Answer:
140 sandwiches
Step-by-step explanation:
56/4=14 which is 10% of the sandwiches sold
14*10=140
Answer:
140 sandwiches.
Step-by-step explanation:
We know
56 tuna sandwiches were sold. This was 40% of the total number of sandwiches sold.
Work out the total number of sandwiches sold.
We Take
56 divided by 40, then time 100 = 140 Sandwiches
So, the total number of sandwiches sold is 140 sandwiches.
·1·2·3.-4.5.6.7.18-19 10 11 12 13 14 15****
El destino de los libros está íntimamente vinculado con el destino de muchos
pueblos. Los libros no sirven solamente para contar historias y para enseñar. Ellos
han participado en las guerras, en las revoluciones; han ayudado a destronar
reyes. Los libros han combatido lo mismo en
a) Apoyándote en el texto, explica con tus palabras y en no más de cuatro
renglones, para qué sirven los libros.
b) Redacta una composición
Answer:-El destino de los malos -Salmo de Asaf. -Ciertamente es bueno Dios para con Israel,Para con los limpios de corazón. En cuanto a mí, casi.
Step-by-step explanation:
A wall of sides 6m25cm and 5m50cm has to be painted. Find the
cost at the rate of ₹350 per m2?
what is the question about
I know it's about mathematics is it asking what is 350×2
13 ÷ 4 is equivalent to 13.00 ÷ 4. We can write zeros in the tenths place and
hundredths place without changing the value. Use the algorithm to solve. >
1 2 3
4
5
4 1 3.00
6
7
8
9
Enter ✔
As a result, 13.00 x 4 = 3.25, which is the final quotient.
What in math is a quotient?The number being divided in this example (15) is referred to as the dividend, while the number being divided by 3 in this case is referred to as the divisor.
Enter 4 as the divisor and 13.00 as the dividend.
Put the divisor outside the division bracket and the dividend within.
Divide the dividend's first digit (1) by the divisor (4). Put the product of the quotient and divisor (0 x 4 = 0) below the digit and the quotient (0) above it.
The new dividend will be 30 if the next digit (3) is brought down to the right of the 0.
4 divided by 30. Put the product (28) below the 30 and the quotient (7) above the 0.
28 from 30 is subtracted to yield 2. Under the dividend, place the 0 and the remaining amount, (2).
The new dividend will be 20 if the digit to the right of the 2 is brought down to zero.
4 divided by 20. Put the product (20) below the 20 and the quotient (5) above the 2.
20 from 20 is subtracted to provide 0. Under the dividend, put a 0 next to the 2 and the remainder.
As a result, 13.00 x 4 = 3.25, which is the final quotient.
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the population of a country was 259 million in 1982 and the continuous exponential growth rate was estimated at 1.6% per year. assuming that the population of the country continues to follow an exponential growth model, find the projected population in 1992. round your answer to 1 decimal place. the approximate population in 1992 is\
The population of the country was 259 million in 1982 and the continuous exponential growth rate was estimated at 1.6% per year. Assuming that the population of the country continues to follow an exponential growth model, Rounding off the answer to one decimal place, the approximate population in 1992 is 348.2 million.
How to calculate the projected population? We are given, Population in 1982 = 259 millionTime taken = 10 years rate of growth = 1.6% = 0.016 (expressed as a decimal)The formula for exponential growth can be written as; Population = P0ert where, P0 is the initial population, e is the natural logarithmic base, r is the rate of growth and t is the time period We are required to find the projected population in 1992, which means the time period is 10 years (from 1982 to 1992).
Hence, substituting the given values in the formula, we get; P = 259e 0.016 × 10P = 259e0.16P = 259 × 1.185P = 307.215 million Hence, the projected population in 1992 is 307.215 million (rounded off to 1 decimal place, it is 307.2 million).
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fifty-three percent of all persons in the u.s. population have at least some college education. choose 10 persons at random. what is the probability that exactly one-half have some college education?
The probability that exactly one-half have some college education is 0.0439 (rounded to four decimal places)
Step by step explanation: We can use the binomial probability distribution formula for this problem, where:p = probability of success (i.e., having some college education) = 0.53q = probability of failure (i.e., not having some college education) = 0.47n = number of trials (i.e., persons chosen at random) = 10x = number of successes (i.e., persons with some college education) = [tex]5P(x = 5) = C(10,5)p^5q^5[/tex] where [tex]C(n,r)[/tex] is the combination function that gives the number of ways to choose r items from a set of n items.
It is given by:[tex]C(n,r) = n! / (r!(n-r)!)[/tex] Thus, we can substitute the given values and compute:[tex]P(x = 5) = C(10,5)p^5q^5 = 252(0.53)^5(0.47)^5= 0.0439[/tex] (rounded to four decimal places)Therefore, the probability that exactly one-half have some college education is 0.0439.
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the starting salaries of individuals with a certain degree are normally distributed with a mean of $30,000 and a standard deviation of $2,500. what is the probability that a randomly selected individual with the degree will get a starting salary of at least $34,375?
The value we obtain from the table will be subtracted from 1 to obtain the probability that we are looking for.P(z < 1.75) = 0.9599 (from the standard normal distribution table)Therefore, P(z ≥ 1.75) = 1 - P(z < 1.75) = 1 - 0.9599 = 0.0401.The probability that a randomly selected individual with the degree will get a starting salary of at least $34,375 is 0.0401, or 4.01%.
We have been given that the starting salaries of individuals with a certain degree are normally distributed with a mean of $30,000 and a standard deviation of $2,500.We are required to determine the probability that a randomly selected individual with the degree will get a starting salary of at least $34,375.
We know that the Z-score formula is given as:$$z=\frac{x-\mu}{\sigma}$$Where:x = Value for which we need to find the probability.μ = Mean of the distribution.σ = Standard deviation of the distribution.Using this formula, we can find the Z-score for the given data as follows:$$z=\frac{x-\mu}{\sigma}$$$$\frac{34,375-30,000}{2,500}=1.75$$Now, we can use the normal distribution table to find the probability of a Z-score being less than or equal to 1.75.
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According to the CDC, the fatality rate for measles is 0. 2% in the United States. However, in developing countries it is approximately 25%. According to the World Health Organization about 75% of measles cases occurred in developing countries in 2019. How many deaths from measles are likely to have resulted? Round your answer to the nearest thousand. According to the CDC, 6% of people who contract measles also develop pneumonia. If there were 1,296 cases of the measles in the United States in 2019, how many people developed pneumonia? Round to the nearest whole person. By approximately what percentage (relative change) did measles decline between 2014-2015? Round your answer to two decimal places
a. Based on the given information, approximately 6,000 deaths from measles are likely to have resulted in 2019 in developing countries [(75/100) x (0.25) x (total cases)].
b. According to the CDC, 6% of people who contract measles develop pneumonia. Therefore, approximately 78 people (1,296 x 0.06) in the United States would have developed pneumonia in 2019.
c. The percentage decline in measles between 2014-2015 is approximately 71.8%.
The percentage decline in measles between 2014-2015 can be calculated using the formula:
[(2014 cases - 2015 cases)/2014 cases] x 100%. According to the CDC, there were 667 cases in 2014 and 188 cases in 2015.
In summary, approximately 6,000 deaths from measles are likely to have resulted in 2019 in developing countries, approximately 78 people in the United States would have developed pneumonia in 2019, and measles declined by approximately 71.8% between 2014-2015.
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Complete Question:
a. According to the CDC, the fatality rate for measles is 0. 2% in the United States. However, in developing countries it is approximately 25%. According to the World Health Organization about 75% of measles cases occurred in developing countries in 2019. How many deaths from measles are likely to have resulted? Round your answer to the nearest thousand.
b. According to the CDC, 6% of people who contract measles also develop pneumonia. If there were 1,296 cases of the measles in the United States in 2019, how many people developed pneumonia? Round to the nearest whole person.
c. By approximately what percentage (relative change) did measles decline between 2014-2015? Round your answer to two decimal places
Tina started a project with two 1 -gallon cans of paint. One can us now 4/10 full, and the other can is 5/8. Which one less than 1/2 full?
As a consequence, the can that is 4/10 full is the one that is less than half filled as One can us now 4/10 full, and the other can is 5/8.
what is fractions ?A fraction is a number that symbolizes a portion of a whole or a group of equal portions. The numerator represents the number of those parts being taken into consideration, while the denominator represents the overall number of equal parts that make up the whole.
given
We must change both fractions so that they have a common denominator in order to compare which can is less than half filled. 10 and 8 have a least common multiple (LCM) of 40.
20/40 is equivalent to 1/2.
So,
4/10 is equal to (4/10) x (4/4) Equals 16/40.
The formula for 5/8 is (5/8) x (5/5) = 25/40.
When we compare the two fractions, we can see that 25/40 is larger than 20/40 and that 16/40 is less than 20/40 (which is equal to 1/2).
As a consequence, the can that is 4/10 full is the one that is less than half filled as One can us now 4/10 full, and the other can is 5/8.
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Frannie has $120. She spends 30% of the money she has on a ticket to the theater. How much did Frannie pay for the theater ticket?
Answer:
36
Step-by-step explanation:
PxW=p
30x120=p
3600=p
x100%
$36=p
(overpriced ticket of you ask me lol)
A car travelling at a constant speed travels 60 km 30 minutes .how far will it travel in 2hrs,if it continues at the same constant speed
Answer: 240 miles in 2 hours
Step-by-step explanation:
we know the car is traveling 60 km per half hour (30 minutes)
so to find km per hour, multiply both by 2.
the rate of speed is 120 miles per 60 minutes (1 hour)
multiply 120 mph by the 2 hours given = 240 miles in 2 hours
Answer:
240 km in 2 hours
Step-by-step explanation:
If the car travels 60 km in 30 minutes, then its speed can be calculated as follows:
Speed = distance ÷ time
Speed = 60 km ÷ (30 minutes ÷ 60) = 120 km/hour
Since the car is traveling at a constant speed, we can use the formula:
Distance = Speed × Time
To find how far the car will travel in 2 hours, we can substitute the values we have found:
Distance = Speed × Time
Distance = 120 km/hour × 2 hours
Distance = 240 km
Therefore, the car will travel 240 km in 2 hours if it continues at the same constant speed.
Jaxon is flying a kite, holding his hands a distance of 3.25 feet above the ground and
letting all the kite's string play out. He measures the angle of elevation from his hand
to the kite to be 24°. If the string from the kite to his hand is 105 feet long, how many
feet is the kite above the ground? Round your answer to the nearest tenth of a foot if
necessary.
Answer: 46.0 ft
Step-by-step explanation:
[tex]\text{sin} \ 24^o=\dfrac{x}{105}[/tex]
[tex]x=105 \ \text{sin 24}^o[/tex]
So, the distance above the ground is [tex]\text{105 sin} \ 24^o+3.25\thickapprox \boxed{46.0 \ \text{ft}}[/tex]
Hunter bought two rolls of tape. The first roll had 3.7 meters of tape and the second roll had
9.8 meters of tape. How many meters of tape did Hunter buy in all?
Hunter bought 13.5 meters of tape in total
How to calculate the length of tape that Hunter bought?Hunter bought two rolls of tape
The first roll is 3.7 meters of tape
The second roll is 9.8 meters of tape
The total number of tape that Hunter bought can be calculated as follows
[tex]= 3.7 + 9.8=13.5[/tex]
Hence Hunter bought 13.5 meters of tape
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Chiamaka is 149 km from the university and drives 95 km closer every hour. Valente is 170 km from the university and drives 110 km closer every hour. Let t represent the time, in hours, since Chiamaka and Valente started driving toward the university. Complete the inequality to represent the times when Valente is closer than Chiamaka to the university
The inequality for the times when Valente is closer than Chiamaka to the university is - 170 + 110t < 149 + 95t
Distance of Chiamaka = 149km
Driving distance of Chiamaka = 95km
Distance of Valente = 170 km
Driving distance of Valente = 110 km
The graph of a linear function is always a straight line. A linear function has the form shown below. f(x) plus a+bx Equals y A linear function has one independent variable and one dependent variable.
Calculating the distances of Chiamaka -
C(t) = 149 + 95t
Calculating the distances of Valente -
V(t) = 170 + 110t
Now, Valente is closer when:
V(t) < C(t)
Figuring out the inequality -
170 + 110t < 149 + 95t
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Albert wants to show that tan theta sin theta + cos theta= sec theta. He writes the following proof. What is the next step in this proof?
JAR
N
Q
Cost (dollars)
0
cost of the tickets in dollars.
32 Each ticket to ride a carousel costs $2 50. The table st
relationship between x, the number of tickets bought, -
Y
8 10
Number of Tickets
LA COORDINATE PLANE
Carousel Rides
Number of Tickets, x
1
5
2
3
Carousel Rides
which graph best represents the data shown in the table?
Carousel Rides
Carousel Rides
Cost (dollars)
DO
6
6
Cost (dollars)
12
0
Cost, y (dollars)
2.50
5.00
7.50
12.50
4
2
6
Number of Tickets
Carousel Rides
12
Answer:
N
Q
Cost (dollars)
0
cost of the tickets in dollars.
32 Each ticket to ride a carousel costs $2 50. The table st
relationship between x, the number of tickets bought, -
Y
8 10
Number of Tickets
LA COORDINATE PLANE
Carousel Rides
Number of Tickets, x
1
5
2
3
Carousel Rides
which graph best represents the data shown in the table?
Carousel Rides
Carousel Rides
Cost (dollars)
DO
6
6
Cost (dollars)
12
0
Cost, y (dollars)
2.50
5.00
7.50
12.50
4
2
6
Number of Tickets
Carousel Rides
12
Step-by-step explanation:
Based on the data given in the table, the graph that best represents the relationship between the number of tickets bought and the cost of riding the carousel is the one that shows a linear relationship between the two variables.
The table shows that for each ticket bought, the cost of riding the carousel increases by $2.50. This means that the relationship between the number of tickets bought and the cost of riding the carousel is linear, with a slope of $2.50.
Therefore, the graph that best represents this relationship is the one that shows a straight line with a slope of $2.50 passing through the points (1, $2.50) and (5, $12.50). This graph is represented by the option labeled "Carousel Rides" with the x-axis showing the number of tickets bought and the y-axis showing the cost in dollars.
As a sales analyst for the shoe retailer Foot Locker, one of your responsibilities is measuring store productivity and then reporting your conclusion back to management. Foot Locker uses sales per square foot as a measure of store productivity. While preparing your report for the second quarter results (Q2), you are able to determine that annual sales for last year ran at a rate of $406 per square foot. Therefore, $406 per square foot will be your sales estimate for the population of all Foot Locker stores during Q2.
For your Q2 Sales Report, you decide to take a random sample of 64 stores. Using annual data from last year, you are able to determine that the standard deviation for sales per square foot for all 3,400 stores was $80. Therefore $80 per square foot will be your population standard deviation when compiling your Q2 report.
You anticipate that management would be comfortable with a probability of 0. 500 when offering your estimate of the sample mean. Using σ = $80 and n = 64 as before, what dollar interval would you have to present in order to obtain a probability of 0. 500?
The dollar interval that would give a probability of 0.500 is X ± $8.47.
To determine the dollar interval that would give a probability of 0.500, we need to calculate the confidence interval using the formula:
Confidence interval = X ± Zα/2 × σ/√n
where:
X = sample mean
Zα/2 = Z-score for the desired level of confidence (in this case, 0.500 corresponds to a Z-score of 1.96)
σ = population standard deviation
n = sample size
Substituting the given values, we have:
Confidence interval = X ± 1.96 × 80/√64
Confidence interval = X ± 19.6
Since we want a probability of 0.500, we need to find the z-scores that correspond to the middle 50% of the normal distribution. Using a standard normal table, we can find that the z-scores are approximately -0.6745 and +0.6745.
Therefore, the confidence interval that will give a probability of 0.500 is:
X ± 0.6745 × 80/√64
X ± 8.47
So, when presenting the Q2 Sales Report to management, we would have to provide a dollar interval of X ± $8.47 to obtain a probability of 0.500.
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The Book Nook makes four times as much revenue on paperback books as on hardcover books. If last month's sales totaled $124,300, how much was sold of each type book?
The revenue from hardcover books was $24,860 and the revenue from paperback books was $99,440.
How much was sold of each type book?Let's assume the revenue from hardcover books as "x" dollars.
Then, the revenue from paperback books will be 4 times the revenue from hardcover books, i.e., 4x dollars.
The total revenue is given as $124,300, so we can set up the following equation:
x + 4x = 124300
Simplifying the above equation, we get:
5x = 124300
x = 24860
Therefore, the revenue from hardcover books was $24,860 and the revenue from paperback books was 4 times that amount, i.e., $99,440.
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Each interior angle of a regular nonagon is equal
to?
Answer:
140
Step-by-step explanation:
180(n-2) is the total interior angle of a regulsr polygon and ifvyou divide it by number of the polygonvyou get the angle of each interior angle
180(9-2)= 1260 - total interior angle
1260/9 = 140 - each interior angle
The alpha level is set _____ the analysis of the data. Use the following Distributions tool to identify the boundaries that separate the extreme samples from the samples that are more obviously consistent with the null hypothesis. Assume the null hypothesis is nondirectional, meaning that the critical region is split across both tails of the distribution. The z-score boundaries at an alpha level alpha = .05 are: z = 1.96 and z = -1.96 z = 3.29 and z = -3.29 z = 2.58 and z = -2.58 To use the tool to identify the z-score boundaries, click on the icon with two orange lines, and slide the orange lines until the area in the critical region equals the alpha level. Remember that the probability will need to be split between the two tails. To use the tool to help you evaluate the hypothesis, click on the icon with the purple line, place the two orange lines on the critical values, and then place the purple line on the z statistic. The critical region is _____. The z-score boundaries for an alpha level a = .001 are: z = 2.58 and z = -2.58 z = 1.96 and z = -1.96 z = 3.29 and z = -3. 29 Suppose that the calculated z statistic for a particular hypothesis test is 2.64 and the alpha is .001. This z statistic is _____ the critical region. Therefore, the researcher _____ reject the null hypothesis, and he ______ conclude the alternative hypothesis is probably correct.
The researcher should reject the null hypothesis, and he can conclude the alternative hypothesis is probably correct.
The alpha level is set prior to the analysis of the data. To use the tool to identify the z-score boundaries, the user must slide the orange lines until the area in the critical region equals the alpha level. The critical region is between the two z-score boundaries. The z-score boundaries for an alpha level a = .001 are: z = 2.58 and z = -2.58, z = 1.96 and z = -1.96, z = 3.29 and z = -3.29. With an alpha of .001, the calculated z statistic of 2.64 is within the critical region. Therefore, the researcher should reject the null hypothesis, and he can conclude the alternative hypothesis is probably correct.
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An F-curve has df (9,3). a. What is the number of degrees of freedom for the numerator? b. What is the number of degrees of freedom for the denominator?
An F-curve has df (9,3), so the number of degrees of freedom for the numerator is 9 and the number of degrees of freedom for the denominator is 3.
The degrees of freedom in a statistical calculation describe how many values in a computation can change. The degrees of freedom of chi-square tests, t-tests, and even more complex f-tests may be computed to assist confirm their statistical validity. These tests are frequently used to compare observed data with data that would be expected to be produced if a given hypothesis were followed.
We have F-curve with df = (9, 3)
So The degrees of freedom for the numerator is the first number mentioned in df:
df (numerator) = dfn = 9
The degrees of freedom for the denominator is the second number mentioned in df:
df (denominator) = dfd = 3.
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3:27 PM Mon Mar 13
Acellus
Law of Cosines
26
Solve for C.
50
29
C = [?]°
Round your final answer
to the nearest tenth.
Law of Cosines: c²= a² + b² - 2ab-cosC
Measure of Angle C
Enter
3
ဇာ
Help Resources
Consequently, C = 17.2° as by the result of the Rule of Cosines , rounded to the nearest tenth.
what is angle ?A geometric figure known as an angle is created by two lines that share an endpoint and are referred to as the angle's sides and vertex, respectively. The quantity of rotation required to align one side with the other side around the vertex is the angle's unit of measurement. Typically, angles are expressed as degrees or radians, where a complete rotation equals 360 degrees or 2 radians. Angles are frequently used to define the position and orientation of lines and shapes in geometry, trigonometry, and other branches of mathematics.
given
As a result of the Rule of Cosines, we have:
A2 Plus B2 - 2ab cos = c2 (C)
Adding the specified values:
c² = 26² + 29² - 2(26)(29) cos(50°)
c² = 676 + 841 - 1508 cos(50°)
c² = 1517 - 1508 cos(50°)
c ≈ √(1517 - 1508 cos(50°))
c ≈ 17.2° (rounded to the closest tenth)
Consequently, C = 17.2° as by the result of the Rule of Cosines , rounded to the nearest tenth.
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Answer:
C= 23.22
This is the answer this question.
The landscaping at a park features 15 azalea bushes at the entrance to the park as well as a garden of azalea bushes inside the park. In the garden, the azalea bushes are planted in rows containing the same number of bushes, as shown below.
CHECK THE PICTURE BELOW THEN ANSWER PLEASE!
A.
B.
C.
D.
Answer:
To find out how many bushes are in each row, we need to use the information given in the problem. We know that there are a total of 15 bushes at the entrance to the park, and the garden contains the same number of bushes in each row. Therefore, we can subtract the 15 bushes at the entrance from the total number of bushes in the garden to find out how many bushes are in the rows:
Total number of bushes in the garden = Number of rows × Number of bushes in each row
Total number of bushes in the garden = 4 × Number of bushes in each row
So, we can write:
4 × Number of bushes in each row - 15 = Number of bushes in the garden
We are not given the total number of bushes in the garden, but we can use algebra to solve for the number of bushes in each row:
4 × Number of bushes in each row - 15 = Number of bushes in the garden
4 × Number of bushes in each row - 15 = 35 (since there are 15 bushes at the entrance to the park, the total number of bushes in the garden is 35)
4 × Number of bushes in each row = 50
Number of bushes in each row = 50 ÷ 4
Number of bushes in each row = 12.5
Since the number of bushes in each row must be a whole number, we can round up to get:
Number of bushes in each row = 13
Therefore, each row in the garden has 13 azalea bushes.
Step-by-step explanation:
Answer:
D
Step-by-step explanation:
D is the only equation that once solved out, equals 119 total bushes that the equation calls for.
8(13)+15= 119
Write and solve an equation to show thw average number of calendars her 3rd period class sold peer week during the four week challenge?
The average number of calendars sold per week by the 3rd period class during the four-week challenge is 30.
If we know the total number of calendars sold by the class during the challenge, we can use this information to find the value of x. Let's say that the total number of calendars sold by the class during the challenge is 120.
To find the average number of calendars sold per week, we can set up an equation:
x * 4 = 120
Here, x represents the average number of calendars sold per week, and 4 represents the number of weeks in the challenge. The product of x and 4 gives us the total number of calendars sold during the challenge, which we know is 120.
To solve for x, we can divide both sides of the equation by 4:
x = 120/4
x = 30
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What is the difference in weight between the horse and combined weight of the dolphin and the ape?
Answer:
Step-by-step explanation:
44
Let P(A) = 0.70, P(B | A) = 0.55, and P(B | Ac) = 0.10. Use a probability tree to calculate the following probabilities: (Round your answers to 4 decimal places.) a. P(Ac) b. P(A ∩ B) P(Ac ∩ B) c. P(B) d. P(A | B)
a. P(Ac) = 0.30
b. P(A ∩ B) = 0.385
c. P(B) = 0.415
d. P(A | B) = 0.9277
Given:
P(A) = 0.70,
P(B | A) = 0.55
P(B | Ac) = 0.10
a. P(Ac)
P(Ac) = 1 - P(A)
P(Ac) = 1 - 0.70 = 0.30
P(Ac) = 0.30
b. P(A ∩ B)
P(A ∩ B) = P(A) × P(B | A)
P(A ∩ B) = 0.70 × 0.55
P(A ∩ B) = 0.385
c. P(B)
P(B) = P(B | A) × P(A) + P(B | Ac) × P(Ac)
P(B) = 0.55 × 0.70 + 0.10 × 0.30
P(B) = 0.415
d. P(A | B)
We can use Bayes' theorem to find the probability of P(A | B)
Then,
P(A | B) = P(B | A) × P(A) / P(B) = 0.55 × 0.70 / 0.4150
P(A | B) = 0.9277
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Schools have different ways of fund raising. The parents and the SGB of Progress High School agree that each learner should donate an amount to the school. The money is payable during the first month of the year. 1.1 Use TABLE 1 to answer the questions that follow. Write down the donation per leamer. 1.2 TABLE 1: INCOME IN RANDS OF FUND RAISING Number of learners that paid Income (R) 1 200 1.3 1.5 Calculate the missing value A. 10 2 000 20 45 215 4 000 9 000 A [Adapted from original school financial books ] Use TABLE 1 and write down the dependent variable. 1.4 Write the income received from 10 leamers to the income received from 45 learners, in a ratio in its simplest form. (3) (2) (2) (2) have The SGB chairperson claims that if 80% of the leamers paid, the school would raised more than R170 000. There are 1 100 learners enrolled at the school. Verify, by showing ALL calculations, whether his statement is valid. (4)
Answer: 1.1. The donation per learner cannot be determined from the given table.
1.2. TABLE 1: INCOME IN RANDS OF FUNDRAISING
Number of learners that paid Income (R)
1 200
1.3. To calculate the missing value A, we need to add up all the given incomes and subtract it from the total income for 45 learners, which is 45 x A. Then we can solve for A:
Total income = 200 + 150 + 10(2,000) + 20(45) + A + 4,000 + 9,000
Total income = 45A
45A = 25,150
A = 558.89
Therefore, the missing value A is R558.89.
1.4. The dependent variable in the table is the income received from fundraising.
To find the ratio of income received from 10 learners to income received from 45 learners, we need to divide the income received from 10 learners by the income received from 45 learners and simplify the fraction:
Income from 10 learners = R1,100 (since each learner donates R110)
Income from 45 learners = R215
Ratio = Income from 10 learners : Income from 45 learners
= 1,100 : 215
= 20 : 3 (in its simplest form)
The total number of learners enrolled at the school is 1,100. If 80% of the learners paid, then the number of learners who paid is:
80% of 1,100 = 0.8 x 1,100 = 880 learners
The minimum income that the school can raise if 80% of the learners paid is when each of the 880 learners paid the minimum donation, which is R150:
Minimum income = 880 x 150 = R132,000
Since R132,000 is less than R170,000, the SGB chairperson's statement is not valid.
Step-by-step explanation:
Put these numbers in order, from least to greatest. If you get stuck, consider using the number line. 3.5, -1, 4.8, -1.5, -0.5, -4.2, 0.5, -2.1, -3.5
The numbers are as follows, going from lowest to highest:
-4.2, -3.5, -2.1, -1.5, -1, -0.5, 0.5, 3.5, 4.8.
How are numbers on a number line determined?We must compare and organize these numbers from least to greatest in order to put them in numerical order. The two smallest figures, which are -4.2 and -3.5, can be used as a starting point. Afterwards, we add the remaining numbers to the list in ascending order of least to largest after comparing them to these two. We arrive at the list above after continuing this approach.
Visualizing these numbers in order can alternatively be done by using a number line. In the number line, we can mark each number and arrange them in ascending order from left to right. We can see from the number line that the least number is -4.2.
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Idil drove 12 miles in 1/5an hour. On average, how fast did she drive, in miles per hour
If Idil drove 12 miles in 1/5an hour on average, then she drove at an average speed of 60 miles per hour.
To calculate the average speed of Idil's car in miles per hour, we need to divide the distance she drove (12 miles) by the time it took her to drive that distance (1/5 hour):
Average speed = distance ÷ time
Average speed = 12 miles ÷ (1/5) hour
To divide by a fraction, we can multiply by its reciprocal, so:
Average speed = 12 miles × 5/1 hour
Average speed = 60 miles per hour
Therefore, Idil drove at an average speed of 60 miles per hour.
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trucks in a delivery fleet travel a mean of 120 miles per day with a standard deviation of 11 miles per day. the mileage per day is distributed normally. find the probability that a truck drives between 99 and 128 miles in a day. round your answer to four decimal places.
The probability that a truck drives between 99 and 128 miles in a day is 0.7734 rounded to four decimal places.
What is the standard deviation?Standard deviation is a statistical measurement that depicts the average deviation of each value in a dataset from the mean value. It tells you how much your data deviates from the mean value. It represents the typical variation between the mean value and the individual data points.
The formula for the probability that a truck drives between 99 and 128 miles in a day is:
[tex]Z = (X - \mu) /\sigma[/tex]
where, X is the number of miles driven per day; μ is the mean of the number of miles driven per day; σ is the standard deviation of the number of miles driven per day. The value of Z for 99 miles driven per day is:
[tex]Z = (99 - 120) / 11 = -1.91[/tex]
The value of Z for 128 miles driven per day is:
[tex]Z = (128 - 120) / 11 = 0.73[/tex]
Using a standard normal distribution table or calculator, the probability of a truck driving between 99 and 128 miles per day is:
[tex]P(-1.91 < Z < 0.73) = 0.7734[/tex]
Therefore, the probability that a truck drives between 99 and 128 miles in a day is 0.7734 rounded to four decimal places.
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How could 1/5 + -4/5 be modeled on a number line
The expression 1/5 + -4/5 has plotted on the number line
To model 1/5 + (-4/5) on a number line, we can start by placing a point at 0 on the number line. Then we can represent 1/5 by placing another point to the right of 0, one-fifth of the distance from 0 to 1. We can represent -4/5 by placing a point to the left of 0, four-fifths of the distance from 0 to -1.
To add these two points together, we start at the point representing 1/5 and move four-fifths of the distance towards the left, since -4/5 is negative. The resulting point represents the sum of 1/5 and -4/5.
To solve this problem algebraically, we can add the two fractions together by finding a common denominator:
1/5 + (-4/5) = 1/5 - 4/5
= (1-4)/5
= -3/5
= -0.6
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