We know that 3/10*20=6 students are eating salads.
We also know that 3/5*20=12 students are eating sandwiches.
Assuming each person only eats one thing, there are 20-12-6=2 students eating lunches other than salads or sandwiches.
Answer:
J
Step-by-step explanation:
Find the common ratio r of the geometric sequence then multiply a term by r to obtain the next term
r =
=
= - ![\frac{1}{6}](https://tex.z-dn.net/?f=%5Cfrac%7B1%7D%7B6%7D)
The next 3 terms are
× -
= - ![\frac{1}{36}](https://tex.z-dn.net/?f=%5Cfrac%7B1%7D%7B36%7D)
-
× -
= ![\frac{1}{216}](https://tex.z-dn.net/?f=%5Cfrac%7B1%7D%7B216%7D)
× -
= - ![\frac{1}{1296}](https://tex.z-dn.net/?f=%5Cfrac%7B1%7D%7B1296%7D)
Which is the larger proportion, 0.28 or 0.25?
125 . a^3 . b^2
you can also write it as 5^3 .a^3 .b^2
Answer:
<em>$570 a week</em>
Step-by-step explanation:
<u>Percentage Calculations
</u>
One tricky fact about percentages is that they are usually performed over the last computed quantity. It makes them non-additive. For example, a raise of 10% followed by a 10% some time later, is NOT a 20% of total raise
The question states Ashely is making $500 a week at her job and that she receives a 20% pay raise. After that raise she will make
![\$500*(1+20/100)=\$500(1.2)=\$600 \text{ a week}](https://tex.z-dn.net/?f=%5C%24500%2A%281%2B20%2F100%29%3D%5C%24500%281.2%29%3D%5C%24600%20%5Ctext%7B%20a%20week%7D)
A year later she takes a 5% pay cut. We must be careful to take that percentage from the last earnings. She now makes
![\$600(1-5/100)=\$600(0.95)=\$570\ a\ week](https://tex.z-dn.net/?f=%5C%24600%281-5%2F100%29%3D%5C%24600%280.95%29%3D%5C%24570%5C%20a%5C%20week)