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choli [55]
3 years ago
9

A supplier sells 214 2 1 4 pounds of mulch for every 113 1 1 3 pounds of gravel. The supplier sells 172 pounds of mulch and grav

el combined. How many pounds of each item does the supplier sell? The supplier sells pounds of mulch and pounds of gravel. PLRASE HELP
Mathematics
1 answer:
Dennis_Churaev [7]3 years ago
3 0

Answer:

2.25 + 1 1/3=3.5833333 combined number of pounds of mulch and gravel sold.

2.25/3.583333 X 172=108 pounds of mulch that the supplier sells

(1 1/3) / 3.583333 X 172=64 pounds of gravel that the supplier sells.

Step-by-step explanation:

Let 'x' = pounds of gravel        The ratio of mulch to gravel is given  2 1/4  /  1 1/3   Which equals  9/4  /  4/3     =   27/16

So the total gravel and much is equal to   x + 27/16x = 172  

Solving for 'x'

43/16 x = 172    

x = 172 (16/43) = 64 pounds of gravel  Mulch = 27/16x = 64 (27/16)= 108 pounds

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PLZ HELP
mr Goodwill [35]

Answer:When planning your writing, it is important to consider the best way to communicate information to your audience, especially if you plan to use data in the form of numbers, words, or images that will help you construct and support your argument.  Generally speaking, data summaries may take the form of text, tables or figures. Most writers are familiar with textual data summaries and this is often the best way to communicate simple results. A good rule of thumb is to see if you can present your results clearly in a sentence or two. If so, a table or figure is probably unnecessary. If your data are too numerous or complicated to be described adequately in this amount of space, figures and tables can be effective ways of conveying lots of information without cluttering up your text. Additionally, they serve as quick references for your reader and can reveal trends, patterns, or relationships that might otherwise be difficult to grasp.

So what’s the difference between a table and a figure anyway?

Tables present lists of numbers or text in columns and can be used to synthesize existing literature, to explain variables, or to present the wording of survey questions. They are also used to make a paper or article more readable by removing numeric or listed data from the text. Tables are typically used to present raw data, not when you want to show a relationship between variables.

Figures are visual presentations of results. They come in the form of graphs, charts, drawings, photos, or maps.  Figures provide visual impact and can effectively communicate your primary finding. Traditionally, they are used to display trends and patterns of relationship, but they can also be used to communicate processes or display complicated data simply.  Figures should not duplicate the same information found in tables and vice versa.

Using tables

Tables are easily constructed using your word processor’s table function or a spread sheet program such as Excel. Elements of a table include the Legend or Title, Column Titles, and the Table Body (quantitative or qualitative data). They may also include subheadings and footnotes. Remember that it is just as important to think about the organization of tables as it is to think about the organization of paragraphs. A well-organized table allows readers to grasp the meaning of the data presented with ease, while a disorganized one will leave the reader confused about the data itself, or the significance of the data.

Title: Tables are headed by a number followed by a clear, descriptive title or caption. Conventions regarding title length and content vary by discipline. In the hard sciences, a lengthy explanation of table contents may be acceptable. In other disciplines, titles should be descriptive but short, and any explanation or interpretation of data should take place in the text. Be sure to look up examples from published papers within your discipline that you can use as a model. It may also help to think of the title as the “topic sentence” of the table—it tells the reader what the table is about and how it’s organized. Tables are read from the top down, so titles go above the body of the table and are left-justified.

Column titles: The goal of column headings is to simplify and clarify the table, allowing the reader to understand the components of the table quickly. Therefore, column titles should be brief and descriptive and should include units of analysis.

Table body: This is where your data are located, whether they are numerical or textual. Again, organize your table in a way that helps the reader understand the significance of the data. Be sure to think about what you want your readers to compare, and put that information in the column (up and down) rather than in the row (across). In other words, construct your table so that like elements read down, not across. When using numerical data with decimals, make sure that the decimal points line up. Whole numbers should line up on the right.

Other table elements

Tables should be labeled with a number preceding the table title; tables and figures are labeled independently of one another. Tables should also have lines demarcating different parts of the table (title, column headers, data, and footnotes if present). Gridlines or boxes should not be included in printed versions. Tables may or may not include other elements, such as subheadings or footnotes.

Quick reference for tables

Tables should be:

Centered on the page.

Numbered in the order they appear in the text.

Referenced in the order they appear in the text.

Labeled with the table number and descriptive title above the table.

Labeled with column a

Step-by-step explanation:

8 0
3 years ago
If x+y = 1, and x^2 + y^2 = -1, what is x^7 + y^13?<br> 1) 0<br> 2) 1<br> 3) -2<br> 4) 2<br> 5) -1
damaskus [11]

Solve for <em>x</em> and <em>y</em> :

<em>x</em> + <em>y</em> = 1   →   <em>y</em> = 1 - <em>x</em>

<em>x</em> ² + <em>y</em> ² = -1

<em>x</em> ² + (1 - <em>x</em>)² = -1

<em>x</em> ² + (1 - 2<em>x</em> + <em>x</em> ²) = -1

2<em>x</em> ² - 2<em>x</em> + 1 = -1

2<em>x</em> ² - 2<em>x</em> + 2 = 0

<em>x</em> ² - <em>x</em> + 1 = 0

<em>x</em> ² - <em>x</em> + 1/4 = -3/4

(<em>x</em> - 1/2)² = -3/4

<em>x</em> - 1/2 = ±√(-3/4)

<em>x</em> - 1/2 = ±√3/2 <em>i</em>

<em>x</em> = 1/2 ± √3/2 <em>i</em>   →   <em>x</em> = exp(± <em>iπ</em>/3)

<em>y</em> = 1 - (1/2 ± √3/2 <em>i</em> )   →   <em>y</em> = -1/2 ± √3/2 <em>i</em>   →   <em>y</em> = exp(± 2<em>iπ</em>/3)

Then

<em>x </em>⁷ + <em>y </em>¹³ = exp(± 7<em>iπ</em>/3) + exp(± 26<em>iπ</em>/3)

… = exp(± <em>iπ</em>/3) + exp(± 2<em>iπ</em>/3)

since 7<em>π</em>/3 is equivalent to <em>π</em>/3, and 26<em>π</em>/3 is equivalent to 2<em>π</em>/3 (both modulo 2<em>π</em>).

In either case, we get

<em>x </em>⁷ + <em>y </em>¹³ = <em>x</em> + <em>y</em> = 1

so the answer is (2) 1.

8 0
3 years ago
Suppose that two defective refrigerators have been included in a shipment of six refrigerators. the buyer begins to test the six
Verdich [7]

a) Answer: 0.2 <span>

consider the 4 refrigerators that waschosen out of the 6. There are 6*5*4*3 ways to choose these refrigerators (not 6choose4, since refrigerators are distinguishable). Therefore the denominator of our probability is 360. 

The numerator is a bit harder. Consider the first 3 refrigerators that was chosen. 2 were good, 1 was bad. There are 3choose1 = 3 places that the bad refrigerator can go. In each of these places, we count the number of ways to pick these 3 out of the 6. Since one is good, there are 4 ways (b/c there are 4 good refrigerators) to select the first. Another is also good, so the number of ways becomes 4*3. The last is bad, and there are 2 bad ones, so the number of ways to select these 3 becomes 4*3*2. Do not be confused by the fact that I ordered the above, this is taken care of by multiplying by the 3choose1 from above. Think of it like 4*3*2 + 4*2*3 + 2*4*3. Regardless, there is only one choice for the 4th refrigerator: bad. Thus the number of ways of being able to find the last bad fridge on the 4th test is 3*4*3*2 = 72. 

The probability is then 72/360 = 0.2 

I did the same method for the probability of searching the last bad fridge on the nth trial, and they all added to 1, so I'm pretty sure this is right. 

b) Answer: 0.4 

This probability is equal to: 
P(find on 2nd) + P(find on 3rd) + P(find on 4th) 

You know the third term, and the first two you can find in the same way as I did above. They are 0.06666... and 0.1333333... 

c) Answer: 0.5 

This is P(find on 3rd) + P(find on 4th) 

You know that of the 4 refrigerators left, 3 are good and 1 is bad. So, P(3) = 1/4, because there is a 1 in 4 chance that you choose the bad one right away 

P(4) = 3/4 * 1/3 = 0.5, since there is a 3 in 4 shot you select a good one, then a 1 in 3 that you select a bad one. </span>

<span>So P(3) + P(4) = 0.5</span>

4 0
3 years ago
H = 210 + 33t
NeTakaya

Answer:

it depends on how long she lived there. if she loved there for say 18 years then your question would look like this

Step-by-step explanation:

h = 210 + 33 × 18

18 × 33 = 594

594 + 210 = 804

h = 804

6 0
3 years ago
The numbers on two consecutively numbered gym lockers have a sum of 125. What are the locker numbers?
frosja888 [35]

Answer:

62 and 63

Step-by-step explanation:

n + n + 1 = 125

2n + 1 = 125

2n = 124

n=62

6 0
3 years ago
Read 2 more answers
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