In school there are 500 students. 320 of the students are females. What is the ratio of female to male students? What is the ratio of the male students to the total number of students?

Answer:

Step-by-step explanation:

Any [tex]b\neq 0[/tex] raised to the 0-th power will give 1. So [tex]a=3[/tex]

Once you know that, from the passing through (2,48) you get:

[tex] 48=3b^2\\ 16=b^2 b=4 [/tex]

Notice that,even if -4 satisfies the condition, exponential functions are defined only and only if the base is positive and not equal to 1. (if the base was 1, you'd get an horizontal line, and with a negative base the function starts losing meaning in the real plane in a series of points.

To write the exponential function in y = ab^x form, we use the given y-intercept and a point on the graph to find the values of 'a' and 'b'.

To write the exponential function in y = ab^x form, we need to find the values of a and b.
Based on the information given, we know that the y-intercept is (0,3), which means that when x = 0, y = 3.
So, we have the equation 3 = ab^0, which simplifies to a = 3. Now, using the point (2,48), we can substitute the values of a and x to find the value of b. We get 48 = 3b^2, which simplifies to 16 = b^2. Taking the square root, we find that b = 4. Therefore, the exponential function is y = 3 * 4^x.

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Answer:

-2/3

Step-by-step explanation:

y1 -y2 / x1 - x2

7 - 5 = 2

3 - 6 = -3

-2/3 = slope

Answer:

3.60555127...

Step-by-step explanation:

Answer:

100 inches Over 1 minute times × 1 foot Over 12 inches

Step-by-step explanation:

Remember that

[tex]1\ ft=12\ in[/tex]

so

[tex]1\ in=1/12\ ft[/tex]

we have

[tex]100\frac{in}{min}[/tex]

Convert to ft/min

To convert in/min to ft/min multiply the given value by the factor 1/12

[tex]100\frac{in}{min}(1/12)\frac{ft}{in}=8.33\ ft/min[/tex]

therefore

100 inches Over 1 minute times × 1 foot Over 12 inches

100 inches Over 1 minute times × 1 foot Over 12 inches, the correct answer is 3.

We know that,

1ft = 12inches

So, 1 in. = 1/12 ft

We have expression converts 100 inches per minute to feet per minute

100 inches/min

To convert in/min to ft/min multiply the given value by the factor 1/12

100  inches/min (1/12 ft/in)

Therefore, 100 inches Over 1 minute times × 1 feet Over 12 inches

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Answer:

A) The slope is positive 3 and the y-intercept is (0, 4).

Step-by-step explanation:

3x - y = -4

-3x -3x

__________

-y = -3x - 4

__ _______

-1 -1

y = 3x + 4 >> y-intercept at [0, 4] and has a positive three rate of change [slope] ☑

I am joyous to assist you anytime.

Step-by-step explanation: usatestprep approved

Answer:

442

Step-by-step explanation:

170/5 (to find per hour)

34*13 = 442

Answer:

The rate per hour is 34 bagels per hour. They can bake 442 bagels in 13 hours.

Step-by-step explanation:

Rate per hour:

170/5= 34

You do this because you want to find the amount of bagels they can bake in 1 hour, which is found through 170/5.

Bagels in 13 hours:

34*13= 442

You use the unit rate established, 34 bagels per hour, and multiply it by 13 hours, 13*34.

Answer:

1.6 miles

Step-by-step explanation:

60/12=5

which will mean 1/5=.2

.2x8=1.6 miles

Tina's running rate is 8 miles per hour. In 12 minutes, she will cover a distance of 1.6 miles.

To calculate the number of miles Tina will run in 12 minutes, we need to convert the time to hours since her rate is given in miles per hour.

Since there are 60 minutes in an hour, we divide 12 minutes by 60 to convert it to hours:

12 minutes / 60 = 0.2 hours

Now, we can calculate the distance Tina will run by multiplying her rate by the time:

Distance = Rate * Time = 8 miles per hour * 0.2 hours

Distance = 1.6 miles

Therefore, Tina will run 1.6 miles in 12 minutes.

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One line has a positive slope and the other a negative slope, they are bound to intercept eventually, so that's why there can't be zero solutions. Two lines can't intercept each other twice, and if they have opposite slopes they can't have infinite solutions.

let;

First quadratic equation whose graph open upward is

[tex]ax^{2} + bx + c = 0[/tex] , where (a≠0)

when a>0 is positive the graph upward .

And second quadratic equation whose graph open downwards is

[tex]-ax^{2} + bx + c = 0[/tex] ,  where ( a≠0 )

When a<0 is negative the graph open downwards.

There are 3 possibilities for the graph as shown in the figure.

So, the greatest possible number of intersections for these graphs is 2 as shown in figure.

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Answer:

You have to finish the question lol

Step-by-step explanation:

Answer:

403 points

Step-by-step explanation:

Subtract 247 from 650

Answer:

10 calories were burned for each minute of jogging  and  10 calories were burned for each minute of cycling.

Step-by-step explanation:

Let be "j" the amount of calories Shelly burned for each minute of jogging and "c" the amount of calories Shelly burned for each minute of cycling.

Set up a system of equations:

[tex]\left \{ {{10j+20c=300} \atop {20j+10c=300}} \right.[/tex]

You can apply the Elimination method: multiply the first equation by -2, then add the equations and  solve for "c":

[tex]\left \{ {{-20j-40c=-600} \atop {20j+10c=300}} \right.\\...............................\\-30c-300\\\\c=10[/tex]

Now, substitute the value of "c" into any original equation and solve for "j":

[tex]10j+20(10)=300\\\\10j=300-200\\\\10j=100\\\\j=10[/tex]

Answer:

See explanation

Step-by-step explanation:

Devin brought his snail collection to school. He has 10 snails.

the smallest number of snails in the tank is 0 and the greatest number of snails in the tank is 10. Also the number of snails in each tank must be a whole number (Devin cannot put half of the snail into the tank). There are 11 whole numbers between 0 and 10.

Hence,  all 11 possibilities to divide snails into two tanks are:

[tex]\begin{array}{cc}\text{Tank 1}&\text{Tank 2}\\ \\0&10\\1&9\\2&8\\3&7\\4&6\\5&5\\6&4\\7&3\\8&2\\9&1\\10&0\end{array}[/tex]

The sums of two numbers in each row must be exactly 10 as the total number of snails Devin has.

Answer:

a - d / b + c = x

Step-by-step explanation:

a - bx = cx + d

a = bx + cx + d

a - d = bx + cx

a - d = x ( b + c )

a - d / b + c = x

Answer:

1. cx

2. a

3. x

4. (-b -c)

Step-by-step explanation:

1. Subtract cx - from both sides

2. Subtract a from both sides

3. Factor x

4. Isolate x by dividing both sides of the equation by (-b -c)

Answer:

100

Step-by-step explanation:

You are given the equation

[tex]4x-4.5=10.73+5.7+7x[/tex]

There are 5 coefficients:

[tex]4, \ -4.5,\ 10.73,\ 5.7,\ 7[/tex]

Two of them are integers

[tex]4,\ 7[/tex]

two of them are decimals with one digit after point

[tex]-4.5,\ 5.7[/tex]

and one is a decimal with two digits after point

[tex]10.73[/tex]

To get rid of fractions, we have to get rid of digits after point. The maximum number of digits after point is 2, then we have to multiply the equation by 100:

[tex]400x-450=1,073x+570+700x[/tex]

Final answer:

To eliminate decimals in an equation, multiply all terms by a power of 10 to shift the decimals to whole numbers, simplifying the calculation process.

Explanation:

To get rid of decimals in the equation 4x - 4.5 = 10.73x + 5.7 + 7x, you would multiply each term by a power of 10 that shifts the decimals to whole numbers. By determining the highest number of decimal places in the terms, you can multiply all terms by a suitable power of 10.

For example, if the highest number of decimal places is 2, you would multiply all terms by 100. This action shifts the decimals two places to the right, converting them into whole numbers and simplifying the equation.

By multiplying all terms by the appropriate power of 10, you eliminate decimals and work with whole numbers, making it easier to solve the equation.

Answer:  The required expand form is [tex]33x-21x^2.[/tex]

Step-by-step explanation:  We are given to expand the following expression :

[tex]E=3x(11-7x)~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~(i)[/tex]

To expand the given expression, we must multiply 3x with each of the rems within the bracket.

The expansion of expression (i) is as follows :

[tex]E\\\\=3x(11-7x)\\\\=3x\times11-3x\times7x\\\\=33x-21x^2.[/tex]

Thus, the required expand form is [tex]33x-21x^2.[/tex]

Answer:

- 1, 1, - 3

Step-by-step explanation:

To obtain the value of f(1), we require the corresponding value of y from the graph when x = 1

From the graph

when x = 1 the value of y on the graph is - 1 ⇒ f(1) = - 1

Similarly

f(3) means what is the value of y corresponding to x = 3

From the graph when x = 3 then y = 1 ⇒ f(3) = 1

and f(- 1) = - 3

First off, I'm going to assume you meant 6 * 10^3

George is wrong.

6 * 10^3 power equals 6000. The power of 3 equals 3 zeros.

George did 6 * 10 * 3, but we are working with exponents

Hope this helps!

Answer:

Disagree

Step-by-step explanation:

George multiplied 10 * 6 by three instead of raising it to the third power, like this: 60*60*60

Step-by-step explanation:

It is a heptagon

sum of internal angle = 900

X + 120 + 158 + 126 + 125 +121 + 139 = 900

X + 789 = 900

X = 900 -789

X = 111 degree

Hey!

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

We Know:

54 students.

28 boys.

26 boys

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Solution and Answer:

28:26 (Ratio Un-Simplified)

14:13 (Ratio Simplified)

14/13 works to!

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Hope This Helped! Good Luck!

Answer:

28:24 reduced to 7:6

Answer:

12(f + 2)

Step-by-step explanation:

12F + 24 = 12 (f + 2)

Answer:

It is an algebraic expression that has an answer which can be determined by multiplying a known value of variable F by 2, and adding 24 to the outcome.

Step-by-step explanation:

2F + 24 is an algebraic expression which implies that if a variable F is multiplied by 2 and 24 is added to it, there would be a certain outcome. This expression has no answer unless the value of F is known.

By factorisation, the expression can be re-written as:

                  2F + 24 =  2 (F + 12)

which would give the same answer as the initial expression.

Therefore, the given algebraic expression represents a value which can be determined by multiplying a known value of variable F by 2, and adding 24 to the outcome.

Answer:

If you think numbers with fractions are annoying, consider transforming the number into fractions!

Step-by-step explanation:

7 1/2 is (14+1)/2, and 3 1/8 is (24+1)/3. Not you have 15/2 miles for 25/3 days and by dividing them you get 0.9 miles a day

Step-by-step explanation:

4 (3^2-2^3)^3

Answer:

4

Step-by-step explanation:

The 5 in the ones place has a value of 5, while the 5 in the tens place has a value of 50.

Hope this helped!

Nate

The answwe is that 5 is 50 and 5 is 5, giv the other user brainliest tho...

Answer:

57

Step-by-step explanation:

Answer:

10 times greater

Step-by-step explanation:

the 5 in 520 is in the  hundreds place value

The 5 in 50 is in the tens place value

50 *10 = 500

From units to tens-------------Multiply by 10 (2*10=20)

From tens to  hundreds-------Multiply by 10  (20*10=200)

From hundreds to thousands----Multiply by 10 (200*10=2,000)

And so on

The value of 5 in 520 is in the hundreds place, so it equates to 500. Conversely, the 5 in 750 is in the tens place, meaning it equals 50. Thus, the 5 in 520 is 10 times greater than the 5 in 750.

This question pertains to the place value in numbers, an essential mathematical concept. In the number 520, the digit 5 is in the hundreds place, which means its value is 5*100 = 500. On the contrary, in the number 750, the digit 5 is in the tens place, hence, it's value is 5*10=50.

Therefore, to find out how many times the value of the 5 in 520 is greater than the value of the 5 in 750, divide the value of the 5 in 520 (which is 500) by the value of the 5 in 750 (which is 50). So, 500 divided by 50 equals 10. This reveals that the value of the digit 5 in 520 is 10 times greater than the value of the digit 5 in 750.

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9514 1404 393

Answer:

  Greg is correct. 3.3 has a finite number of digits

Step-by-step explanation:

A "non-terminating" decimal is one with an infinite number of digits. If you can actually count the digits, it is a terminating decimal. 3.3 has 2 digits, so is a terminating decimal. Greg is correct.

__

A terminating or repeating decimal is a rational number.

  [tex]3.3 \quad\text{a terminating decimal equal to $\dfrac{33}{10}$}\\\\ 3.\overline{3} \quad \text{a non-terminating rep}\text{eating decimal equal to $\dfrac{10}{3}$}[/tex]

Using the concept of rational numbers, it is found that 5.3 is a rational number, as it is a terminating decimal, and thus, Greg is correct.

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Number sets are used to solve this question.

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Answer:

slope = - [tex]\frac{3}{4}[/tex]

Step-by-step explanation:

The equation of a line in slope- intercept form is

y = mx + c ( m is the slope and c the y- intercept )

Rearrange 3x + 4y = 12 into this form

Subtract 3x from both sides

4y = - 3x + 12 ( divide all terms by 4 )

y = - [tex]\frac{3}{4}[/tex] x + 3 ← in slope- intercept form

with slope m = - [tex]\frac{3}{4}[/tex]

Answer:

Step-by-step explanation:

This all u need my dud

Answer:

Jorge, do your own work

Answer:

Step-by-step explanation:

On average Christopher scores 2 goals per game

If the play is hard his goal total varies by 1 from the average

If the play is easy his goal total varies by 1 from the average

That is Christopher can score 1 goal more or 1 goal less depending upon the opponent team

He score maximum goals of 3 in a game or 1 in a game

The equation |x-2| = 1

When x = 3

|3-2| = 1

|1| = 1 True

When x = 1

|1-2| = 1

|-1| = 1

1 = 1 True