Suppose that 216 students attended school one day, and 62 percent of them ate the school's breakfast. How many students ate the school's breakfast that day? Round your answer to the nearest whole number

Answer:

b:1/10

Step-by-step explanation:

In 1 hour and 30 minutes the water level increased by 15 inches. If we simplify that, we get 10 inches for every hour. The correct answer is b.

Hope this helps!

Can I please have brainliest? I only need one more!

Answer: x is less than or equal to -4.25

Step-by-step explanation:

Since the dot on the number line is filled in it is either a less than or equal to or a greater than or equal to. Because the line is going more into negative or descending, it is less than or equal to.

Answer:

x is less than or equal to -4.25 (the third option)

To find the value of n that makes the equation true, simplify the equation and solve for n by combining like terms and isolating n on one side of the equation.

To find the value of n that makes the equation true, we need to solve for n. Let's simplify the equation step by step:

First, distribute the 4 to the terms inside the parentheses: 4(0.5n - 3) = n - 0.25(12-8n)

This becomes: 2n - 12 = n - 3 + 2n

Now, combine like terms: 2n - n - 2n = 3 - 12

Simplifying further, we have: -n = -9

Finally, divide both sides of the equation by -1 to solve for n: n = 9

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Answer: y = 0

Step-by-step explanation: Since the degree of the numerator is lower than the degree of the denominator, the horzontal asymptote is 0.

Answer:

1/2

Step-by-step explanation:

First, write out the product.  Then, reduce as far as possible:

5       24         5(1)(4)(6)

----- * ------- = ---------------   Here, the 5s cancel, and so we get:

16       15         5(3)(4)(4)

4(6)

----------

3(4)(4)

Here, the 4 in the numerator cancels out one of the 4s in the denominator:

 6

------

12

and this last result reduces to 1/2.

[tex]Solution, \frac{5}{16}\cdot \frac{24}{15}=\frac{1}{2}\quad \left(\mathrm{Decimal:\quad }\:0.5\right)[/tex]

[tex]Steps:[/tex]

[tex]\frac{5}{16}\cdot \frac{24}{15}[/tex]

[tex]\frac{24}{15}=\frac{8}{5},\\\frac{8}{5}\cdot \frac{5}{16}[/tex]

[tex]\mathrm{Multiply\:fractions}:\quad \frac{a}{b}\cdot \frac{c}{d}=\frac{a\:\cdot \:c}{b\:\cdot \:d},\\\frac{5\cdot \:8}{16\cdot \:5}[/tex]

[tex]\mathrm{Cancel\:the\:common\:factor:5,\\}\\\frac{8}{16}[/tex]

[tex]\mathrm{Cancel\:the\:common\:factor:}\:8,\\\frac{1}{2}[/tex]

[tex]\mathrm{The\:Correct\:Answer\:is\:\frac{1}{2}}[/tex]

[tex]\mathrm{Hope\:This\:Helps!!!}[/tex]

[tex]\mathrm{Please\:Mark\:Brainliest!!!}[/tex]

[tex]\mathrm{-Austint1414}[/tex]

Answer: The revenue can be $405 or it can be larger than this value.

In short, the revenue must be at least $405.

======================================

Explanation:

Let R be the possible revenue. We want the profit to be at least $250, so we want the profit to be 250 or more

Recall that profit is equal to revenue minus expenses, so

Profit = Revenue - Expenses

Profit = R - 155

The expression R - 155 represents the profit (R is just a placeholder for a number). We want R - 155 to be 250 or larger, so,

[tex]R - 155 \ge 250[/tex]

[tex]R - 155 \ge 250[/tex]

[tex]R - 155+155 \ge 250+155[/tex] add 155 to both sides

[tex]R \ge 405[/tex]

As long as the revenue is $405 or higher, then the profit will be at least $250

Final answer:

To meet a profit goal of at least $250 with expenses of $155, the friend must generate revenues of at least $405 in the first month.

Explanation:

To calculate the possible revenues needed to achieve at least a $250 profit for the first month, we need to consider both the expenses and desired profit. The calculation is straightforward: Revenue = Expenses + Desired Profit. Here, the expenses are $155, so the calculation is Revenue = $155 + $250, which equals $405. Therefore, to meet the profit goal of at least $250, your friend must generate revenues of at least $405 in the first month.

Final answer:

To find out by what percent the new frame is bigger than the original, the percentage increase is calculated as 8.33%. This is done by comparing the change in the total outer dimension of the framed painting after enlargement with the width of the frame unchanged.

Explanation:

If the original side length of the square painting is 's', the width of the frame is 10% of this length, so w = 0.10s. Now, if the painting was enlarged by 10%, the new side length of the painting is 1.10s. The width of the frame remains unchanged, so we only need to consider the change in the total outer dimension of the framed painting.

To find out by what percent the new frame is bigger than the original frame, we compare the change in the outer dimension of the frame to the original dimension. The total outer dimension of the original framed painting is s + 2w, while the total outer dimension of the enlarged framed painting is 1.10s + 2w.

Original frame outer dimension = s + 2(0.10s) = s + 0.20s = 1.20s
Enlarged frame outer dimension = 1.10s + 2(0.10s) = 1.10s + 0.20s = 1.30s

Percentage increase = ((1.30s - 1.20s) / 1.20s) × 100% = (0.10s / 1.20s) × 100% = 8.33%

Therefore, the new frame is 8.33% larger than the original frame.

Answer:

AC= 6 cm

Step-by-step explanation:

It is given that ABCD is a trapezoid

Also AC divides the trapezoid into two similar triangles

ΔABC≈ΔDCA

The ratio of corresponding sides of similar triangles are equal, so we have

[tex]\frac{AB}{CD} =\frac{BC}{AC} =\frac{AC}{AD}[/tex]

now we can take

[tex]\frac{BC}{AC} =\frac{AC}{AD}[/tex]

[tex]\frac{4}{AC} =\frac{AC}{9}[/tex]     ( since BC=4 and AD= 9)

now we cross multiply

[tex]4(9)=AC^{2}[/tex]

[tex]AC^{2}=36[/tex]

[tex]AC=\sqrt{36}[/tex]    (taking square root )

AC= 6 cm

8+1/82, 882/100 so you get 8 and 1/82

Answer:

She spent around 20$

Step-by-step explanation:

add all whole numbers and estimate the cents.

Answer:

$20.00  

Step-by-step explanation:

  $2.85 =   3.00  - 0.15

  $5.11   =   5.00 + 0.11

  $7.89 =   8.00 + 0.11      Mentally cancel the 0.11s

  $4.15 =   4.00 + 0.15     Mentally cancel the 0.15s

TOTAL = 20.00 + 0.00

TOTAL = $20.00

[tex]Similar:\\\\\triangle STU\sim\triangle QPR\qquad \boxed{SAS}\to side-angle-side\\\\m\angle SUT=m\angle QRP\\\\\dfrac{10}{4}=\dfrac{20}{8}\\\\L_s=\dfrac{10}{4}=\dfrac{10\cdot2}{4\cdot2}=\dfrac{20}{8}=R_s\\-------------------------------[/tex]

[tex]\text{Not similar or not necessarily similar}\\\\180^o-(90^o+30^o)=180^o-120^o=60^o\neq50^o\\\\\text{different angles}\\-------------------------------[/tex]

[tex]Similar:\\\\\triangle ABC\sim\triangle FED\qquad\boxed{SSS}\to side-side-side\\\\\dfrac{15}{5}=\dfrac{12}{4}=\dfrac{9}{3}\\\\3=3=3\\-------------------------------[/tex]

Answer:

Alright well solve by cross multiplying

x = 15 Hope this helps have a nice day :)

Step-by-step explanation:

Now if u want i can explain with detail.

The equation for the amount of money that Morgan has now is 16.31+m = 40

An equation is a mathematical statement with an 'equal to' symbol between two expressions that have equal values.

For example, 3x + 5 = 15.

Given that, Morgan needs to earn $16.31 more to have $40.00, we need to establish an equation to find the amount of money Morgan need,

Let the required money be m,

So, the equation will be

16.31+m = 40

m = 40-16.31

m = 23.69

Hence the  equation for the amount of money that Morgan has now is 16.31+m = 40

Learn more about equations, click;

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Morgan currently has $23.69. An equation m + 16.31 = 40.00 is set up and solved by subtracting $16.31 from $40.00 to find the value of m.

We can set up the equation m + 16.31 = 40.00. This equation translates the fact that Morgan needs $16.31 more to have $40.00. Therefore, by performing a basic subtraction (40.00 - 16.31), we can solve for m.

Step 1: Write the equation: m + 16.31 = 40.00.
Step 2: Subtract 16.31 from both sides of the equation to isolate m: m = 40.00 - 16.31.
Step 3: Perform the subtraction to find m: m = 23.69.

This method is a straightforward way to solve for the current amount of money that Morgan has.

Answer:

-.37

Step-by-step explanation:

PLZZZZ MARK BRANIEST I REALLY NEED IT!!!!

Answer:

-.37

Step-by-step explanation:

that 3 /1 is 3 that

Answer:

Option C. negative 3 plus or minus square root of 2

Step-by-step explanation:

Please see attachment.

C. negative 3 plus or minus square root of 2

So, the correct answer is indeed option C.

3x-5y=n

3x-5y=1

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

The formula of a volume of a cylinder:

[tex]V_{cylinder}=\pi r^2H[/tex]

r - radius

H - height

We have the diameter d = 8 in and height H = 9 in.

[tex]d=2r\to r=d:2\to r=8\ in:2=4in[/tex]

Substitute:

[tex]V_{cylinder}=\pi(4^2)(9)=\pi(16)(9)=144\pi\approx144\cdot3.14=452.16\ in^3[/tex]

The formula of a volume of a cone:

[tex]V_{cone}=\dfrac{1}{3}\pi r^2H[/tex]

r - radius

H - height

We have the diameter d = 8 in → r = 4 in and the height H = 18 in.

Substitute:

[tex]V_{cone}=\dfrac{1}{3}\pi(4^2)(18)=\pi(16)(6)=96\pi\approx96\cdot3.14=301.44\ in^3[/tex]

[tex]\dfrac{V_{cylinder}}{V_{cone}}=\dfrac{452.16}{301.44}=1.5[/tex]

The volume of the cylinder is one and a half times larger than the volume of the cone.

If the cylinder and the cone have equal radii and heights then the volume of the cylinder is three times greater than the volume of the cone.

[tex]V_{cone}=\pi r^2H\\\\V_{cylinder}=\dfrac{1}{3}\pi r^2H\\\\\dfrac{V_{cylinder}}{V_{cone}}=\dfrac{\pi r^2H}{\frac{1}{3}\pi r^2H}=\dfrac{1}{\frac{1}{3}}=3[/tex]

The formula of a volume of a cylinder:

r - radius

H - height

We have the diameter d = 8 in and height H = 9 in.

Substitute:

The formula of a volume of a cone:

r - radius

H - height

We have the diameter d = 8 in → r = 4 in and the height H = 18 in.

Substitute:

The volume of the cylinder is one and a half times larger than the volume of the cone.

If the cylinder and the cone have equal radii and heights then the volume of the cylinder is three times greater than the volume of the cone.

Plz Mark me BRAINLIEST

Answer:

Angle x = 60.1 degrees

Step-by-step explanation:

Given : height of the ladder is 15 ft that is the hypotenuse

The top of the ladder is  13ft off the ground.

That is the oppposite side of angle x

Since this forms a right angle triangle we use trigonometric ratios to find x

We know the opposite side and the hypotenuse

sin(x) = opposite / hypotenuse

[tex]sin(x) = \frac{13}{15}[/tex]

[tex]x = sin^{-1}(\frac{13}{15})[/tex]

x= 60.073565

Angle x = 60.1 degrees

check the picture below.

make sure your calculator is in Degree mode.

Answer:

B 12

Step-by-step explanation:

Since f(6)  means we want to evaluate the function when x=6

We will want to use f(x) =2x  because  5<= 6 <10

f(6) = 2*6

f(6)=12

f(x) = x   when 2 ≤ x < 5

So you can use this function if "x" is greater than or equal to 2 and less than 5

f(x) = 2x   when 5 ≤ x < 10

You can use this function if "x" is greater than or equal to 5 and less than 10

f(6) This means that x is 6, so you can plug in 6 for "x" in the equation.

You use the second function because 6 is greater than 5 and less than 10

f(x) = 2x

f(6) = 2(6)

f(6) = 12     Your answer is B

Answer:

The solution (25, 20) tells the contractor the number of hours on a job where the hourly rate is the same for both billing options.

Step-by-step explanation:

The student's question involves choosing between a flat rate of $500 or an hourly rate of $20 for a contractor's job. The better option depends on the number of hours worked compared to the flat rate. Calculations must be made to determine which method yields a higher payment.

The student's question is related to making a decision on a contractor's billing method.

The decision involves choosing between a flat rate of $500 or billing at an hourly rate of $20 per hour for a completed job. To determine which option is more advantageous, the contractor would need to calculate the total earnings based on the number of hours worked and compare it against the flat rate.

For instance, if the contractor works 10 hours, the payment at the hourly rate would be 10 hours × $20/hour = $200. Since $200 is less than the flat rate of $500, the hourly rate would be the better choice in this case. However, if the contractor works for 30 hours, the payment at the hourly rate would be 30 hours × $20/hour = $600, which is more than the flat rate, making the flat rate the better option.

Answer:

y = 2/3 x -2

Step-by-step explanation:

8x-12y=24

The first step is to subtract 8x from each side

8x-8x-12y=-8x+24

-12y = -8x+24

Now we will divide each side by -12 to isolate y.

-12y/-12 = -8x/-12 +24/-12

y = 2/3 x -2

To solve for y in the equation 8x - 12y = 24, isolate the variable y by following several steps: move the constant term to the other side, move the term with the variable to one side, and divide both sides by the coefficient of y. The solution is y = (8x - 24) / 12.

To solve for y in the equation 8x - 12y = 24, we need to isolate the variable y. First, let's move the constant term to the other side of the equation by adding 12y to both sides:

8x - 12y + 12y = 24 + 12y

Simplifying the equation gives us:

8x = 24 + 12y

Next, let's move the term with the variable to one side and the constant term to the other side. We can do this by subtracting 24 from both sides:

8x - 24 = 24 + 12y - 24

Simplifying the equation further gives us:

8x - 24 = 12y

Finally, to solve for y, divide both sides of the equation by 12:

(8x - 24) / 12 = (12y) / 12

This simplifies to:

(8x - 24) / 12 = y

Therefore, y = (8x - 24) / 12.

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Answer:

the answer is $8 for every skirt

Answer:

He bought 12 cans of soup

Step-by-step explanation:

We can use a ratio to solve this problem.

$10            $40

----------- = --------------

3 cans        x cans

Using cross products

10* x = 3 * 40

10x = 120

Divide by 10

10x/10 = 120/10

x = 12

The multiplication of two or more quantities is expressed as the "product" of those quantities. In dimensional analysis, multiplying a quantity by unit conversion factors that are equal to 1 does not change that quantity's value. This is a fundamental principle used in various fields to ensure unit consistency.

The multiplication of two or more quantities may be expressed as the product of the same quantities. When we multiply numbers and units, we apply the mathematical operation to both, resulting in a new number and a combined unit of measurement. For example, if we multiply 86 inches by some quantity in centimeters (cm), the number part gets multiplied to yield the numerical product, and the units inch (in) and centimeter (cm) are multiplied to give a unit product in inches times centimeters (in×cm).

Moreover, in dimensional analysis, we use conversion factors that equate to 1 to change from one unit to another without changing the quantity's value. For example, since 100 centimeters (cm) is equivalent to 1 meter (m), we can create a conversion factor of 1 by writing 100 cm over 1 m or vice versa. This concept is vital for ensuring the consistency of units when performing multiplications or divisions in various fields, including economics, engineering, and physics.

When dealing with expressions, multiplication can also be viewed as a reversal of the distributive law, transforming addition or subtraction statements into a set of multiples or factors that produce an equivalent value.

Answer:

Step-by-step explanation:

except for m = 0 or 1 these two numbers are going to be prime to each other. I cannot think of any example where that statement is not true.

So the lowest common multiple  is m* (m + 1)

Step-by-step explanation:

Answer(1):

Law of Cosines.

Answer(2):

since side "c" is missing so we will write formula used for side "c"

[tex]c^2=a^2+b^2-2ab\cdot\cos\left(C\right)[/tex]

Answer(3):

First lets write both sine and cosine formulas:

Check the attached picture for the list of formulas:

From given picture we see that two angles A and B are missing. Also 1 side "c" is missing.

Sine formula uses two angles while cosine formula uses only one angles.

Hence cosine formula will be best choice to find the missing values.

(x, y) = (-7, 2)

Divide the second equation by 4 and add it to the first.

... (-x) +(4)/4 = (-6y+19) +(-4x -12y)/4

... -x +1 = -9y -x +19 . . . . simplify

... 9y = 18 . . . . . . . add 9y +x -1

... y = 2 . . . . . . . . . divide by 9

... -x = -6·2 +19 = 7

... x = -7

The solution is (x, y) = (-7, 2).