Find 1.5% of 220 please help

Answer:

c 730

Step-by-step explanation:

because the 7 in 730 is one digit to the left

Answer:

C. 730

Step-by-step explanation:

The 7 in the original number is in the tens place. So if you multiply that by 10, the seven moves into the hundreds place.

Answer:

a

Step-by-step explanation:

because there are over half girls and half of 120 is 60 and 75 is over half

Answer:

Step-by-step explanation:

A larger set that a particular set can be a subset of is a Universal set. A universal set is parent where all other sets are derived from.

For example, given a universal set U = {1,2,3,4,5}, a set A = {1, 3, 5} is said to be a subset of the set U because the elements of set B are contained in the Universal set U.

Also, sets like {1, 4,5} and {3,4,5} can also be regarded as the subset of U since all the elements of the sets can be found in the Universal set U. Hence the correct name of the set is a UNIVERSAL SET

So, the number of maximum subsets we can create from the given set is 8.

The subsets of any set consists of all possible sets including its elements and the null set. Let us understand with the help of an example.

Example: Find all the subsets of set A = {1,2,3,4}

Solution: Given, A = {1,2,3,4}

Subsets =

The subsets of any set consisting of all possible sets including its elements and the null set. Let us understand with the help of an example.

Example: Find all the subsets of set A = {1,2,3,4}

{}

{1}, {2}, {3}, {4},

{1,2}, {1,3}, {1,4}, {2,3},{2,4}, {3,4},

{1,2,3}, {2,3,4}, {1,3,4}, {1,2,4}

{1,2,3,4}

So, the formula is [tex]2^n[/tex].

The given set is,

[tex]A = \{1, 3, 5\}[/tex]

Here the number of an element is 3.

So, the maximum number of subsets we can create is,

[tex]2^n=2^3=8[/tex]

Learn more about the topic Subsets:

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Answer:

134 is the answer

Answer: 134

Step-by-step explanation:

54+ (48+72) x 2/3

54+120x2/3=134

Answer:

-1.4

Step-by-step explanation:

opposite of -1.4 = 1.4

opposite of the opposite of -1.4 = the opposite of 1.4 = -1.4

Answer:

5/9

Step-by-step explanation:

2/3 • 5/2 • 2/3

1/3 • 2/5 • 2/3

multiply 1/3 for 5/2

5

-----------

3 • 2

multiply 3 for 2

5/6 • 2/3

anular el factor común 2

5/3 • 1/3

multiply 5/3 for 1/3

5

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

3 • 3

multiply 3 for 3

5/9

the result

5/9

form decimal

0.5

Answer:

0

Step-by-step explanation:

he had a score of 2 on the first hole and then he go a birdie i think and it subtracted 2 from that leaving 0

Answer:

18,36,54,72,90 are first five multiples of 18

Step-by-step explanation:

Answer:

18,36,54,72,90

Step-by-step explanation:

Complete Question

The complete question is shown on the first uploaded image

Answer:

a

[tex]33.55 <  \mu < 35.5[/tex]

b

[tex]34.03 <  \mu < 34.969 [/tex]

c

Generally the width at  n =  49 is mathematically represented as

   [tex]w =  2 *  E[/tex]

    [tex]w =  2 *  0.952 [/tex]

     [tex]w =  1.904 [/tex]

Generally the width at  n =  196 is mathematically represented as

   [tex]w =  2 *  E[/tex]

    [tex]w =  2 *  0.4687 [/tex]

     [tex]w =  0.9374  [/tex]

d

The correct option is E

Step-by-step explanation:

From the question we are told  that

   The sample mean is  [tex]\= x  =  34.5[/tex]

    The standard deviation is  [tex]s =  3.4[/tex]

Generally given that the confidence level is 95% then the level of significance is  

       [tex]\alpha = (100 -  95)\%[/tex]

=>     [tex]\alpha = 0.05 [/tex]

Generally from the normal distribution table the critical value  of  [tex]\frac{\alpha }{2}[/tex] is  

   [tex]Z_{\frac{\alpha }{2} } =  1.96[/tex]

Considering question a

From the question  n  =  49

Generally the margin of error is mathematically represented as  

      [tex]E = Z_{\frac{\alpha }{2} } *  \frac{s }{\sqrt{n} }[/tex]

=>   [tex]E = 1.96*  \frac{ 3.4 }{\sqrt{49} }[/tex]

=>   [tex]E =  0.952 [/tex]

Generally 95% confidence interval is mathematically represented as  

      [tex]\= x -E <  p <  \=x  +E[/tex]

      [tex]34.5 -0.952 <  p < 34.5 + 0.952[/tex]

=>    [tex]33.55 <  \mu < 35.5[/tex]

Considering question b

From the question  n  =  196

Generally the margin of error is mathematically represented as  

      [tex]E = Z_{\frac{\alpha }{2} } *  \frac{s }{\sqrt{n} }[/tex]

=>   [tex]E = 1.96*  \frac{ 3.4 }{\sqrt{196} }[/tex]

=>   [tex]E =  0.4687 [/tex]

Generally 95% confidence interval is mathematically represented as  

      [tex]\= x -E <  p <  \=x  +E[/tex]

      [tex]34.5 -0.4687 <  p < 34.5 +0.4687[/tex]

=>   [tex]34.03 <  \mu < 34.969 [/tex]

Considering question c

Generally the width at  n =  49 is mathematically represented as

   [tex]w =  2 *  E[/tex]

    [tex]w =  2 *  0.952 [/tex]

     [tex]w =  1.904 [/tex]

Generally the width at  n =  196 is mathematically represented as

   [tex]w =  2 *  E[/tex]

    [tex]w =  2 *  0.4687 [/tex]

     [tex]w =  0.9374  [/tex]

Now when the sample size is quadrupled i.e from n = 49 to  n =  196  

The width of the  confidence interval  decrease by 2 from 1.904 to  0.9374  

Answer:

C.  25% The correct answer is C. 300 divided by 1200 equals 25%.

Step-by-step explanation:

Answer:

B.) 20%

Step-by-step explanation:

First, add 1,200 and 300. That gives you 1,500. You want to find how much percent of 1,500 equals 300, and that is 20%.

Answer:  d = -9/8

Steps: 5d + ½ = d - 4

Subtract ½ from both sides: 5d + ½ - ½  = d - 4 - ½

Simplify: 5d = d - 9/2

Subtract d from both sides: 5d - d = d - 9/2 - d

Simplify: 4d = -9/2 ÷ 4

Simplify: d = -9/8

PLz mark brainliest:)

Answer:

Simple to help us improve our lives

Answer:

To do good in school

Step-by-step explanation:

the thing is teachers want us to study so we remember whatever is on the test for an example and that is good but not alt of people always study.

Answer:

Step-by-step explanation:

The Order of Operations is very important when simplifying expressions and equations. The Order of Operations is a standard that defines the order in which you should simplify different operations such as addition, subtraction, multiplication and division.

This standard is critical to simplifying and solving different algebra problems. Without it, two different people may interpret an equation or expression in different ways and come up with different answers. The Order of Operations is shown below.

Parentheses and Brackets -- Simplify the inside of parentheses and brackets before you deal with the exponent (if any) of the set of parentheses or remove the parentheses.

Exponents -- Simplify the exponent of a number or of a set of parentheses before you multiply, divide, add, or subtract it.

Multiplication and Division -- Simplify multiplication and division in the order that they appear from left to right.

Addition and Subtraction -- Simplify addition and subtraction in the order that they appear from left to right.

Before we begin simplifying problems using the Order of Operations, let's examine how failure to use the Order of Operations can result in a wrong answer to a problem.

Without the Order of Operations one might decide to simplify the problem working left to right. He or she would add two and five to get seven, then multiply seven by x to get a final answer of 7x. Another person might decide to make the problem a little easier by multiplying first. He or she would have first multiplied 5 by x to get 5x and then found that you can't add 2 and 5x so his or her final answer would be 2 + 5x. Without a standard like the Order of Operations, a problem can be interpreted many different ways

We cannot combine the variable terms before using the distributive property when solving the equation as it will results in wrong answer.

What is distributive property of multiplication over addition ?

If we multiply a number by the sum of more than two, we use the distributive property of multiplication over addition.

Here the expression given is :

7(x+5)-x=42

The Order of Operations is very important when simplifying expressions and equations. The Order of Operations is a standard that defines the order in which you should simplify different operations such as addition, subtraction, multiplication and division.

Parentheses and Brackets -- Simplify the inside of parentheses and brackets before you deal with the exponent (if any) of the set of parentheses or remove the parentheses.

Exponents -- Simplify the exponent of a number or of a set of parentheses before you multiply, divide, add, or subtract it.

Multiplication and Division -- Simplify multiplication and division in the order that they appear from left to right.

Addition and Subtraction -- Simplify addition and subtraction in the order that they appear from left to right.

Without the Order of Operations one might decide to simplify the problem working left to right. He or she would add two and five to get seven, then multiply seven by x to get a final answer of 7x. Another person might decide to make the problem a little easier by multiplying first. He or she would have first multiplied 5 by x to get 5x and then found that you can't add 2 and 5x so his or her final answer would be 2 + 5x. Without a standard like the Order of Operations, a problem can be interpreted many different ways.

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1) The domain is [0,300]. The range is [0,250]

2) The slope for the initial climb is 3.57. The equation of the line is

3) The rate of change of the second hill is -1.4

4) The rate of change of the third hill is -2.1

5) The blue hill is steeper

6) It is not a function

Step-by-step explanation:

1)

The domain of a function is the set of values of x (the input) for which the function itself is defined.

Instead, the range of a function is the set of values of y (the output) that the function can take.

To find the domain, we have to look at the x-axis and see for which values of x the function is defined. By looking at the graph, we see that the function is defined between

x = 0 and x = 300

So, the domain is [0,300].

To find the range, we have to look at the y-axis and see for which values of y the function has an output. By looking at the graph, we see that the function has values of y between

y = 0 and x = 250

So, the range is [0,250].

2)

The slope of a function in a certain range is given by

where

is the change in the y-coordinate

is the change in the x-coordinate

For the initial climb (pink line), we have:

Therefore, the slope in this part is

We can now write the equation of the line in the form

y = mx + b

where b is the y-intercept: since it is zero, the line has simply the form

3)

Again, to calculate the slope of the hill, we use:

where

is the change in the y-coordinate

is the change in the x-coordinate

For the green hill, we have:

So the rate of change is

4)

As before, the rate of change of the hill is

For the blue hill, we have:

So the rate of change is

5)

To know which hill is steeper, we need to compare the magnitude of their rate of change.

In fact, both hills have rate of change negative - because we are going down along the slope. Therefore, we have to consider the magnitude of their slope.

For the green hill:

For the blue hill:

We see that the blue hill has a greater slope (in magnitude): therefore, the blue hill is steeper.

6)

A function is defined as a mapping (operation between two sets of variables) in which to one value of x (the input) corresponds one and only one value of y (the output).

This means that a function cannot have multiple values of y for the same x (the input).

By looking at the graph, we see that this function does not respect this criterium: in fact, we see that certain values of x give multiple values of the output, y (for instance, at x=300 the function has two values). So, this is not a function.

Answer:

Not a Function

Step-by-step explanation:

Answer:

x = 3

Step-by-step explanation:

braniest pls

Answer:

x=3

Step-by-step explanation:

-5          +10

              +5=15

+5=0

3x, 2x

+2     -2

5x=15

_      _

x=3

18 + 7/9

14 + 7/8

First, rewrite each fraction in terms of a common denominator. 8 and 9 don't share a common multiple until 8 * 9 = 72, so we have

7/9 = (7/9) • (8/8) = (7 • 8)/(9 • 8) = 56/72

7/8 = (7/8) • (9/9) = (7 • 9)/(8 • 9) = 63/72

Next, write each whole number in terms of fractions with the same denominator. We have

18 • 72 = 1296  ==>  18 = 1296/72

14 • 72 = 1008  ==>  14 = 1008/72

Write each mixed number as an improper fraction:

18 + 7/9 = 1296/72 + 56/72 = (1296 + 56)/72 = 1352/72

14 + 7/8 = 1008/72 + 63/72 = (1008 + 63)/72 = 1071/72

If the backpack and book together weigh 18 + 7/9 pounds, and the backpack without the book weighs 14 + 7/8 pounds, then the book alone weighs the difference, call it b :

b = (18 + 7/9) - (14 + 7/8)

b = 1352/72 - 1071/72

b = (1352 - 1071)/72

b = 281/72

Convert this to a mixed number. 72 • 4 = 288, so 72 • 4 - 7 = 281:

b = (72 • 4 - 7)/72

b = (72 • 4)/72 - 7/72

b = 4 - 7/72

b = (3 + 1) - 7/72

b = 3 + (1 - 7/72)

b = 3 + 65/72

The correct statement about the triangles shown in the graph is given as follows:

The slopes of the two triangles are the same.

Considering a graph, a slope is calculated as the division of the vertical change by the horizontal change.

For the smaller triangle, we have that:

Hence the slope is of:

m = 2/2

m = 1.

For the larger triangle, we have that:

Hence the slope is of:

m = 3/3.

m = 1.

Meaning that they have the same slope.

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Answer:

VW = 36

Step-by-step explanation:

From the question, we are given:

VW = 5x - 4, UV = 2x,

UW = 52

Hence,

UV + VW= UW

2x + 5x - 4 = 52

7x = 52 + 4

7x = 56

x = 56/7

x = 8

VW = 5x - 4,

VW = 5(8) - 4

VW = 40 - 4

VW = 36

Answer:

1.34%

Step-by-step explanation:

In order to find the percentage increase between these two prices, we must first find the difference in price. We calculate this by subtracting the final price by the initial price like so...

$9.84 - 9.71 = 0.13

Now we divide the difference by the initial price to find what percentage of the initial price this difference is, since this percentage difference was added to the initial price to get the new and final price point.

0.13 / 9.71 = 0.013388 ... multiply by 100 to get percent value

0.013388 * 100 = 1.3388% or 1.34% rounded.

9514 1404 393

Answer:

  -2

Step-by-step explanation:

The average rate of change on the interval [3, 9] is ...

  (f(9) -f(3))/(9 -3) = (41 -53)/(9 -3) = -12/6 = -2

Answer:

(3x - 14) (2x - 7)

I hope this helps!

Answer:

4 fruit baskets.

Step-by-step explanation:

Use GCF to find the answer. 20 divided by 4 is 5, 16 divided by 4 is 4, and 32 divided by 4 is 8.

Answer:

i believe it is "3x+2"

Explanation:

first you distribute the 3 to the expression in the parenthesis and you get "3x-6" and add the +4 to the end of that expression and you get "3x-6+4" add "-6+4" and you get "-2" and then you get "3x--2"since a subtraction sign and a negative sign make it be addition you get the expression "3x+2"

Answer:

3x+7=22

Step-by-step explanation:

three times a number is

[tex]3\times x=3x[/tex]

so the sum of 3x and 7 is 22

[tex]3x+7=22\\\\3x=15\\\\x=5[/tex]

you can leave it here

[tex]3x+7=22[/tex]

if you need the value of x

then

[tex]x=5[/tex]

Answer:

a=16

Step-by-step explanation:

Answer:

A=4

Step-by-step explanation:

Answer:

sometimes true

Step-by-step explanation: