A soap manufacturer decreases the size of its trial-size bottle of dishwashing soap to 4.5
ounces, which is 10%
less than the original size.

What is the original size of the bottle?

Hence, C) The child performed every task on the list last month is the right answer.

Mathematicians utilize the unitary approach as a tool for solving proportionality-related problems. Given certain known values, it entails applying ratios and proportions to find unknown quantities. According to the unitary technique, if two quantities are connected to one another in a particular way, we can determine the value of one quantity by knowing the value of the other. This is accomplished by first determining the unit value of the given quantity, which is then multiplied or divided to yield the desired value.

given

Let's name the quantity of housework the youngster performed "x".

The total earnings can be expressed by the equation below, where the child earns an additional $12 if they finish all the chores on the chore list:

Total income = 2x plus 12

We are informed that the child accomplished all of the chores on the list for the previous month and earned $44. We may set this equal to 44 and find x by using the equation above:

2x + 12 = 44

2x = 32

x = 16

The kid finished 16 housework tasks last month.

Now that we know which of the following is true:

A) The youngster finished ten domestic duties.

This is untrue, since we determined that the child accomplished 16 domestic duties.

A) The youngster received $4 for finishing all the tasks on the list.

This is untrue because the child receives $12 for finishing the chores on the list.

B) Last month, the youngster finished all of the chores on the list.

This is accurate because we were told the child accomplished every task on the list and discovered that there were 16 in all.

Hence, C) The child performed every task on the list last month is the right answer.

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Answer:

-407/42

Step-by-step explanation:

-8 6/7 - 5/6

-8 6/7 = -62/7

-62/7 - 5/6

= -372/42 - 35/42

= -407/42

Answer:

B. 4.4×10^9

Step-by-step explanation:

8.8×10^6×5×10^2

=8.8×5×10^(6+2)

=44×10^8

=4.4×10^9 is the answer

Answer: 1,553,555

Step-by-step explanation:

1,000,000

553,000

550

1,553,555

Answer:

1553,555 that's the answer for that question

The inverse variation for each of these relation is [tex]x*y = 72[/tex].

To determine if the relation between x and y is a direct or inverse variation, we can check if their ratio is constant for all values of x and y.

x        y       x/y

3       24       8

4       18       4.5

8       9       1.125

Since x/y is not constant for all values of x and y, we conclude that the relation between x and y is not a direct variation.

We can also check if it's an inverse variation by checking if x*y is constant.

x        y       x*y

3       24      72

4       18       72

8       9        72

Since x*y is constant for all values of x and y, we conclude that the relation between x and y is an inverse variation.

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The given inequality is [tex]|x-3|/11 \geq 1[/tex]and the solution to the inequality is [tex]x \leq -8[/tex] or [tex]x \geq 14.[/tex]

We want to solve for [tex]x[/tex], which means we want to find all possible values of [tex]x[/tex] that satisfy the inequality.

To start, we multiply both sides of the inequality by 11, which gives us:

[tex]| x - 3 | \geq 11[/tex]

Now we have an inequality without any fractions. The absolute value sign means that we need to consider two cases: one where [tex]x-3[/tex] is positive, and one where [tex]x-3[/tex] is negative.

Case 1: [tex]x-3[/tex] is positive

If [tex]x-3[/tex] is positive, then [tex]| x - 3 |[/tex] is equal to [tex]x-3[/tex]. So we can rewrite the inequality as:

[tex]x - 3 \geq 11[/tex]

Adding 3 to both sides, we get:

[tex]x \geq 14[/tex]

This means that if [tex]x[/tex] is greater than or equal to 14, then the inequality is satisfied.

Case 2: [tex]x-3[/tex] is negative

If [tex]x-3[/tex] is negative, then [tex]| x - 3 |[/tex] is equal to [tex]-(x - 3)[/tex]. So we can rewrite the inequality as:

[tex]-(x - 3) \geq 11[/tex]

Multiplying both sides by -1, we get:

[tex]x - 3 \leq -11[/tex]

Adding 3 to both sides, we get:

[tex]x \leq -8[/tex]

This means that if [tex]x[/tex] is less than or equal to -8, then the inequality is satisfied.

Putting these two cases together, we get:

[tex]x \leq -8[/tex] or [tex]x \geq 14[/tex]

These are all the possible values of [tex]x[/tex] that satisfy the inequality.

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The complete question is:

Solve the equation: | x - 3 | / 11 ≥ 11 and determine the type of solution.

To find the probability of drawing a marble and then another marble from the bag, we need to multiply the probabilities of the individual events. This is because the two events are independent, and the outcome of the first event does not affect the outcome of the second event.

Let P(R) denote the probability of drawing a red marble, and P(B) denote the probability of drawing a blue marble. We are given that the bag contains red, blue, and green marbles, but we do not know the exact numbers of each color.

Since we replace the marble after each draw, the probability of drawing a red marble and then a blue marble can be found as:

P(RB) = P(R) x P(B)

To find P(R), we need to divide the number of red marbles in the bag by the total number of marbles. Similarly, to find P(B), we need to divide the number of blue marbles in the bag by the total number of marbles. However, since we do not know the exact numbers of each color, we cannot compute these probabilities exactly.

Therefore, we can only say that the probability of drawing a marble and then another marble is equal to the product of the probabilities of drawing each marble separately. In other words, the probability of drawing a red marble and then a blue marble is:

P(RB) = P(R) x P(B)

where P(R) and P(B) are the probabilities of drawing a red marble and a blue marble, respectively, which we cannot determine without more information about the contents of the bag.

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Answer: 1.26 × 10 to the 10th power

Step-by-step explanation:

a. No, w is not in fv1; v2; v3g. There are three vectors in fv1; v2; v3g.

b. There are three vectors in the span of fv1; v2; v3g.

c. No, w is not in the subspace spanned by fv1; v2; v3g. This is because the subspace is the set of all linear combinations of the vectors in the span, and w does not have to be a linear combination of the vectors in the span.

To prove this, we first need to recall the definition of the span: it is the set of all linear combinations of a set of vectors. A linear combination is a sum of the vectors, multiplied by constants. For example, if we have a vector v1, and two constants a and b, then the linear combination of a*v1 and b*v1 is (a + b)*v1. If a vector w is not a linear combination of v1, then w is not in the span of v1.

The same logic applies to the vectors fv1; v2; v3g. If w is not a linear combination of these three vectors, then w is not in the subspace spanned by these three vectors. We can prove this by showing that w cannot be a linear combination of fv1; v2; v3g. This is because the only way to create a linear combination of these vectors is to multiply them by constants, and since w is not one of the vectors, it cannot be multiplied by a constant. Therefore, w is not in the subspace spanned by fv1; v2; v3g.

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Each student should receive 1/2 kg of soil.

To find out how much soil each student will have, we need to first add up the total amount of soil collected and then divide it equally among the 10 students.

Let's start by converting all the amounts of soil to a common unit, such as kilograms:

3 students brought 1/4 kg each, so they brought a total of 3/4 kg.

4 students brought 1/2 kg each, so they brought a total of 2 kg.

3 students brought 3/4 kg each, so they brought a total of 2 1/4 kg.

Adding up these amounts, we get:

3/4 + 2 + 2 1/4 = 5 kg

So the total amount of soil collected is 5 kg.

To redistribute this soil equally among the 10 students, we need to divide it by 10:

5 kg ÷ 10 = 1/2 kg per student

Therefore, each student should receive 1/2 kg of soil.

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Answer: Plot 2

Step-by-step explanation:

The area of the composite figure is 80ft².

Composite shapes may have overlaps between their perimeter and area.

Although we frequently define any shape's area through its perimeter, these two ideas are distinct. The area determines how much room the shape can store, while the perimeter merely draws the object's exterior border. Hence, the space that a shape encloses within its perimeter or boundary is its area.

Calculating the areas of various fundamental shapes is necessary to determine the area of a composite shape.

Breaking the form down is the easiest method:

Separate the composite shape into its constituent parts.

Each fundamental shape's area should be determined separately.

Add these areas together to determine the composite shape's area.

Here, first the area of the triangle:

1/2 × b × h

=1/2 ×(18-7-7) × 4

= 1/2 × 4 × 4

= 8ft².

Now, area of the rectangle:

b × l

= 4× 18

= 74ft².

Area of the whole figure = 8 + 72 = 80ft².

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The height of the trapezium is 5mm, given that the two parallel sides have lengths of 6mm and 8mm, and the area of the trapezium is 35mm².

To find the height of a trapezium given its area and the lengths of its parallel sides, we use the formula:

Area = (a + b) * h / 2

where a and b are the lengths of the parallel sides, h is the height, and Area is the area of the trapezium.

In this case, we are given that the area of the trapezium is 35mm², and we know that the two parallel sides have lengths 6mm and 8mm. So, we can substitute these values into the formula and solve for h:

35 = (6+8) x h/2

Simplifying the right-hand side of the equation, we can combine the two lengths of the parallel sides and multiply by h, and then divide by 2 to get:

35 = 14h / 2

Multiplying both sides by 2, we get:

70 = 14h

Dividing both sides by 14, we get:

h = 5

Therefore, the height of the trapezium is 5mm.

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Samantha would fill in the following information on the survey sheet based on the data provided:

Sex: Female

Age: 13-14

How much pressure do you feel to achieve at school? c. A lot

Samantha, a 14-year-old girl, would complete the survey slip by selecting "Female" under "Sex," "13-14" under "Age," and "A lot" under "How much pressure do you feel to achieve at school?"

This indicates that Samantha is feeling a significant amount of pressure to succeed academically. It's common for high school students to feel pressure to perform well in school, and this can be due to various factors such as parental expectations, college aspirations, or personal goals.

As a school counselor, it's essential to understand the level of pressure students are experiencing to provide appropriate support and guidance. Identifying and addressing the sources of pressure can help students like Samantha better manage stress and achieve academic success.

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The question is -

A school counselor conducted a survey among a group of high school students using the following survey slip:

Survey (please tick the correct boxes)

Sex:  Male  Female

Age:  13-14  15 -16  17–18

How much pressure do you feel to achieve at school?

a. None b. A little c. A lot  And d. the unbearable amount

Show, by completing the survey slip on the answer sheet, how Samantha – a 14-year-old girl who feels a lot of pressure to achieve at school – would complete the survey

Answer:

14x^2 + 2y

Step-by-step explanation:

We are given two expressions as the side lengths of a rectangle we must find the perimeter.

The formula for perimeter of a rectangle is [tex]P=l+l+w+w[/tex]. Judging by this, we will have add up all the sides of the rectangle. Lets start by adding the two length expressions first.

[tex](x+10y)+(x+10y)[/tex]

Add x terms

[tex]2x[/tex]

Add y terms

[tex]2x+20y[/tex].

Now lets add the width terms

[tex](7x^2 - x - 9y) + (7x^2 - x - 9y)[/tex]

Add x squared terms

[tex]14x^2[/tex]

Add x terms

[tex]14x^2-2x[/tex]

Add y terms

[tex]14x^2-2x-18y[/tex]

Now we need to add both of the two expressions together

[tex](14x^2-2x-18y)+(2x+20y)[/tex]

We can bring down our x squared term since we have no like terms

[tex]14x^2[/tex]

Add x terms, which cancel.

[tex]14x^2+0[/tex]

Add y terms

[tex]14x^2 +2y[/tex]

The perimeter of the rectangle is 14x^2 + 2y

Let's denote the width and length of the pool by “w” and “l” respectively. Then, the width of the pool and deck combined would be:So the equation that represents the total area of the pool and deck as binomials is [tex]: A = 2(L + 8)(2L + 8)[/tex]

Let's start by drawing a diagram of the rectangular pool and the surrounding deck:

 ___________  Pool Length (L)

|           |

|           |

|           |

|           |

W|___________|

| Deck Width|

|    = 4ft  |

|___________|

We know that the width of the pool (W) is twice its length (L), so we can write:

[tex]W = 2L[/tex]

We also know that the deck is 4ft wide on each side, so the total width of the pool and deck is:

[tex]W_total = W + 8 = 2L + 8[/tex]

And the total length of the pool and deck is:

[tex]L_total = L + 8[/tex]

The total area of the pool and deck can be found by multiplying the total width by the total length:

[tex]A = W_total \times L_total[/tex]

Substituting our expressions for W_total and L_total, we get:

[tex]A = (2L + 8) * (L + 8)[/tex]

Expanding the brackets, we get:

[tex]A = 2L^2 + 24L + 64[/tex]

So the equation that represents the total area of the pool and deck is:

2L^2 + 24L + 64

To represent the sides of the shape as binomials, we can factor out a common factor of 2 from the quadratic expression:

[tex]A = 2(L^2 + 12L + 32)[/tex]

Then we can write the sides of the shape as:

[tex]L + 8[/tex]   and [tex]2L + 8[/tex]

Therefore, So the equation that represents the total area of the pool and deck as binomials is: [tex]A = 2(L + 8)(2L + 8)[/tex]

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In summary, understanding the probability of a basketball team's performance in a season can be done by examining conditional probabilities such as P(H) and P(W|H). This analysis can provide insights into the team's performance and help identify areas for improvement.

Based on the given information, it seems you are referring to the probability of a basketball team's performance in a season with specific characteristics, namely the probability of a home game (P(H)) and the probability of a win given a home game (P(W|H)).

In order to analyze these probabilities, we can use the concept of conditional probability. Conditional probability helps us understand the likelihood of an event occurring given that another event has occurred.

In this case, P(H) represents the probability of the team playing a home game, and P(W|H) represents the probability of the team winning given that they are playing a home game. Knowing these probabilities can help us understand the team's overall performance and the advantage of playing at home.

To calculate the overall probability of a win, we can use the following formula:

[tex]P(W) = P(W|H) * P(H) + P(W|A) * P(A)[/tex]

Here, P(W|A) represents the probability of a win given an away game and P(A) represents the probability of an away game. By calculating P(W), we can determine the team's overall chances of winning a game, taking into account both home and away games.

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In this study on road rage, a random sample of 596 men and 523 women were surveyed about their driving behavior.

Based on their responses, each individual was assigned a road rage score on a scale of .

The road rage score scale should be selected according to the researcher's preference, and it should be explained.The researcher should clarify how the data was collected in order to improve the study's transparency and reliability.

ll of these aspects should be explained to make the research findings more reliable.The study's results should be presented in tabular or graphical format to better comprehend the data.

The researcher can use bar charts, pie charts, or histograms, among other things. The researcher should also utilize statistical tools such as mean, median, and mode to present the data's central tendency.

Based on the road rage score results, the study's conclusions and implications should be drawn.

The researcher should emphasize the gender-based findings of the study and discuss whether there is a difference between male and female road rage. Furthermore, the study should propose measures to reduce road rage among motorists.

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Answer: B)

The recursive formula for the sequence 25, 5, 1,… is a(1) = 25 and a(n) = 5 * a(n-1) for n > 1.

Step-by-step explanation:

This is because each term is 1/5 of the previous term. So, the sequence is a(1) = 25, a(2) = 5, a(3) = 1, a(4) = 1/5, a(5) = 1/25, and so on. Does that help?

Answer:

A is correct

Step-by-step explanation:

Answer: 3/2

Step-by-step explanation:

To find the slope of the line that passes through the points (2, 1) and (0, -2), we can use the formula:

m = (y2 - y1) / (x2 - x1)

where:

m = slope of the line

(x1, y1) = coordinates of the first point

(x2, y2) = coordinates of the second point

Plugging in the values we have, we get:

m = (-2 - 1) / (0 - 2)

m = -3 / -2

m = 3/2

Therefore, the slope of the line that passes through the points (2, 1) and (0, -2) is 3/2.

Answer:

There are 2 dimes in the purse that contains $2.20

What is an equation?

An equation is the equality between two algebraic expressions, which have at least one unknown or variable.

Let quarters be = x

The dimes be = 1/4 * x

25x+10x/4 = 220

(100x + 10x) /4 = 220

110x/4 = 220

110x = 220*4

110x = 880

x = 880/110

x = 8

The dimes be = 1/4 * x

The dimes be = 1/4 * 8

The dimes be = 2

Step-by-step explanation:

Pls ad brainliest!!!

A large bag contains marbles of different colors. there are 10 red marbles, 5 blue marbles and 7 yellow marbles. when selecting 3 marbles without replacement, the probability of selecting 3 red marbles is 1/54.

The probability of selecting 3 red marbles is 1/54.What is a probability?

Probability refers to the likelihood or chance of an occurrence. The probability of an event occurring is the ratio of the number of favourable outcomes to the total number of possible outcomes.

A fraction or a decimal is used to express it.The total number of marbles in the bag is 10 + 5 + 7 = 22 marbles.

There are ten red marbles in the large bag, so the number of ways to select 3 red marbles from ten red marbles is:

[tex]10C_3 = (10 \times 9 \times 8) / (3 \times 2 \times 1) = 120[/tex]

There are 22 marbles in the bag, therefore, the total number of ways to pick 3 marbles from 22 is:

[tex]22C_3 = (22 \times 21 \times 20) / (3 \times 2 \times 1) = 1540[/tex]

Hence, the probability of choosing 3 red marbles out of the 22 marbles in the bag without replacement is:120/1540 = 1/54

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Answer:

what's your exact question

Answer:

can u pls type the full question

Answer:

There are 11 cows and 8 ducks

Step-by-step explanation:

x will represent number of cows and (19-x) will represent ducks

[tex]4x+2(19-x)=60[/tex]

multiply 2 with (19-x)

[tex]4x+38-2x=60[/tex]

add your x's

[tex]2x+38=60[/tex]

subtract 38 on both sides

[tex]2x=22[/tex]

then divided 2 on both sides

[tex]x=11[/tex] cows

now to find ducks subtract

[tex]19-11[/tex]

your answer will be 8

So there are 11 cows and 8 ducks

to double check do this

[tex]11*4 + 8*16\\=44+16\\=60[/tex]

The correct option is - Graph B, represent quadratic function "p", when values of "a" and "c" are both less than 0.

f(x) = ax² + bx + c, in which a, b, and c are numbers and an is not equal to zero, is a quadratic function.

The given function :

y = ax² + c.

a < 0 and c <0.

Thus, Graph B, represent function "p", when values of "a" and "c" are both less than 0, and the graph will open downward with c less than 0.

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