A and B agree to share the cost of a $29 pizza based on how much each ate. If B ate the amount that A ate, how much should each pay?

Answer:

the ratio is 12:5

Step-by-step explanation:

48:20 divided in half 24:10 divided in half 12:5

Answer:

A = 219

C = 362

Step-by-step explanation:

Given,

581 = C + A

and

$1090.50 = 1.5C + 2.5A

solve 1st for A

A =581 - C

substute into 2nd

1090.50 = 1.5C + 2.5(581 - C)

solve for C

1090.50 = 1.5C + 1452.50 - 2.5C

1090.50 = -C + 1452.50

1090.50 - 1452.50 = -C

-362 = -C

C = 362

then

581 = C + A

581 = 362 + A

219 = A

A = 219

49.2 calories are in  would that contribute per serving .

What does a calorie mean ?

Carbohydrates provide 4 calories per gram.

              1 gm Carbohydrates = 4 calories

 then 12.3 gm Carbohydrates  = 12.3 * 4

                                             = 49.2 calories

Learn more about calories

brainly.com/question/22374134

#SPJ4

Answer:

Step-by-step explanation:

Answer: Obtuse

Step-by-step explanation:

A right angle is an angle that is aqual to 90°. A 90° angle looks something like this: ∟. An obtuse angle is an angle tha mesures larger than that, like this: ⦦. An Acute angle is an angle that has a smaller angle mesaure than 90°. An acute angle looks smething like this: ⦟. Hope this helps, good luck.

4 + 11 + 10 = 25.

Assuming Bryony is the middle number, she gets 11/25 fraction of the money.

Answer:

D) QR≅ST

The answer follows from basic AAS congruences

Answer:

line PQ≅line SU

Step-by-step explanation:

∆PQR       ∆UST

P corresponds to U

Q corresponds to S

R corresponds to T

line PQ to line US

line QR to line ST

line PR to line UT

Answer:

r=2

Step-by-step explanation:

Answer:

r = 2

if you solve it step by step, you'll end up with r=2.

Step by step explanation:

2(3r+4)-3(r+1)=11

6r+8-3r-3=11

3r+5=11

3r=6

r=2

The probability that the next person will pay with a debit card is:

P =  0.63

We want to find he probability that the next customer will pay with a debit card.

That probability can be estimated as the quotient between the number of customers that paid with debit card and the total number of customers.

We know that:

15 paid in cash.

50 paid with debit card.

15 paid with credit card.

For a total of 15 + 50 + 15 = 80

Then the probability is:

P = 50/80 = 0.63

Learn more about probability at:

https://brainly.com/question/25870256

#SPJ1

the solution for the initial value problem is: u(x, t) = sin(sqrt(-λ² * (a / 4)) * x) * exp(-λ² * t) where λ = ± sqrt(-4n² / a), and n is a non-zero integer.

The given partial differential equation is:

au(x, t) = 4 * (d²u(x, t) / dt²) / (dx²)

a) BCs (Boundary Conditions):

We have u(0, t) = 0 and u(π, t) = 0.

IC (Initial Condition):

We have u(x, 0) = x.

To solve this initial value problem, we need to find a function f(x) that satisfies the given boundary conditions and initial condition.

The solution for f(x) can be found using the method of separation of variables. Assuming u(x, t) = X(x) * T(t), we can rewrite the equation as:

X(x) * T'(t) = 4 * X''(x) * T(t) / a

Dividing both sides by X(x) * T(t) gives:

T'(t) / T(t) = 4 * X''(x) / (a * X(x))

Since the left side only depends on t and the right side only depends on x, both sides must be equal to a constant value, which we'll call -λ².

T'(t) / T(t) = -λ²

X''(x) / X(x) = -λ² * (a / 4)

Solving the first equation gives T(t) = C1 * exp(-λ² * t), where C1 is a constant.

Solving the second equation gives X(x) = C2 * sin(sqrt(-λ² * (a / 4)) * x) + C3 * cos(sqrt(-λ² * (a / 4)) * x), where C2 and C3 are constants.

Now, applying the boundary conditions:

1) u(0, t) = 0:

Plugging in x = 0 into the solution X(x) gives C3 * cos(0) = 0, which implies C3 = 0.

2) u(π, t) = 0:

Plugging in x = π into the solution X(x) gives C2 * sin(sqrt(-λ² * (a / 4)) * π) = 0. To satisfy this condition, we need the sine term to be zero, which means sqrt(-λ² * (a / 4)) * π = n * π, where n is an integer. Solving for λ, we get λ = ± sqrt(-4n² / a), where n is a non-zero integer.

Now, let's find the expression for u(x, t) using the initial condition:

u(x, 0) = X(x) * T(0) = x

Plugging in t = 0 and X(x) = C2 * sin(sqrt(-λ² * (a / 4)) * x) into the equation above, we get:

C2 * sin(sqrt(-λ² * (a / 4)) * x) * C1 = x

This implies C2 * C1 = 1, so we can choose C1 = 1 and C2 = 1.

Therefore, the solution for the initial value problem is:

u(x, t) = sin(sqrt(-λ² * (a / 4)) * x) * exp(-λ² * t)

where λ = ± sqrt(-4n² / a), and n is a non-zero integer.

Note: Please double-check the provided equation and ensure the values of a and the given boundary conditions are correctly represented in the equation.

To know more about Equation related question visit:

https://brainly.com/question/29657983

#SPJ11

The probability, P(A' U B) is 0.85.

Venn diagram is a diagram drawn using circles to describe the relationship between a finite group of things.

From the Venn diagram,

P(A) = 0.3

P(B) = 0.35

P(A ∩ B) = 0.15

Using the formula for union,

P(A' ∪ B) = P(A') + P(B) - P(A' ∩ B)

P(A') = 1 - P(A) = 1 - 0.3 = 0.7

P(A' ∩ B) = P(B) - P(A ∩ B) = 0.35 - 0.15 = 0.2

Substituting,

P(A' ∪ B) = 0.7 + 0.35 - 0.2 = 0.85

Hence the probability of A' ∪ B is 0.85.

Learn more about Venn Diagrams here :

https://brainly.com/question/29301560

#SPJ1

There are 144 ways to form a five-digit number that is divisible by 5 using the numerals 0, 1, 2, 3, 4, and 5 without repetition.

For the number to be divisible by 5, its units digit must be either 0 or 5. Since we cannot repeat digits, we have two cases to consider:

Case 1: The units digit is 0.

In this case, we have 5 choices for the units digit (0, 1, 2, 3, or 4). For the remaining four digits, we can choose them in 4! ways (i.e., 4 choices for the first digit, 3 choices for the second digit, 2 choices for the third digit, and 1 choice for the fourth digit).

Therefore, the total number of five-digit numbers that are divisible by 5 and have a units digit of 0 is:

5 × 4! = 120

Case 2: The units digit is 5.

In this case, we have only one choice for the units digit, which is 5. For the remaining four digits, we can choose them in 4! ways as before.

Therefore, the total number of five-digit numbers that are divisible by 5 and have a units digit of 5 is:

1 × 4! = 24

The total number of ways to form a five-digit number that is divisible by 5 without repeating digits is the sum of the numbers from both cases:

120 + 24 = 144

Therefore, there are 144 ways to form a five-digit number that is divisible by 5 using the numerals 0, 1, 2, 3, 4, and 5 without repetition.

To know more about divisibility rule refer here:

https://brainly.com/question/28620778?#

#SPJ11

In the topical method, we focus on discussing different topics or subjects by considering various aspects and details related to them. This approach allows us to think about and communicate more effectively by addressing both general and specific points that might be relevant to the conversation.

The method of communication that involves reviewing possible things (both general and specific) that might be said. The correct answer is: e. Topical.

The method described in the question is a form of "topical" communication. This approach involves considering different topics or subjects that may need to be discussed and organizing thoughts and information around them. By reviewing possible things that may be said on each topic, one can prepare for a more effective and focused communication.

                             This method can be especially helpful in situations where there are multiple topics to cover or when discussing complex information that requires careful organization and planning.

Learn more about "topical" communication

brainly.com/question/29897590

#SPJ11

After 37 bounces, the ball's height will be less than 1 foot.

The initial height of the ball is 50 feet.

After first bounce, the ball will reach a height of:

= 50 feet * (1 - 10%)

= 45 feet.

After second bounce, it will reach a height of:

= 45 feet * (1 - 10%)

= 40.5 feet.

Height decreases by 10% after each bounce.

We have to set up an equation:

50 feet * (0.9)^n < 1 foot

Simplifying:

0.9^n < 1/50

Taking the logarithm:

n * log(0.9) < log(1/50)

n > log(1/50) / log(0.9)

n > 37.1298771746

n > 37.13.

Read more about height

brainly.com/question/1739912

#SPJ1

1. The frequency of the second harmonic is twice that of the fundamental frequency. The frequency of the second harmonic is, therefore, 120 Hz.

2. The 3rd, 9th, and 15th harmonics are triplen harmonics. Triplen harmonics are so-called because they are three times the fundamental frequency (50Hz). They are multiples of the third harmonic (150Hz) and are considered triplen harmonics.
3. A positive-rotating harmonic would be more damaging to an induction motor. Harmonics that rotate in the opposite direction to the fundamental frequency are referred to as negative-rotating harmonics. Positive-rotating harmonics are harmonics that rotate in the same direction as the fundamental frequency. Negative-sequence currents are created by negative-rotating harmonics, which cause a rotating magnetic field that rotates in the opposite direction to the fundamental frequency's magnetic field. This causes stator windings to heat up, which can cause a great deal of damage to an induction motor.
4. An ammeter should be used to determine what harmonics are present in a power system. An ammeter is used to determine the presence and quantity of current harmonics. It can also be used to compare the percentage of current distortion in the system with the maximum allowable percentage of current distortion, which is determined by the nature of the load.
5. The transformer's rating should be derated to avoid overheating. If an ammeter that indicates peak current is used instead of a true-RMS ammeter, the current reading is multiplied by 1.414 (the peak of the sine wave). The true-RMS current, on the other hand, is what creates heat in the transformer. The transformer should be derated to compensate for the current difference between the two meters. The derating factor can be found using the following equation:

true-RMS current/Peak reading x 100%. 94 A/204 A x 100%

= 46%.

The transformer should be derated by 46%.

To know more about ammeter visit:

https://brainly.com/question/29513951

#SPJ11

Answer:

answer is 6

Step-by-step explanation:

f(x) = x2 - 4x

f(-3)= -3*2-4*-3

      =-6-(-12)

      =6

The woman's current position in polar coordinates can be expressed as (r, θ) = (104.40 yards, 71.56°), where r is the distance from the starting point (pole) and θ is the angle between the positive x-axis (east direction) and the line connecting the pole and the current position.

To determine the woman's current position in polar coordinates, we first need to find the distance r from the starting point (pole) to the current position and the angle θ between the positive x-axis (east direction) and the line connecting the pole and the current position.

Using the Pythagorean theorem, we can calculate the distance r as follows:

r = √(100² + 30²) = 104.40 yards

To find the angle θ, we can use the tangent function:

tan θ = opposite / adjacent = 30 / 100 = 0.3

θ = tan⁻¹(0.3) = 16.56°

However, this angle is measured from the positive y-axis (north direction), whereas we need the angle measured from the positive x-axis (east direction). Since the woman walked eastwards initially, we need to subtract this angle from 90°:

θ = 90° - 16.56° = 71.56°

Therefore, the woman's current position in polar coordinates is (r, θ) = (104.40 yards, 71.56°), rounded to the nearest hundredth.

To learn more about y-axis  click here, brainly.com/question/30901684

#SPJ11

The scale factor of triangle PQR to triangle STU is 3/2

Scale factors are used to increase or decrease image. The situation of increment is usually called magnifying.

Taking a point of reference say PR and SU

PR = 8

SU = 12

let the scale factor be r such that

8 * r = 12

r = 12 / 8

r  = 3/2

checking with other sides

PR to UT

6 * 2/3 = 9 correct

QP to TS

10 * 3/2 = 15 correct

Read more on scale factor here:

brainly.com/question/8159270

#SPJ1

Given statement solution is :- a) Power set for two sets A and B with any 2 elements:

Set A: {1, 2}, Set B: {3, 4}

Power set of A: {{}, {1}, {2}, {1, 2}}

Power set of B: {{}, {3}, {4}, {3, 4}}

b) Power set for two sets A and B with any 3 elements:

Set A: {1, 2, 3}, Set B: {4, 5, 6}

Power set of A: {{}, {1}, {2}, {3}, {1, 2}, {1, 3}, {2, 3}, {1, 2, 3}}

Power set of B: {{}, {4}, {5}, {6}, {4, 5}, {4, 6}, {5, 6}, {4, 5, 6}}

c) Power set for two sets A and B with any 4 elements:

Set A: {1, 2, 3, 4}, Set B: {5, 6, 7, 8}

Power set of A: {{}, {1}, {2}, {3}, {4}, {1, 2}, {1, 3}, {1, 4}, {2, 3}, {2, 4}, {3, 4}, {1, 2, 3}, {1, 2, 4}, {1, 3, 4}, {2, 3, 4}, {1, 2, 3, 4}}

Power set of B: {{}, {5}, {6}, {7}, {8}, {5, 6}, {5, 7}, {5, 8}, {6, 7}, {6, 8}, {7, 8}, {5, 6, 7}, {5, 6, 8}, {5, 7, 8}, {6, 7, 8},

a) Power set for two sets A and B with any 2 elements:

Set A: {1, 2}, Set B: {3, 4}

Power set of A: {{}, {1}, {2}, {1, 2}}

Power set of B: {{}, {3}, {4}, {3, 4}}

Set A: {apple, banana}, Set B: {cat, dog}

Power set of A: {{}, {apple}, {banana}, {apple, banana}}

Power set of B: {{}, {cat}, {dog}, {cat, dog}}

Set A: {red, blue}, Set B: {circle, square}

Power set of A: {{}, {red}, {blue}, {red, blue}}

Power set of B: {{}, {circle}, {square}, {circle, square}}

b) Power set for two sets A and B with any 3 elements:

Set A: {1, 2, 3}, Set B: {4, 5, 6}

Power set of A: {{}, {1}, {2}, {3}, {1, 2}, {1, 3}, {2, 3}, {1, 2, 3}}

Power set of B: {{}, {4}, {5}, {6}, {4, 5}, {4, 6}, {5, 6}, {4, 5, 6}}

Set A: {apple, banana, orange}, Set B: {cat, dog, elephant}

Power set of A: {{}, {apple}, {banana}, {orange}, {apple, banana}, {apple, orange}, {banana, orange}, {apple, banana, orange}}

Power set of B: {{}, {cat}, {dog}, {elephant}, {cat, dog}, {cat, elephant}, {dog, elephant}, {cat, dog, elephant}}

Set A: {red, blue, green}, Set B: {circle, square, triangle}

Power set of A: {{}, {red}, {blue}, {green}, {red, blue}, {red, green}, {blue, green}, {red, blue, green}}

Power set of B: {{}, {circle}, {square}, {triangle}, {circle, square}, {circle, triangle}, {square, triangle}, {circle, square, triangle}}

c) Power set for two sets A and B with any 4 elements:

Set A: {1, 2, 3, 4}, Set B: {5, 6, 7, 8}

Power set of A: {{}, {1}, {2}, {3}, {4}, {1, 2}, {1, 3}, {1, 4}, {2, 3}, {2, 4}, {3, 4}, {1, 2, 3}, {1, 2, 4}, {1, 3, 4}, {2, 3, 4}, {1, 2, 3, 4}}

Power set of B: {{}, {5}, {6}, {7}, {8}, {5, 6}, {5, 7}, {5, 8}, {6, 7}, {6, 8}, {7, 8}, {5, 6, 7}, {5, 6, 8}, {5, 7, 8}, {6, 7, 8},

For such more questions on Power Sets Examples for Sets

https://brainly.com/question/33026825

#SPJ8

We can represent 0.614 using only 5 tenths as \(\mathbf{\dfrac{6.14}{10}}\)

A decimal is a number that is divided into two parts: a whole and a fraction. Between integers, decimal numbers are used to express the numerical value of complete and partially whole quantities.

The accepted method for representing both integer and non-integer numbers is the decimal number system.

From the given information, we are to represent 0.614 by using only 5 tenths.

Representing 0.614 in the same form, we have:

\(\mathbf{=\dfrac{0.614\times 1000}{1\times 1000}}\)

\(\mathbf{=\dfrac{614}{1000}}\)

\(\mathbf{=\dfrac{6.14}{10}}\)

Learn more about representing decimals in the fractional form here:

https://brainly.com/question/2877484

#SPJ 10

Answer: 6.14/10

Step-by-step explanation:

Answer:

Integers: -25, 3, -5, 0

Not Integers: 1/2, 8.1

Step-by-step explanation:

Integers are whole numbers that appear on a number line. Any number that is not a whole number is not an integer.

Answer:

Integers::3,-5,0    

Not Integers:-2.5,1/2,8.1

Step-by-step explanation:

Integers are WHOLE numbers both + and - they cannot be fractions or decimals

Answer:

They forgot to reverse b

Step-by-step explanation:

-1 is supposed to be +1

-(b) +- (b^2 - 4(a)(c)

------------------------

         2(a)

           OR

-(-1) +- ((-1)^2-4(1)(-30))

-----------------------------

            2(1)

The next coordinates in the given sequence can be determined by observing the pattern between consecutive pairs. The pattern here is that the y-coordinate is doubling with each step, while the x-coordinate is decreasing by 3. Based on this, the next coordinates would be (-8, 48).

To understand the pattern in more detail, let's examine the differences between consecutive pairs of coordinates. The difference in the x-coordinate between (4,3) and (1,6) is -3, and the difference in the y-coordinate is 3. Similarly, the difference in the x-coordinate between (1,6) and (-2,12) is -3, and the difference in the y-coordinate is 6. We can observe that the differences in the y-coordinate are doubling each time.

Therefore, by applying the same pattern to the last pair of coordinates (-2,12) and (-5,24), we subtract 3 from the x-coordinate (-5) and double the y-coordinate (24) to get the next coordinates (-8, 48).

In summary, the next coordinates in the sequence are (-8, 48) based on the pattern of decreasing x-coordinate by 3 and doubling the y-coordinate between consecutive pairs.

Learn more about coordinates here:

brainly.com/question/32836021

#SPJ11

The solution to the equation one-third (x + 9) = negative 12 is  x = -45

The equation is given as:

one-third (x + 9) = negative 12

Rewrite properly as:

1/3 (x + 9) = -12

Multiply both sides by 3

x + 9 = -36

Subtract 9 from both sides

x = -45

Hence, the solution to the equation one-third (x + 9) = negative 12 is  x = -45

Read more about linear equations at:

https://brainly.com/question/14323743

#SPJ4

Answer:

did you ever get the answer bc I am struggling on this, pls help.

Step-by-step explanation:

Answer: 5.81%

Step-by-step explanation: Delta Math

A = 17700. P = 9900. t = 10

17700 = 9900e^r(10)

17700/9900 = 9900e^10r/9900

1.7878788 = e^10r

In(1.7878788) = In(e^10r)

In(1.7878788) = 10r

In(1.7878788)/10 = 10r/10

0.058103 = r

5.8103% = r

r = 5.81%

The number of school districts in the United States is currently approximately 13,500. This answer is option D in the given choices.

The number of school districts in the United States can vary depending on how they are defined, but according to the National Center for Education Statistics (NCES), there were 13,500 public school districts in the U.S. as of the 2018-2019 academic year. These districts serve approximately 50.7 million students in over 98,000 public schools. It is important to note that this number only includes public school districts and does not include private or charter schools.

To learn more about number click here: brainly.com/question/17429689

#SPJ11

9514 1404 393

Answer:

  m∠JKL = 90°

  m∠JKM = 45°

  KL = 20

  KM = 20√2

Step-by-step explanation:

All of the angles in a square are 90°. All sides are the same length. The diagonal of a square bisects the corner angle, creating two 45°-45°-90° isosceles right triangles.

The length of the diagonal of a square is ...

  √(1² +1²) = √2

times the length of the side of the square.

__

JK = 20 tells you the sides of the square are each 20 units.

  m∠JKL = 90°

  m∠JKM = 45°

  KL = 20

  KM = 20√2

(a) The percentage of weeks with between 218 and 246 defective cars is 15.74%.

(b) The percentage of weeks with more than 246 defective cars is 0.13%.

(c) The percentage of weeks with between 162 and 218 defective cars is  84.00%.

(d) The cutoff for the fewest 16% of defective cars produced in a week is approximately 189 cars.

(e) The cutoff for the greatest 2.5% of defective cars produced in a week is approximately 231 cars.

To solve these problems, we'll use the properties of the normal distribution.

(a) To find the percentage of weeks with between 218 and 246 defective cars, we need to calculate the area under the normal curve between these two values. We'll use the z-score formula:

z = (x - μ) / σ

where z is the z-score, x is the value, μ is the mean, and σ is the standard deviation.

For 218 defective cars:

z1 = (218 - 204) / 14 = 14 / 14 = 1

For 246 defective cars:

z2 = (246 - 204) / 14 = 42 / 14 = 3

Now, we'll use a standard normal distribution table or a calculator to find the percentage associated with these z-scores.

Using a standard normal distribution table, the percentage for z = 1 is 0.8413, and the percentage for z = 3 is 0.9987.

The percentage of weeks with between 218 and 246 defective cars is:

0.9987 - 0.8413 = 0.1574 or 15.74%.

(b) To find the percentage of weeks with more than 246 defective cars, we need to calculate the area under the normal curve to the right of 246.

Using the z-score formula:

z = (246 - 204) / 14 = 42 / 14 = 3

Using a standard normal distribution table or a calculator, the percentage associated with z = 3 is 0.9987.

The percentage of weeks with more than 246 defective cars is:

1 - 0.9987 = 0.0013 or 0.13%.

(c) To find the percentage of weeks with between 162 and 218 defective cars, we'll follow a similar process as in part (a).

For 162 defective cars:

z1 = (162 - 204) / 14 = -42 / 14 = -3

Using a standard normal distribution table or a calculator, the percentage for z = -3 is 0.0013.

The percentage of weeks with between 162 and 218 defective cars is:

0.8413 - 0.0013 = 0.8400 or 84.00%.

(d) To find the cutoff for the fewest 16% of defective cars, we need to find the z-score associated with this percentile.

Using a standard normal distribution table or a calculator, we can find the z-score that corresponds to a percentile of 16%.

The z-score for a percentile of 16% is approximately -0.994.

Now, we can use the z-score formula to find the corresponding defective car value:

-0.994 = (x - 204) / 14

Solving for x:

x = -0.994 * 14 + 204

x ≈ 189.04

The cutoff for the fewest 16% of defective cars produced in a week is approximately 189 cars.

(e) To find the cutoff for the greatest 2.5% of defective cars, we'll follow a similar process as in part (d).

The z-score for a percentile of 97.5% (100% - 2.5%) is approximately 1.96.

Using the z-score formula:

1.96 = (x - 204) / 14

Solving for x:

x = 1.96 * 14 + 204

x ≈ 231.44

The cutoff for the greatest 2.5% of defective cars produced in a week is approximately 231 cars.

To learn more about area visit:

brainly.com/question/31849536

#SPJ11

Answer:

7/9, 28/36

Step-by-step explanation:

14/18

Divide the numerator and denominator of 14/18 by 2: 7/9

Multiply the numerator and denominator of 14/18 by 2: 28/36

Answer:

21/27

28/36

Step-by-step explanation:

Answer:

a=8cm

Step-by-step explanation:

Because the triangles are similar, you can set the sides to be proportional

1. 16/16=8/a

2. If you cross multiply that mean that a=8

Answer:

x=5 and y=1

Step-by-step explanation: