Add 3/10+ 33/100+ 1+ 7/10 ( in fraction form) (this is 4th grade not middle school) please help​

In order to create 728 millilitres of the medication, 273 millilitres of component A are required.

A compound in chemistry is a material comprised of two or more separate chemical elements mixed together in a certain proportion. Chemical connections that are challenging to break are created when the elements interact with one another.

Compound A:Compound B ratio in the medication is 3:5. In other words, there are 3 millilitres of compound A and 5 millilitres of compound B for every 3+5=8 millilitres of the medicine.

We may set up a percentage using the ratio of compound A to the total volume of the medicine to determine how much compound A is required to make 728 millilitres of the drug:

3 ml x 3 ml x 3 ml

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

728 ml total, 8 ml overall

If we cross-multiply, we obtain:

8(x) = 3(728)

To find x, we use the formula x = 3(728)/8 = 273

In order to create 728 millilitres of the medication, 273 millilitres of component A are required.

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273 milliliters of compound A are needed to make 728 milliliters of the drug.

What are proportions?

In mathematics, a proportion is a statement that two ratios are equal. It expresses the relationship between two or more quantities that are directly proportional to each other. A proportion can be represented as an equation of the form:

a/b = c/d

To determine the amount of compound A needed to make 728 milliliters of the drug, we need to use the given ratio of 3 milliliters of compound A to 5 milliliters of compound B.

Let's start by finding the ratio of compound A to the total amount of ingredients (A+B) in the drug:

3 : (3+5) or 3:8

This means that for every 8 milliliters of the drug, 3 milliliters of compound A are used.

To find out how many milliliters of compound A are needed for 728 milliliters of the drug, we can set up a proportion:

3/8 = x/728

where x represents the amount of compound A needed.

To solve for x, we can cross-multiply:

8x = 3*728

8x = 2184

x = 273

Therefore, 273 milliliters of compound A are needed to make 728 milliliters of the drug.

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Answer:

Step-by-step explanation:

Given the data:

Individual Method 1 Method 2 1 7 5 2 5 9 3 6 8 4 7 7 5 5 6

The point estimate for the difference between the means is the difference between the mean of method one and the mean of method 2

Answer:

23. Similar as well as congruent triangle

25. Conguent triangle

Step-by-step explanation:

Answers:

23. Not enough information

25. Congruent (by the HL theorem)

HL = hypotenuse leg

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

Explanation for problem 23.

Check out figure 1 shown below.

I have marked the given diagram with light blue and light pink to show which angles are congruent.

Because lines UN and TC are parallel, we know the following alternate interior pairs are congruent.

Therefore, we can establish one link of paired congruent angles of the triangles LNU and TCH. However, we cannot determine any other angle pairings. Why not? Because we don't know if segment UL is parallel to segment TH. If they were parallel, then we could establish something like angle LUN = angle CHT as one alternate interior pairing.

But again, we don't know if UL is parallel to TH. The arrow markers aren't shown for these segments.

Therefore, we simply don't have enough information to determine if the triangles are similar or congruent.

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

Explanation for problem 25.

Luckily this problem will provide sufficient info to prove the triangles KSR and ISR are congruent.

We start with the given info that KR = SI due to the identical tickmarks. This represents one node in the flowchart (see figure 2).

Another node is angle RKS = angle RIS because both are right angles, aka 90 degree angles.

A third node is SR = SR because of the reflexive property.

Those three nodes then feed into the final conclusion node that triangle KSR = triangle ISR. The reasoning is "HL theorem" where HL = hypotenuse leg. This theorem works for right triangles only.

Take note how I structured the proof so that it flows from top to bottom. The three nodes side by side are related so they share the same row.

There are many other ways to make the flowchart, so don't feel obligated to use this format. Use whatever works best for you.

Answer:

8p+5w=569. And I would assume it would be p=85-w. Comment if you need an explanation.

Step-by-step explanation:

Answer:

let's consider 80%= 80 marks

mean of four quizzes is 80.

sum of four quizzes :

=> 80*4 = 320

sum of Five quizzes:

=> 320 + 100 = 420

Therefore, mean of 5 quizzes:

=>  420/5 = 84

so the answer is 84%

The mean is the division of the sum of scores to the number of scores thus Kyle's mean for all five quizzes will be 84%.

The mean is the average of a data set. Mean gives us the idea of that how much amount of overall data have.

Mean = sum of data / Number of data

Let's say the score of four quizzes is a,b,c, and d

Mean (a + b + c + d)/4 = 0.80

(a + b + c + d) = 3.2

Now, the score on the fifth quiz is 100% that 1

Mean =  (a + b + c + d + 1)/5

Mean =  (3.2 + 1)/5

Mean =  0.84 → 84%

Hence " Kyle's mean for all five quizzes will be 84%".

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Answer:

  h > 5

  h < 0

Step-by-step explanation:

We suppose that a "Special Solution" inequality is one that is technically incorrect, but is written using a compact "shorthand" form.

As written, the inequality claims that 17 < 2, which is false. There can be no value of the variable that will make this true. We presume the intended meaning is ...

  17 < 3h +2   or   3h +2 < 2

Subtracting 2 from the inequality gives ...

  15 < 3h < 0

Dividing by 3 gives ...

  5 < h < 0

There is no value of h that is both greater than 5 and less than 0, so we presume this means the OR (union) of the solution sets ...

  h > 5

  h < 0

Answer: 4

Step-by-step explanation:

Answer:

Step-by-step explanation:

a)

\(2(x + 3) = x - 4 \\\\ 2x + 6 = x - 4 \\\\ 2x - x = - 4 - 6 \\\\ x = - 10\)

b)

\(4(5x - 2) = 2(9x + 3) \\\\ 20x - 8 = 18x + 6 \\\\ 20x - 18x = 6 + 8 \\\\ 2x = 14 \\\\ x = \frac{14}{2} \\\\\\ x = 7\)

I hope I've helped you.

Answer:

Step-by-step explanation:

The size of the exterior angle in the given 7-sided shape, as shown in the image attached below is: x = 46°.

To calculate the size of the exterior angle in a polygon when the interior angle is known, we can use the following relationship:

Interior angle + Exterior angle = 180°

Given that the interior angle measures 134°, as shown in the image below, we can substitute it into the equation:

134° + Exterior angle = 180°

To isolate the exterior angle, we subtract 134° from both sides of the equation:

Exterior angle = 180° - 134°

Simplifying further:

Exterior angle = 46°

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Answer:

55.25

Step-by-step explanation:

So, all you gotta do is get rid of the decimal, times them both, then add the decimal back into it, and how you do that is you see how many numbers are behind a decimal point in the first place, in this case, it's two (8.5, 6.5) and you got your answer!

Hope this helps! <D

Answer:

D. Bank charges a large fee for bouncing a check is not an example of overdraft protection.

Step-by-step explanation:

Overdraft protection is a service offered by banks that allows you to link your checking account to another account, such as a savings account or a line of credit. If you overdraw your checking account, the bank will automatically transfer funds from the linked account to cover the shortfall, which helps you avoid overdraft fees and other penalties.

Option A is not an example of overdraft protection as it refers to earning interest on money in your savings account, which is a separate service.

Option B refers to additional fees collected by the bank when you bounce a check, which is a penalty for not having sufficient funds in your account to cover the check.

Option C refers to an ATM machine providing you with cash, which is a basic function of an ATM and is not related to overdraft protection.

To calculate the ratio as a decimal, we divide the number of owners by the total population for each city.

For Indianapolis: Ratio = 6,245 / 0.9 million = 0.006938

For New York: Ratio = 911,216 / 18.6 million = 0.049019

For Cairo: Ratio = 10,598 / 19.1 million = 0.000554

For Beijing: Ratio = 959,611 / 21.2 million = 0.045270

For Tokyo: Ratio = 1,700,510 / 26.5 million = 0.064234

To calculate the owners per 100, we multiply the ratio by 100.

For Indianapolis: Owners per 100 = 0.006938 * 100 = 0.7 (rounded to one decimal place)

For New York: Owners per 100 = 0.049019 * 100 = 4.9 (rounded to one decimal place)

For Cairo: Owners per 100 = 0.000554 * 100 = 0.1 (rounded to one decimal place)

For Beijing: Owners per 100 = 0.045270 * 100 = 4.5 (rounded to one decimal place)

For Tokyo: Owners per 100 = 0.064234 * 100 = 6.4 (rounded to one decimal place)

Therefore, the ratio as a decimal and the owners per 100 for each city are as follows:

Indianapolis: Ratio = 0.006938, Owners per 100 = 0.7

New York: Ratio = 0.049019, Owners per 100 = 4.9

Cairo: Ratio = 0.000554, Owners per 100 = 0.1

Beijing: Ratio = 0.045270, Owners per 100 = 4.5

Tokyo: Ratio = 0.064234, Owners per 100 = 6.4

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Trapezoid EFGH is not congruent to trapezoid E’F’G’H’ because there is no sequence of rigid motions that map trapezoid EFGH to trapezoid E’F’G’H’. Option D is correct .

What is a trapezoid simple definition?

A trapezoid, also referred to as a trapezium, is an open, flat object with 4 straight sides and 1 set of parallel sides.

                         A trapezium's parallel bases and non-parallel legs are referred to as its bases and legs, respectively.

1) We have and isosceles trapezoid DEFG and and another trapezoid D'E'F'G' dilated.

2) E'F'G'H' is not congruent to EFGH (due to its legs) Besides that, E'F'G'H has undergone not to rigid motions. Rigid motions are better known as translations and rotations and they preserve length and angles. That was not the case.

3) So it's d, the only correct choice:

d) Trapezoid EFGH is not congruent to trapezoid E’F’G’H’ because there is no sequence of rigid motions that map trapezoid EFGH to trapezoid E’F’G’H’.

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The complete question is -

The coordinates of the vertices of trapezoid EFGH are E(-8, 8), F(-4, 12), G(-4, 0), and H(-8, 4).  The coordinates of the vertices of trapezoid E’F’G’H’ are E’(-8, 6), F’(-5, 9), G’(5, 0), and H’(-8, 3).   Which statement correctly describes the relationship between trapezoid EFGH and trapezoid E’F’G’H’?   a)     Trapezoid EFGH is congruent to trapezoid E’F’G’H’ because you can map trapezoid EFGH to trapezoid E’F’G’H’ by reflecting it across the x-axis and then translating it up 14 units, which is a sequence of rigid motions. b)     Trapezoid EFGH is congruent to trapezoid E’F’G’H’ because you can map trapezoid EFGH to trapezoid E’F’G’H’ by translating it down 2 units and then reflecting it over the y-axis, which is a sequence of rigid motions c)     Trapezoid EFGH is congruent to trapezoid E’F’G’H’ because you can map trapezoid EFGH to trapezoid E’F’G’H’ by dilating it by a factor of 34 and then translating it 2 units left, which is a sequence of rigid motions d) Trapezoid EFGH is not congruent to trapezoid E’F’G’H’ because there is no sequence of rigid motions that map trapezoid EFGH to trapezoid E’F’G’H’.

Complete  Question

In a random sample of  ten  people, the mean driving distance to work was  23.1 miles and the standard deviation was  6.6 miles. Assume the population is normally distributed and use the​ t-distribution to find the margin of error and construct a  99​%  confidence interval for the population mean Interpret the results.  Identify the margin of error.

Answer:

The  99% confidence interval is  \(16.32< \mu <29.88\)

The interpretation is that there is 99% confidence that the true mean lies within the limits

The margin of error is  \(E = 6.783\)

Step-by-step explanation:

From the question we are told that

   The sample mean is  \(\= x = 23.1\)

     The standard deviation is  \(\sigma = 6.6 \ miles\)

    The  sample size is  n = 10

Generally the degree of freedom is mathematically represented as

     \(df = n-1\)

=>  \(df = 10-1\)

=>  \(df =9\)

Given that the confidence level is 99% , the n the level of significance is mathematically evaluated as

         \(\alpha = 100 - 99\)

         \(\alpha =1\%\)

        \(\alpha =0.01\)

Next we obtain the critical value of  \(\frac{\alpha }{2}\) with a df of  9  from from the student t-distribution table the value is  

          \(t _{\frac{\alpha }{2} , df } = 3.250\)

Generally the margin of error is mathematically represented as

           \(E = t_{\frac{\alpha }{2} , df } * \frac{\sigma }{\sqrt{n} }\)

          \(E = 3.250 * \frac{6.6 }{\sqrt{10} }\)

         \(E = 6.783\)

The 99% confidence interval is

      \(\= x - E < \mu < \= x + E\)

=>   \(23.1 - 6.78 < \mu <23.1 + 6.78\)

=>  \(16.32< \mu <29.88\)

The interpretation is that there is 99% confidence that the true mean lies within the limits

Answer:

706.858347058

Step-by-step explanation:

equation- 4pi(r)^2

Answer:

15 in2

Step-by-step explanation:

3.14 * 15 m=15 in^2

Answer:

Angle 5

Step-by-step explanation:

angle 5 corresponds with angle 3 i believe

Answer:

Domain = {0.-6}

Range = {-2, 4}  

Notes We find coordinates and radius and state

Then we show formula  (x -x1)^2 + (y +y1) = r ^2 and show

(x -3 )^2 + (y − 1)^2 = 9 = R^2  THE RADIUS^2

then ;

Domain formula = x - r   and x + r

Range formula = y - r  and  y + r

Step-by-step explanation:

The graph is a circle so all the points are enclosed in it

The domain is the values for x so you subtract the radius from the centre coordinate and you add the radius to it The range is the values for y so you do the same to the y coordinate If you use

(x- x1) ^2 + (y - y1) ^2

(x -3 )^2 + (y − 1)^2 = 9

However this changes if centre coordinate shows negatives

we change negative x or y to + positive in the formula in bold.

Centre coordinate = (3.,1) radius is 3  SO = MUST BE THE RADIUS ^2

= (x - 3)^2 + (y - 1)^2 = 3^2  = 9  

Domain formula = x - r   and x + r

Domain  = 3 - 3 = 0

and - 3 + 3 = -6

Domain = {0.-6}

Range formula = y - r  and  y + r

Range = 1 - 3 = -2

and  1 +3 = 4

Range = {-2, 4}  

Answer:

  C

Step-by-step explanation:

If ∆MNP is equilateral, then each of the arcs MN, NP and PM will be 120°. An inscribed angle from anywhere that intercepts one of these arcs will have measure 60°. That is, angle MQP is 60°. We already know angle MOQ is 60° (half of arc MN), so ∆MOQ is equilateral, and MO=MQ=PO.

Points M and N were drawn using Q as a center, and PO as a radius.

Using Pascal's triangle and the difference quotient formula, we expand (x + h)^2 and simplify the expression to (2hx + h^2) / h. As h approaches 0, the term h becomes negligible, and we are left with 2x, which represents the derivative of x^2.

To use Pascal's triangle to find x^2 using the difference quotient formula, we can follow these steps:

1. Write the second row of Pascal's triangle: 1, 1.

2. Use the coefficients in the row as the binomial coefficients for (x + h)^2. In this case, we have (1x + 1h)^2.

3. Expand (x + h)^2 using the binomial theorem: x^2 + 2hx + h^2.

4. Apply the difference quotient formula: f(x + h) - f(x) / h.

5. Substitute the expanded expression into the formula: [(x + h)^2 - x^2] / h.

6. Simplify the numerator: (x^2 + 2hx + h^2 - x^2) / h.

7. Cancel out the x^2 terms in the numerator: (2hx + h^2) / h.

8. Divide both terms in the numerator by h: 2x + h.

9. As h approaches 0, the term h becomes negligible, and we are left with the derivative of x^2, which is 2x.

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Answer:

(-2 , 2)

Step-by-step explanation:

y=x+4

y=-2x-2

x+4=-2x-2

3x=-6

x=-2

y=2

graph attached

\(\large\boxed{\boxed{\pink{\bf \leadsto (-2,2) \ is \ the \ solution \ of \ the \ given \ linear \ equations .}}}\)

Given to equations to us are ,

\(\qquad \red{\bullet} \: y = x + 4 \\\\\qquad \red{\bullet} \: y = -2x - 2 \)

And we need to find the solution using graphical method.

So , after plotting the graph of both equations the point where both lines intersect will be the solution of the graph.

And , for plotting we need at least two points .

For equation (1) :-

\(\implies y = x + 4 \)

When x = (-4) .

\(\implies y = -4+4\\\\\bf\implies y = 0 \)

When x = (-3)

\(\implies y = -3+4\\\\\bf\implies y = -1 \)

\(\large\boxed{\begin{tabular}{|c|c|c|} \cline{1-3} \bf x & (-4) & (-3) \\\cline{1-3} \bf y & 0 & 1 \\\cline{1-3}\end{tabular}}\)

For equation 2 :-

\(\implies y = -2x - 2 \)

When x = (-1) .

\(\implies y = -2(-1)-2\\\\\bf\implies y = 0 \)

When x = (0)

\(\implies y = 0-2\\\\\bf\implies y = -2 \)

\(\large\boxed{\begin{tabular}{|c|c|c|} \cline{1-3} \bf x & (-1) & 0 \\\cline{1-3} \bf y & 0 & -2 \\\cline{1-3}\end{tabular}}\)

Now , let's plot their graphs. Graph is in attachment. Hence on plotting the graph we see that both the lines Intersect on (-2,2) . Hence x = -2 and y = 2 is the solution of the given linear equation.

Answer:

12011213012812411854257

Answer:

Step-by-step explanation:

In the Intermediate Phase of mathematics education, one topic that demonstrates a hierarchical and logical progression in patterns, functions, and algebra is the concept of "Linear Equations."

The topic of Linear Equations in the Intermediate Phase builds upon the foundation laid in earlier grades and serves as a stepping stone towards more advanced algebraic concepts. Here is an overview of the topic sequence and content area spread for Linear Equations:

Introduction to Variables and Expressions:

Students are introduced to the concept of variables and expressions, learning to represent unknown quantities using letters or symbols. They understand the difference between constants and variables and learn to evaluate expressions.

Solving One-Step Equations:

Students learn how to solve simple one-step equations involving addition, subtraction, multiplication, and division. They develop the skills to isolate the variable and find its value.

Solving Two-Step Equations:

Building upon the previous knowledge, students progress to solving two-step equations. They learn to perform multiple operations to isolate the variable and find its value.

Writing and Graphing Linear Equations:

Students explore the relationship between variables and learn to write linear equations in slope-intercept form (y = mx + b). They understand the meaning of slope and y-intercept and how they relate to the graph of a line.

Systems of Linear Equations:

Students are introduced to the concept of systems of linear equations, where multiple equations are solved simultaneously. They learn various methods such as substitution, elimination, and graphing to find the solution to the system.

Word Problems and Applications:

Students apply their understanding of linear equations to solve real-life word problems and situations. They learn to translate verbal descriptions into algebraic equations and solve them to find the unknown quantities.

The content area spread for Linear Equations includes concepts such as variables, expressions, equations, operations, graphing, slope, y-intercept, systems, and real-world applications. The progression from simple one-step equations to more complex systems of equations reflects a logical sequence that builds upon prior knowledge and skills.

By following this hierarchical progression, students develop a solid foundation in algebraic thinking and problem-solving skills. They learn to apply mathematical concepts and procedures in a systematic and logical manner, paving the way for further exploration of patterns, functions, and advanced algebraic topics in later phases of mathematics education.

Answer:

A . x=13 is the solution of this question.

Answer:

x=3

Step-by-step explanation:

subtract 12 from both sides of the equation

x+12=25

x+12-12=25-12

then subtract the numbers

x=13

The correct statement is: g(x) is translated up 5 units compared to f(x).

The correct answer is A.

The correct answer is A.

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Answer:

câu này là 500 nhen

Answer:

5 T-shirts = $54

10 T-shirts = $108

20 T-shirts = $216

Answer: 1/24

Step-by-step explanation:

1st even = 3/6 (2,4,6)

2nd Prime = 3/6 (2,3,5)

3rd multiple of 5 = 1/6 (5)

3/6 x 3/6 x 1/6 = 9/216

9/216 = 1/24

The correct statement is that for each hour, the earnings go up by $7. Option A

If we have the equation of the line, we can substitute the value of 7 for the number of hours into the equation and solve for the earnings. The equation would typically be in the form of "earnings = slope * hours + y-intercept," where the slope represents the rate of earnings per hour and the y-intercept represents the earnings when no hours are worked.

We can find the slope of the graph to know as said above;

m = y2 - y1/x2 - x1

m = 14 - 0/2 - 0

m = 7

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