Business Maths
1703
The following problems were in your worksheet on direct and inverse proportion. Reformulate the
relationships as algebraic expressions and remember to define the variables you use. You do not
have to solve the expressions.
5. The students in class usually drink a lot of water to help with their studies. I have found that
with five students in the class at least 30 litres of water is needed. How much water will be
needed when there are 30 students in the class?​

Answer:

2500×100/2×450

25/2×450

25/900=

36

Answer:

19/-6

Step-by-step explanation:

y=kx-5 (-6, 14)

14=k(-6)-5

14=-6k-5

-6k=14+5

-6k=19

k=19/-6

Let height be x, then radius is also x.

We know that,

C.S.A. = 2πrh

=> 308cm² = 2πxx

=> 308cm² = 2πx²

=> 308cm² = 2(22/7)x²

=> 308cm² = (44/7)x²

=> 308cm² × (7/44) = x²

=> 2156/44 cm² = x²

=> 49cm² = x²

=> √(49cm²) = x

=> 7cm = x

So, height and radius are 7cm each.

Answer:

A

Step-by-step explanation:

Answer:

B. .50p+2.25=4.10

Step-by-step explanation:

The equation that need to determine the p is shown below:

Given that the bananas would be bought for $0.50 per pound and 1 pint of strawberries for $2.25

Now the total amount paid by Carol is $4.10

So, the equations would be

0.50p + 2.25 = 4.10

Therefore the option b is correct

Answer:

its 12 in mathematics....

Answer:

I think the answer is 3 3/4

Step-by-step explanation:

5 × 3/4 = 15/4

15/4 = 3 3/4

Answer:

slope = -1

y intercept= 2

Step-by-step explanation:

compare the equation with the standard equation Y= MX + C

where M is the slope

to find Y intercept substitute the value of x as 0

Answer: 6 inches long and 4 inches wide

Step-by-step explanation: The dimensions of the actual crate are 20 times those on Jacob's drawing. The dimensions on the builder's drawing are 1/10 of those, so (1/10)(20) = 2 times the dimensions on Jacob's drawing.

hope this helps

Answer:

Difference = 206 - 154.5 = $51.5

In short, Your Answer would be: $51.5

Answer:

5 T-shirts

or

35 T-shirts

Step-by-step explanation:

Alright so this question is a bit tricky but I will explain to you the steps. What you want to do is take every possible answer and multiply it by $15 (The price of an adult t shirt) and see if the answer you get can be added onto with the price of small t shirts ($10).

In other words you need a multiple of $10 as your answer so you can add $10 onto to that number until you get your total of $2,375.

Lets start with 185 t-shirts.

If we do 185 shirts x $15 per shirt we get $2775

That is way above the total of $2,375 so we know that this cant be the answer.

Next we can do 110 t-shirts.

If we do 110 shirts x $15 this time we get $1650.

Now while this is less than the total this is not a multiple of 10.

To prove this lets take the total amount of money earned ($2,375) and subtract this $1650 from it to see how much in youth shirts they sold.

$2,375 - $1650 = $725

Now we can divide $725 by the rest of the $10 youth shirts and you will see we get 72.5 which is not a whole number so it cant be answer. Since you cant sell someone 25% of a shirt or they probably would be upset.

Moving onto 35 t shirts lets take the same steps.

35 x $15 (price of adult t-shirt)

We then get $525 from this. Lets subtract this total again from the grand total earnings they made from selling both shirts ($2,375)

$2,375 - $525 = $1850.

Now this is a multiple of 10. Meaning you can add 10 into it go get that number and you wont have more or less than it. It will be spot on.

So we can do $1850 divided by $10 to find the total amount of youth shirts sold. We get 185 from this, which is a possible answer.

Lets do the last one.

5 t shirts multiplied by $15

We get $75 from this and now lets subtract again from the grand total.

$2,375 - $75 = $2,300

Now this would work too which is what kind of stumps me but we will go with it. Going off this either 5 t-shirts or 35 t-shirts would work as an answer cause you can have an even number of youth shirts sold with either answer. So I could have done something wrong but I believe based off of this either would be correct but I could be missing something. Someone correct me if I made a mistake.

Anyways I hope this helps :)\

EDIT :

I see what I did wrong here and failed to take into account the total of 220 t-shirts sold. But I believe this can help solve the last 2 answers.

Answer:

uff si está bien fácil por favor tu te sabes la respuesta y yo tambien

Answer:

Step-by-step explanation:

Evaluate means to see what value the equation has given x is 2

substitute x for 2 (write instead of x, write 2)

5x-2 will be 5*2-2 , calculate 5*2-2= 10-2 = 8

Answer:

y=3/2x-17

Step-by-step explanation:

y-y1=m(x-x1)

y-(-5)=3/2(x-8)

y+5=3/2(x-8)

y=3/2x-24/2-5

y=3/2x-12-5

y=3/2x-17

Answer:

How many miles does he ride his bike there and back?

6 miles.

What information is extra?​

The hour at which he leaves his house.

Step-by-step explanation:

We know that he rides 3 miles each way.

Then he rides 3 miles from his house to his friend's house, and another 3 miles from his friend's house to his house.

So he rides 3 miles both times, if we add that, we get:

3 miles + 3 miles = 6 miles

So:

How many miles does he ride his bike there and back?

6 miles.

And to answer the other question, we need to look at the given information that we did not use in this calculation. In this case, is the hour at which he leaves his house.

Notice that we never did use the fact that he leaves his house at 4 p.m.

Then:

What information is extra?​

The hour at which he leaves his house.

Answer:

25

Step-by-step explanation:

Step-by-step explanation:

step 1. x > 23 means x values greater than 23 but not equal to 23.

step 2. the graph would have an open circle above 23 and a line with an arrow at the end pointing right.

Answer:A

Step-by-step explanation:

Answer:

7/45

Step-by-step explanation:

IF U NEED THE STEPS LEMME KNOW

Answer:

[tex]V = 97.911in^3[/tex]

Step-by-step explanation:

Given

Shapes: Cube and Cone

Required

Determine the volume

First we calculate the volume of the cube

[tex]V_1 = l^3[/tex]

Where

l = side length = 5.1

[tex]V_1 = 5.1^3[/tex]

[tex]V_1 = 132.651[/tex]

Next, calculate the volume of the cone using:

[tex]V_2 = \frac{\pi r^2h}{3}[/tex]

Where

h = 5.1

[tex]r = \frac{1}{2} * Diameter[/tex]

[tex]r = \frac{1}{2} * 5.1[/tex]

[tex]r = 2.55[/tex]

So, we have:

[tex]V_2 = \frac{\pi r^2h}{3}[/tex]

[tex]V_2 = \frac{\pi * 2.55^2 * 5.1}{3}[/tex]

[tex]V_2 = \frac{22 * 2.55^2 * 5.1}{7*3}[/tex]

[tex]V_2 = \frac{729.5805}{21}[/tex]

[tex]V_2 = 34.74[/tex]

The volume of the figure is:

[tex]V=V_1 - V_2[/tex]

[tex]V_1 = 132.651[/tex]

[tex]V = 132.651 - 34.74[/tex]

[tex]V = 97.911in^3[/tex]

Step-by-step explanation:

Given

(4*10^10)(9*10^-5)

= 36 * 10^10 - 5

= 36 * 10^5

= 3.6 * 10^6

Hope it will help :)

Answer:

its b Sophocles

Step-by-step explanation:

got it right

Both triangles are along the slope of the line, so the slope for both triangles are the same.

Using two points on the slope you find that the slope is -1/4

The answer is:

It is fraction negative 1 over 4 throughout the line.

Yes 5.3 is greater than 5

5.3 > 5

Answer:

yes, it is.

Step-by-step explanation:

its a solution because in the graph below, 5.3 is in the shaded region. hope this helped!!

The missing number on the table using the rule y = x + 3 is 14

X Y

0 3

3 6

11 y

7 10

9 12

The rule:

y = x + 3

y = 0 + 3

y = 3

y = 3 + 3

y = 6

y = 11 + 3

y = 14

y = 7 + 3

y = 10

y = 9 + 3

y = 12

Therefore, the missing number on the table is 14

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Answer:

7.3 units is the answer rounded

When A(-4,1) and B(3,-1), the length of AB is approximately 7.3 units.

The distance formula is a mathematical formula that is used to compute the distance between two points in a coordinate plane.

This formula is derived from the Pythagorean theorem, which states that the square of the length of the hypotenuse in a right triangle equals the sum of the squares of the lengths of the other two sides.

We can use the distance formula to find the length of AB:

[tex]d = \sqrt{ ((x2 - x1)^2 + (y2 - y1)^2)}[/tex]

Where (x1, y1) = (-4, 1) and (x2, y2) = (3, -1)

d = sqrt([tex](3 - (-4))^2 + (-1 - 1)^2[/tex])

= sqrt([tex]7^2 + (-2)^2[/tex])

= sqrt(49 + 4)

= sqrt(53)

≈ 7.3 (rounded to one decimal place)

Therefore, the length of AB is approximately 7.3 units.

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Step-by-step explanation:

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Answer:

6

Step-by-step explanation:

3/4x = 9/2

4/3 * 9/2 = 36/6

6

The number in the mathematical statement is 6

Let the number be x.

So, the equation can be represented as:

3/4 * x = 4 1/2

Express the fraction as an improper fraction

3/4 * x = 9/2

Multiply through by 4/3

x = 6

Hence, the number is 6

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Answer:

The equation of a line parallel to y = x - 3 that contains the point (-2, 1) is:

The graph of both the parallel equation is shown below to make you further understand the concept.

Step-by-step explanation:

The slope-intercept form of the line equation

[tex]y = mx+b[/tex]

where

Given the equation

[tex]y = x - 3[/tex]

comparing with the slope-intercept form of the line equation

Slope m = 1

Important Tip:

Thus, the slope of the parallel line is also 1.

As the parallel line contains the point (-2, 1).

so substitute m = 1 and (-2, 1) in the slope-intercept form of the line equation to determine the y-intercept of the parallel line

[tex]y = mx+b[/tex]

[tex]1 = 1(-2) + b[/tex]        ∵ (x, y) = (-2, 1) and m = 1

[tex]1 = -2 + b[/tex]

switch sides

[tex]-2+b = 1[/tex]

add 2 to both sides

[tex]-2 + b + 2 = 1 + 2[/tex]

simplify

[tex]b = 3[/tex]

Thus, the y-intercept b of the parallel line is:  b = 3

now substitute b = 3 and m = 1 in the slope-intercept form of the line equation to determine the  equation of the parallel line

[tex]y = mx + b[/tex]

[tex]y = (1)x + 3[/tex]

[tex]y = x + 3[/tex]

Therefore, the equation of a line parallel to y = x - 3 that contains the point (-2, 1) is:

The graph of both the parallel equation is shown below to make you further understand the concept.

From the graph:

It is clear that both lines are parallel.