Answer:
Sample Response: Divide the number of hits, 102, by the times at bat, 300. Then move the decimal 2 places to the right and add the percent sign to get 34%.
Step-by-step explanation:
Sample Response: Divide the number of hits, 102, by the times at bat, 300. Then move the decimal 2 places to the right and add the percent sign to get 34%.
The percent of times the baseball player got a hit out of the number of times at bat will be 34%.
What is the percentage?The quantity of anything is stated as though it were a fraction of a hundred. A quarter of 100 can be used to express the ratio. Per 100 is what the term percent signifies. The symbol ‘%’ is used to symbolize it.
A baseball player got 102 hits in the last 300 times at bat.
Then the percent of times the baseball player got a hit out of the number of times at bat will be
P = (102 / 300) x 100
P = 0.34 x 100
P = 34%
The percent of times the baseball player got a hit out of the number of times at bat will be 34%.
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15/16 is 1 sixteenth group of what size?
15/16 is 1 sixteenth group of size 1.0667.
15/16 represents a fraction where the numerator (15) is smaller than the denominator (16), indicating that it is less than a whole. When we express 15/16 as a mixed number, we get 15/16 = 0.9375, which means it is almost a whole.
In terms of groups, 15/16 can be thought of as 15 groups of a certain size out of 16. To find out the size of each group, we divide the total (16) by the number of groups (15), which gives us 16 ÷ 15 = 1.0667. Therefore, 15/16 is 1 sixteenth group of size 1.0667.
In other words, if we divide the whole into 16 equal parts, each part would be approximately 1.0667 units in size, and taking 15 of these parts would give us 15/16 of the whole.
This demonstrates that fractions can be interpreted as division problems and can be represented in various ways to understand the concept more deeply.
What is the fraction of 35%
Write a problem involving how much more Than and solve it. Explain how drawing a diagram helped you solve the problem
Given that ∠A≅∠B , Gavin conjectured that ∠A and ∠B are complementary angles.
Which statement is a counterexample to Gavin 's conjecture?
m∠A=30° and m∠B=60°
m∠A=25° and m∠B=25°
m∠A=10° and m∠B=15°
m∠A=45° and m∠B=45°
i just took the test answer is B hope that helped!
The flagpole in Mario's yard is 3,000 centimeters tall. How many meters tall is the flagpole?
What is the value of the underlined digit 53
a school has a goal of getting at least 2000 boxtops. they have 872 so far.
they have 8 days left to get it.at least how many do they need to collect each day to meet or exceed their goal.
I can't figure this out... Can someone please help me?
mrs.dryson divided her collection of 52 glass bears into equal groups. she had one bear left over.how many groups did Mrs.dryson make how many bears are in each group
The total number of groups Mrs. Dryson made is 17 so that an equal amount of glass bear is in each group and this can be determined by using the arithmetic operations.
Given :
Mrs. Dryson divided her collection of 52 glass bears into equal groups. She had one bear left over.The following steps can be used in order to determine the total number of Mrs. Dryson make:
Step 1 - Arithmetic operations can be used in order to determine the total number of Mrs. Dryson make.
Step 2 - Remember according to the given data, there are 52 glass bears and she divided these bears into equal groups and after dividing she had one bear left.
Step 3 - So the total number of bears to divide into groups of equal quantity is given by:
= 52 - 1
= 51
Step 4 - Now, the number from which 51 is divided so that the answer comes is an integer is 3.
Step 5 - So, the total number of groups made by Mrs. Dryson is:
[tex]=\dfrac{51}{3}=17[/tex]
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Which statements about opposites are true?
Select each correct answer.
A.The product of a number and its opposite is always 1.
B.A number and its opposite are located the same distance from zero on a number line.
C.The opposite of zero is zero.
The opposite of a negative number is always a positive number.
D.
B is true
D as well
going down the river a boat went 13 km/h. going up the river it only 1 km/h. Find the speed of the boat in still water and the speed of the current.
The speed of boat is 7 km/h and speed of stream is 6 km/h.
What is speed ?
In unit time the distance covered by any object is called speed.
In mathematical term, Speed is express as S=D/T,
where S=speed, D=distance, T= time .
Let the speed of boat in N, and the speed of current is D,
Given that,
The speed in downward stream of a boat N+D= 13 km/h, (1)
And the speed in upward stream of a boat N-D= 1 km/h. (2)
To Find speed of boat in still water, add equation (1) and (2),
2N=14 ⇒ N=7 km/h
To Find speed of current, substract equation (1) and (2),
2D=12 ⇒ D=6 km/h.
The speed of boat is 7 km/h and speed of stream is 6 km/h.
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a table is 6 feet long and 3 feet wide. You extend the table by inserting two identical table leaves. The longest side length of each rectangular leaf is 3 feet. The extended table is rectangular with an area of (18+6x) square feet. a) write an algebraic expression that represents the length of the extended table b) what does your variable represent?
a. The algebraic expression that represents the length of the extended table is 6 + 2x
b. The variable 'x' represents the length added by inserting each identical table leaf.
How to write an algebraic expression
a) To write an algebraic expression representing the length of the extended table, consider the original length of the table (6 feet) and the length added by inserting two identical table leaves (each with a longest side length of 3 feet).
Let's denote the length added by inserting the table leaves as 'x'.
Since we're inserting two identical leaves, the total length added would be 2x.
The length of the extended table can be expressed as the sum of the original length (6 feet) and the length added by the table leaves (2x):
Length of the extended table = 6 + 2x
b) The variable 'x' represents the length added by inserting each identical table leaf. It quantifies the extra length that extends the original table when the leaves are inserted.
a football team gains 8 yards in one play, then loses 5 yards in the next.How many yards did the team gain in these two plays
Mark put his dog on a diet. The dog's total weight change for the first 2 weeks was −3/4 pound. The dog lost the same amount of weight each week. What was the change in the dog's weight after the first week of the diet? Enter your answer in the box.
The Ortiz family will travel round-trip from Indianapolis to Denver this summer. The driving distance between the two cities is 1,058 miles. They need to find out about how much the gas will cost round trip. Their car gets about 20 miles per gallon. They usually spend about $2.89 per gallon.
Dave has a 32-ounce energy drink. He drinks 10 ounces. Enter the percentage of ounces Dave had left from his energy drink. Round your answer to the nearest hundredth
Answer:
Step-by-step explanation:
Dave has a 32-ounce energy drink and he drinks 10 ounces then 68.75% of the energy drink has been left by Dave.
What is Percentage?percentage, a relative value indicating hundredth parts of any quantity.
Given that Dave has a 32-ounce energy drink.
Dave drinks 10 ounces of energy drink.
We need to find the percentage of ounces Dave had left from his energy drink.
To find this first we have to subtract 10 from 32
32-10 = 22.
Now let us find 22 is what percentage of 32.
x/100 × 32 = 22
0.32x=22
Divide both sides by 0.32
x=22/0.32
x=68.75 %
Hence, 68.75% of the energy drink has been left by Dave.
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Write each mixed number as a percent 2 1/2
How many times larger is 9 x 10-8 than 3 x 10-12?
[tex]9\times10^{-8}[/tex] is [tex]3\times10^{4}[/tex] times larger than [tex]3\times10^{-12}[/tex].
The given number is [tex]9\times10^{-8}[/tex] and [tex]3\times10^{-12}[/tex].
We need to find how many times larger is [tex]9\times10^{-8}[/tex] than [tex]3\times10^{-12}[/tex].
What is scientific notation?To determine the power or exponent of 10, let us understand how many places we need to move the decimal point after the single-digit number.
If the given number is multiples of 10 then the decimal point has to move to the left, and the power of 10 will be positive.If the given number is smaller than 1, then the decimal point has to move to the right, so the power of 10 will be negative.Now, [tex]\frac{9\times10^{-8}}{3\times10^{-12}}[/tex]
[tex]=3\times\frac{10^{-8}}{10^{-12}}[/tex]
[tex]=3\times10^{-8+12}[/tex] (∵[tex]\frac{a^{m}}{a^{n}} =a^{m-n}[/tex])
[tex]=3\times10^{4}[/tex]
Therefore, [tex]9\times10^{-8}[/tex] is [tex]3\times10^{4}[/tex] times larger than [tex]3\times10^{-12}[/tex].
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Which equation represents a line that passes through the two points in the table
Answer:
[tex]y-1=\frac{5}{4}(x-1)[/tex]
Step-by-step explanation:
we know that
The equation of the line into point slope for, is equal to
[tex]y-y1=m(x-x1)[/tex]
The formula to calculate the slope between two points is equal to
[tex]m=\frac{y2-y1}{x2-x1}[/tex]
In this problem we have
[tex]A(1,1), B(5,6)[/tex]
Substitute the values
[tex]m=\frac{6-1}{5-1}[/tex]
[tex]m=\frac{5}{4}[/tex]
with the point A and the slope m find the equation of the line
substitute the values
[tex]y-1=\frac{5}{4}(x-1)[/tex]
12x+28y=84 how do I graph it
3x+y-1=0 What does y=
Evaluate c-2 when c =7
Answer:
The value of given expression c-2 is 5 when c=7.
Step-by-step explanation:
The given expression
[tex]c-2[/tex]
We have to find the value of given expression c-2 when c=7.
Substitute c=7 in the given expression.
[tex]c-2=7-2[/tex]
[tex]c-2=5[/tex]
Therefore the value of given expression c-2 is 5 when c=7.
47% of $118 estimate
−p(d+z)=−2z+59. solve for z.
we have
[tex]-p(d+z)=-2z+59[/tex]
Solve for z
[tex]-p(d+z)=-2z+59\\-pd-pz=-2z+59[/tex]
Group terms that contain the variable z, and move the other terms to the opposite side of the equation
[tex]-pz+2z=59+pd\\z(2-p)=59+pd[/tex]
Divide by [tex](2-p)[/tex] both sides
[tex]z=\frac{(59+pd)}{(2-p)}[/tex]
therefore
the answer is
[tex]z=\frac{(59+pd)}{(2-p)}[/tex]
Final answer:
The equation −p(d+z)=−2z+59 was solved for z by distributing the negative sign, combining like terms, and dividing by the coefficient of z, resulting in z = (59 + pd)/(2 - p).
Explanation:
The student asked to solve the equation −p(d+z)=−2z+59 for z. To solve for z, we need to isolate z on one side of the equation, following these steps:
Distribute the negative sign through the parentheses on the left side of the equation: −pd − pz = −2z + 59.
Move the terms containing z to one side of the equation: −pz + 2z = 59 + pd.
Combine like terms by adding pz to both sides: 2z + pz = 59 + pd or z(2 - p) = 59 + pd.
Divide both sides by (2 - p) to solve for z: z = (59 + pd)/(2 - p).
Now, z is isolated and the solution is given in terms of p and d.
on a tour of an old gold mine, you find a gold nugget containing .82 ounces of gold. gold is worth $1566.80 per ounce. how much is your gold worth?
The value of a gold nugget containing 0.82 ounces of gold at $1566.80 per ounce is $1284.776.
The value of a gold nugget containing 0.82 ounces of gold, given that gold is worth $1566.80 per ounce, can be calculated through a simple multiplication. The value of the gold nugget is found by multiplying the amount of gold in the nugget by the price per ounce of gold.
To calculate:
Multiply the weight of the gold nugget (0.82 ounces) by the value per ounce ($1566.80).0.82 ounces imes $1566.80/ounce = $1284.776Therefore, the gold nugget is worth $1284.776.
Please help!
Prove that opposite sides of a parallelogram are congruent. Be sure to create and name the appropriate geometric figures.
Which of the following measurements could be the side lengths of a right triangle? A. 66 in, 88 in, 110 in
B. 66 in, 88 in, 132 in
C. 66 in, 99 in, 110 in
D. 55 in, 88 in, 110 in
please dont answer if not 100 % sure.
Answer:
Step-by-step explanation:
The cable is 50 yards long, viewing post is 40 yard high , how far is the bottom cable from the base of the viewing post
Show how 10 - 4 helps you solve 30 - 4
[tex]\boxed{ \ 30 - 4 = \ ? \ }[/tex]
30 - 4 = ...
/ \
20 + 10
[tex]\boxed{ \ 10 - 4 = 6 \ }[/tex]
[tex]\boxed{ \ 20 + 6 = 26 \ }[/tex]
[tex]\boxed{ \ \boxed{ 30 - 4 = 26} \ }[/tex]
Further explanation
This material is part of the common core mathematics curriculum.
Show how 10 - 4 helps you solve 30 - 4.
We know 10 - 6 = 4.
Furthermore, we can take out 10 from 30 and subtract 6 from 10.
[tex]\boxed{ \ 10 - 4 = 6 \ }[/tex]
Then we can add what is left, which is 20 to add to 6.
20 + 6 = 26
So, results from 30 - 4 are 26.
Let's review the steps again.
[tex]\boxed{ \ 10 - 4 = 6 \ }[/tex]
[tex]\boxed{ \ 20 + 6 = 26 \ }[/tex]
[tex]\boxed{ \ \boxed{ 30 - 4 = 26} \ }[/tex]
Learn more4 times as much as 3 is ... https://brainly.com/question/5737299 ten thousands divided by ten https://brainly.com/question/545132²/₇m - ¹/₇ = ³/₁₄ solve step by step https://brainly.com/question/4853649Keywords: show how, 10 - 4, helps you, solve, 30 - 4, subtracts, add, waht is left, the common core mathematics curriculum
With the help of 10 - 4, the solution of 30 - 4 is 26.
Using 30 - 4 to solve 10 - 4
Since the subtracted value from 30 and 10 are the same (4) ;
Therefore,
The sum of the difference between :
(10 and 4) and (30 and 10)
(10 - 4) + (30 - 10)
6 + 20 = 26
Hence, from 10 - 4; 30 - 4 gives 26
Subtracting directly also gives :
30 - 4 = 6.
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Use a bar model to find the unknown value: 3/6 = ?/7
Find the difference. 632
-274