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1. Consider two forests that are proportional with respect to the number of trees per square mile. If one forest has 1,446 trees per 0.7 square miles, how many trees should we expect in a forest that is 4 square miles? Round to a whole number, if needed.

2.Washington State University graduated a total of 16,856 students. Of all the students, only 7.0% were majors in chemistry. How many students majored in chemistry? Round to a whole number, if needed.

3.The number of early voters for the 2020 election was 132.5% of what it was in 2016. How many early voters were there in 2020 if there were 58,300,000 early voters in 2016? Round to a whole number of voters.


4.At a conference, there is a food table setup with 459 sandwiches. Of all the sandwiches, only 76 are turkey. What percent of sandwiches are turkey? Round to a tenth of a percent.

5. Which of the following is equivalent to the ratio 5?
0.2

5 to 1

1:5

1/5

Answer:

c. Playing violent video games is associated with more aggressive behavior.

Step-by-step explanation:

This question is solved interpreting the text.

The study found that students who reported playing more violent video games engaged in more aggressive behavior.

The conclusion that it leads is that violent video games is associated with more agressive behavior. Keyword is associated, and the correct answer is given by option c.

The conclusion that can you make on the basis of this study is: c. Playing violent video games is associated with more aggressive behavior.

A conclusion refers to the final understanding that can be reached on a matter based on the findings in the study.

The findings from this study indicate that students who were exposed to violent video games had the tendency of becoming more aggressive.

So, we can conclude that violent video games is associated with aggressive behavior.

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hope this helps Step-by-step explanation: 7200 cause 12 percent of 100,00 is 7200

4.5 units is the value of the length of JL

Answer:

The ans is 3,4,5

Step-by-step explanation:

Hope it helps you Tq

Answer:

what's is supposed to be going on here what the the option

Answer:

Step-by-step explanation:

c on edge

Answer:

gmxgmxkydyoduryljfhlduñfixjcigtltgracjas por los puntos gigkckckxkjajguajajajjaa

Answer:

240 inches squared

Step-by-step explanation:

[tex]A=5*4*12=240[/tex]

Answer:

Step-by-step explanation:

because both angles are vertical they are equal to each other

lets solve 3x+50=6x-10

add 10 to 60

3x+60=6x

subtract 3x from 6x

60=3x

divide 3 on both sides

20=x

X=20

I hope this helped :)

Answer:

Q-22 (a) area of each face (square) = sxs

= 10 x 10

= 100 inches²

Total surface area = 6a²

= 6 x 10 x 10

= 600 inches²

Answer:

8 inches,

Step-by-step explanation:

2 2/3 = 8/3.

3 * 8/3

= 8 inches,

Answer:

Kindly check explanation

Step-by-step explanation:

Xbar = 0.3015 ; Rbar = 0.00154

USL = 0.295 ; LSL = 0.305

For a subgroup size of 3 ; k = 3 ; d2 = 1.693

The mean = xbar = 0.3015 mm

The standard deviation = Rbar / d2 = 0.00154 / 1.693 = 0.0009096

b) Suppose that parts below the LSL can be reworked, but parts above the USL must be scrapped. Estimate the proportion of scrap and rework produced by this process.

P(X < 0.295)

(x - mean) / standard deviation

(0.295 - 0.3015) / 0.0009096 = 0.00003

0.00003 should be reworked.

P(X > 0.305)

1 - P(X < 0.305)

(x - mean) / standard deviation

(0.305 - 0.3015) / 0.0009096 = 3.847

1 - P(Z < 3.847)

1 - 0.99994

= 0.00006

0.00006 should be reworked.

c) Suppose that the mean of this process can be reset by fairly simple adjustments. What value of the process mean would you recommend? Estimate the proportion of scrap and rework produced by the process at this new mean.

Recommended mean = 0.3000 mm

P(X < 0.295)

(x - mean) / standard deviation

(0.295 - 0.3000) / 0.0009096 = 0.00003

0.00003 should be reworked.

P(X > 0.305)

1 - P(X < 0.305)

(x - mean) / standard deviation

(0.305 - 0.3000) / 0.0009096 = 5.497

1 - P(Z < 5.497)

1 - 0.99997

= 0.00003

0.00003 should be reworked.

Answer:

7/2= 8.5 so it can be bigger then 1/2 or anything under 8.5

Step-by-step explanation:

Answer:

Do not use, there's still one more piece of the puzzle missing.

X =

Step-by-step explanation:

Lets look everything over and compare the corresponding parts of the 2 triangles.

One side of each is shared between the two triangles.

Another side of each triangle is 13 on each triangle.

The included angle of one triangle is 80 degrees and the other is 110 degrees.

Answer:

The correct answer is 10.30

Step-by-step explanation:

First, find the mean of the numbers by averaging them. Then, subtract the observation from the mean. Square them, then average them. Find the square root of this number and round to the nearest hundredth.

Answer:

10.30

Step-by-step explanation:

Step-by-step explanation:

1x+4x=180(sum of supplementary angles)

5x. =180

x. =180/5

x. = 36

Answer:

option c. complementary.

Answer:

answer. option c....

Step-by-step explanation:

option c

Answer:

1.25 inches

Step-by-step explanation:

2 miles would be 0.25 inches. 8 miles would be 1 inch. 8+2 is 10, 1 + 1.25 is 1.25.

Answer:

x= −1/4 or x = 5

Step-by-step explanation:

Step 1: Factor left side of equation.

(4x+1)(x−5)=0

Step 2: Set factors equal to 0.

4x+1=0 or x−5=0

Answer:

x= −1/4 or x = 5

The factored form of the equation  4x²- 19x - 5 = 0 is (4x+1)(x-5).

The given equation is 4x²- 19x - 5 = 0.

To factor the quadratic expression on the left-hand side into two binomials.

The binomial factors will have the form (ax + b)(cx + d).

We need to find two numbers whose product is equal to ac (the coefficient of x² term) multiplied by d (the constant term), which is (4)(-5) = -20, and whose sum is equal to the coefficient of the x term, -19.

After considering different factor pairs of -20, we find that -20 and +1 satisfy the requirements.

(4x² - 20x) + (x - 5) = 0.

4x(x - 5) + (x - 5) = 0.

(4x+1)(x-5)=0

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The total number of students in the freshman class is 2688 students

What is an Equation?

Equations are mathematical statements with two algebraic expressions flanking the equals (=) sign on either side.

It demonstrates the equality of the relationship between the expressions printed on the left and right sides.

Coefficients, variables, operators, constants, terms, expressions, and the equal to sign are some of the components of an equation. The "=" sign and terms on both sides must always be present when writing an equation.

Given data ,

Let the total number of students in the freshman class be = A

Now , the equation will be

The total number of students in the university = 5600 students

The percentage of students in the freshman class = 48 %

So ,

The total number of students in the freshman class = percentage of students in the freshman class x total number of students in the university

Substituting the values in the equation , we get

The total number of students in the freshman class = ( 48/100 ) x 5600

The total number of students in the freshman class = 0.48 x 5600

The total number of students in the freshman class = 2688 students

Therefore , the value of A is 2688 students

Hence ,

The total number of students in the freshman class is 2688 students

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Answer:

-6 a b + b + a

Step-by-step explanation:

Simplify the following:

-(a - b + a b) - a b - 4 a b + 2 b - 2 b + 3 a - a

Hint: | Group like terms in 3 a - 2 b - a b - (a b - b + a) - 4 a b + 2 b - a.

Grouping like terms, 3 a - 2 b - a b - (a b - b + a) - 4 a b + 2 b - a = -(a b - b + a) + (-a b - 4 a b) + (3 a - a) + (2 b - 2 b):

-(a b - b + a) + (-a b - 4 a b) + (3 a - a) + (2 b - 2 b)

Hint: | Combine like terms in -a b - 4 a b.

a b (-1) + a b (-4) = -5 a b:

-(a b - b + a) + -5 a b + (3 a - a) + (2 b - 2 b)

Hint: | Combine like terms in 3 a - a.

3 a - a = 2 a:

-(a b - b + a) - 5 a b + 2 a + (2 b - 2 b)

Hint: | Look for the difference of two identical terms.

2 b - 2 b = 0:

-(a b - b + a) - 5 a b + 2 a

Hint: | Distribute -1 over a b - b + a.

-(a b - b + a) = -a b + b - a:

-a b + b - a - 5 a b + 2 a

Hint: | Group like terms in -a b - 5 a b + b + 2 a - a.

Grouping like terms, -a b - 5 a b + b + 2 a - a = (-a b - 5 a b) + b + (-a + 2 a):

(-a b - 5 a b) + b + (-a + 2 a)

Hint: | Combine like terms in -a b - 5 a b.

a b (-1) + a b (-5) = -6 a b:

-6 a b + b + (2 a - a)

Hint: | Combine like terms in 2 a - a.

2 a - a = a:

Answer: -6 a b + b + a

The unknown value of x from the diagram is 80 degrees.

The given diagram is an isosceles triangle.

The base angle of an isosceles triangle are equal

The sum of angle in a triangle is also 180 degrees. Hence:

x + 50 + 50 = 180

x + 100 = 180

Subtract 100 from both sides

x + 100 - 100 = 180 - 100

x = 80 degrees

Hence the unknown value of x from the diagram is 80 degrees.

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Answer:

x<-3 or x>2, 2<x<-3

Step-by-step explanation:

Subtract/add from each side then divide, if dividing by a negative reverse the sign.

Answer:

all values are x

Step-by-step explanation:

Answer:

B) .5

Step-by-step explanation:

two items, divide 1 by 2, get 1/2 becomes 0.5

Answer:

so 4546b can get brainliest. Also on the other on I answered too.

Step-by-step explanation:

Answer:

Step-by-step explanation:

15a²bc = 3·5·a²·b·c

20ab²c = 2²·5·a·b²·c

25bc³ = 5²·b·c³

greatest common factor: 5bc

(-15a²bc + 20ab²c - 25bc³)÷(5bc) = -3a² + 4ab - 5c²

-15a²bc + 20ab²c - 25bc³ = (-3a² + 4ab - 5c²)(5bc)

Answer:

Step-by-step explanation: To find a decimal approximation to, say √2, first make an initial guess, then square the guess, and depending how close you got, improve your guess. Since this method involves squaring the guess (multiplying the number times itself), it uses the actual definition of square root, and so can be very helpful in teaching the concept of square root.

Example: what is square root of 20?

You can start out by noting that since √16 = 4 and √25 = 5, then √20 must be between 4 and 5.

Then make a guess for √20; let's say for example that it is 4.5. Square that, see if the result is over or under 20, and improve your guess based on that. Repeat this process until you have the desired accuracy (amount of decimals). It's that simple and can be a nice experiment for students!

Answer:

The number’s square root is a number that, when multiplied by itself, equals the first number. Another way of saying this is: “What can we multiply by itself to get the number in question?”

Step-by-step explanation:

For example, the square root of 1 is 1 because 1 multiplied by 1 equals 1 (1X1=1). However, the square root of 4 is 2 because 2 multiplied by 2 equals 4 (2X2=4). Think of the square root concept by imagining a tree. A tree grows from an acorn. Thus, it’s bigger than but related to the acorn, which was at its root. In the above example, 4 is the tree, and 2 is the acorn.

Thus, the square root of 9 is 3 (3X3=9), of 16 is 4 (4X4=16), of 25 is 5 (5X5=25), of 36 is 6 (6X6=36), of 49 is 7 (7X7=49), or 64 is 8 (8X8=64), of 81 is 9 (9X9=81), and of 100 is 10 (10X10=100).[1]

Answer:

f(22) = 1.12

General Formulas and Concepts:

Pre-Algebra

Order of Operations: BPEMDAS

Algebra I

Step-by-step explanation:

Step 1: Define

f(x) = 3sinx°

f(22) is x = 22

Step 2: Evaluate

Answer: 251=m-119

Step-by-step explanation:

251=m-119 There is nothing to explain.

Answer:

No bond, I was on the run, bet you can't relate

Totin' guns, shootin' sh,it for fun, bet you can't relate

Locked up, couldn't see my son, I bet you can't relate

Jumped the opps, ain't no one on ones, I bet you can't relate r.i.p my ni.gga von

Step-by-step explanation:

Answer:

Step-by-step explanation:

A.  f(8) = 11

B.  f(x) = 7, so x = 3