Andrea, Dina, and Lindsay invested in a partnership in the ratio of 7:9:14, respectively.
Ten years later, their partnership was worth $1,800,000. Dina decided to move to
Europe and sold her part of the partnership to Andrea.
a. How much did Andrea pay Dina for her share of the partnership? Round to the
nearest dollar.
b. What percent of the business did Andrea own after she bought out Dina? Round to
the nearest tenth of a percent.
c. What was the new ratio of ownership once the business was owned by only Andrea
and Lindsay?
ina

Answer on Question #54875

–

Math

–

Statistics

and Probability

A normal population has a mean of 0.1 and standard deviation 2.1. Find the probability that the

mean of a sample of size 900 will be negative.

Solution

In accordance with the given problem, we have the following data:

μ

=

0

.

1

,

σ

=

2

.

1

and

n

=

900

. It is known that

푥

~

M

(

μ

,

σ

2

)

and

z

~

N

(

0

,

1

)

Yes, one pair of opposite sides could measure 10 in., and the other pair could measure 13 in.

=============================================================

Explanation:

Let's say the top and bottom sides are 10 inches and (x+2) inches.

If this was a parallelogram, then those opposite sides must be parallel and the same length. So x+2 = 10 which leads to x = 8 after subtracting 2 from both sides.

Now let's consider the other pair of opposite sides (x+5) and (2x-3), which would be the left and right sides. Set them equal to one another and solve for x.

x+5 = 2x-3

x-2x = -3-5

-x = -8

x = 8

We arrive at the same x value, which confirms we do have a parallelogram.

Use this x value to find the unknown sides

x+2 = 8+2 = 10

x+5 = 8+5 = 13

2x-3 = 2(8)-3 = 13

This parallelogram has sides of 10, 13, 10, 13

It might be helpful to think of a 10 by 13 rectangle. However, the parallelogram may or may not be a rectangle.

Answer:

1. 13, 18, 23, 28, 33, 38, 43, 48, 53

Conjecture: Each term is 5 more than the previous term.

2. 512, 256, 128, 64, 32, 16, 8, 4, 2

Conjecture: Each term is half of the previous term.

3. 1, 8, 27, 64, 125, 216, 343, 512, 729

Conjecture: Each term is a cube. To find the nth term, cube n.

4. 2, 3, 5, 7, 11, 13, 17, 19, 23, 29, 31

Conjecture: Each term is the next consecutive prime number.

5. Correct as is

6. 1, 1, 2, 3, 5, 8, 13, 21, 34, 55, 89

Conjecture: Each term is the sum of the 2 previous numbers.

Step-by-step explanation:

1.

Given: 13, 18, 23, 28

We add 5 to each number

13 + 5 = 18

18 + 5 = 23

23 + 5 = 28

28 + 5 = 33

33 + 5 = 38

38 + 5 = 43

43 + 5 = 48

48 + 5 = 53

2.

Given : 512, 256, 128, 64

Divide each number by 2

512 ÷ 2 =256

256 ÷ 2 = 128

128 ÷ 2 = 64

64 ÷ 2 = 32

32 ÷ 2 = 16

16 ÷ 2 = 8

8 ÷ 2 = 4

4 ÷ 2 = 2

3.

Given: 1, 8, 27, 64

We have to cube n:

n³ = consecutive number cubed

1³ = 1 or 1 × 1 × 1

2³ = 8 or 2 × 2 × 2

3³ = 27 or 3 × 3 × 3

4³ = 64 or 4 × 4 × 4

5³ = 125 or 5 × 5 × 5

6³ = 216 or 6 × 6 × 6

7³ = 343 or 7 × 7 × 7

8³ = 512 or 8 × 8 × 8

9³ = 729 or 9 × 9 × 9

4.

Consecutive prime number: Consecutive prime numbers are those that have no gaps or prime numbers between them.

Look at the picture in the link:

6.

Given: 1, 1, 2, 3, 5, 8

We must add the two previous numbers to get the next term:

1 + 1 = 2

1 + 2 = 3

2 + 3 = 5

3 + 5 = 8

5 + 8 = 13

8 + 13 = 21

13 + 21 = 34

21 = 34 = 55

34 + 55 = 89

Answer:

The third graph

Step-by-step explanation:

We can immediately eliminate the 1st and last graphs because they are decreasing, not increasing. It wouldn't make sense that the more classrooms there are, the fewer students. Y = 22x would be increasing in the graph.

Let's plug some x values into the equation first, to see where our points are at.

Plug 1 into x

Y = 22(1)

Y= 22

(1,22)

Plug 2 into x

Y = 22(2)

Y = 44

(2,44)

Plug 3 into x

Y = 22(3)

Y = 66

(3,66)

Plug 4 into x

Y = 22(4)

Y = 88

(4,88)

The second graph matches the coordinates, so it works, but it isn't a complete function graph. A function graph needs a line drawn through the points. The second graph isn't your answer.

Let's look at the third graph. The coordinates also match up with the graph and it has a line drawn through the points. It's an accurate function graph representing this scenario. Therefore, the third graph is your answer.

Have a lovely day! :)

Answer: the 2nd graph is what i got right on the test

Step-by-step explanation:

hi

5(x+4) =1/2 *(12)* (2X-6)

5x+20 =  6 * ( 2x-6)

5x+20 = 12x-36

5x-12x = -36-20

-7x =  -56

  x = -56/-7

 x = 8

[tex]\frac{12}{2} (x+6)=2x-9[/tex]

[tex]6x+36=2x-9[/tex]

[tex]4x = -45[/tex]

[tex]x = -\frac{45}{4}[/tex]

Hope that I helped you!

Answer:

16

Step-by-step explanation:

BODMAS

Brackets first, 2+2 = 4

8÷2 = 4

4 x 4 = 16

Answer: y=3x-6

Step-by-step explanation:

ANSWER:y=1/(3x-6)

Step-by-step explanation:

i think you are asking for the change of subject of formula(Transposition of subjects).

x=1/3y+2

multiply both sides by 3y

x × 3y=1/3y × 3y + 2 × 3y

3xy=1+6y

collect like terms

3xy-6y=1

fractionalize

y(3x-6)=1

divide both sides by (3x-6)

y=1/(3x-6)

please rate as brainliest

The original cost of the dress is $14.45

The dresses were sold for $17 each

This price was 85% of the original price

Therefore the original cost of the dress can be calculated as follows

85/100= 0.85

The first step is to calculate the original pre sale price

17= 0.85x

x= 17/0.85

= 20

The original cost of the cloth is

= 0.85 × 17

= 14.45

Hence the original cost of the cloth is $14.45

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Answer:

Omar can ride the roller coaster 4 times and will have 4 tickets leftover.

Step-by-step explanation:

For a more simple problem like this, long division is not necessary.

You may have learned the technique of finding how many times a divisor can "go in" to the dividend.

In this case, 5 (the cost of riding the coaster) can go into 24 (the amount Omar has) 4 times, because 5, 10, 15, 20. However, going in one more time puts us at 25, which Omar does not have, so 5 can only go into 24 5 times.

Since there is still 4 tickets leftover, Omar can ride the coaster 4 times, and will have 4 tickets left.

After cross multiplying the given equation the value of x turns out to be 9.

What is cross multiplication?

21 × X =9×21

X = 9

After cross multiplying the given equation the value of x turns out to be 9.

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The required equation Chris wants is is h = 7.5a.

An equation is a mathematical expression for equation two similar terms in different form.

According to the given question Chris is studying a type of coral that grows at a constant rate.

Given at 2 years the height of the coral is 15 cm,At 4 years the height of the coral is 30 cm and at 6 years the height of the coral is 45 cm.

To find the constant rate of change we divide height by age which is

= 15/2

= 7.5.

Thus an equation can be formed by h= 7.5a where h represents height and a represents age.

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Answer: h=7.5a

Step-by-step explanation: The only reasonable answer

Step-by-step explanation:

There are 3 terms. A term is either a single number or variable or numbers and variables multiplies together

Answer:

Step-by-step explanation:

there are 3 terms

Answer: See attached for the graph. The slope is [tex]\frac{-4}{5}[/tex].

Step-by-step explanation:

     First, we will graph the points.

See attached.

Next, we will find the slope. This can be done with "rise over run". We will start at (-5, 5) and count 4 down and 5 right to (0, 1). This gives us a slope of;

     [tex]\frac{-4}{5}[/tex]

Answer:

This article is about the basic inequality {\displaystyle z\leq x+y}{\displaystyle z\leq x+y}. For other inequalities associated with triangles, see List of triangle inequalities.

Three examples of the triangle inequality for triangles with sides of lengths x, y, z. The top example shows a case where z is much less than the sum x + y of the other two sides, and the bottom example shows a case where the side z is only slightly less than x + y.

In mathematics, the triangle inequality states that for any triangle, the sum of the lengths of any two sides must be greater than or equal to the length of the remaining side.[1][2] This statement permits the inclusion of degenerate triangles, but some authors, especially those writing about elementary geometry, will exclude this possibility, thus leaving out the possibility of equality.[3] If x, y, and z are the lengths of the sides of the triangle, with no side being greater than z, then the triangle inequality states that

{\displaystyle z\leq x+y,}z\leq x+y,

with equality only in the degenerate case of a triangle with zero area. In Euclidean geometry and some other geometries, the triangle inequality is a theorem about distances, and it is written using vectors and vector lengths (norms):

{\displaystyle \|\mathbf {x} +\mathbf {y} \|\leq \|\mathbf {x} \|+\|\mathbf {y} \|,}\|\mathbf {x} +\mathbf {y} \|\leq \|\mathbf {x} \|+\|\mathbf {y} \|,

Step-by-step explanation:

Answer:

by triangular inequality

Step-by-step explanation:

Answer:

22

Step-by-step explanation:

The ratio tells us 2/5 of the swimmers are indoor swimmers.

55(2/5)=22

Answer:

Step-by-step explanation:

x=

43/2

Answer:

[tex]x=\frac{43}{2}[/tex]

Step-by-step explanation:

[tex]Rule: \left(a\right)=a\\=3x+5+x-1=90\\3x+x+5-1=90\\3x+x=4x \rightarrow 4x+5-1=90\\5-1=4 \rightarrow 4x+4=90\\(-4)~4x+4-4=90-4\\4x=86\\(\div 4)~\frac{4x}{4}=\frac{86}{4}\\x=\frac{43}{2}[/tex]

John has 7 five-dollar bills, 5 ten-dollar bills and 3 twenty-dollar bills.

Total number of bills with John = 15

Total money with John = $145

John has a mix of $5, $10 and $20 bills

Let the number of $5 bills be x, $10 bills are y and $20 bills be z

Formulating the equations:

5x + 10y + 20z = 145-------(1)

x + y + z = 15--------(2)

As per the question, the number of ten dollar bills is one less than twice the number of twenty dollar bills:

y = 2z - 1

Putting y = 2z-1 in equating (1) and (2) we get:

5x + 10(2z-1) + 20z = 145

5x + 20z - 10 + 20z = 145

5x + 40z = 155--------(3)

x + y + z = 15

x + 2z - 1 + z = 15

x + 3z = 16--------(4)

Multiplying equation (4) with 5 and using Gaussian Elimination to equate (3) and (4)

5x + 40z = 155

5x + 15z = 80

25z = 75

z = 3

Putting z=3 in (4) we get

x = 7 and y = 5

So, John has 7 five-dollar bills, 5 ten-dollar bills and 3 twenty-dollar bills.

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Answer:

a)9

b)3

c)22

Step-by-step explanation:

(only in 7th so could be wrong)

a

13+7·2

13+14

27

-----------

8-(3+2)

8-3-2

3

----------

27/3

9

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

b

9+3²

9+9

18

----------

2²+2

4+2

6

--------

18/6

3

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

c

(10+2)+(4²-6)

10+2+4²-6

12+16-6

12+10

22

Answer:

24

Step-by-step explanation:

First, we know the total number of students: 135

Then we can see that 22+31+28 students like two flavours: 81

Then we can see how many students like all three flavours: 15

Because the students who like two flavours are counted twice, we need to subtract them once.

Because the students who like three flavours are counted three times, we need to subtract them twice.

So we get 135-81-15*2

135-81-30

24

24 students do not like any of the given flavours

if this was helpful pls give me brainliest <3

Answer: 24 students dislike any of the flavors

Step-by-step explanation:

Soo since you have the diagram without any error it the other question soo at the start of the question they have told that in total there are 135 students.

so at the all the number of students with the different types of flavors then you will get the total amount of students who like 2 kinds of flavors and all three flavors.

31+22+28+15+15= 111 students  (since the students who like three flavors are counted three times, we need to subtract them twice, I add it here to make it easier *15+15*)

so next you should subtract that amount from the total amount of students  who likes multiple flavors in order to get the number of students who dislikes and of the flavors.

135-111= 24 students dislike any of the flavors

I hope this helped you I tried my best... I hope this is understandable and good luck!

(1.143 × 10¹) is 12.7 times larger than (9 × 10⁻¹). The correct option is the last option 12.7

From the question, we are to determine the factor by which 1.143 × 10¹ is larger than 9 × 10⁻¹

To determine how many times larger the number is, we will divide 1.143 × 10¹ by 9 × 10⁻¹

Carrying out the division operation

(1.143 × 10¹) ÷ (9 × 10⁻¹)

= (1.143 ÷ 9) × (10¹ ÷ 10⁻¹)

= (1.143 ÷ 9) × (10¹ ÷ 10⁻¹)

= 0.127 × (10¹ ⁻ ⁽⁻¹⁾)

= 0.127 × (10¹ ⁺ ¹)

= 0.127 × (10²)

= 0.127 × 10²

= 12.7

Hence, (1.143 × 10¹) is 12.7 times larger than (9 × 10⁻¹). The correct option is the last option 12.7

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Answer:

2-18

2,5

7,18

Step-by-step explanation:

Answer:

practice to do your self

By solving a system of equations we can conclude that ross has a total of $200 in $5-notes.

Let's define the variables:

We know that there are 15 more $2-notes than $5-notes, then:

y = x + 15

And the total amount of $5-notes is $90 more than the total amount of $2-notes.

x*5 = 90 + y*2

Then we have a system of equations:

y = x + 15

x*5 = 90 + y*2

Replacing the first equation into the second one we get:

x*5 = 90 + (x + 15)*2

Now we can solve this for x:

x*5 = 90  + x*2 + 30

5*x - x*2 = 90 + 30

3*x = 120

x = 120/3 = 40

x = 40

In this way, we conclude that Ross has 40 of the $5-notes, then the total value is:

40*$5 = $200

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The coordinate of the square L'M'N'O' will be L′(−7, 6), M′(−2, 6), N′(−2, 1), and O′(−7, 1). Then the correct option is A.

Each higher dimensional space mapping to itself constitutes a spatial transformation, which preserves some spatial link between the figures.

Square LMNO has vertices, L(−4, 2), M(1, 2), N(1, −3), and O(−4, −3). ​Square LMNO is translated 3 units left and 4 units up to produce square L′M′N′O′.

The transformation rule will be given as,

(x', y') = (x - 3, y + 4)

Then the coordinate of the square L'M'N'O' will be

L′(−7, 6), M′(−2, 6), N′(−2, 1), and O′(−7, 1)

Then the correct option is A.

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x+5=0 is ans

Step-by-step explanation:

x=-5

therefore,x+5=0

Answer:

a(A) = 0

Step-by-step explanation:

Answer:

B

Step-by-step explanation:

Capitals represents countries as the function

Around 27 of the observations are expected to lie beyond this interval.

Given data values of 10000 observations, 0.27 percent of 10000 is 0.27∗10000100=27. 0.27 ∗ 10000 100 = 27.

A set of real numbers known as an interval in mathematics contains all real numbers falling inside any two of the set's numbers. For instance, the interval containing 0, 1, and all integers in between is the set of values x satisfying 0 x 1.

The numbers in between any two particular provided numbers are referred to as an interval. For instance, the interval containing 0, 5, and all values between 0 and 5 is the set of numbers x satisfying 0 x 5.

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