Elias’s teacher has given him a rectangle that is 15 feet by 20 feet. She has asked him to create a new rectangle using a scale factor of 8/3. Elias says that will be a reduction because the scale factor is a fraction. Is he correct? Explain.

17.27 bye hope helps!

To find the differences between the average height and the actual heights reached, subtract each actual height from the average height. Then order the differences from least to greatest. Ordering the differences from least to greatest, we have: -11.4, -9.0, 9.7, 10.8.

To find the differences between the average height and the actual heights reached, we subtract each actual height from the average height:

Ordering the differences from least to greatest, we have: -11.4, -9.0, 9.7, 10.8.

The differences between the average height and actual heights are calculated and then ordered from least to greatest. Negative values indicate the actual height is higher than the average, while positive values indicate the opposite.

The student is asked to find the differences between an average height of 545 feet and the four given actual heights reached by a model rocket and to write them as positive and negative rational numbers, then order the differences from least to greatest.

Now, we order these differences from least to greatest (considering negative numbers are lower than positive numbers):

Before you begin this lesson, please print the accompanying document, Unit Rates in Everyday Life].

Have you ever been at the grocery store and stood, staring, at two different sizes of the same item wondering which one is the better deal? If so, you are not alone. A UNIT RATE could help you out when this happens and make your purchasing decision an easy one.

In this lesson, you will learn what UNIT RATES are and how to apply them in everyday comparison situations. Click the links below and complete the appropriate sections of the Unit Rates handout.

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The middle number of 1.5 and 7.1 can be calculated by finding the average of the two number. It is calculated to be 4.3.

An average is a single number taken as representative of a list of numbers, usually the sum of the numbers divided by how many numbers are in the list.

[tex]mean = \frac{sum\ of\ terms}{number\ of\ terms }\\ \\\frac{(1.5+7.1)}{2} = \frac{8.6}{2} = 4.3[/tex]

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Final answer:

Elizabeth can serve 40 people with one container of punch mix, by dividing the total ounces (640) by the size of one glass (8 ounces) to get 80 glasses, and then dividing that by 2 glasses per person.

Explanation:

To determine how many people Elizabeth can serve with one container of punch mix that makes 640 ounces of punch, we need to calculate the total number of 8-ounce glasses that can be poured from 640 ounces.

So, Elizabeth can serve 40 people with one container of punch mix.

The perimeter of the paper is found by adding all sides together. Since the width is given, the length can be calculated. The length of the paper is 22 centimeters.

The perimeter of a rectangle is calculated by adding all its sides together.

Given: Perimeter = 38 cm, Width = 8 cm

Since the rectangle has two equal sides (width), we can calculate: Length = Perimeter - 2 × Width

Therefore, Length = 38 cm - 2 × 8 cm = 22 cm

Hence, the length of the paper is 22 centimeters.

The mosquito traveled approximately 0.109 miles in one hour.

In order to calculate how far the mosquito traveled in one hour, we can use the formula:

Distance = Speed × Time

Given that the mosquito traveled 10.8 miles in 99 hours, we can plug these values into the formula:

Distance = 10.8 miles × 1 hour = 0.109 miles per hour

So, the mosquito traveled approximately 0.109 miles in one hour.

Mosquito populations in Brazil would likely decrease under hot (above 30°C) and dry (below 60% humidity) conditions due to the limited ability of parous females to produce offspring in such conditions, impacting the spread of mosquito-borne diseases.

The question involves evaluating how environmental conditions can affect mosquito populations. Based on the data given, if the climate in Brazil shifted to very hot (above 30°C) and very dry (below 60% humidity) conditions, the mosquito populations would likely decrease. The upper temperature limit for parous females, which are females that have produced viable offspring, is around 30°C. Warmer temperatures would lead to a decline in offspring production. Similarly, very dry conditions (below 60% humidity) would negatively impact mosquito populations, possibly diminishing them further. This information is crucial for understanding mosquito behavior and the spread of diseases such as the West Nile virus, for which mosquitoes are vectors. Efforts to control mosquito populations through environmental management, genetic modification, and other disease prevention strategies are significant to public health.

There are 9 tiles are along an edge of the room.

Here,

A square room has a tiled floor with 81 square tiles.

What is Area of a square?

In square all the sides are of equal measure. Since all the sides are equal, the area would be length times width, which is equal to side × side.

Now,

A square room has a tiled floor with 81 square tiles.

Number of tiles on edge of the room is equal to length of one side of the room.

Hence, we have to find the length of each side of a square room.

For this,

Area of square room = [tex]side^{2}[/tex] = [tex]81[/tex]

⇒ side = √81 = 9

So, There are 9 tiles are along an edge of the room.

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Answer:

There were 41 students in each bus.

Step-by-step explanation:

Consider the provided information.

304 students went on a field trip 7 buses were filled and 17 students traveled in cars.

We need to find How many students were in each bus.

Let the number of students in each bus is represented by x.

Thus the required equation is:

[tex]7x+17=304[/tex]

Subtract 17 from both the sides.

[tex]7x=304-17[/tex]

[tex]7x=287[/tex]

[tex]x=41[/tex]

Hence, there were 41 students in each bus.

For girls: 12/30 = 4/10 = 2/5

For boys: 16/40 = 4/10 = 2/5

The ratios of the number of students on the team to the number of students trying out for both boys and girls are the same since 12/30 = 16/40...

Answer:

8

Step-by-step explanation:

sorry if this its old

A number line that represents a strategy for determining how many more dollars Corrine needs to earn so that she earns exactly as much as she plans to spend is: C. number line C.

In Mathematics, every number line would primarily increase in numerical value towards the right from 0 and decrease in numerical value towards the left from 0.

Based on the information, the total expenses incurred by Corrine can be calculated as follows;

Total expenses = -($20 + $13 + $4)

Total expenses = -$37

In this context, the amount of dollars that Corrine needs to earn to balance her expenses is given by;

Amount of dollars = $20

Amount of dollars = $20 + $13 = $33.

Amount of dollars = $33 + $4 = $37.

In conclusion, a double numer line such as numer line C, should be used to show the addition (-37 + 37) = 0.

Complete Question:

Corrine plans to spend $20 on a new shirt, $13 on dinner, and $4 on a bus ticket. She knows that she will earn $30 for baby-sitting. Which number line represents a strategy for determining how many more dollars Corrine needs to earn so that she earns exactly as much as she plans to spend?

Answer: 5 hours and 30 minutes

divide 286/52 =5.5 .5=50 simplify it down to the closest hour passed which would be 30. If it was .75 and not .5 it would of been 5. 60 . I hope this helps they always try and get you this way

Step-by-step explanation:

Answer:

Explained below.

Step-by-step explanation:

Multiplication using partial products is the process of multiplying the ones first, tens next, hundreds next and so on. and finally adding all the products.

Ex:

15 × 75 = 15 × (70 + 5)

= (15 × 70) + (15 × 5)

= 1050 + 75

= 1125

Multiplication using regrouping is the process of carrying over the tens, hundreds, thousands, and so on. to the next level and adding them to the subsequent products.

Ex:

15 × 75 =

  75

105

----------

1125

Multiplication involves calculating the product of a set of numbers or expressions.

An illustration of partial product is as follows:

[tex]\mathbf{39 \times 4}[/tex]

Start by rewriting 39 as 30 + 9

[tex]\mathbf{39 \times 4 = (30 + 9) \times 4}[/tex]

Expand

[tex]\mathbf{39 \times 4 = 30 \times 4+ 9 \times 4}[/tex]

Calculate the product

[tex]\mathbf{39 \times 4 = 120+ 36}[/tex]

[tex]\mathbf{39 \times 4 = 156}[/tex]

The above product by regrouping is as follows

[tex]\mathbf{39 \times 4}[/tex]

Start by multiplying 9 and 4

[tex]\mathbf{9 \times 4 = 36}[/tex]

Write down 6, carry 3

Multiply 3 and 6

[tex]\mathbf{3 \times 4 = 12}[/tex]

Add the carried 3

[tex]\mathbf{3 \times 4 +3= 12 +3}[/tex]

[tex]\mathbf{3 \times 4 +3= 15}[/tex]

So, the complete product is:

[tex]\mathbf{39 \times 4 = 156}[/tex]

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