what percent is 35 out of 45

Answer: 25

Step-by-step explanation:

Given

Kay found 4 frogs on Monday

and 9 frogs on Tuesday by her house

each frog has 5 warts

So, total warts on Monday and Tuesday

\(\Rightarrow \text{Monday=}4\times 5\\\Rightarrow 20\\\\\Rightarrow \text{Tuesday =}9\times 5\\\Rightarrow 45\)

The difference of warts is

\(\Rightarrow 45-20\\\Rightarrow 25\)

Thus, there are25 more warts on frogs from Tuesday than from Monday  

Frogs On Monday:

4 frogs x 5 = 20 warts

Frogs On Tuesday:

9 frogs x 5 warts = 45

Last Step:

45 (9 frogs each with 5 warts) - 20 (4 frogs each with 5 warts) =

Answer: 25

            ~Hope this helps!

      ~Hocus Pocus

Answer:

Your answer will be 22.05

Step-by-step explanation:

the answer Is 22.5

Step-by-step explanation:

you have to multiply 3.15 by 7

Answer:

For every 13 rocks, there is 4 diamonds

Step-by-step explanation:

Answer:

for every 13 dogs there are 4 cats

Step-by-step explanation:

There are at least two group means that are significantly different from one another, according to the alternative hypothesis (H a). The alternative hypothesis is adopted if the outcome is statistically significant.

You can use ANOVA to determine whether differences between data sets are statistically significant. It functions by examining the levels of variance present within each group using samples drawn from each.

The likelihood that the mean of a sample taken from the data will be different owing to chance increases if there is a lot of variance (spread of data away from the mean) among the data groups.

In addition to examining the variance within the data groups, ANOVA also considers sample size (the smaller the sample, the lower the likelihood that outliers will be randomly selected from it) and sample mean differences (the greater the difference between the sample means, the greater the likelihood that an outlier will be randomly selected from it).

hence, The alternative hypothesis is adopted if the outcome is statistically significant.

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Answer:

\(n = m - a\)

Step-by-step explanation:

Given

\(a = m - n\)

Required

Solve for n

\(a = m - n\)

Add n to both sides

\(a + n = m - n + n\)

\(a + n = m\)

Subtract a from both sides

\(a - a + n = m - a\)

\(n = m - a\)

Hence, option C answers the question

The value that will be included in section D is C option 0.

The number that could not be included in the section B is D option \(\sqrt{32}\).

An example of a value that could be represented by C is -10.

As we can observe from the figure, we can write the following:-

E is the set of natural numbers.

D is the set of whole numbers.

C is the set of integers.

D is the set of rational numbers.

A is the set of irrational numbers.

The biggest rectangle is the set of real numbers comprising of rational and irrational numbers.

Hence,

The value that will be included in section D is C option 0 as it is whole number.

The number that could not be included in the section B is D option \(\sqrt{32}\) as it is an irrational number and will be included at A.

An example of a value that could be represented by C is -10 as C represents the set of integers.

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Therefore , a)different orders can the spider put on its socks and shoes is  \(\frac{16!}{(2!)^{8} }\)  and b)the total no of ways for people to discharge from lift is 14112 ways.

Selections are another name for combinations. Combinations represent the choosing of items from a predetermined group of items. We're not trying to arrange anything here. We're going to pick them. We write n C r to represent the number of distinct r-selections or combinations among a set of n objects. Compared to arrangements or permutations, combinations are different.

Here,

Each dressing sequence may be uniquely characterized by a series of two 1s, two 2s,..., and two 8s; the spider is said to put the sock on leg x in the first instance, and the shoe on leg x in the second instance.

The solution would be 16! if each number were unique.

However, because 8 words appear twice, the solution is

=>  \(\frac{16!}{(2!)^{8} }\)

Thus different orders can the spider put on its socks and shoes is  \(\frac{16!}{(2!)^{8} }\)

Thus,

Part A: When the elevator operator can't tell who is who.

Currently, there are 6 floors and 10 persons, and each floor loses one.

so 8+6-1=13

applying combination

=>\(C^{13} _{5}\) =  1287 ways.

Part 2: When the elevator attendant separates males from ladies.

There are 3 females and 5 males.

The formula for choosing five men is (5 + 6)-1= (10).

Applying combination  

=> .\(C^{10} _{5}\)= 252 ways

techniques to choose ladies = 3+6-1=8

Applying combination  

=> \(C^{8} _{5}\) = 56 ways

Total no. of ways

=>  252*56 = 14112 ways.

Therefore , the total no of ways for people to discharge from lift is 14112 ways.

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Costs that do not change with output are called fixed costs.

Hence the correct option is D.

Fixed costs are the costs that does not change when output gets changed. Fixed cost is also known as overhead cost. For example, insurance, rent, profit, depreciation, and normal cost.

Fixed costs are indirect costs and must be paid irrespective of the level of production, that is, these costs can be incurred even when the level of production is zero. The best example for this is rent of the factory and payment on the lease for the equipment of the factory must be paid even if the level of production is zero.

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Answer:

53 bagels

Step-by-step explanation:

The number of bagels, y sold is a function of the square of the time (x) plus 4.

Therefore:

\(y=x^2+4\)

Number of Hours from 12.00 am to 7:00 am =7

At x=7

The number of bagels sold,

\(y=7^2+4\\=49+4\\=53\\\)

The bagel shop sold 53 bagels from 12: 00 am to 7: 00 am.

(5 ; 3.5)

midpoint formula

(x₁ + x₂)/2 ; (y₁ + y₂)/2

(1  + 9)/2 ; (7 + 0)/2

(10/2 ; 7/2)

(5 ; 3.5)

Answer:

Step-by-step explanation:

To find the hourly rate, we would first need to take the total earnings and subtract the bonus.

$164 - $50 = 114

This gives us the total money earned for hourly work.

Then we need to add the total hours worked: 4 + 8 = 12.

Lastly, we need to take the total money earned and divide it by the total hours worked: 114 / 12 = 9.50 or $9.50 per hour.

The equation could look like:

4h + 8h + $50 = $165

Answer:

292 and 2092

Step-by-step explanation:

Surface area:

Wall 1: 40 x 3 = 120m^2

Wall2: 40 x 3 = 120m^2

Wall 3: 15 x 3 = 45m^2

Wall 4: 15 x 3 = 45m^2

Ceiling: 15 x 40 = 600m^2

Total : 240 + 600 + 90 = 730

So, cost of painting = 730/25 x 10 = 29.2 x 10 = 292

Total: 292 + 1800 = 2092

The total cost of paint would be 2092 dollars.

The area of the cuboid is the sum of product of the length, breadth of the given prism.

Surface area:

Wall 1: 40 x 3 = 120m^2

Wall2: 40 x 3 = 120m^2

Wall 3: 15 x 3 = 45m^2

Wall 4: 15 x 3 = 45m^2

Ceiling: 15 x 40 = 600m^2

The Total area: 240 + 600 + 90 = 730

So, The cost of painting = 730/25 x 10

= 29.2 x 10

= 292

Total: 292 + 1800 = 2092

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I use it as a short way to say "okay" but I don't know how others may use it.

In Mexico, 350 dollars would be equivalent to 6769.21 Mexican Pesos.

What is currency conversion?

Currency conversion is the process of exchanging one type of currency for another to facilitate transactions in which the issuer and acquirer use different currencies. Currency conversion usually incurs some additional costs for the customer.

In Mexico, 1 US dollar = 19.34 Mexican Pesos

So In Mexico, $350 = 350 * 19.34

                                 = 6769.21 Mexican Pesos.

Hence, In Mexico, 350 dollars would be equivalent to 6769.21 Mexican Pesos.

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Answer:

C

Step-by-step explanation:

Answer:

The answer is d the one with the 18 in it

Step-by-step explanation:

Answer:

y = x

Step-by-step explanation:

an equation that an equation that forms an angle of 45 ° and passes through the origin of the axes is the bisector, and its equation is y = x.

Therefore, the equivalent metric length of a 3-inch scar would be 7.62 centimeters.

Explanation: Metric length is a measurement system that uses the metric unit. The metric unit is more common than the customary unit system in the United States. To convert customary unit lengths to metric lengths, a conversion factor is used.3 inches is the measurement of the scar in customary units. To convert 3 inches to metric units, multiply it by the conversion factor. There are 2.54 centimeters in one inch, which is the conversion factor. To find the equivalent metric length of a 3-inch scar, multiply 3 by 2.54. Therefore, the equivalent metric length of a 3-inch scar would be 7.62 centimeters.  The equivalent metric length of a 3-inch scar would be 7.62 centimeters. Metric length is a measurement system that uses the metric unit. The metric unit is more common than the customary unit system in the United States. To convert customary unit lengths to metric lengths, a conversion factor is used. There are 2.54 centimeters in one inch, which is the conversion factor.

Therefore, the equivalent metric length of a 3-inch scar would be 7.62 centimeters.

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The expected value in a binomial situation with n = 18 and π = 0.60 is E(X) = np = 18 * 0.60 = 10.8.

In a binomial situation, the expected value, denoted as E(X), represents the average or mean outcome of a random variable X. It is calculated by multiplying the number of trials, denoted as n, by the probability of success for each trial, denoted as π.

In this case, we are given n = 18 and π = 0.60. To find the expected value, we multiply the number of trials, 18, by the probability of success, 0.60.

n = 18 (number of trials)

π = 0.60 (probability of success for each trial)

To find the expected value:

E(X) = np

Substitute the given values:

E(X) = 18 * 0.60

Calculate the expected value:

E(X) = 10.8

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The amount of time (in hours per week) a student utilizes a math-tutoring center roughly follows the normal distribution \(y = 0.7979e^-(x-5.4)^2/0.5\), where x is the number of hours.

The normal distribution is a bell-shaped curve that is often used to model real-world data. In this case, the normal distribution is used to model the amount of time that students spend at the math-tutoring center. The peak of the bell-shaped curve represents the average amount of time that students spend at the center, which is 5.4 hours per week. The tails of the bell-shaped curve represent the amount of time that students spend at the center that is less than or greater than the average amount of time.

The standard deviation of the normal distribution is 0.5 hours. This means that about 68% of the students spend between 4.9 and 6 hours at the center per week. About 16% of the students spend less than 4.9 hours at the center per week, and about 16% of the students spend more than 6 hours at the center per week.

The normal distribution is a useful tool for understanding the amount of time that students spend at the math-tutoring center. It can be used to estimate the average amount of time that students spend at the center, and it can be used to determine the amount of time that students spend at the center that is less than or greater than the average amount of time.

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The manager wants to control the maximum probability of Type I error at 1% (i.e. the manager wants the significance level to be 1%). To calculate the critical value, we need to find the Z-score associated with a 1% significance level.
To find the critical value, we can use a Z-table or a Z-score calculator. Since the significance level is 1% (0.01), we need to find the Z-score corresponding to the area of 0.99 (1 - 0.01) in the upper tail of the standard normal distribution.
By looking up the Z-table or using a Z-score calculator, we find that the Z-score corresponding to a 0.99 cumulative probability is approximately 2.33. The critical value the manager should use to conduct the hypothesis test is 2.33.

To calculate the probability of Type II error, we need to specify an alternative hypothesis and determine the corresponding population mean value. In this case, the alternative hypothesis is that the mean daily output is greater than 200, and the specified population mean value is 205.

To calculate the probability of Type II error, we need to find the area under the null hypothesis distribution that falls to the right of the critical value. In other words, we need to find the probability that the test statistic, assuming the null hypothesis is true, falls in the rejection region. Since we are assuming the population mean is 205, we can calculate the Z-score using the formula:

Z = (sample mean - population mean) / (standard deviation / sqrt(sample size))
Substituting the values, we get:
Z = (205 - 200) / (18 / sqrt(81)) = 5 / (18 / 9) = 5 / 2 = 2.5

Now, we can calculate the probability of Type II error by finding the area under the null hypothesis distribution to the right of the critical value, which is 2.33. Using the Z-table or a Z-score calculator, we find that the probability of Type II error is approximately 0.0062, or 0.62%.
If the sample mean turns out to be 205, we compare it to the critical value. If the sample mean is greater than the critical value (2.33), we reject the null hypothesis. In this case, since the sample mean is 205, which is greater than the critical value of 2.33, we would reject the null hypothesis. The conclusion of the test would be that there is sufficient evidence to suggest that the mean daily output is greater than 200.

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Answer:

solid

Step-by-step explanation:

he biked at a steady rate of 7.5 miles per hour

The correct statement are:

Based on the given information, we can make the following conclusions:

A. The interquartile range for high school students is smaller than college students.

The statement is False

B. The mean for high school students is smaller than college students.

The statement is False because the mean of College is 25.28 and mean for High school is 30.4.

C. The range for high school students is larger than college students.

The statement is True .

D. The college median is equal to the high school median.

The statement is True because the median for both is 24..

E. The mean absolute deviation is larger for college students than high school students.

The statement is False.

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Answer:

8673404

Step-by-step explanation:

Your commas are in the wrong spots. If the question is asking the profit then it would be 15,548,000 - 6,974,596 = 8,673,404

I am not sure what it means when asking how much money was saved. Is this the complete question and the exact wording?

Here are the amounts of weight change (in pounds) for the 12 women:

-1, -3, -8, 7.

What is statistics?

Statistics is a branch of mathematics that deals with the collection, analysis, interpretation, presentation, and organization of numerical data.

The list represents the amount of weight change (in pounds) for 12 women during their first year of work after graduating from college. The values in the list can be positive or negative. A positive value indicates that a woman gained weight during the year, while a negative value indicates that she lost weight.

Looking at the list, we can see that the first three women lost weight, with weight changes of -1, -3, and -8 pounds respectively. The fourth woman gained weight, with a weight change of 7 pounds, and the fifth woman gained even more weight, with a weight change of 15 pounds.

The sixth woman also gained weight, but only by 3 pounds. The next woman on the list lost weight, with a weight change of -11 pounds, and the following woman lost weight as well, with a weight change of -6 pounds.

The last four women on the list all gained weight. The eighth woman gained 12 pounds, the ninth woman did not experience any weight change, the tenth woman lost 4 pounds, and the final woman on the list lost 11 pounds.

Therefore, Here are the amounts of weight change (in pounds) for the 12 women:-1, -3, -8, 7.

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Correct question is " Listed below are the amounts of weight change (in pounds) for 12 women during their first year of work after graduating from college. Positive values correspond to women who gained weight, and negative values correspond to women who lost weight -1 -3 -8 7 15 3 -11 -6 12 0 -4 -11

Find the amounts of weight change (in pounds) for the 12 women?"

Answer:

barb has 3⁴ pennies

Step-by-step explanation:

We are told that ;

Bob has 3 pennies = 3

Betty has three times as many pennies as bob = 3 × 3 = 3²

Bill has three times as many pennies as Betty = 3 × 3² = 3³

Barb has three times as many pennies as bill = 3 × 3³ = 3⁴

Thus,barb has 3⁴ pennies

Answer:

3⁴ pennies or 81 Pennies

Step-by-step explanation:

Bob - 3¹

Betty - 3²

bill - 3³

barb - 3⁴

3*3*3*3 = 81

let $p$ and $q$ be the two distinct solutions to the equation$$\frac{4x-12}{x^2 2x-15}=x 2.$$if $p > q$. The value of $p - q$ is 4.

To find the value of $p - q$, we first need to solve the given equation and determine the values of $p$ and $q$.

The equation is:

$$\frac{4x-12}{x^2 - 2x - 15} = x^2.$$

Step 1: Factorize the denominator:

The denominator can be factored as $(x - 5)(x + 3)$.

Step 2: Simplify the equation:

$$\frac{4x-12}{(x - 5)(x + 3)} = x^2.$$

Step 3: Multiply both sides of the equation by $(x - 5)(x + 3)$ to eliminate the denominator:

$$(4x - 12) = x^2(x - 5)(x + 3).$$

Step 4: Expand and rearrange the equation:

$$4x - 12 = x^4 - 2x^3 - 15x^2 + 25x.$$

Step 5: Rearrange the equation and combine like terms:

$$x^4 - 2x^3 - 15x^2 + 21x - 12 = 0.$$

Step 6: Factorize the equation:

$$(x - 3)(x + 1)(x - 2)(x + 2) = 0.$$

From this, we get four possible solutions: $x = 3$, $x = -1$, $x = 2$, and $x = -2$.

However, we are interested in the two distinct solutions $p$ and $q$, where $p > q$. Therefore, the values of $p$ and $q$ are $p = 3$ and $q = -1$.

Finally, we can find the value of $p - q$:

$$p - q = 3 - (-1) = 3 + 1 = 4.$$

Hence, the value of $p - q$ is 4.

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Answer:

yo no se pero ahorita yo te ayudo