2 out of 5 bought pizza there were 30 students in total how many students did not get pizza as a ratio

Answer:

A) 5 inches of snow.

B) The fourth quarter of the box plot.

C) The first quarter of the box plot.

Step-by-step explanation:

A) 5 inches because that's where the farthest line to the left reaches.

B) The info is most concentrated in the fourth quarter of the box plot.

C) The info is least concentrated in the first quarter of the box plot.

Assume we're measuring something using numerical quantities. We put a dot above that figure in the number line for each frequency of that object we observe.

As a result, the number of total dots in the dot plot corresponds to the entire number of measurements of the values of whatever we performed.

Martina created this box plot to represent the number of inches of snow that fell during the winter in several different cities.

A) Because the longest line to the left reaches that point, the measurement is 5 inches.

B) The fourth quadrant of the box plot contains the greatest information.

C) The initial quadrant of the box plot contains the least amount of information.

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Answer:

☑ 3 is a constant.

☑ 5 is a coefficient

Step-by-step explanation:

It is a sum of two terms.

It a product of different terms

5 and 4 are coefficients.

The area is 4(x+3). If we multiply the 4 out we have 4x + 12 as the area using the distributive property.

Expression: 4x+12

The original dimensions are x+3 and 4. If they are doubled, we have new dimensions 2x+6 and 8. The area is then 8(2x+6) = 16x + 48.

Area: 16x+48

Explanation: The ratio of the area of the original rectangle to the area of the larger rectangle is and will always be (4x+12)/(16x+48) = 1/4. Therefore, the ratio will be the same for any positive value of x.

Answer:

B.

Step-by-step explanation[tex]\sqrt[3]{216} =6[/tex]

Answer:

y = -x+10

Step-by-step explanation:

We have a point at ( 2,8) and a point at ( 4,6)

We can find the slope using

m = ( y2-y1)/(x2-x1)

   = ( 6-8)/ ( 4-2)

   = -2/2

  = -1

The slope is -1

We can see that it intercepts the y axis at 10 ( x=0 point)

Using the slope intercept form  y = mx+b  where m is the slope and b is the y intercept

y = -x+10

a. how much will you pay

b. A square meter costs P 145.75

c. multiplication

d. 146.75 × 102.3 (not sure)

e. P 15,017.25

Answer:

47/10

Step-by-step explanation:

[tex]4\frac{7}{10} =\frac{(4)(10)+7}{10} =\frac{47}{10}[/tex]

Hope this helps

Answer:

47/10

Step-by-step explanation:

Hello!

To convert a mixed number to an improper fraction, we:

Let's simplify:

Another way to represent this:

Your answer is 47/10

Answer: [tex]f^{-1}(x)=\frac{x-1}{2}[/tex]

Step-by-step explanation:

To find the inverse of a function start by replacing f(x) with x and replace the original x with y.

[tex]f(x)=2x+1\\x=2y+1[/tex]

Now solve for y

[tex]x=2y+1\\x-1=2y+1-1\\x-1=2y\\\frac{x-1}{2} =\frac{2y}{2}\\\frac{x-1}{2} =y[/tex]

Finally, replace y with the inverse of f(x), [tex]f^{-1}(x)[/tex]

Answer:

I think yes is the correct answer

Step-by-step explanation:

PLEASE MARK ME BRAINLIEST IF MY ANSWER IS CORRECT PLEASE let

Answer:

Yes

Step-by-step explanation:

Because they are different

Mean is the ratio of the sum of data to the ample size. The remaining four cards that could be on the card are 8, 8, 16 and 22

Mean is the ratio of the sum of data to the ample size. Median is the middle number after rearrangement while the mode is the most occurring number.

Given the sequence of numbers in order of size as 5, _, _, _, _ 24

Since 2 number falls in the middle and the median is 14, hence:

x +y/2 = 14

Since 8 is the mode, we can assume x = 8 in order to determine "y" as shown

8+y/2 = 14
8+y = 28
y = 16

The sequence of numbers will become 5, 8, 8, 16, _ 24 (8 was repeated twice being the mode)

The last unknown number can then be any value between 16 and 24. Using 22 as the last unknown value, the remaining four cards that could be on the card are 8, 8, 16 and 22

Learn more on measure of dispersion here: https://brainly.com/question/8910182

Step-by-step explanation:

all answer doesn't adjust. please use the formula and do it. (h=height of cylinder and h1 =height of cone)

Answer:

2243.7 cm^2  to the nearest tenth.

Step-by-step explanation:

Total volume = volume of cylinder + volume of the cone

= πr^2h  + 1/3πr^2(59 - h)      where h is the height of the cylinder.

So 6622 = π(7)^2h + 1/3π(7)^2(59 - h)

49πh + 49/3 π * 59 -  49/3 π h = 6622

49πh - 49/3 π h = 6622 - 49/3 π * 59

h( 49π - 49/3 π) =  6622 - 49/3 π * 59

h = (6622 - 49/3 π * 59) / ( 49π - 49/3 π)

h = 35.026 cm = height of the cylinder.

So the height of the cone = 59 - 35.026 =  23.974.

Next we find the slant height of the cone (L).

L^2 =  7^2 + 23.974^2

=  623.753

L = 24.975

The surface area of the whole solid

= surface area of the exposed cylinder + lateral surface area of the cone

= πr^2 + 2π*h +  πrL

= π(7)^2 + 14π*35.026  + π(7)*24.975

= 2243.69 cm^2.

Answer:

y=rx x-3

Step-by-step explanation:

answer is 3

Answer:

4000 mL

Step-by-step explanation:

there are 1000 millilitres in 1 liter

in 4 liters there would be 1000 * 4 = 4000 millilitres

Answer:

4,000 ml

Step-by-step explanation:

hope this helps  *_*  :)

The location of the light bulb is (15, 0). Check the reason for the answer been (15, 0) below.

This is also known as  paraboloid or paraboloidal reflector. It is a kind of  dish or a mirror that is said to have a reflective surface which is often used to take in or project any kind of energy e.g., light, sound, etc.

For the above question, the formula is:

y² = 2px

The focus is (p/2, 0)

x- 10 = u

y2 = 20u

So, the focus for U  =  ( [tex]\frac{20}{4}[/tex]; 0)

The focus for x =  ( [tex]\frac{20}{4}[/tex]; 10, 0)

= 5 , 10, 0

= (15, 0)

Therefore, the answer is (15, 0)

Learn more about  parabolic mirror from

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Answer:

[tex] \: [/tex]

Step-by-step explanation:

[tex] \: [/tex]

To find the radius of the circle we must know this formula first :

[tex]\\{ \longrightarrow \qquad{ \underline {\boxed{ \pmb{ \mathfrak{ \: 2 \pi r \: =Circumference_{(circle)}}}}}}} \: \: \bigstar \\ \\[/tex]

Now substituting the values in the formula :

[tex]\\{ \longrightarrow \qquad{ {{ \tt{ \: 2 \times 3.14 \times r \: =34.48}}}}} \\ \\[/tex]

[tex]{ \longrightarrow \qquad{ {{ \tt{ 6.28 \times r \: =34.48}}}}} \\ \\[/tex]

[tex]{ \longrightarrow \qquad{ {{ \tt{ r \: = \frac{34.48}{6.28} }}}}} \\ \\ [/tex]

[tex]{ \longrightarrow \qquad{ \pmb {{ \frak{ r \: = 5.490 }}}}} \\ \\ [/tex]

Therefore,

Answer:

(3, 0) and (-14, 0)

Step-by-step explanation:

Duck Feet. Duck feet are visually obvious adaptations. All duck species have webbed feet that help them swim. These feet extend laterally when a duck pushes back with its legs and provide maximum surface area for increased efficiency in movement.

hope it helps...!!!

Answer:

the area is 6cm2

Step-by-step explanation:

1/2 bh

1/2 4 x 3

1/2 12

6

Answer:

the first option, acute

Step-by-step explanation:

a straight line is equal to 180

34+64=96

180-96=84

84 degrees so its an acute angle

Answer:

i got 8.5

Step-by-step explanation

i have a triangle area calculator lol..

The length of the base of the triangle is B = 8.5 inches

A triangle is a plane figure or polygon with three sides and three angles.

A Triangle has three vertices and the sum of the interior angles add up to 180°

Let the Triangle be ΔABC , such that

∠A + ∠B + ∠C = 180°

The area of the triangle = ( 1/2 ) x Length x Base

For a right angle triangle

From the Pythagoras Theorem , The hypotenuse² = base² + height²

if a² + b² = c² , it is a right triangle

if a² + b² < c² , it is an obtuse triangle

if a² + b² > c² , it is an acute triangle

Given data ,

Let the area of the triangle be A = 25.5 inches²

Let the height of the triangle be H = 6 inches

Let the base of the triangle be B

Now , area of the triangle = ( 1/2 ) x Length x Base

On simplifying , we get

25.5 = ( 1/2 ) x ( 6 ) x ( B )

On simplifying , we get

3B = 25.5

Divide by 3 on both sides , we get

B = 8.5 inches

Hence , the base of triangle is B = 8.5 inches

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Answer:

I Believe your answer is B, put all the numbers in order then find the middle number

Step-by-step explanation:

it may be thought of as the "middle" value of a data set. For example, in the data set {1, 3, 3, 6, 7, 8, 9}, the median is 6,

[tex]\bold{Heya!}[/tex]

Because you will always have to put the numbers from the smallest, and to the Iargest/biggest Then you need to find the middle number and that's how you will get your answer from that point of view.

Hopefully This Helps ! ~

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[tex]\underline{Answer :}[/tex]

Jaceysan ~

[tex]{\begin{tabular}{lll}\begin{array}{r|c|l}\text{Leaf (Ali)} & \text{Stem} & \text{Leaf (Kumar)}\\\cline{1-3} 7 & 4 & 1\ 2\ 3\ 6\ 6\ 9\ 9 \\ 9\ 8 & 5 & 2\ 2\ 3\\ 5\ 5 & 6 & \\ 7\ 2\ 0 & 7 & 8\ 8\ 9\\ 9\ 9\ 8\ 4\ 3\ 3\ 3\ 1\ 1 & 8 & 2\ 2\ 4\ 5\\ 9\ 8\ 1 & 9 & 0\ 2\ 5\\ \end{array} \\\\ \fbox{\text{Key: 7} \big| \text{4} \big| \text{1 means 4.7 for Ali and 4.1 for Kumar}} \end{tabular}}[/tex]

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

Explanation:

The data set for Ali is

8.3, 5.9, 8.3, 8.9, 7.7, 7.2, 8.1, 9.1, 9.8, 5.8,

8.3, 4.7, 7.0, 6.5, 6.5, 8.4, 8.8, 8.1, 8.9, 9.9

which when on a single line looks like this

8.3, 5.9, 8.3, 8.9, 7.7, 7.2, 8.1, 9.1, 9.8, 5.8, 8.3, 4.7, 7.0, 6.5, 6.5, 8.4, 8.8, 8.1, 8.9, 9.9

Let's sort the values from smallest to largest

4.7, 5.8, 5.9, 6.5, 6.5, 7.0, 7.2, 7.7, 8.1, 8.1, 8.3, 8.3, 8.3, 8.4, 8.8, 8.9, 8.9, 9.1, 9.8, 9.9

Now lets break the data up into separate rows such that each time we get to a new units value, we move to another row

4.7

5.8, 5.9

6.5, 6.5

7.0, 7.2, 7.7

8.1, 8.1, 8.3, 8.3, 8.3, 8.4, 8.8, 8.9, 8.9

9.1, 9.8, 9.9

We have these stems: 4, 5, 6, 7, 8, 9 which represent the units digit of the values. The leaf values are the tenths decimal place.

For example, a number like 4.7 has a stem of 4 and leaf of 7 (as indicated by the key below)

This is what the stem-and-leaf plot looks like for Ali's data only

[tex]\ \ \ \ \ \ \ \ \text{Ali's data set}\\\\{\begin{tabular}{ll}\begin{array}{r|l}\text{Stem} & \text{Leaf}\\ \cline{1-2}4 & 7 \\ 5 & 8\ 9 \\ 6 & 5\ 5 \\ 7 & 0\ 2\ 7 \\ 8 & 1\ 1\ 3\ 3\ 3\ 4\ 8\ 9\ 9 \\ 9 & 1\ 8\ 9\\ \end{array} \\\\ \fbox{\text{Key: 4} \big| \text{7 means 4.7}} \\ \end{tabular}}[/tex]

The stem-and-leaf plot condenses things by tossing out repeated elements. Instead of writing 8.1, 8.1, 8.3 for instance, we can just write a stem of 8 and then list the individual leaves 1, 1 and 3. We save ourselves from having to write two more copies of '8'

Through similar steps, this is what the stem-and-leaf plot looks like for Kumar's data set only

[tex]\ \ \ \ \ \ \ \ \text{Kumar's data set}\\\\{\begin{tabular}{ll}\begin{array}{r|l}\text{Stem} & \text{Leaf}\\ \cline{1-2}4 & 1\ 2\ 3\ 6\ 6\ 9\ 9 \\ 5 & \ 2\ 2\ 3\ \ \ \ \\ 6 & \\ 7 & 8\ 8\ 9 \\ 8 & 2\ 2\ 4\ 5\\ 9 & 0\ 2\ 5\\ \end{array} \\\\ \fbox{\text{Key: 4} \big| \text{1 means 4.1}} \\ \end{tabular}}[/tex]

Kumar doesn't have any leaves for the stem 6, so we will have that section blank. It's important to have this stem so it aligns with Ali's stem plot.

Notice that both stem plots involve the same exact set of stems (4 through 9 inclusive).

What we can do is combine those two plots into one single diagram like this

[tex]{\begin{tabular}{lll}\begin{array}{r|c|l}\text{Leaf (Ali)} & \text{Stem} & \text{Leaf (Kumar)}\\\cline{1-3} 7 & 4 & 1\ 2\ 3\ 6\ 6\ 9\ 9 \\ 8\ 9 & 5 & 2\ 2\ 3\\ 5\ 5 & 6 & \\ 0\ 2\ 7 & 7 & 8\ 8\ 9\\ 1\ 1\ 3\ 3\ 3\ 4\ 8\ 9\ 9 & 8 & 2\ 2\ 4\ 5\\ 1\ 8\ 9 & 9 & 0\ 2\ 5\\ \end{array} \\ \end{tabular}}[/tex]

Then the last thing to do is reverse each set of leaves for Ali (handle each row separately). The reason for this is so that each row of leaf values increases as you further move away from the stem. This is simply a style choice. This is somewhat similar to a number line, except negative values aren't involved here.

This is what the final answer would look like

[tex]{\begin{tabular}{lll}\begin{array}{r|c|l}\text{Leaf (Ali)} & \text{Stem} & \text{Leaf (Kumar)}\\\cline{1-3} 7 & 4 & 1\ 2\ 3\ 6\ 6\ 9\ 9 \\ 9\ 8 & 5 & 2\ 2\ 3\\ 5\ 5 & 6 & \\ 7\ 2\ 0 & 7 & 8\ 8\ 9\\ 9\ 9\ 8\ 4\ 3\ 3\ 3\ 1\ 1 & 8 & 2\ 2\ 4\ 5\\ 9\ 8\ 1 & 9 & 0\ 2\ 5\\ \end{array} \\\\ \fbox{\text{Key: 7} \big| \text{4} \big| \text{1 means 4.7 for Ali and 4.1 for Kumar}} \end{tabular}}[/tex]

The fact that Ali is on the left side vs Kumar on the right, doesn't really matter. We could swap the two positions and end up with the same basic table. I placed Ali on the left because her data set is on the top row of the original table given.

The thing you need to watch out for is that joining the stem and leaf for Ali means you'll have to read from right to left (as opposed to left to right). Always start with the stem. That's one potential drawback to a back-to-back stem-and-leaf plot. The advantage is that it helps us compare the two data sets fairly quickly.

Answer:

5) 162

6) 61.6

Step-by-step explanation:

Area of triangle = [tex]\frac{1}{2} b*h[/tex]

Area of rectangle = w * l

5)

Left triangle Area  = [tex]\frac{1}{2} 4*3[/tex]

= 2*3

=6

Right triangle Area = [tex]\frac{1}{2} 7*8[/tex]

=[tex]\frac{56}{2}[/tex]

=28

Rectangle Area = 16*8 = 128

Total Area = 128+28+6 = 162

6)

12-10 = 2

base of each traingle is 2/2 = 1

Left triangle = right triangle =  [tex]\frac{1}{2} 5.6*1[/tex] = 2.8

Rectangle = 10*5.6 = 56

Total = 2.8+2.8+56 = 61.6

Answer:

3?

Actually I dont understand

The number of different assignments that are possible for this case when the teacher wants to assign 4 of the 15 practice problems is 1,365 ways.

We can use combinations for this case,

Total number of distinguishable things is m.

Out of those m things, k things are to be chosen such that their order doesn't matter.

This can be done in total of

[tex]^mC_k = \dfrac{m!}{k! \times (m-k)!}[/tex]  ways.

For this case, the teacher have to choose 4 problems out of 15 practice problems so that assignments are different.

An assignment would be different than other if the 4 questions in one assigment are not exactly same in the second assigment, and their order won't matter (assumingly).(no counter statement is given in the question's statement) against this assumption).

Those 15 problems are assumingly distinguishable (here we used general logic that each problem would be somewhat different if not fully, and thus, no two problems being indistinguishable).

Then, we can use the combinations to find the number of ways any 4 problems out of 15 practice problems available can be chosen, as shown below:

[tex]^{15}C_4= \dfrac{15!}{4! \times (15-4)!}\\\\\\^{15}C_4=\dfrac{15!}{4! \times 11!} = \dfrac{15 \times 14 \times 13 \times 12 \times 11 \times \cdots \times 2 \times 1}{(4 \times 3 \times 2 \times 1) \times ( 11 \times \cdots \times 2 \times 1)}\\\\\\^{15}C_4=\dfrac{15 \times 14 \times 13 \times 12 }{4 \times 3 \times 2 \times 1} = 1365[/tex]

Thus, the number of different assignments that are possible for this case when the teacher wants to assign 4 of the 15 practice problems is 1,365 ways.

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Answer:

sa: 34cm2

Step-by-step explanation:

2x5 = 10

2x1 = 2

5x1 = 5

(10 + 2 + 5)2 = 20 + 4 + 10 = 34

Step-by-step explanation:

Well there is no direct formula for calculating the orthocentre

well the process of finding the orthocentre is to find the altitudes of all the sides and then find their intersection points

Here in this question

The given triangle represents a right angled triangle with right angled at L(-3,2)

We know that the ortho centre in a right angled triangle is the right angled vertex

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

Hence the required orthocentre is (-3,2) and it is on the Triangle

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

Answer:

last statement is correct.

Answer:

D is correct

Step-by-step explanation:

Brainliest would be appreciated