ms knight wants to throw a pizza party for all the 7th graders.in a random sample 13 ou of 20 7th graders preferred peperonie pizza the other 7 preferred cheeze. Based on the data out of 400 total 7th graders aproaxmently how many prefer peperoni

Answer:

The only untrue statement is

- When multiplying two rational expressions together, you must first have a

common denominator.

Step-by-step explanation:

A rational expression has a rational numerator and a rational denominator.

To investigate each of these statement, we take two arbitrary rational expressions

Rational expression 1 = (a/b)

Rational expression 2 = (c/d)

Taking the statements one at a time

- When dividing one rational expression by another rational expression, you

can rewrite your expression as a multiplication problem.

(a/b) ÷ (c/d) = (a/b) × (d/c)

This statement is obviously true.

- When multiplying two rational expressions together, you must first have a

common denominator.

(a/b) × (c/d) = (ac/bd)

We do not need b = d to do this multiplication, hence, this statement is false.

- When adding two rational expressions together, you must first have a

common denominator,

(a/b) + (c/d)

We first take an LCM, so that we then have

(ad/bd) + (bc/bd)

= (ad + bc)/bd

This statement is true also.

- When multiplying two rational expressions together, the numerators get

multiplied together while the denominators get multiplied together.

(a/b) × (c/d) = (ac/bd)

This statement is true.

So, only the second statement is not true.

Hope this Helps!!!

Answer:

B

Step-by-step explanation:

Step-by-step explanation:

Final answer:

The area of a polygon can be estimated using a grid to count squares, with specific formulae used for regular shapes. Irregular shapes can be broken down into simpler shapes, and the areas summed up, or approximated as areas under a curve using rectangles.

Explanation:

To find the area of a polygon, one approach can be to approximate the area using graph paper. You would place the polygon over a grid and count the number of squares that are completely covered by the polygon. Partial squares would be estimated. For polygons with straight sides like triangles, rectangles, and other regular shapes, you can use specific formulae. For example, the area of a triangle is found using the formula A = wh/2, where 'w' is the base width and 'h' is the height.

To find the area of irregular shapes, the shape can be broken down into a combination of known shapes, then the area for each known shape is calculated and summed up. For instance, if you're finding the area within a curve represented by a graph, you can approximate the area under the curve by summing up the areas of rectangles (or triangles) that fit under the curve.

Step-by-step explanation:

cvgchhiyf t dB rb. well can b d 7fvbdrj sh rubber. CTN b cry

Answer:

4 over 5 {4/5}

Step-by-step explanation:

4/10 + 4/10 is 8/10, divide both by 2 and you get 4/5

Answer: [tex]\frac{4}{5}[/tex] miles

Step-by-step explanation:

She doubled the distance; multiply by 2.

[tex]\frac{4}{10}*2=\frac{4}{5}[/tex]

Answer:

Soil A mean: 71.8

Soil B mean: 72

Soil A MAD: 8.16

Soil B MAD: 5.4

Soil A set is more variable because it has a greater MAD. This feature is also seen in the stem-and-leaf plot, where Soil A set is more spread than Soil B set

Step-by-step explanation:

Soil A | |Soil B  

          |5|9  

5 2 1 1|6|3 9  

  5 1 0|7|0 2 3 6 7 8  

      2 1|8|3  

        0|9|

Soil A mean: (65 + 62 + 61 + 61 + 75 + 71 + 70 + 82 + 81 + 90)/10 = 71.8

Soil B mean: (59 + 63 + 69 + 70 + 72 + 73 + 76 + 77 + 78 + 83)/10 = 72

Soil A MAD: ( |65 - 71.8| + |62 - 71.8| + |61 - 71.8| + |61 - 71.8| + |75 - 71.8| + |71 - 71.8| + |70 - 71.8| + |82 - 71.8| + |81 - 71.8| + |90 - 71.8|)/10 = 8.16

Soil B MAD: ( |59-72| + |63-72| + |69-72| + |70-72| + |72-72| + |73-72| + |76-72| + |77-72| + |78-72| + |83-72| )/10 = 5.4

Answer:

V = 523.33 cm^3

Step-by-step explanation:

The volume of a sphere is given by

V =4/3 pi r^3

We know the radius is 5

V = 4/3 (3.14) 5^3

V=523.3333333

Rounding to the hundredths place

V = 523.33 cm^3

Answer:

523.33 cm

Step-by-step explanation:

V= 4/3 pi r3

=4/3 pi (5 cm)3

=4/3 pi (125cm)

=4/3 3.14 (125cm)

=4/3 (392.5)

Volume= 523.33 cm

Answer:

4 feet 11 inches

Step-by-step explanation:

Answer:

4fee and 11inch

Step-by-step explanation:

My teacher told me

Answer:

1,500

Step-by-step explanation:

Ok so all you do is fine put 30% of 5,000 and that would be 1,500

and that's you answer.

Have a great day bye!

Answer: 124

Step-by-step explanation:

34+24+12+4+10+4+12+24

The correct answer is B: (1, 10).

To determine which point is also on the graph of the exponential model [tex]\(y = a \cdot b^x\)[/tex], we can use the given points (2, 50) and (3, 250) to set up a system of equations.

For the point (2, 50):

[tex]\[50 = a \cdot b^2\][/tex]

For the point (3, 250):

[tex]\[250 = a \cdot b^3\][/tex]

Dividing the second equation by the first, we get:

[tex]\[\frac{250}{50} = \frac{a \cdot b^3}{a \cdot b^2}\][/tex]

Simplifying:

[tex]\[5 = b\][/tex]

Now that we know [tex]\(b = 5\)[/tex], we can substitute this back into either of the original equations to solve for [tex]\(a\)[/tex]. Using the first equation:

[tex]\[50 = a \cdot 5^2\][/tex]

Solving for \(a\):

[tex]\[a = 50/25 = 2\][/tex]

So, the exponential model is [tex]\(y = 2 \cdot 5^x\)[/tex].

Now we can check which of the given points is on the graph:

- For point (0, 5): [tex]\(y = 2 \cdot 5^0 = 2 \cdot 1 = 2\)[/tex]

- For point (1, 10): [tex]\(y = 2 \cdot 5^1 = 2 \cdot 5 = 10\)[/tex]

- For point (4, 450): [tex]\(y = 2 \cdot 5^4 = 2 \cdot 625 = 1250\)[/tex]

- For point (5, 650): [tex]\(y = 2 \cdot 5^5 = 2 \cdot 3125 = 6250\)[/tex]

The only point that satisfies the exponential model is (1, 10). Therefore, the correct answer is B. (1, 10).

Measurements shorter than 1 meter are usually in centimeters and millimeters; for example, the length of a hand or the size of a small worm. Longer measurements such as the length of a street or the distance between towns are in meters or kilometers.

In the metric system, the length measurements shorter than 1 meter include centimeters (cm) and millimeters (mm). To identify which measurements are shorter than 1 meter, we can consider the size or distance involved. Some options include:

On the other hand, measurements that are likely to be equal to or longer than 1 meter might include:

Understanding that 1 meter is roughly the distance from fingertip to fingertip when arms are stretched out to the sides can help visualize the scale when deciding on the appropriate unit for measuring length.

Answer:

(5,-5)

Step-by-step explanation:

there is 5  and there is -5 therefore it make s(5,-5)

Answer:

4,-1

Step-by-step explanation:

i just did the assingment

Answer:

[tex]x = 9[/tex]

Step-by-step explanation:

[tex] - 9x + 1 = - 80 \\ - 9x = - 80 - 1 \\ - 9x = - 81 \\ \frac{ - 9x}{ - 9} = \frac{ - 81}{ - 9} \\ x = 9[/tex]

Answer:

Height = 4 inches

Step-by-step explanation:

Volume of a Rectangular prism = Area of the base * Height

We can rearrange this to find the height

Height = Volume ÷ Area of the base

Substitute in our numbers and solve for height

Height = 18 ÷ 4.5

Height = 4 inches

Answer:

Volume of composite is 320.28mm³

Step-by-step explanation:

This problem bothers on the mensuration of solid shapes, cylinder and sphere,

to solve the volume of the composite figure

1.Let us solve for the volume of the cylinder

V= πr²h

Given radius r= 4mm

Height h= 6mm

V= 3.14*(4)²*6

V=3.14*16*6

V= 301.44mm³

2. Let us solve for the volume of sphere

V= 4/3πr³

V= 4/3*3.14(4)³

V= 4/3*3.14*9

V= 113.04/3

V= 37.68mm³

But the sphere is half

So V= 37.68/2

V= 18.84mm³

Hence composite volume is

18.84+301.44

Volume = 320.28mm³

To rewrite 1/2 using sixths, we multiply both the numerator and denominator by 3. Therefore, 1/2 can be rewritten as 3/6.

To rewrite 1/2 using sixths, we need to find an equivalent fraction with a denominator of 6. Fractions are equivalent when they represent the same value or proportion.

To convert the denominator from 2 to 6, we multiply it by 3. We must then do the same to the numerator to keep the value of the fraction the same. So, if we multiply both the numerator and denominator of 1/2 by 3, we get:

Therefore, 1/2 can be rewritten as 3/6 in terms of sixths.

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Answer:

2

Step-by-step explanation:

Answer:

3. I already know I'm right, like no cap.

Answer:

7

Step-by-step explanation:

To find the average value, divide the sum by the number of numbers

8 +3+7+7+ 10 = 35 /5= 7

The average value is 7

Answer:

Step-by-step explanation:

8+3+7+7+10 = 35

35=35

Answer:

Step-by-step explanation:

The product (-1/2) \\cdot (1/2) \\cdot (1/2) simplifies to -1 \\cdot (1/2)^2, which equals -1/4 when written using exponents.

The product of these fractions, (-1/2) \\cdot (1/2) \\cdot (1/2), can be written using exponents. Since we are multiplying the same base, (1/2), we simply add the exponents. The fraction -1/2 can be thought of as (-1) \\cdot (1/2), so it won't affect the exponent but will contribute a negative sign to the product.

To use exponents, we count how many times the base (1/2) is used as a factor: twice. We can express this as (1/2)^2. Combining this with the negative sign from (-1/2), the final expression is -1 \\cdot (1/2)^2, which simplifies to -1/4 because (1/2)^2 = 1/4.

Answer:

1   1/2

Step-by-step explanation:

Answer:

(–∞, 1.5) or A on edge

Step-by-step explanation:

took the test

Over (∞, 1.5), the graph of f(x) = -x² + 3x + 8 is increasing.

A relation f from a set A (the domain of the function) to another set B (the co-domain of the function) is called a function in math. f = {(a,b)| for all a ∈ A, b ∈ B}

It is given that function is

f(x) = -x² + 3x + 8

We know that graph of f(x) is increasing if f’(x) > 0

-2x + 3 > 0

-2x > -3

x < 3/2 or 1.5

Thus, the graph is increasing over (∞, 1.5).

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Answer:

1 , 2 , 4

Step-by-step explanation:

The table that represents linear function is table 1

A linear function is a mathematical expression of the form f(x) = mx + b, where x is the variable, m is the slope, and b is the y-intercept.

It represents a straight line on a graph, with constant rate of change.

Table 1, shows clearly a linear function property,because the rate of increase in y is proportional to rate of increase in x.

Slope = 25-15/5-3 = 10/2 = 5

y -15 = 5( x - 3)

y -15 = 5x -15

y = 5x

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Answer:

True

Step-by-step explanation:

Because its at a 90 degree angle

Answer:

False

Step-by-step explanation:

Because I calculated the angles which were the numbers and it didn't add up to 90 degrees.