69.2 + (-1.56) × 7.7
Lower limit = 56.98
The upper limit of the D grade is given by: Upper limit = mean + z-score × standard deviation
Upper limit = 69.2 + 0.94 × 7.7
Upper limit = 76.13
Therefore, the numerical limits for a D grade are 57 and 76. Rounded to the nearest whole number, these limits are 57 and 76.
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12. Diameter,
A = 72Pie
(Circle)
Answers
Answer:
6.98
Step-by-step explanation:
I think that you are looking for the diameter and you are given the area of a circle.
a =\(\pi r^{2}\) You are given pi, so \(r^{2}\) = 72.
That means that r = \(\sqrt{72}\) or a rounded answer of 8.49 rounded to the hundreds place. The diameter is equal to 2 radius, so the diameter rounded is 16.98
if a is a 3x3 matrix, b is a 3x4 matrix, and c is a 4 x 2 matrix, what are the dimensions of the product abc?
Answers
Hence, the dimensions of the product abc matrix are 3x2.
To determine the dimensions of the product abc, we need to consider the dimensions of the matrices involved and apply the matrix multiplication rule.
Given:
Matrix a: 3x3 (3 rows, 3 columns)
Matrix b: 3x4 (3 rows, 4 columns)
Matrix c: 4x2 (4 rows, 2 columns)
To perform matrix multiplication, the number of columns in the first matrix must be equal to the number of rows in the second matrix. In this case, matrix a has 3 columns, and matrix b has 3 rows. Therefore, we can multiply matrix a by matrix b, resulting in a matrix with dimensions 3x4 (3 rows, 4 columns).
Now, we have a resulting matrix from the multiplication of a and b, which is a 3x4 matrix. We can further multiply this resultant matrix by matrix c. The resultant matrix has 3 rows and 4 columns, and matrix c has 4 rows and 2 columns. Therefore, we can multiply the resultant matrix by matrix c, resulting in a matrix with dimensions 3x2 (3 rows, 2 columns).
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if a circle has a radius of 7/4 cm, what is the diameter?
Answers
Answer:
The diameter of the circle is 7/2.
Step-by-step explanation:
⭐What is the radius of a circle?
the distance from a point on the circumference of the circle to the center of the circle⭐What is the diameter of a circle?
the distance from a point on the circumference of the circle to another point on the circumference of the circlethe diameter must cut through the center of the circlethe diameter is double the amount of the radiusThus, the diameter of said circle is twice the radius of said circle.
diameter = 2(radius)
diameter = 2(7/4) . . . . substitute known values
diameter = 14/4 . . . . multiply the numerator & denominator
diameter = 7/2 . . . . simplify
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a histogram with the hills to the far left means the image is overexposed.
Answers
The statement "A histogram with the hills to the far left means the image is overexposed" is not accurate. In fact, a histogram with the hills to the far left indicates that the image is underexposed, not overexposed.
A histogram is a graphical representation of the distribution of pixel values in an image. It displays the frequency of occurrence of different tonal values. The horizontal axis represents the tonal values, while the vertical axis represents the frequency or number of pixels.
When the hills of the histogram are concentrated towards the left side, it means that a significant portion of the image has darker or lower tonal values. This indicates an underexposed image, where the exposure settings were insufficient to capture enough light, resulting in a darker overall appearance.
Conversely, an overexposed image would have the hills of the histogram concentrated towards the right side, indicating that a significant portion of the image has brighter or higher tonal values.
Therefore, the correct interpretation is that a histogram with the hills to the far left means the image is underexposed, not overexposed.
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Simplify the given expression. Write your answer with positive exponents. -3 2 33 -6
Answers
The given expression is -3² × 3³ ÷ -6. We need to simplify this expression and write the answer with positive exponents. Now, since we need to write the answer with positive exponents.
The given expression is -3² × 3³ ÷ -6. We'll simplify it step by step.
First, let's calculate the values in the numerator and denominator separately:
-3² = (-3) × (-3) = 9
3³ = 3 × 3 × 3 = 27
-6 = -6
Now, we can substitute these values back into the expression:
-3² × 3³ ÷ -6 = 9 × 27 ÷ (-6)
Next, perform the multiplication and division:
9 × 27 ÷ (-6) = 243 ÷ (-6) = -40.5
Therefore, the simplified value of the expression is -40.5, and it cannot be further simplified with positive exponents.
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Scott will run at least 25 miles this week. so far he has run 16 miles . what are possible numbers of additional miles he will run?
use t for the additional miles he will run.
write your answer as an inequality solved for t.
Answers
Explanation:
t + 16 _> 25
t _> 25 - 16
t _> 9
if the allowable increase for a constraint is 100 and we add 110 units of the resource what happens to the objective function value?
Answers
If the allowable increase for a constraint is 100 units and we add 110 units of the resource, the impact on the objective function value depends on the specific problem and its constraints.
In general, adding more units of a resource beyond the allowable increase can lead to different outcomes:
Feasible Solution: If adding the additional 110 units of the resource still allows the problem to satisfy all constraints and remain feasible, the objective function value may improve or remain the same. This is because the extra resources can be utilized to optimize the objective function further.
Infeasible Solution: If adding the extra 110 units violates any of the problem's constraints, the solution becomes infeasible. In this case, the objective function value may become undefined or have no meaning since the problem cannot be solved within the given constraints.
It's important to note that the specific impact on the objective function value will depend on the nature of the problem, the objective function itself, and the constraints involved. Each problem may have its own unique behavior when additional resources are added beyond the allowable increase.
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If using the method of completing the square to solve the quadratic equation x² + 5x + 4 = 0, which number would have to be added to "complete the square"?
Answers
Answer:
The number that would have to be added to "complete the square" is 4. This is because the equation can be rewritten as (x + 2.5)² = -4.5, and the number that needs to be added to both sides of the equation to make the left side a perfect square is 4.
x² + 5x + 4 + 1/4 = 0 + 1/4
Next, simplify the left side of the equation by factoring the trinomial and combining like terms:
(x + 5/2)² = 1/4
Take the square root of both sides of the equation:
x + 5/2 = ±1/2
Solve for x by subtracting 5/2 from both sides of the equation:
x = -5/2 ± 1/2
Therefore, the solutions to the quadratic equation x² + 5x + 4 = 0, using the method of completing the square, are x = -5/2 + 1/2 and x = -5/2 - 1/2, or x = -2 and x = -3.
Which graph shows a system of equations with the solution (5,-3)?
Answers
Answer:
the first one
Step-by-step explanation:
the two lines intersect exactly at 5, -3
how long after hospitalization would stool samples be rejected for testing for parasitic infections?
Answers
Stool samples for testing for parasitic infections should ideally be collected within a few days of hospitalization.
The exact time frame may vary depending on the specific parasitic infection being tested for and the laboratory performing the test.
It is best to consult with the laboratory or a healthcare professional for guidance on when to collect and submit the sample for testing.
Stool samples should be collected within a few days of hospitalization to test for parasitic infections. Exact time frames may vary; consult a healthcare professional or laboratory for guidance.
It's important to note that some parasitic infections may have a longer incubation period before they can be detected in a stool sample, so collecting the sample within a few days of hospitalization may not always be sufficient. Additionally, some parasitic infections may not produce symptoms right away, making it even more difficult to determine the appropriate time to collect a stool sample.
In these cases, it may be necessary to collect multiple samples over a period of time in order to increase the chances of detecting the infection.
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was a major accomplishment of both Tutankhamun and Rameses II.
Plz help
Answers
Answer:
AA similarity. The angles in both are the same.
Edit: I don't know if you need this, but a major accomplishment of King Tut and Ramses was that they encouraged the following of ancient religious beliefs among the Egyptian people .
Hope that this helps!
1. How many Grade 10C students should join so that they can fill the quota? (Show your computation).
Answers
the above into the integral, we have A(s) = Sle 14 + 4u2v2 + 4u4 dv du. Trux rv dA = %% 2+24² 2²+ This can be simplified using v4 + 4u2v2 + 444 Step 6 Therefore, the area is 65°(v2 + 242) dvd - [. 250 3 ) au x 125 u + 250u 3 = x 11 180 X Enter an exact number. Find the area of the surface. The surface with parametric equations x = 42, y = uv, z = žv?, O SUS 2,0 SVS 5. Step 1 If the surface S has the vector function r(u, v) with the parameter domain D, then the surface are found by A(S) = Ir, xr, dA. -M The given surface has the vector function r(u, v) = 2 IV 22 2 2 Step 2 We have r = 2u V, 0 and 2u / Type here to such
Answers
The given surface can be described by the parametric equations: x = 4u, y = uv, and z = v^2. To find the area of this surface, we use the formula A(S) = ∬D ||r_u × r_v|| dA, where r(u, v) is the vector function that defines the surface and D is the parameter domain.
1. In this case, the vector function is r(u, v) = (4u, uv, v^2). To find the area, we need to compute the cross product of the partial derivatives of r(u, v) with respect to u and v, and then calculate the magnitude of that cross product.
2. Taking the partial derivatives, we have r_u = (4, v, 0) and r_v = (0, u, 2v). The cross product r_u × r_v is given by (4u, -4v, 4uv), and its magnitude is ||r_u × r_v|| = 4√(u^2 + v^2 + u^2v^2).
3. Now, we integrate ||r_u × r_v|| over the parameter domain D. The limits of integration will depend on the specific bounds of the domain, which are not provided in the given information. Once the limits are determined, the integral can be evaluated to find the area of the surface.
4. Unfortunately, without knowing the specific bounds of the parameter domain D, it is not possible to provide an exact numerical value for the area of the surface. The calculation requires the integration limits, which are missing from the given information.
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In Mr. Smith's 7th Hour
class there are 16 boys and
7 girls. What is the
probability of randomly
selecting a boy?
Possible Answers⇒
40%
60%
70%
85%
Answers
Answer:
70 %
Step-by-step explanation:
Not sure but...
16 +7 =23
16/23 ×100%
=69.56 or 70%
Determine the slope and the y-intercept of the line
Answers
Y-intercept is where the line crosses on line y
X-intercept is how far the line rises and runs to the next point
Suppose the domain of the propositional function P(x, y) consists of pairs x and y, where x is 1, 2, or 3 and y is 1, 2, or 3. Write out these propositions using disjunctions and conjunctions.a)∃xP(x, 3)b)∀yP(1, y)c)∃y¬P(2, y)d)∀x¬P(x, 2)
Answers
These propositions using disjunctions and conjunctions is a) P (1,3) ∨ P(2,3) ∨ P(3,3). b) P(1,1) ∧ P(1,2) ∧ P(1,3). c) ¬ P(2,1) ∨ ¬ P(2,2) ¬ P(2,3). d) ¬ P(1,2) ∧ ¬ P(2,2) ∧ ¬ P(3,2)
The components of speech known as conjunctions are used to join words, phrases, clauses, and sentences. There are three types of conjunctions: coordinating, paired, and subordinating. Visit the following websites for more information about conjunctions: Complex Sentences, Changing Sentence Structure, and. When utilizing conjunctions, be sure that each sentence's component elements are in agreement. The sentence "I work hard but am careful" is an example of incongruence. I put in a lot of effort, but I work quickly, indicating agreement. A letter known as a conjunction is used to connect words, phrases, and clauses. Conjunctions like and, but, and/or, albeit there are many additional choices, are commonly employed (including although).
A value out of the three must exist for the propositional function, and x can be 1, 2, or 3.
a) P (1,3) ∨ P(2,3) ∨ P(3,3)
Y can be 1, 2, or 3, and all possible values must exist.
b) P(1,1) ∧ P(1,2) ∧ P(1,3)
y can be 1,2 or 3 and there has to exists 1 value out of the three for the propositional function.
c) ¬ P(2,1) ∨ ¬ P(2,2) ¬ P(2,3)
X may be 1, 2, or 3, and all possible values must exist.
d) ¬ P(1,2) ∧ ¬ P(2,2) ∧ ¬ P(3,2)
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WILL GIVE BRAINLIST!!
Answers
The angle formed by two chords intersecting inside a circle has a measure equal to the arithmetic mean of the intercepted arcs' respective lengths.
What is meant by intersection of chords?The products of the measures of the segments of the chords are equal if two chords cross in a circle.
Theorem of intersecting chords. "The arithmetic mean of the measures of the two intercepted arcs is equal to the measure of an angle created by two chords that intersect inside a circle."
By intersecting the lines from two well-known ground landmarks, intersection is a technique for finding a location on a map. Fire lookouts employ a variety of techniques to locate fires, including intersections.
A tangent is a line that precisely crosses a circle at one point, and the junction is identified by the term "point of tangency" for the intersection. A radius drawn to the point of tangency always has the tangent perpendicular to it. A line that crosses a circle at precisely two different locations is known as a secant.
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what is 8+4d=5d i really need help
Answers
Answer:
d = 8
Step-by-step explanation:
Given
8 + 4d = 5d ( subtract 4d from both sides )
8 = d
Answer:
d=8
Step-by-step explanation:
8+4d=5d
1. subtract 8 from both sides > 8+4d-8=5d-8
2. simplify > 4d=5d-8
3. subtract 5d from both sides > 4d-5d=5d-8-5d
4. simplify again > -d = -8
5. divide both sides by -1 > -d/-1 = -8/-1
6. simplify again > d=8
What is the equivalent of 23/2 change into a mixed number?
Answers
Rewrite the expression without parentheses.
16m-(5+8m)
Choose the correct answer below.
A. 16m-5+8m
B. 16m+5-8m
C. 16m+5+8m
D. 16m-5-8m
Answers
Answer:
D
Step-by-step explanation:
16m-(5+8m)
this expression change like
16m-5-8m
If the following jobs are sequenced according to the SLACK rule then job A would be completed on day (assume zero for today's date)
Job - Processing Time (days) - Due Date
A 8 12
B 6 15
C 11 17
D 7 10
E 3 8
Select one: A. 7. B. 15. C. 8. D. 12.
Answers
If the jobs are sequenced according to the SLACK rule, Job A would be completed on day 12.
The SLACK rule involves calculating the slack time for each job, which is the difference between the due date and the completion time. The job with the least slack time is prioritized and scheduled first. In this case, the due dates for the jobs are as follows: Job A (12), Job B (15), Job C (17), Job D (10), and Job E (8).
Job A has a processing time of 8 days and a due date of 12, so the slack time is 12 - 8 = 4 days. Since Job A has the least slack time among all the jobs, it would be completed on day 12. Therefore, the answer is D. 12.
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One angle of a right triangle measures 85°. What is the measure of the other acute angle?
Answers
Answer:
5°
Step-by-step explanation:
The three angles of a triangle add up to 180° (every triangle, always) Since this triangle is a right triangle, one of the angles is a right angle, 90°.
Another angle is given, 85°.
x + 85° + 90° = 180°
x + 175° = 180°
x = 5°
To do this question using mental math, if one angle is 90° the other two angles must add up to 90° (thats the total of 180°) One angle is 85° then the other is 5°
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Each day a supernatural termite can eat 35% more wood grains that it did the day before. If a 20-day old termite has eaten 97,231 grains of wood, how many wood grains (to the nearest grain) will it eat on the 22nd day?
A) 84 grains
B) 130,745 grains
C) 176,589 grains
D) 235,768 grains
Answers
A box has a length of 5 in a width of 14.5 in and a volume of 2175 in. What is the height of the box? PLEASE ANSWER QUICK OFFERING BRAINLIEST
Answers
Answer: 30 in
Step-by-step explanation:
Multiply the length and width and divide the number you get from 2175.
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in an auditorium , 1/6 of the students are fourth graders, and 1/4 of the remaining students are second grade. if there are 96 students in the auditoriom, how many second graders are there
Answers
Given, if 1/6 of the students are fourth graders, and 1/4 of the remaining number of students are second grade and if there are 96 students in the auditorium, then there are 20 second graders in the auditorium.
To determine the number of second graders in the auditorium, we need to calculate the number of remaining students after accounting for the fourth graders.
Given that 1/6 of the students are fourth graders, we can calculate the number of fourth graders as follows:
Number of fourth graders = (1/6) * 96 = 16
To find the number of remaining students, we subtract the number of fourth graders from the total number of students:
Remaining students = Total students - Number of fourth graders
Remaining students = 96 - 16 = 80
Now, we can calculate the number of second graders by taking 1/4 of the remaining students:
Number of second graders = (1/4) * 80 = 20
Therefore, there are 20 second graders in the auditorium.
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A school purchased sand to fill a sandbox on its playground. The dimensions of the sandbox in meters and the total cost of the sand in dollars are known. Which units would be most appropriate to describe the cost of the sand?
Answers
The most appropriate units to describe the cost of the sandbox would indeed be dollars.
When describing the cost of an item or service, it is essential to use the unit that represents the currency being used for the transaction. In this case, the total cost of the sand for the school's sandbox is given in dollars. To maintain consistency and clarity, it is best to express the cost in the same unit it was provided.
Using dollars as the unit for the cost allows for clear communication and understanding among individuals involved in the transaction or discussion. Dollars are widely recognized as the standard unit of currency in many countries, including the United States, where the dollar sign ($) is commonly used to denote monetary values.
Using meters, the unit for measuring the dimensions of the sandbox, to describe the cost would be inappropriate and could lead to confusion or misunderstandings. Mixing units can cause ambiguity and hinder effective communication.
Therefore, it is most appropriate to describe the cost of the sand in dollars, aligning with the unit of currency provided and commonly used in financial transactions. This ensures clarity and facilitates accurate comprehension of the cost associated with the sand purchase for the school's sandbox.
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