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1 year ago

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The age distribution of a sample of part-time employees at Lloyd's Fast Food Emporium is: Ages Number 18 up to 23 6 23 up to 28

13 28 up to 33 33 33 up to 38 9 38 up to 43 4 What type of chart should be drawn to present this data

1 answer:

Paraphin [41]1 year ago

6 0

Answer:

Option B

Step-by-step explanation:

Options for the given question -

A. A histogram

B. A cumulative frequency table

C. A pie chart

D. A frequency polygon

Solution

Option B is correct

The data represents the frequency value for a given interval and hence it represents the cumulative form of frequency distribution.

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Leah decided to paint some of the rooms at her 51-room hotel. She needs 1/5 of a can of paint per room. If Leah had 6 cans of pa

netineya [11]

Answer:

Leah can paint 30 rooms.

Step-by-step explanation:

Each room requires $\dfrac{1}{5}$ of a can of paint, this means painting 5 rooms requires

$\dfrac{1}{5}+\dfrac{1}{5}+\dfrac{1}{5}+\dfrac{1}{5}+\dfrac{1}{5}=\dfrac{1+1+1+1+1}{5}=\dfrac{5}{5} =1$

or 1 can paints 5 rooms.

So, if Leah has 6 cans of paint, then how many rooms can she paint?

Leah can paint

$\dfrac{5\:rooms}{can} *6\:cans=\boxed{30\: rooms}$

Leah can paint 30 rooms with 6 cans of paint.

5 0

1 year ago

Mr. Schwartz builds toy cars. He begins the week with a supply of 85 wheels, and uses 4 wheels for each car he builds. Mr. Schwa

Reptile [31]

When will he have less than 40 wheels left? Well you can make the equation...

85-4x=40

And then solve for x.

85-4x=40

-4x=-45

x=11 1/4 rounded up to 12

answer: He will have less than 40 wheels left after he has built 12 cars.

5 0

2 years ago

What’s 8/15 divided by 4/5

iragen [17]

Answer: 2/3

Step-by-step explanation: In this problem, we have 8/15 ÷ 4/5. Dividing by a fraction is the same as multiplying by its reciprocal. In other words, we can change the division sign to multiplication and flip the second fraction.

8/15 ÷ 4/5 can be rewritten as 8/15 × 5/4

Now, we are simply multiplying fractions so we multiply across the numerators and multiply across the denominators.

8/15 × 5/4 = 40/60 = 2/3

8 0

2 years ago

Learning Task 3. Find the equation of the line. Do it in your notebook.

Wewaii [24]

Answer:

1) The equation of the line in slope-intercept form is $y = 5\cdot x +9$ . The equation of the line in standard form is $-5\cdot x + y = 9$ .

2) The equation of the line in slope-intercept form is $y = \frac{2}{5}\cdot x +\frac{14}{5}$ . The equation of the line in standard form is $-2\cdot x +5\cdot y = 14$ .

3) The equation of the line in slope-intercept form is $y = 3\cdot x +4$ . The equation of the line in standard form is $-3\cdot x +y = 4$ .

4) The equation of the line in slope-intercept form is $y = 2\cdot x + 6$ . The equation of the line in standard form is $-2\cdot x +y = 6$ .

5) The equation of the line in slope-intercept form is $y = \frac{5}{6}\cdot x -\frac{7}{6}$ . The equation of the line in standard from is $-5\cdot x + 6\cdot y = -7$ .

Step-by-step explanation:

1) We begin with the slope-intercept form and substitute all known values and calculate the y-intercept: ( $m = 5$ , $x = -1$ , $y = 4$ )

$4 = (5)\cdot (-1)+b$

$4 = -5 +b$

$b = 9$

The equation of the line in slope-intercept form is $y = 5\cdot x +9$ .

Then, we obtain the standard form by algebraic handling:

$-5\cdot x + y = 9$

The equation of the line in standard form is $-5\cdot x + y = 9$ .

2) We begin with a system of linear equations based on the slope-intercept form: ( $x_{1} = 3$ , $y_{1} = 4$ , $x_{2} = -2$ , $y_{2} = 2$ )

$3\cdot m + b = 4$ (Eq. 1)

$-2\cdot m + b = 2$ (Eq. 2)

From (Eq. 1), we find that:

$b = 4-3\cdot m$

And by substituting on (Eq. 2), we conclude that slope of the equation of the line is:

$-2\cdot m +4-3\cdot m = 2$

$-5\cdot m = -2$

$m = \frac{2}{5}$

And from (Eq. 1) we find that the y-Intercept is:

$b=4-3\cdot \left(\frac{2}{5} \right)$

$b = 4-\frac{6}{5}$

$b = \frac{14}{5}$

The equation of the line in slope-intercept form is $y = \frac{2}{5}\cdot x +\frac{14}{5}$ .

Then, we obtain the standard form by algebraic handling:

$-\frac{2}{5}\cdot x +y = \frac{14}{5}$

$-2\cdot x +5\cdot y = 14$

The equation of the line in standard form is $-2\cdot x +5\cdot y = 14$ .

3) By using the slope-intercept form, we obtain the equation of the line by direct substitution: ( $m = 3$ , $b = 4$ )

$y = 3\cdot x +4$

The equation of the line in slope-intercept form is $y = 3\cdot x +4$ .

Then, we obtain the standard form by algebraic handling:

$-3\cdot x +y = 4$

The equation of the line in standard form is $-3\cdot x +y = 4$ .

4) We begin with a system of linear equations based on the slope-intercept form: ( $x_{1} = -3$ , $y_{1} = 0$ , $x_{2} = 0$ , $y_{2} = 6$ )

$-3\cdot m + b = 0$ (Eq. 3)

$b = 6$ (Eq. 4)

By applying (Eq. 4) on (Eq. 3), we find that the slope of the equation of the line is:

$-3\cdot m+6 = 0$

$3\cdot m = 6$

$m = 2$

The equation of the line in slope-intercept form is $y = 2\cdot x + 6$ .

Then, we obtain the standard form by algebraic handling:

$-2\cdot x +y = 6$

The equation of the line in standard form is $-2\cdot x +y = 6$ .

5) We begin with a system of linear equations based on the slope-intercept form: ( $x_{1} = -1$ , $y_{1} = -2$ , $x_{2} = 5$ , $y_{2} = 3$ )

$-m+b = -2$ (Eq. 5)

$5\cdot m +b = 3$ (Eq. 6)

From (Eq. 5), we find that:

$b = -2+m$

And by substituting on (Eq. 6), we conclude that slope of the equation of the line is:

$5\cdot m -2+m = 3$

$6\cdot m = 5$

$m = \frac{5}{6}$

And from (Eq. 5) we find that the y-Intercept is:

$b = -2+\frac{5}{6}$

$b = -\frac{7}{6}$

The equation of the line in slope-intercept form is $y = \frac{5}{6}\cdot x -\frac{7}{6}$ .

Then, we obtain the standard form by algebraic handling:

$-\frac{5}{6}\cdot x +y =-\frac{7}{6}$

$-5\cdot x + 6\cdot y = -7$

The equation of the line in standard from is $-5\cdot x + 6\cdot y = -7$ .

6 0

1 year ago

Rectangular arrays whose dimensions are whole numbers can be used to illustrate the factors of a number. What can be said about

natali 33 [55]

Answer:

Step-by-step explanation:

a) For a prime numbers we have array with 2 rectangulars R1: a=1 and b=prime number; R2: a=prime number and b=1. Both has the same are, that prime number.

b) For a composite number which are not square number we have rectanular array with even numbers of ractangulars. For example, number 6.

R1: a=1,b=6; R2: a=2,b=3; R3: a=3, b=2; R4: a=6,b=1. Each rectangular has the same area, 6.

c) The square number we alway have te odd number of rectanulars, because of the square a=x,b=x can not be simetric. For example 16.

R1: a=1,b=16; R2: a=2 , b=8; R3: a=4,b=4; R4: a=8, b=2; R5:a=16,b=1.Each rectangular has the same area, 16.

6 0

1 year ago