Answer:they all equal 69
Step-by-step explanation:
Answer:
81
Step-by-step explanation:
i added it all
Step-by-step explanation:
Number of males is
Number of males not enrolled
Number of females not enrolled
(a)
The table based on data is
<u> Enrolled Not enrolled Total </u>
<u>Male 82 36 118 </u>
<u>Female 102 56 158 </u>
Total 184 92 276
(b)
Percentage of students were males that went to magic college
- enrolled male / total students = (use table above)
- 82/276*100% = 29.71% (rounded)
(c)
Percentage of females went to magic college
- enrolled female / total female = (use table above)
- 102/158*100% = 64.56% (rounded)
Answer:
Rewrite the function as an equation.
y
=
5
x
−
4
Use the slope-intercept form to find the slope and y-intercept.
Tap for fewer steps...
The slope-intercept form is
y
=
m
x
+
b
, where
m
is the slope and
b
is the y-intercept.
y
=
m
x
+
b
Find the values of
m
and
b
using the form
y
=
m
x
+
b
.
m
=
5
b
=
−
4
The slope of the line is the value of
m
, and the y-intercept is the value of
b
.
Slope:
5
y-intercept:
−
4
Any line can be graphed using two points. Select two
x
values, and plug them into the equation to find the corresponding
y
values.
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Choose
1
to substitute in for
x
to find the ordered pair.
Tap for fewer steps...
Replace the variable
x
with
1
in the expression.
f
(
1
)
=
5
(
1
)
−
4
Simplify the result.
Tap for more steps...
1
The
y
value at
x
=
1
is
1
.
y
=
1
Choose
0
to substitute in for
x
to find the ordered pair.
Tap for fewer steps...
Replace the variable
x
with
0
in the expression.
f
(
0
)
=
5
(
0
)
−
4
Simplify the result.
Tap for more steps...
−
4
The
y
value at
x
=
0
is
−
4
.
y
=
−
4
Create a table of the
x
and
y
values.
x
y
0
−
4
1
1
Graph the line using the slope and the y-intercept, or the points.
Slope:
5
y-intercept:
−
4
x
y
0
−
4
1
1
Step-by-step explanation:
Hey You!
32 / 8 = 4
4 × 7 = 28
20. ANSWER:
The fish swims 28 feet deep.
21. ANSWER:
Numerator;Denominator
22. ANSWER:
439 / 3 = 146.3333 repeat.
So, each individual computer costs more than each individual printer.
