Stefanie has 18 grams of 20% sugar syrup and john 30 of 25% what is the concentration in the new mixture

To compute the sum of dollar amounts that are not whole numbers and to compute products of dollar amounts that are not whole numbers you can use the standard arithmetic operation and place decimal point correctly.

To compute the sum of dollar amounts that are not whole numbers, such as $5.89 and $1.45, you can use the standard arithmetic operations of addition, just like you would with whole numbers.

$5.89 + $1.45 = $7.34

When adding or subtracting decimal numbers, you align the decimal points and perform the operation column by column, just like you would with whole numbers.

To compute products of dollar amounts that are not whole numbers, such as 4 pounds of beef at $5.89 per pound, you can use the standard arithmetic operation of multiplication.

4 × $5.89 = $23.56

When multiplying decimal numbers, you multiply as you would with whole numbers and place the decimal point in the product to the right of the last digit in the product that corresponds to the number of decimal places in the original factors.

In both examples, it is important to pay attention to the placement of the decimal point and to use proper arithmetic operations. In general, it is important to consider the decimal places when working with decimal numbers and ensure that the final result is rounded to the appropriate number of decimal places, if necessary.

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3u^2-84 = 0 then u=5.29 is the nearest hundredth

The union of both rational and irrational numbers is known as a real number. They are represented by the letter "R" and can be either positive or negative.

This category includes all natural integers, decimals, and fractions.

In the number system, real numbers are only the fusion of rational and irrational numbers.

These numbers can generally be used for all arithmetic operations and can also be expressed on a number line.

Imaginary numbers, which are often known as unreal numbers since they cannot be stated on a number line, are frequently used to symbolize complex numbers. Examples of actual numbers include 23, -12, 6.99, 5/2, and so forth.

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Answer:

66

Step-by-step explanation:

22 per minute

?   Per 3 minutes

22 x 3 = 66

Answer: The position of the whale relative to the surface of the water can be determined by multiplying the rate at which it descends (22 feet per minute) by the amount of time it has been descending (3 minutes).

Position = Rate x Time

Position = 22 feet/minute x 3 minutes = 66 feet

So, after diving for 3 minutes, the position of the whale relative to the surface of the water is 66 feet.

It means the whale descended for 66 feet from the surface level of the water.

Please keep in mind that this information is assuming a linear motion, without taking into account any other factors that could affect the whale's descent such as currents or obstacles in the water.

Step-by-step explanation:

On solving the provided question we can say that the percentage discount will be equal to 20%

A percentage in mathematics is a figure or ratio that is stated as a fraction of 100. The abbreviations "pct.," "pct," and "pc" are also occasionally used. It is frequently denoted using the percent symbol "%," though. The amount of percentages has no dimensions. With a denominator of 100, percentages are basically fractions. To show that a number is a percentage, place a percent symbol (%) next to it. For instance, if you correctly answer 75 out of 100 questions on a test (75/100), you receive a 75%. To compute percentages, divide the amount by the total and multiply the result by 100. The percentage is calculated using the formula (value/total) x 100%.

Tomas wants to buy a new baseball bat. T

he one he likes costs $130, but it is on sale for $104.

The discount percentage will be calculated as:-

( $130 - $104) = $26

( 26 / 130) x 100 = ( 2600 / 130 ) = 20%

the discount will be equal to 20%.

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The value of x is 14.7224.

There are three commonly used trigonometric identities.

Sin x = 1/ cosec x

Cos x = 1/ sec x

Tan x = 1/ cot x or sin x / cos x

Cot x = cos x / sin x

We have,

Sin 60° = x/17 ____(1)

Sin 60° = √3/2 _____(2)

From (1) and (2) we get,

√3/2 = x/17

x = 17√3/2

x = 17 x 1.73205 / 2

x = 14.7224

Thus,

The value of x is 14.7224.

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Answer:

perimeter= 9+9π cm

area= 40.5-10.125π cm²

Step-by-step explanation:

area of the square =9x9=81cm²

area of the two semicircles which have the same diameter =area of one circle

= (9÷2)²π =(81÷4)π

area of the whole shaded part = 81- (81÷4)π cm²

the area of each shaded part= (81-(81÷4)π)÷2

= 40.5-10.125π cm²

circumference of 2 semicircles= circumference of 1 circle = 2πr = 2x9xπ= 18π cm

then are perimeter of the whole shaded part = 18π+9+9= 18+18π cm

perimeter of each shaded part = (18+18π)÷2=

9+9π cm

The degree of polynomial is 2 and leading coefficient is 3.

A polynomial is a mathematical expression made up of one or more terms. The phrases "poly" and "nominal," for example, are whence the name "polynomial" arose. The words "poly" and "nominal" both signify many. A polynomial is an algebraic expression with two or more algebraic terms, to put it simply. It has exponents, operators, coefficients, coefficients, variables, and constants.

Given polynomials 9, 3x², 8x

standard form of polynomial;  The value of the largest exponent in a polynomial is known as its degree. However, it differs between a polynomial with just one variable and one with multiple variables. The degree of a polynomial for a single variable is equal to the variable's highest power in the polynomial.

the standard form is 3x², 8x, 9

degree of polynomial is 2.

and leading coefficient is the constant term followed by the variables with highest power,

LC = 3.

Hence degree = 2 and leading coefficient = 3.

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On solving the provided question, we can say that the e slope of the linear regression prediction equation if a person with 12 years of schooling is 1.

When modeling the relationship between a scalar answer and one or more explanatory variables in statistics, linear regression is a linear method. Simple linear regression is used when there is only one explanatory variable. The procedure is known as multiple linear regression if there are numerous. A straight line is used to evaluate the relationship between the independent and dependent variables in a regression model known as simple linear regression. Both factors ought to be quantitative. The effect of the independent variable on the dependent variable is examined using simple linear regression. The second scenario, known as multiple linear regression, examines how various independent factors affect the dependent variable.

the e slope of the linear regression prediction equation if a person with 12 years of schooling

a. 1(correct)

b. 12

c. 13

d. 1,500

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Answer: The width of the room is 36 feet and the length of the room is 48 feet.

Step-by-step explanation:

To solve this problem using elimination, you can set up a system of equations to represent the information given in the problem.

Let w be the width of the room, and let l be the length of the room. We are told that the length of the room is 12 feet longer than its width, so we can set up the equation:

l = w + 12

We are also told that half the perimeter of the rectangular floor is 72 feet. The perimeter of a rectangle is given by the formula:

Perimeter = 2 * (length + width)

Since half the perimeter is 72 feet, the full perimeter is 2 * 72 = 144 feet. Substituting the equation for the length of the room, we get:

144 = 2 * (w + 12 + w)

Combining like terms and solving for w, we get:

w = 36

Substituting this value back into the equation for the length of the room, we get:

l = 36 + 12 = 48

Therefore, the width of the room is 36 feet and the length of the room is 48 feet.

To solve this problem using substitution, we could start by solving for the width of the room in one of the equations, and then substituting that value into the other equation to solve for the length of the room.

For example, we could solve the equation l = w + 12 for w to get:

w = l - 12

Substituting this expression for w into the equation for the perimeter, we get:

144 = 2 * (l - 12 + l)

Combining like terms and solving for l, we get:

l = 48

Substituting this value back into the equation for the width of the room, we get:

w = 48 - 12 = 36

Therefore, the width of the room is 36 feet and the length of the room is 48 feet.

Answer:88

Step-by-step explanation:

Hello there!

Answer:

x = 39 2/7

Step-by-step explanation:

-14 - 14(x - 26) = -200

- 14 + 14 - 14(x - 26) = -200 + 14

-14(x - 26) = -186

-14(x - 26)/(-14) = -186/(-14)

x - 26 = 93/7

x - 26 + 26 = 93/7 + 26

x = 275/7

x = 39 2/7

The equation of the function in the form y=mx+b is y = 110x-2020

Adaptation of function speed

A line's equation is written as mx + b = y, where m denotes the rate of change or slope.

The intercept is B.

utilizing the coordinates

Calculate the slope.

m = 550/5

m = 110

The intercept for

280 + 110(20) + b

280 = 2200 + b

b = 180 - 2200

b = -2020

The equation for the function of the type y=mx+b is hence y = 110x-2020.

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The complete question would be:

The table shows the distance Penelope is from the park as she walks to soccer practice. Assume the relationship between the two quantities is linear. Find and interpret the rate of change and initial value. Then write the equation of the function in the form y=mx+b

3.) x = 15.25 or 15 1/4 ( not sure if you'll need to round your answer )

4.) x =6

5.) x = 10

6.) x = 9

Explanation:

1.) write your equation down 8x + 9 = 131

2.) Subtract +9 from 131. you'll get 122

3.) divide 8x and 122.

4.) Then there's your answer 15.25

you'll do the same thing throughout each equation. write down your equation but with the 22x and 23x you're going to subtract 22x from 23x. and you'll get 1x then continue on the same way as with the last equation.

Noah needs 108 cubes which is 4 times more than Lin's 27 cubes.

Noah would need more cubes to fill the 1 1/2 inch cube because the cubes he is using have a smaller edge length than the cubes Lin is using. The larger the edge length of the cubes being used, the fewer number of cubes needed to fill a given space.

To see this, you can calculate the volume of the cube being filled by both Lin and Noah. The cube that Lin is filling has a volume of (1.5)^3 = 3.375 cubic inches. The cubes Lin is using have a volume of (0.5)^3 = 0.125 cubic inches. So, Lin needs 3.375/0.125 = 27 cubes to fill the 1.5 inch cube.

The cube that Noah is filling also has a volume of (1.5)^3 = 3.375 cubic inches. The cubes Noah is using have a volume of (0.25)^3 = 0.03125 cubic inches. So, Noah needs 3.375/0.03125 = 108 cubes to fill the 1.5 inch cube.

As we can see, Noah needs 108 cubes which is 4 times more than Lin's 27 cubes.

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Answer:

y = x - 2

Step-by-step explanation:

Here m is the slope and b is the y-intercept.

Choose any two points on the line.            

 (2,0)  ; (0,-2)

Now, find the slope.

        [tex]\sf \boxed{Slope = \dfrac{y_2-y_1}{x_2-x_1}}[/tex]

                   [tex]= \dfrac{-2 - 0}{0 - 2}\\\\=\dfrac{-2}{-2}\\\\= +1[/tex]

m = 1.

Now, y = 1x +  b

The (2 , 0) passes through the line. Substitute x = 2 and y = 0 in the above equation and find the value of 'b'.

       0 = 1*2 + b

       0 =  2 + b

        -2 = b

Equation of line:

              y = x - 2

The scale factor of segment AB was 1.94.

Scale factor is a number by which a given set of measurements is multiplied in order to increase or decrease the size of the measurements. It can be used to enlarge or reduce the size of an object, image, or diagram. It is a useful tool in many areas of mathematics, including geometry, engineering, and computer graphics.

The scale factor for segment AB can be found by taking the ratio of the lengths of the two segments. To calculate this, use the distance formula to find the length of segment AB and A'B' and set them equal to each other.

The distance formula is: d = √[(x2-x1)^2 + (y2-y1)^2]

The coordinates of A and B are (0, 0) and (6, 9), respectively. The coordinates of A' and B' are (0, 6) and (6, 9), respectively.

For segment AB, the distance formula becomes: d = √[(6-0)^2 + (9-0)^2], which simplifies to d = √[36 + 81], which simplifies to d = √117.

For segment A'B', the distance formula becomes: d = √[(6-0)^2 + (9-6)^2], which simplifies to d = √[36 + 9], which simplifies to d = √45.

The scale factor is then found by taking the ratio of the two distances, √117/√45, which simplifies to √117/3, or approximately 1.94. Therefore, the scale factor of segment AB was 1.94.

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The bearing of point Y from point Z is 30 degrees.

What is the bearing of a point?

The bearing of a point is the angle measured in degrees clockwise from a reference direction (usually north). To find the bearing of point Y from point Z, we need to determine the angle between the line connecting point Z to point Y and the reference direction.

we know that the bearing of point X from point Z is 135 degrees, and the bearing of point X from point Y is 105 degrees.

we can use the following mathematical relationship to find the bearing of point Y from point Z:

Bearing of Y from Z = (Bearing of X from Z) - (Bearing of X from Y)

Substituting the values we know:

Bearing of Y from Z = 135 - 105 = 30 degrees

Hence, the bearing of point Y from point Z is 30 degrees.

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Answer:

Mark angles C and F as congruent.

Step-by-step explanation:

Angle-Angle-Side (AAS) Congruence Theorem

If any two angles and the non-included side of one triangle are congruent to the corresponding parts of another triangle, the triangles are congruent.

The given triangles have one corresponding angle and one corresponding side marked as congruent.  

To satisfy AAS congruency, another pair of corresponding angles need to be marked as congruent.  

As an included side is the side between two angles, we cannot mark angles A and P as congruent, as this would not satisfy AAS congruency since sides AB and PD would be the included sides.  

Therefore, to make triangle ABC congruent to triangle PDF by AAS, mark angles C and F as congruent.

To rewrite the inequalities in slope-intercept form, the student would first need to solve for y.

2x + 3y > 6 can be rewritten as 3y > -2x + 6 and then solving for y by dividing both sides by 3, the student can have y > (-2/3)x + 2

x-4y > 8 can be rewritten as -4y > -x + 8, and then solving for y by dividing both sides by -4 , the student can have y < (1/4)x - 2

To graph the inequalities, the student would plot the y-intercepts of the equations, which are (0,2) and (0,-2) and then use the slope to find a second point to plot, and then graph the line. Then, based on the inequality symbol the student should shade the appropriate side of the line. If the inequality is greater than > or less than < then they shade one side, otherwise if the inequality is less than or equal to >= or greater than or equal to <= they shade both sides.

It's also important to remember that the slope intercept form is y=mx+b where m is the slope, and b is the y-intercept, if the student already has the equation in this form, they only need to plot the y-intercept point and use the slope to get a second point.

The classification of the transformations based on the properties are presented as follows;

[tex]\begin{array}{|c|c|c|} & \mathbf{Preserves \ length} & \mathbf{Does \ not \ preserve \ lengths} \\\mathbf{Preserves \ angle \ measure} & Reflection\ Rotation &Translation \ followed \ by \ dilation \\&&Dilation \ with \ K > 1\\\mathbf{Does \ not \ preserve \ angle \ meas} & & \\\end{matrix}[/tex]

The transformations that preserves the lengths of the original figure or pre-image and also preserves the angle measure is a rigid transformation.

Rigid transformations includes; Reflections, rotations, and translations

Transformations that preserves the angle of measure but in which the lengths of the preimage is not preserved are non-rigid transformations

Non rigid transformations includes; Dilation with a scale factor

Transformations that does not preserve the angle measure includes; Shear transformation

A translation and a dilation transformation does not preserve the lengths of the original figure.

The classification of the transformations based on their properties are therefore presented as follows;

[tex]{}[/tex]                               Preserves lengths      Does not preserve lengths

Preserves               Reflection              [tex]{}[/tex]    Translation followed by dilation

angle measure       Rotation                   [tex]{}[/tex]  with k > 1

                                                          [tex]{}[/tex]        Dilation with k > 1

Does not              

Preserve angle

measure

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The correct statement based on the data is,

⇒ The ratio of smoothie size to mangos used for Bri is the same as the ratio of smoothie size to mangos used for Angela.

Option 2 is true.

A ratio indicates how many times one number contain in another number. The ratio of two number is written as x : y, which is equivalent to x/y. Where, x and y are individual amount of two quantities. And, Total quantity gives after combine as x + y.

Given that;

The given table shows the number of mangos that were used for each of the different sizes of smoothies that the friends ordered.

       Mangos Used    Smoothie Size

Kim         1                         8 oz

Bri           3                        24 oz

Angela    4                        32 oz

Now, By definition of ratio, we get;

The ratio of smoothie size to mangos used for Bri is,

⇒ 24 : 3

⇒ 8 : 1

And, The ratio of smoothie size to mangos used for Angela is,

⇒ 32 : 4

⇒ 8 : 1

Thus, The ratio of smoothie size to mangos used for Bri is the same as the ratio of smoothie size to mangos used for Angela.

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Two tiny parallel horizontal lines serve as the "equality sign" connecting 1 kilogramme of NaCl to 27 ml of a solvent.

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The required perimeter of the new rectangle is 66 inches.

A quadrilateral with all of its angles equal, or right angles, is a rectangle.

In addition to having all equal angles, a square also has all equal sides.

Therefore, a particular case of a square is a rectangle.

To put it another way, a rectangle can also be a square (when all sides to are equal).

Because every square is a quadrilateral with all four angles at right angles, every square is also a rectangle.

To be a square, a rectangle's sides must all be the same length, hence not all rectangles are squares.

So, a perimeter equals 2(l+b).

50 is the circumference and 17 is the length here.

Suppose the breadth is x.

50 = 2(17+x)

50 = (2*17)+(2*x)

50 = 34 + 2x

50 - 34 = 2x

16 = 2x

16/2 = x

8 = x

The first triangle's width is eight inches.

We know that the length of the other rectangle is 17.

And that the width is two times that of the first triangle.

Length = 17, width = 2*8 = 16, etc.

For the border:

p = 2(l+b)

p =  2(17+16)

p =  (2*17)+(2*16)

p =   34+32

p  =   66

Therefore, the required perimeter of the new rectangle is 66 inches.

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Complete question:

Najib cuts out a rectangle that has a perimeter of 50 inches and a length of 17 inches. He cuts out another rectangle that is the same length and twice as wide. What is the perimeter of the new rectangle?

The length of OP to the nearest tenth of a foot is 16.9 ft

What is a right-angle triangle?

It is a triangle in which one of the angles is 90 degrees and the other two are sharp angles. The sides of a right-angled triangle are known as the hypotenuse, perpendicular, and base.

ΔOPQ is right triangle

 Tan (p) = opposite/adjacent = OQ/PQ

Tan (76) =  OQ/4.1

4.010 = OQ/4.1

OQ = 4.010 * 4.1 = 16.441

OP² = OQ² + PQ² = 16.441 ² + 4.1² = 287.116

=> OP = √ 287.116 = 16.944

OP≅ 16.9 ft

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Answer:

k\

Step-by-step explanation:

j

Using a graph, the orthocenter for this triangle has a coordinate at (x, y) are (-0.46, 0.2)

The intersection of a triangle's three elevations is called the orthocenter. It is the intersection of the three lines that run perpendicular to the triangle's three sides. Due to its several intriguing characteristics, the orthocenter is a crucial place in the study of triangles..

In this problem, we need to use a graphing calculator and plot each of the coordinates and then find the orthocenter which is an equidistant position from all the coordinates.

In this particular problem, the orthocenter for this triangle is (-0.46, 0.2)

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Answer:

supplementary angles

Step-by-step explanation:

140 + 40 = 180.

The solution is given by the equation A = how many diet sodas there are in the fridge compared to how many regular sodas

The proportion formula is used to depict if two ratios or fractions are equal. The proportion formula can be given as a: b::c : d = a/b = c/d where a and d are the extreme terms and b and c are the mean terms.

The proportional equation is given as y ∝ x

And , y = kx where k is the proportionality constant

It demonstrates the equality of the relationship between the expressions printed on the left and right sides.

Given data ,

Let the proportion be represented as A

Now , the equation will be

The ratio of cows to pigs on a farm could be 1 to 3

So , the proportion is 1 : 3

Now , The ratio of chocolate chips to raisins in a cookie could be 5 to 9

So , the proportion is 5 : 9

Now , the number of diet sodas there are in the fridge compared to number of regular sodas is also a proportion

Hence , the proportion is number of diet sodas to number of regular sodas

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