how many rainbow six events has there been since beta?

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The first thing we know is that all the answers equal 99, so we cannot cross any answer off, however, what we want to know is what answer (after distribution) looks like 36 + 63...

A.) 11(3 + 6) > 33 + 66

Does 33+66 look like 36+63?

NO

B.) 9(4 + 7) > 36 + 63

Does 36+63 look like 36+63?

YES

C.) 11(4 + 5) > 44 + 55

Does 44+55 look like 36+63?

NO

D.) 3(15 + 18) > 45 + 54

Does 45+54 look like 36+63?

NO

So...

The answer is: B.) 9(4 + 7)

To find the total number of burgers sold, we use the ratio of burgers with cheese to those without (10:7), determine the number of sets in the 30 burgers with cheese sold, and calculate the number of burgers without cheese accordingly. The restaurant sold a total of 51 burgers.

To determine the total number of burgers sold, we can use the given ratio of burgers with cheese to burgers without cheese, which is 10:7. This means for every 10 burgers with cheese, there are 7 burgers without cheese. We're told that the restaurant sold 30 burgers with cheese. Since these represent the '10' part of the ratio, we can find out how many sets of '10' there are in 30 burgers to then calculate the '7' part of the ratio.

First, we divide the number of cheeseburgers by 10:

Next, we multiply the 7 parts of the ratio by 3 to find the number of burgers without cheese:

To find the total number of burgers sold, we add the number of burgers with cheese and the number without cheese:

The passenger's velocity relative to the road is calculated by subtracting the passenger's speed from the bus's speed since they are moving in opposite directions. Thus, the passenger's velocity relative to the road is 12 km/h south.

The passenger's velocity relative to the bus is 3.0 km/h towards the back of the bus. However, given that the bus is moving south at 15 km/h, the passenger's velocity relative to the road is actually the bus's speed subtracted by the passenger's speed (as they're moving in opposite directions). Therefore, the passenger's velocity relative to the road is 15 km/h - 3.0 km/h = 12 km/h towards the south or simply 12 km/h south.

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All integers in which real numbers are involved can be written as p/q such that p and q are integers so they will be a rational number.

Any real number that cannot be written as the quotient of two integers, p/q, where p and q are both integers, is referred to as an irrational number.

In another word, irrational numbers are those numbers that can not terminate.

For example, √2, and √3 are irrational numbers because they cannot be written as p/q where p and q both should be integers.

All integers are non-decimal numbers so they can be written as p/q such that p and q both will be integers so they will be a rational number.

The whole number is a positive integer so it will be in the category of integers only.

So,

In the given Venn diagram it is clear that in the real number all rational and irrational numbers are included in the rational number integer and in which the whole number is shown.

Hence "All integers in which real numbers are involved can be written as p/q such that p and q are integers so they will be a rational number".

For more about the irrational number,

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41 passengers on the Mayflower were able to make an agreement for all through a democratic process, likely involving discussions, debates, and voting.

The key to understanding how 41 passengers could make an agreement for all lies in the democratic decision-making process. On the Mayflower, it's reasonable to assume that the passengers engaged in discussions and debates to reach a consensus on important matters. In a democratic setting, decisions are often made through a majority vote. If a decision required agreement from the majority of passengers, and there were 101 passengers in total, then 41 individuals would be sufficient to constitute a majority.

Democracy operates on the principle of majority rule, meaning that decisions are determined by the preferences of more than half of the participants. In this case, if 41 passengers were in agreement, they would have constituted a majority, allowing them to make decisions on behalf of the entire group. This form of decision-making is practical for large groups, as it ensures that a reasonable number of individuals can come together to reach decisions efficiently.

It's important to note that not all decisions may have required the same level of agreement. Some matters might have been settled through a simple majority vote, while others could have required a higher threshold. Nevertheless, the democratic process would have provided a mechanism for the passengers to collectively make decisions and navigate the challenges they faced on the Mayflower.

Answer:

B

Step-by-step explanation:

The question deals with a simple random sampling method for a statistics class, discussing various techniques such as proportionate random sampling, systematic sampling, and the importance of each individual having an equal chance of being selected to ensure a representative sample.

The student's question involves selecting a simple random sample of 30 students from a population of 250 students in a large statistics class, using the sampling frame of students present next Monday. The concept described relates to sampling methods within the field of statistics, used to infer characteristics of a larger population. One method mentioned is proportionate random sampling, where a sample is obtained from each class based on the proportion of students in the college (e.g., if 30% of students are freshmen, then 30% of the sample would come from the freshman class). Another method is systematic sampling, where a starting point is chosen using a random number generator and then every nth student is selected (e.g., every 50th student). An important characteristic of a good sample is that every individual in the population should have an equal chance of being included, which is a hallmark of both random and systematic sampling methods. Finally, stratification, such as by class standing or other demographic factors, ensures that the sample is representative of the population under study, which might involve working with local schools to select a random sample of students from various backgrounds.

84-29=55

84 is your credit and 29 is your debit

Kami sold 28 large figures, as their earnings equaled that of 42 small figures. (Option B)

Let's denote the number of large figures sold as [tex]\( L \)[/tex] and the number of small figures sold as [tex]\( S \).[/tex]

We know the following:

1. [tex]\( L + S = 70 \)[/tex] (Total figures sold)

2.[tex]\( 12L = 8S \)[/tex] (Amount earned from large figures equals the amount earned from small figures)

We can use these equations to solve for [tex]\( L \):[/tex]

From equation 2, we can express [tex]\( S \) in terms of \( L \):[/tex]

[tex]\[ S = \frac{12L}{8} = \frac{3L}{2} \][/tex]

Now, we can substitute this expression for [tex]\( S \)[/tex] into equation 1:

[tex]\[ L + \frac{3L}{2} = 70 \][/tex]

Multiplying both sides by 2 to clear the fraction:

[tex]\[ 2L + 3L = 140 \]\[ 5L = 140 \][/tex]

Now, divide both sides by 5:

[tex]\[ L = \frac{140}{5} = 28 \][/tex]

So, Kami sold [tex]\( 28 \)[/tex] large figures.

Therefore, the answer is option B - 28.