In alana's math class there are 12 boys and 13 girls. What is the ratio of boys to girls?
A. 12/13. B 13/12. C. 12/25. D. Both A and B

Susannah's data are illustration of measure of central tendencies

(a) The mean

To calculate the mean, she needs to divide the total number of turkey sandwiches sold, by the number of days.

The total is:

\(\mathbf{Total = 73 +88+85+88+99+134+129}\)

\(\mathbf{Total = 696}\)

The number of days is:

\(\mathbf{Day = 7}\)

So, the mean is:

\(\mathbf{Mean =\frac{Total}{Days}}\)

\(\mathbf{Mean =\frac{696}{7}}\)

\(\mathbf{Mean =99.4}\)

Hence, the mean number of turkey sandwiches sold is 99.4

(b) The median

To calculate the median, she needs to arrange the data in ascending or descending order, then select the middle item.

In ascending order, we have: 73, 85, 88, 88, 99, 129, 134

The middle item is 88

So:

\(\mathbf{Median = 88}\)

Hence, the median number of turkey sandwiches sold is 88

(c) The mode

This is the data that occurs most.

From the dataset, 88 appears twice (more than others).

So:

\(\mathbf{Mode = 88}\)

Hence, the mode number of turkey sandwiches sold is 88

(d) The range

This is the difference between the highest and least data

From the dataset,

The highest is 134, and the least is 73

So:

\(\mathbf{Range =134 - 73}\)

\(\mathbf{Range =61}\)

Hence, the range of turkey sandwiches sold is 61

The measure that would be most helpful is the median, because it is not affected by outliers.

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Answer:

1 adult ticket and 7 student tickets were purchased

Step-by-step explanation:

let a represent number of adult tickets purchased and s the number of student tickets purchased, then

a + s = 8 ( subtract s from both sides )

a = 8 - s → (1) ← based on total tickets purchased

10.5a + 7.25s = 61.25 → (2) ← based on cost of tickets

substitute a = 8 - s into (2)

10.5(8 - s) + 7.25s = 61.25

84 - 10.5s + 7.25s = 61.25

84 - 3.25s = 61.25 ( subtract 84 from both sides )

- 3.25s = - 22.75 ( divide both sides by - 3.25 )

s = 7

substitute s = 7 into (1)

a = 8 - 7 = 1

that is 1 adult ticket and 7 student tickets were purchased

Answer:

12 Basil Leaves

Step-by-step explanation:

32/8=4

4*3=12

Notice that

then it is a rational number. On the other hand,

is an irrational number.

Answer:

Answer:

C

Step-by-step explanation:

16 times 0.5x equals 8x.

16 times -0.75 equals -12y, so this means A and D are incorrect.

16 times 2 is 32, so this means that B is wrong, for you must multiply each number in the parentheses by 16.

Hope that helps :)

Answer: the last one

Step-by-step explanation:

Answer:

n=2 see the pic above

Step-by-step explanation:

i am very sure

Answer:

N = 2

Step-by-step explanation:

I got this answer right on Khan Academy.

Hope this helps! :)

This question is incomplete , I am answering this question in general as per my knowledge.

No, because you gave T a Boolean when T expected a student as its first argument and a course as its second parameter. This will be less formal if.

The expected,

T(‘‘user2012813",‘‘discrete math")=true

However, the function F(x) and A both yield either true or false (y). Thus, you are attempting to assess

T(F(‘‘user2012813"),A(‘‘discrete math"))=T(true, false)= NULL

Only the first formulation makes sense, but after relations are established, these kinds of structures can be used.

Null functions as both a value and a pointer in computer programming. A built-in constant called null has a value of zero. It is the same as how strings in C are terminated with the letter 0.

Null is another possible value for a pointer, and unless the CPU supports a unique bit pattern for a null pointer, it has the same value as zero.

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Answer:

Step-by-step explanation:

In the Intermediate Phase of mathematics education, one topic that demonstrates a hierarchical and logical progression in patterns, functions, and algebra is the concept of "Linear Equations."

The topic of Linear Equations in the Intermediate Phase builds upon the foundation laid in earlier grades and serves as a stepping stone towards more advanced algebraic concepts. Here is an overview of the topic sequence and content area spread for Linear Equations:

Introduction to Variables and Expressions:

Students are introduced to the concept of variables and expressions, learning to represent unknown quantities using letters or symbols. They understand the difference between constants and variables and learn to evaluate expressions.

Solving One-Step Equations:

Students learn how to solve simple one-step equations involving addition, subtraction, multiplication, and division. They develop the skills to isolate the variable and find its value.

Solving Two-Step Equations:

Building upon the previous knowledge, students progress to solving two-step equations. They learn to perform multiple operations to isolate the variable and find its value.

Writing and Graphing Linear Equations:

Students explore the relationship between variables and learn to write linear equations in slope-intercept form (y = mx + b). They understand the meaning of slope and y-intercept and how they relate to the graph of a line.

Systems of Linear Equations:

Students are introduced to the concept of systems of linear equations, where multiple equations are solved simultaneously. They learn various methods such as substitution, elimination, and graphing to find the solution to the system.

Word Problems and Applications:

Students apply their understanding of linear equations to solve real-life word problems and situations. They learn to translate verbal descriptions into algebraic equations and solve them to find the unknown quantities.

The content area spread for Linear Equations includes concepts such as variables, expressions, equations, operations, graphing, slope, y-intercept, systems, and real-world applications. The progression from simple one-step equations to more complex systems of equations reflects a logical sequence that builds upon prior knowledge and skills.

By following this hierarchical progression, students develop a solid foundation in algebraic thinking and problem-solving skills. They learn to apply mathematical concepts and procedures in a systematic and logical manner, paving the way for further exploration of patterns, functions, and advanced algebraic topics in later phases of mathematics education.

Answer:

Degree 4

Step-by-step explanation:

Expression:

3x^3 + 3x^2y^2 - y^2​

So the expression has degree 4 as per the highest degree of the terms

Answer:

The answer is :60

Step-by-step explanation:

Hmmmm...... because

The distance across the lot, or the altitude of the trapezoid, is 60 feet.

Let's denote the length of the shorter base by x, and the length of the longer base by y. Then, we can use the formula for the area of a trapezoid:

Area = (x + y) * h / 2,

where h is the altitude (distance across the lot) and Area is given as 8,400 square feet.

We also know that the sum of the bases is 280 feet, so x + y = 280.

Now we can solve for h:

h = 2 x  Area / (x + y)

Substituting the given values, we get:

h = 2 x  8,400 / 280 = 60 feet.

Therefore, the distance across the lot, or the altitude of the trapezoid, is 60 feet.

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Answer:

12.1 meters

Step-by-step explanation:

I took the test on it. Same question and I got it correct.

Answer:

i solved it .I hope you got it too

plz mark brainliest.

Wouldn't the answer be 1 and 4?

Answer:

. A prime factor of x is a prime number that divides x correctly (so that the rest is equal to 0). 1386 = 2*3*3*7*11 in our situation. This result can be obtained by dividing the number (1386) by 2, 3, 5, 7, 11, and so on. You utilise the result you get every time you successfully divide it by a prime number (beginning with 2) and try to divide it using the same approach. When you can no longer divide a number by a prime number, you go on to the next prime number and try to divide it by that number. Finally, you multiply the prime numbers by which you were able to divide your number.

Step-by-step explanation:

Answer: We know the prime factorization of a number is the representation of a number in terms of multiples of its factors. Now to simplify the above factorization by applying the exponent rule to make the prime factorization simplest. So, the correct answer is “ $ \ 1386 = 2 \times {3^2} \times 7 \times 11 $ ”.

Step-by-step explanation:

Hope it helped you<3

Answer:

Ok what are we supposed to do?

Step-by-step explanation:

Answer:

There are 30 + 40 = 70 sections reserved for orange and blue tiles. This means there are 100 - 70 = 30 sections left for other colors.

To express the fraction of the mosaic wall left for other colors, we can write:

30 sections left / 100 total sections = 3/10

Therefore, the fraction of the mosaic wall left for other colors is 3/10.

C. (-2, 2) and  (1, -1)

Since the point of intersection is the sole location where the two graphs come together, the coordinates of that location provide the answer to the equations involving the two variables. There are no solutions when the graphs are in parallel.

Given, the parabola Y = X² -2 and a line Y = -X. To find the intersection points of this graph we need to compare these equations.

Let's put the value of y in equation 1

- X = X²  - 2

X²  + X - 2 = 0

The factor of this quadratic equation is -2 and 1. Therefore the coordinate in which both graphs will intersect is (-2, 2) and  (1, -1). I am attaching an image for better understanding.

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Answer:

A iS THE ANSWER

Step-by-step explanation:

Answer:

Step-by-step explanation:

Ted would pay $26.50 for 30 liters of unleaded and 25 liters of supreme gas.

Let x represent the price of unleaded gas and y represent the price of supreme gas.

2 liters of unleaded and 3  liters of supreme cost a total of $2.52. Hence:

2x + 3y = 2.52    (1)

Five liters of unleaded and 4 liters of supreme cost a total of $4.48. Hence:

5x + 4y = 4.48    (2)

Solving equations 1 and 2 simultaneously gives:

x = 0.48, y = 0.52

For 30 liters of unleaded and also filled his car with 25 liters of supreme:

Cost = 30(0.48) + 0.52(25) = $26.5

Ted would pay $26.50 for 30 liters of unleaded and 25 liters of supreme gas.

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Answer:

sshbsjbssbjssjnsjs

Step-by-step explanation:

Answer:

-8

Step-by-step explanation:

-6-3+2-1=-8

The area of the overlapping region is of: 6.25 units squared.

The area of a rectangle of length l and width w is given by the multiplication of the dimensions, as follows:

A = lw.

The dimensions of the right triangle as follows:

Hence the remaining leg on the overlapping region is:

4 - x, as AD = 4.

By symmetry, the other dimension of the overlapping region is also of:

4 - x.

Being also the hypotenuse of the right triangles.

The value of x can be found applying the Pythagorean Theorem as follows:

x² + 2² = (4 - x)²

x² + 4 = 16 - 8x + x²

8x = 12

x = 1.5.

Then the two dimensions of the shaded region are:

4 - 1.5 = 2.5.

Meaning that the area is of:

A = 2.5 x 2.5 = 6.25 units squared.

The figure is missing and is given by the image at the end of the answer.

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Answer: 72

Because the picture shows that there's a 90 degree angle in the bottom. We know that the bottom triangle is a 45-45-90 triangle. So the length of one side   is 18 because a 45 45 90 triangle has two sides that are equivalent (x) and one side that is x\(\sqrt{2} \\). So now that we know the length of one side is 18, we know the lengths of all 4 sides. Adding them up ( 18 + 18 + 18 + 18) gives 72, which is the perimeter.

Answer:

=)

Step-by-step explanation:

Answer:

I say number 2 idrk so I hope I helped >-<

Answer: 5,090,000= 5,000,000 + 90,000

Step-by-step explanation:

Using it's concept, it is found that the coefficient of the mathematical expression 7m² + 2(19) is of 7.

The leading coefficient of a polynomial is the term that multiplies the highest exponent.

In this problem, the expression is given by:

7m² + 19.

The highest exponent is of 2, in m², hence the leading coefficient is of 7.

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The measures of the angles are a = 38, b = 52, c = 104 and d = 90 degrees

From the question, we have the following parameters that can be used in our computation:

The circle and its properties

The angle in a semicircle is 90 degrees

So, we have

d = 90

Using the properties of angles, we have

a = 1/2 * 76

a = 38

Also, we have

a + b + d = 180 --- sum of angles in a triangle

So, we have

38 + b + 90 = 180

This gives

b = 52

Using the properties of angles, we have

b = 1/2 * c

52 =  1/2 * c

c = 104

Hence, the measures of the angles are a = 38, b = 52, c = 104 and d = 90 degrees

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The margin of error for the 90% confidence interval is 3.

To find the margin of error for a 90% confidence interval, we can use the formula:

Margin of Error = (Upper Limit - Lower Limit) / 2

Given the confidence interval (72, 78), where 72 is the lower limit and 78 is the upper limit, we can substitute these values into the formula to calculate the margin of error.

Margin of Error = (78 - 72) / 2

Margin of Error = 6 / 2

Margin of Error = 3

Consequently, the 90% confidence interval's margin of error is 3.

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