HURRRY! Keiko and Eric each randomly surveyed people with cell phones. They recorded peoples’ ages (a years) and how many texts they send per day on average (t texts). For their respective data, they each drew a line of best-fit and determined its equation. They then compared equations and made inferences based only on the equations they calculated.

Look at attachment.

Determine whether you agree or disagree, based only on the equations above, with
the inferences drawn below.

Keiko states that she has a higher rate of change than Eric. Agree or Disagree.




Agree

Disagree

Answer:

60:13

16:56

11:16

10:7

2:7

28/40

1:2

110:19

180

$10

Step-by-step explanation:

For 1-8, they are ratios. Ratios can be expressed in many two major ways. Fractions, and the answer i put. Ratio is like division. Therefore, you divide it by something.

Let’s bring question 8 for example,

It says: There are 110 students on a bus filled with 129 people. What is the ratio of students to teachers?

The given fact is that there is 110 students and 129 in total. It means that there is 19 adults, since 129-110 is equal to 19. Then, it’s looking for the ratio of students to teacher. The answer would be 110:19, 110/19, or 110 divided by 19

For question 9, it asks how much oranges Lisa will use if she serves 800 people.

It takes 9/40 oranges per servings. To solve this, we need to multiply 9/40 by 800, which is equal to 180(9/40*800=7200/40=180)

For question 10, we have to find how much it costs for a single ring.

if 5 rings cost $1, it means that it costs $0.2 per ring, since 1/5 is equal to 0.2. Then, we have to multiply it by 50. 0.2 time 50 is equal to 10.

I hoped this helped

I only know these ones tho...

1. 60:13 (You arrange it to the order the question asked in this case they asked for "the ratio of students to teachers" so I did that)

2. 16:56 (You are supposed to add them like this to get the ratio of students 40 + 16 = 56)

3. 11:16 (You arrange them in the order that the question asked for your example was "What is the ratio of calico kittens to non-calico kittens" so I arranged them like that)

4. 10:17 (You are supposed to add them like this to get the ratio of attendees 7 + 10 = 17)

5. 2:7 (What we do is that because they told us there are 2 brindle puppies and we know the number of puppies is 9 so we minus the 2 brindle puppies from 9. To find the amount of non-bridle puppies we do this 9 - 2 = 7)

6. 28:40 (You are supposed to add them like this to get the ratio of attendees to teenagers 28 + 12 = 40)

7. 11:33 (You are supposed to add them like this to get the ratio of total cakes 22 + 11 = 33)

8. 110:19 (What we do is that because they told us there are 110 students and we know the number of people is 129 so we minus the 110 students from 129 to find the ratio of students to teachers we do this 129 - 110 = 19)

Answer:

Step-by-step explanation:

1/2 = 3/6 (on time)      

1/3 = 2/6 (late)

1/6 = 1/6 (early)

3 times 2 is 6. You need the same denominators. What you do to the bottom you do to the top. So, 3x2=6 and 1x2=2. Therefore, you have 2/6. The 2 cubes can be used to show the probability of the train being late because we now know it is late 2/6 times and either early or on time 4/6 times.

The dimensions of the new rectangle after the dilation would be given as follows:

A dilation can be defined as a transformation that multiplies the distance between every point in an object and a fixed point, called the center of dilation, by a constant factor called the scale factor.

The dimensions of the original rectangle are given as follows:

The scale factor is given as follows:

k = 3.

Hence the dimensions of the dilated rectangle are given as follows:

More can be learned about dilation at brainly.com/question/3457976

#SPJ1

Answer:

-3/2

Step-by-step explanation:

The slope of a line is its gradient. The equation shown here is y=mx+c. m is the gradient, therefore the gradient is 2/3. To find the perpendicular gradient you flip the sign (+ turns to -, - turns to +) and you switch numerator with the denominator.

we need to multiply 4p by the multiples in parentheses

[tex]4p \times p = {4p}^{2} [/tex]

[tex]4p \times 7p = {28p}^{2} [/tex]

[tex]4p( p- 7p) = {4p}^{2} - {28p}^{2} [/tex]

GOOD LUCK:)

The factorized value of the equation is solved and A = 4p² - 28pq

Brackets should be expanded in the following ways to factorize an expression

For an expression of the form A = a ( b + c ) , the expanded version is given by A = ab + ac, i.e., multiply the term outside the bracket by everything inside the bracket

For an expression of the form A = ( a + b ) ( c + d ) , the expanded version is given by A = ac + ad + bc + bd, in other words everything in the first bracket should be multiplied by everything in the second.

Given data ,

Let the expression be represented as A

Now , the value of A is

A = 4p ( p - 7q )

4p(p-7q) can be expanded as follows:

4p(p-7q) = 4p * p + 4p * (-7q)

A = 4p² - 28pq

Hence , the expanded form of 4p(p-7q) is 4p² - 28pq

To learn more about factorizing click :

https://brainly.com/question/804076

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Answer:

i think its either 5 or 5.12

im not so sure but i hope it helps

Answer: its a :)

Explanation: since your trying get 72 on one side of the equation, you need to do the opposite of multiplication and that is division.

Answer:

Step-by-step explanation:

Well if the equation is x-4/3>10 first assume the greater than symbol is an equal symbol.

Then add 4/3 to either side to get x>11 and 1/3 or 11.3333 repeating

Answer: the same as them

Step-by-step explanation:

15 unique triangles can be made.

Given : A triangle has one angle measures 60° and another angle is an obtuse angle .

To find : How many unique triangles can be made ?

Solution : Since we know, that sum of all three angle of a triangle is 180°,

One angle is 60°,

Second angle is obtuse angle(means angle is greater than 90°) then the third angle is acute angle(means less than 90°) .

60 + O + A = 180°

O + A = 180 - 60°

         = 120°
90 + A + A = 120°

A + A = 120 - 90

         = 30°

This means the third angle is sum of two acute angle is 30°.

So, The possible sum is (1+29),(2+28),(3+27),........(15+15)

Therefore, The possible ways the triangle can form is 15 ways.

Hence, 15 unique triangles can be made.

A simple and a similar answer -

More than 2 unique triangles can be made where on angle measure 60 degrees and another angle is obtuse.

Hope my answer helps you.

:)

Please mark my answer as the BRAINLIEST. Plssssssssssssssss

My answer is the first one and a very briefly explained.

Answer:

The percentage of earrings is 32%, which means that the remaining percentage of jewelry items that are not earrings is 100% - 32% = 68%. Therefore, the equation that represents the relationship between the number (n) of jewelry items that are not earrings and the total number (t) of jewelry items produced is: n = 0.68t So, the correct answer is B.

B) n = 0.68t.

If 32% of the jewelry items produced are earrings, then 68% of the jewelry items produced are NOT earrings. Therefore, the equation for n is n = 0.68t.

439.04 ft² (Approximately)

The Length of the Gymnasium court = 40 ft

The Breadth of the Gymnasium court = 16 ft

Total area of the Gymnasium court = Length * Breadth

                                                             = 40 * 16

                                                             = 640 ft²

Diameter of the circles = 16 ft

Radius of the circles = Diameter / 2

                                    = 16 / 2

                                    = 8 ft

Area of a semicircle = πr² / 2

                                   = 3.14 * 8² / 2

                                   = 3.14 * 64 / 2

                                   = 3.14 * 32

                                   = 100.48 ft² (Approximately)

Number of semicircles = 2

Area of all the semicircles = Area of semicircle * Number of semicircles

                                             = 100.48 * 2

                                             = 200.96 ft² (Approximately)

Area of shaded region = Area of rectangle - Area of semicircles

                                       = 640 - 200.96

                                       = 439.04 ft² (Approximately)

Hope my answer helps you.

:)

Please mark my answer as the BRAINLIEST. Plssssssssssssssssssss

Answer:

Step-by-step explanation:

Its c.

To find the area of the parallelogram formed by the points (-5, 2), (2, 0), and (4, -4), we need to first find the fourth vertex of the parallelogram. Since opposite sides of a parallelogram are parallel and have equal length, the fourth vertex can be obtained by adding the vector formed by the points (-5, 2) and (2, 0) to the point (4, -4). This gives us the fourth vertex as (11, -6).

Next, we can use the distance formula to find the lengths of the two sides of the parallelogram. The length of the side connecting (-5, 2) and (2, 0) is sqrt(45), and the length of the side connecting (2, 0) and (4, -4) is 2sqrt(5).

Finally, we can use the formula for the area of a parallelogram, which is base times height, to find the area of the parallelogram. The base of the parallelogram is the distance of sqrt(45) between (-5, 2) and (2, 0), and the height is the distance of 2sqrt(5) between (2, 0) and (4, -4). Multiplying these values together gives us an area of 42 square units, which is option C.

We know already that desk A and desk B are on the same column, since both coordinates' x factors are 7. So all we need to do now is find the difference of 2 and -8. So, we get the [very simple] equation [tex]2 - (-8) = d[/tex]. Now, when you subtract a negative, it's pretty much just adding, so we can simplify this equation to [tex]2 + 8 = d[/tex], and we all know [tex]2 + 8 = 10[/tex]. So the distance between the two desks is 10 units.

Hope this helps! If there is anything wrong feel free to point it out.

Have a nice day!

So the distance between the two desks is 10 units.

Step-by-step explanation:

desk A and desk B are on the same column, since both coordinates' x factors are 7. So all we need to do now is find the difference of 2 and -8. so we can simplify  So the distance between the two desks is 10 units.

HOPE THIS HELPS HAVE A GREAT DAY GOODLUCK

Answer:

15.80

Step-by-step explanation:

Answer:

1 and 4

Step-by-step explanation:

Answer:

A. EAJ and IAH

Step-by-step explanation:

The answer is A. EAJ and IAH because if you notice, angle "EAJ" starts at "E", goes down to "A", and to the right to "J". Now, if you would again notice, angle "IAH" stars at "I", goes up to "A", and to the left to "H".

The definition of a verticle angle are angles opposite each other where two lines cross.

I have attacked an image below of an example of a verticle angle. If you would notice, the image of the vertical angle I attached looks the same as option "A. EAJ and IAH".

Have a nice day! <3

Answer:

I don't understand

Step-by-step explanation:

where are the answers?

Answer: 36 ft sq

Explanation: use P.E.M.D.A.S. and your equation

Answer:

(-3, -2)

Step-by-step explanation:

look at the graph, by using the distance between 2,0 and 4,-4 and make a point using the same distance on -5,2 you get a parallelogram.

Answer:

The answer is B. (-3,-2)

Step-by-step explanation:

Answer:

a

Step-by-step explanation:

Answer:

Equation:x+70=8x and both angles measure 80 degrees.

Step-by-step explanation:

Equation:x+70=8x

That is because vertical angles are congruent.

x+70=8x

-x -x

70=7x

x=10

Both angles measure 80 degrees.

Step-by-step explanation:

The sample space for rolling two dice consists of 36 possible outcomes, as each of the six faces on the first die can be combined with any of the six faces on the second die.

To find the probability of showing either a prime number on the first die or a multiple of 5 on the second die, we can use the principle of inclusion-exclusion.

There are 3 prime numbers on a standard die: 2, 3, and 5. And there are two multiples of 5: 5 and 10. However, we need to be careful not to count the outcome (5,5) twice, as it satisfies both conditions.

So, the probability of showing either a prime number on the first die or a multiple of 5 on the second die is:

P(prime or multiple of 5) = P(prime) + P(multiple of 5) - P(prime and multiple of 5)

P(prime) = 3/6 = 1/2

P(multiple of 5) = 2/6 = 1/3

P(prime and multiple of 5) = 1/36

Therefore,

P(prime or multiple of 5) = 1/2 + 1/3 - 1/36

= 19/36

So the probability of showing either a prime number on the first die or a multiple of 5 on the second die is 19/36, or approximately 0.528.

Answer:

we can expect the coin to land on heads 2 times out of 4 tosses.

Step-by-step explanation:

If the probability of flipping a coin and having it land on heads is 1/2, then the probability of it landing on tails is also 1/2.When a coin is tossed 4 times, each toss is an independent event, meaning the outcome of one toss does not affect the outcome of another toss. Therefore, we can use the binomial probability formula to find the expected number of times the coin will land on heads:Expected number of heads = n * pwhere n is the number of trials (4 tosses) and p is the probability of success (1/2 or 0.5 in this case).Plugging in the values, we get:Expected number of heads = 4 * 0.5 = 2

Answer: 1 st and 3rd ones

Step-by-step explanation:

Answer: 270 students

Step-by-step explanation:

45% of the students joined a club, and there are 600 total students. To get 45% of 600, we just need to multiply 600 by the percentage in its decimal form, 0.45.

[tex]600*0.45=270[/tex] students

Answer:

C

Step-by-step explanation:

0.25 x 865

Answer:

Step-by-step explanation:

1,,,To determine which estimate has a lower percent error, we need to calculate the percent error for each estimate and compare them.

Percent error can be calculated using the formula:

percent error = [(actual value - estimated value) / actual value] x 100%

For the buttons estimate:

percent error = [(677 - 1000) / 1000] x 100% = -32.3%

For the large beads estimate:

percent error = [(22 - 50) / 50] x 100% = -56%

Since the percent error for the large beads estimate (-56%) is larger than the percent error for the buttons estimate (-32.3%), Elena's estimate about the buttons has less percent error.

To determine how much less, we can subtract the two percent errors:

percent error difference = (-56%) - (-32.3%) = -23.7%

Rounding to the nearest percent, Elena's estimate about the buttons has 24% less percent error than her estimate about the large beads.                              2,,,w weekly salary after a 25% raise, we can multiply his current weekly salary by 1.25 (which represents a 125% increase, since 100% + 25% = 125%). So, the correct answers are:

D. Multiply 865 by 1.25.

E. Add 865 and 1/4 of 865.

The steps for each option are:

A. Divide 865 by 0.25: This will not give Kevin's new salary after the raise. Instead, it will give the amount of the raise itself (since 25% of 865 is $216.25). To find the new salary, we need to add the raise amount to his original salary.

B. Divide 865 by 1.25: This will also not give Kevin's new salary after the raise. Instead, it will give his salary before the raise (since 865 ÷ 1.25 = 692, which is 100% of his original salary). To find the new salary, we need to multiply his original salary by 1.25.

C. Multiply 865 by 0.25: This will also give the amount of the raise itself (since 25% of 865 is $216.25). To find the new salary, we need to add the raise amount to his original salary.

D. Multiply 865 by 1.25: This will give Kevin's new weekly salary after the 25% raise.

E. Add 865 and 1/4 of 865: This is equivalent to multiplying 865 by 1.25, so it will also give Kevin's new weekly salary after the 25% raise.

F. Add 865 and 1 1/4 of 865: This is not a correct way to calculate Kevin's new weekly salary after the raise, since 1 1/4 of 865 is not a valid percentage increase.

To find the fourth vertex of the rectangle, we can start by drawing a diagram:

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

        |

        |    (2,4)

        |

--------.--------

        |

(?, ?)   |    (2,1)

        |

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

We know that opposite sides of a rectangle are parallel, so the fourth vertex must be located on the same horizontal line as the point (2, 1) and the same vertical line as the point (-4, 4). Therefore, the fourth vertex must be located at (-4, 1).

To find the dimensions of the rectangle, we can find the distance between the points (2, 1) and (2, 4) to get the length of one side, and the distance between the points (2, 1) and (-4, 1) to get the length of the other side.

Length = 4 - 1 = 3

Width = 2 - (-4) = 6

So the dimensions of the rectangle are 6 by 3.

To find the area of the rectangle, we can multiply the length and width together:

Area = Length x Width = 6 x 3 = 18 square units.