2+{8-2[32+5(1+2)]} Simplify

At a school fair 70% of the people are under 16 years old. One third of the people remaining are teachers. If there are 21 teach

Tamiku [17]

In the fairest school 70% are below 16 years old 1/3 are teachers which is equals to = 21 Let’s start solving: => 1/3 of 100% => 100 / 3 = 33.33% thus 33.33% = 21 => 21 x 3 = 63, is the total number of people in the school. Let’s try solving the number of people below 16 years old Have you notice that you are asking for a 70% of students but there are already 33.33% of teacher. Thus your given problem is not right already. => 100% - 33.33% = 66.67% that’s the only remaining percentage and not 70% => 63 * .6667 = 42.0021 Thus, there are around 42 people who are 16 years old younger.

3 0

3 years ago

QUESTION

Lorico [155]

1. For this item we just refer to the prompt to know the conjectures of Ernest and Denise. According to Ernest, they should swim 1 kilometer on the first week then add 0.25km every week while Denise believes that they should swim 1 kilometer on the first week then add 0.5km every week.

2. Yes, these distances make an arithmetic sequence. It's because an arithmetic sequence is defined as a group of increasing or decreasing numbers where the difference between any two consecutive numbers is constant. This just means that every number has the same interval. In the case of their schedule, this is true.

3. For this item we just follow the descriptions of Ernest's and Denise's schedule in item number 1. For Ernest, we just keep adding 0.25 from 1 kilometer until we added it thrice. For Denise, we also keep adding a number thrice but this time it's 0.5 instead of 0.25.

Ernest's Schedule: 1, 1.25, 1.5, 1.75
Denise's Schedule: 1, 1.5, 2, 2.5

4. Here we are asked to determine a formula that will describe the schedules of Ernest and Denise. In the given formula $a_{n}= a_{n-1}+d$ , $a_{n}$ refers to the next term in the sequence, $a_{n-1}$ refers to the previous term, while $d$ refers to the common difference. In the recursive formula all we need is to insert the value of d to the equations.

Ernest: $a_{n}= a_{n-1}+0.25$
Denise: $a_{n}= a_{n-1}+0.5$

5. For this item we basically do the same thing but this time we are given another formula. Our formula is in the form $a_{n}= a_{1}+(n-1)d$ where $a_{n}$ is still the nth term of the sequence, $a_{1}$ is the very first time, $n$ is the number of terms, and $d$ is the common difference.

Ernest: $a_{n}= 1.0+0.25(n-1)$
Denise: $a_{n}= 1.0+0.5(n-1)$

6. In this item we will just basically substitute numbers to one of the equations that we've set up in item #5. For this we need Ernest's explicit formula first. To know how far they will be swimming on week 10, the number of elements (n) must be 10.

$a_{10}= 1.0+0.25(10-1)$
$a_{10}= 1.0+0.25(9)$
$a_{10}= 1.0+2.25$
$a_{10}= 3.25$

7. Here, we just do the same thing as item #6 but this time we will consider Denise's explicit formula. Since we are also asked how far the students will be swimming on week 10, the number of elements would also be 10 and this would also be our value for n.

$a_{10}= 1.0+0.5(10-1)$
$a_{10}= 1.0+0.5(9)$
$a_{10}= 1.0+4.5$
$a_{10}= 5.5$

8. The answer for this question is obvious. You would just need to look at the 10th element in Ernest's and Denise's sequences and tell whose schedule had more than or equal to 5 as an answer. Following Ernest's schedule, you will just get 3.5 kilometers on the 10th week so it's definitely a no. Denise's schedule, on the other hand, would get you to 5.5 kilometers on week 10 so her training schedule should be followed.

7 0

3 years ago

-22 + (-16) Hhhhhhhhhhhhhhhhhhhhhh

Ad libitum [116K]

Answer:

-22 + (-16)= -38

Step-by-step explanation:

6 0

2 years ago

Read 2 more answers

Given m||n, find the value of x. t (x-3) m (8x+3)

Yuri [45]

Answer:

mtx(8x+3)-3mt(8x+3)

)Step-by-step explanation:

3 0

3 years ago

Read 2 more answers

Hey plsss help meeeeee

nalin [4]

Answer:

The first, third, and fourth answer choices represent a function.

Step-by-step explanation:

A relation is a relationship between sets of values. The two quantities that are being related to each other are the input (x-variable) and the output (y-variable). But relations in general aren't always a good way to relate between x and y.

Say that I have situation where I want to give x dollars to the cashier so he can change them to y quarters. Here is a "example" of the relation:

Dollars (x) | Quarters (y)

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

0 | 0

1 | 4

2 | 8

2 | 12

Do you see something wrong here? Yes! We all know that you can't exchange 2 dollars for 12 quarters. You can only exchange 2 dollars for 8 quarters and only 8 quarters. This is a general reason why we don't rely on general relations for real-life situations. One x-variable does not exactly map to one and only one y-variable.

However, a relation that can map one x-variable to one and only one y-variable is known as a function. Let's make the above example an actual function to prove a point:

Dollars (x) | Quarters (y)

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

0 | 0

1 | 4

2 | 8

3 | 12

Now, the 3 dollars make 12 quarters as it should. This is how a function should look like.

There are two ways to check if a relation is a function. On a relation, table, or a set of ordered pairs, you have to make sure there is no "x-variable" that repeats. All x-values of a relation have to be unique in order to be a function. On a graph, you can also perform the Vertical Line Test. If you draw vertical lines over a relation and if the lines cross only once, then it is a function. If not, it fails the Vertical Line Test.

So to answer you're question, the first, third, and fourth choices are functions because they all have unique x-variables. The second choice is not a function because it fails the Vertical Line Test.

7 0

2 years ago