What is the value of (1.7)2 ?

To calculate the total lunch combinations Tommy can create, we multiply his options for main dish (4), side (3), and drink (3), resulting in 36 different combinations. Making healthier choices, like water over soda or smaller portions, supports long-term health.

When considering the various combinations Tommy can create for his lunch, we employ the fundamental counting principle. This principle states that if there are 'n' ways to do one thing, and 'm' ways to do another, then there are n*m ways to do both. Applying this to Tommy's choices:

To find the total number of different lunch combinations Tommy can create, we multiply the number of choices for each category:

Total combinations = 4 mains * 3 sides * 3 drinks = 36 different combinations.

When making food choices, the keys to healthy eating include knowing what you're consuming and selecting options that contribute to long-term health. Opting for nutrient-dense foods over calorie-rich and nutrient-poor choices is important. For example, selecting water instead of soda, a smaller portion of fries, or adding a piece of fruit can make a significant difference in calorie intake and nutritional value.

By choosing grilled chicken over fried items, and being cautious of high-calorie dressings and sauces, it's possible to find healthier options even when dining out. The overall goal is to make informed decisions that support a healthy lifestyle.

When you draw a line through each point with a slope of 1/2, the two lines you create will be parallel to each other because they both have the same slope and increase at the same rate.

In mathematics, a slope of 1/2 means that for every 2 units you move to the right (horizontally), you will move up 1 unit (vertically). When you draw a line through each point using this slope, you'll notice that the two lines will be parallel to each other. That's because they both have the same slope, which means they're increasing at the same rate. Therefore, they never intersect and remain an equal distance apart from each other at all points.

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Answer:

$936

Step-by-step explanation:

Number of weeks in 1 year= 52 weeks

Cost of every six week for tennis lesson= $108

We have to find the price per year for tennis lessons

Number of times he will pay for the tennis lessons= [tex]\frac{52}{6}[/tex]

Total price per year for Tennis lessons= [tex]\frac{52}{6}[/tex] × 108

Total price per year for Tennis lessons= 52 × 6

Total price per year for Tennis lessons= $ 936

Hence, the correct answer is $ 936

To find the starting amounts of cranberry and orange punch, we equate 2/3 of the cranberry punch to 5/6 of the orange punch. After setting up the equation 2/3 * C = 5/6 * O, we can solve for either C or O given a specific amount for one.

Understanding Proportional Quantities in Punch

To determine how many ounces of cranberry and orange punch might have been at the start of the party, given that guests drank 2/3 of the cranberry punch and 5/6 of the orange punch, and that they drank the same amount of each, we can set up an equation. Let's label the amount of cranberry punch initially as C ounces and the amount of orange punch initially as O ounces. According to the problem, 2/3 of C is equal to 5/6 of O; therefore:

2/3 * C = 5/6 * O

We can find a common multiple of the denominators 3 and 6 to solve the equation. For simplicity, let's assume that the common multiple is 6. If we multiply both sides of the equation by 6 to get rid of the fractions, we have:

4 * C = 5 * O

This means that the amount of cranberry punch is always 5/4 times the amount of orange punch. For example, if there were 20 ounces of orange punch at the start (O = 20), then there would have been 5/4 * 20 = 25 ounces of cranberry punch (C).

Final answer:

The party guests drank equal amounts of 2/3 of cranberry punch and 5/6 of orange punch. By setting up an equation and choosing a common multiple of the denominators (6), we conclude that one possible starting amount for each type of punch is 18 ounces, demonstrating that whenever x is chosen, y will be equal to x.

Explanation:

The student's question involves solving a problem where two quantities are compared to find out how much of each was present initially. Since the guests drank the same amount of cranberry punch and orange punch, with the proportions being 2/3 and 5/6 respectively, we can set up an equation to solve for the initial amounts.

Let x represent the original amount of cranberry punch and y represent the original amount of orange punch. According to the question:

2/3 of cranberry punch = 5/6 of orange punch

To find multiple answers, we could assume a common multiple of both denominators 3 and 6, which is 6. Then, if we let x = 6 and y = 6, we have:

However, these amounts are not equal. We need to find a value for x and y that, when substituted into the proportion, yields an equal amount for both types of punch. Multiply both sides of the equation by 3/2 to isolate y:

Now, we can select any multiple of 6 for x to represent the initial amount. If we choose multiple of 6 such as 18 ounces for x, then y would also be 18 ounces. Thus, the starting amount of both cranberry punch and orange punch could have been 18 ounces each as one of the possible answers.

Answer:

The answer is C.) 1.5 hours

Step-by-step explanation:

I took a quiz and according to that its correct

Final answer:

To find the selling price of a scrapbook kit with a markup rate of 65% on a cost of $20, calculate the markup amount ($20 * 0.65 = $13) and add it to the original cost, resulting in a selling price of $33.

Explanation:

To determine the selling price of a scrapbook kit with a markup rate of 65%, we first need to calculate the amount of markup. The cost of the scrapbook kit to the retailer is $20. The markup amount is found by multiplying this cost by the markup rate expressed as a decimal (65% = 0.65).

The markup amount is: $20 × 0.65 = $13. To find the final selling price, we add this markup to the original cost of the item:

$20 (original cost) + $13 (markup) = $33 (selling price).

Therefore, the selling price of the scrapbook kit is $33.

Answer:

0.003%

Step-by-step explanation:

you have to multiply this number by 100 which makes 0.3%

Step 1

Convert mixed numbers to an improper fractions

[tex]3\frac{1}{2} =\frac{3*2+1}{2}= \frac{7}{2}[/tex]

[tex]1\frac{3}{4} =\frac{1*4+3}{4}= \frac{7}{4}[/tex]

Step 2

Find the total cost

we know that

the total cost is equal to the cost of the gallons of white paint  plus the cost of the gallons of blue paint

the cost of the gallons of white paint is equal to

[tex]\frac{7}{2}*17.50= \$61.25[/tex]

the cost of the gallons of blue paint is

[tex]\frac{7}{4}*19.00= \$33.25[/tex]

The total cost is

[tex]\$61.25+\$33.25=\$94.50[/tex]

therefore

the answer is

the total cost is [tex]\$94.50[/tex]

Speed is the rate of change of position of a particle or an object with respect to the time. It can also describes as the rate of which a particle or object moves.The value of the speed of the spacecraft is 40000 km per hour.

Given-

The distance between Earth and Mars is 192,000,000 km.

Time taken by the spacecraft to send a space buggy from earth to mars is 200 days.

Time taken in hours t,

[tex]t=200\times24[/tex]

[tex]t=4800[/tex]

The speed of the spacecraft has to be calculate. For this we need to know about the speed.

Speed is the rate of change of position of a particle or an object with respect to the time. It can also describes as the rate of which a particle or object moves.

The speed can be calculate by the calculating the ratio of the distance traveled d to the time taken t.

Mathematically,

[tex]s=\dfrac{d}{t}[/tex]

Using the above formula calculate the value of the speed of the spacecraft.

[tex]s=\dfrac{192000000}{4800}[/tex]

[tex]s=40000[/tex]

Hence, the value of the speed of the spacecraft is 40000 km per hour.

Learn more about the speed here;

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Answer: {(0, 1), (1, 5), (2, 9)}

Step-by-step explanation:

Given linear equation: y-1=4x which can be rewritten as

y=4x+1

To find the set which represents possible inputs and outputs of the function. Let's check all the options

A. {(1, 4), (2, 8), (3, 12)}

at x=1

y=4(1)+1

⇒y=5≠4

Thus this set is not the required set.

B. {(4, 1), (8, 2), (12, 3)}

at x=4

y=4(4)+1

⇒y=16+1=17≠1

Thus this set is not the required set.

C.{(0, 1), (1, 5), (2, 9)}

at x=0

y=4(0)+1

⇒y=1

Thus this set is the required set represents possible inputs and outputs of the function.

D. {(1, 0), (5, 1), (9, 2)}

at x=1

y=5≠0

Thus this set is not the required set.

Final answer:

The integer representing a profit of $300 is the positive integer 300.

Explanation:

The integer that describes a profit of $300 is simply 300. In the context of economics and mathematics, profits and losses are represented as positive and negative integers respectively. In this scenario, since we are speaking of a profit, the integer is positive. If you were incurring a loss of $300, then the integer would be -300. Additionally, considering aspects of business calculation provided in the reference information, an increasing profit or a decreasing profit due to changes in advertising costs or quantity sold can affect the calculation of profit; however, the specific answer to your question remains 300.

Algebra please help out 
If the number in the numerator of a unit rate is 1, what does this indicate about the equivalent unit rates? Please help answer and give an example. Thanks
November 18, 2014 by Steph

Math
If the number in the numerator of a unit rate is 1, what does this indicate about the equivalent unit rates? give an example
November 23, 2015 by Wendy

Math
If the number in the numerator of a unit rate is 1 what does this indicate about the equivalent unit rates give an example
December 8, 2015 by Amber

math/unit rate
please help me find the definition for unit rate. It depends upon what kind of unit. Go to www.google.com and type in unit rate. There is one source there for hotel unit rates, another for unit rates for the medical field, etc. You may also go to www.dictionary.com and type in...
September 26, 2006 by hannah

unit rate
the unit price of an item at a grocery store is a familiar example of a unit rate. find the unit price of each box of cereal. a. $3.95 for a 20oz. b.$4.29 for a 24 oz. c.$2.25 for a 12 oz. Divide the price by the weight in ounces for the unit rate. For example, For a 20 oz box...
November 28, 2006 by lisa

Unit Rates
Find each unit rate. - 20 mi in 5h - 78 mi on 3 gal Please and Thank-you I need HELP!!!!!!!!!! same answer as I gave to Janie 400 miles in 5 hours 
January 10, 2007 by Janbowier

When the number in the numerator of a unit rate is 1, it indicates that the unit rate is equivalent to the value of the denominator alone. In other words, it signifies that the quantity being measured is directly proportional to the value of the denominator.

For example, consider a unit rate of "1 mile per hour." Here, the numerator (1 mile) indicates that for every 1 unit of the denominator (1 hour), the distance covered is 1 mile. So, if a car travels at a speed of 1 mile per hour, it means the car covers a distance of 1 mile in 1 hour.

Similarly, let's say we have a unit rate of "1 gallon per minute" for the flow rate of water from a faucet. This implies that for every 1 unit of time (1 minute), the faucet dispenses 1 gallon of water. Therefore, if the faucet runs at a rate of 1 gallon per minute, it means it releases 1 gallon of water every minute.

In summary, when the numerator of a unit rate is 1, it indicates a direct relationship between the quantity being measured and the value of the denominator alone. This relationship simplifies the understanding of the unit rate and its application in various contexts.

Answer:

48%

Step-by-step explanation:

its just that booooooommmmm

The point of intersection for lines (m) and (n) is (3.5, -1.5). Line (m) equation: (y = x - 5). Line (n) equation: (y = -3x + 9).

To find the point of intersection of two lines, you can use the point-slope form of a line and set the equations of the lines equal to each other. Let's first find the equations of the lines ( m ) and ( n ) using the given points.

Line ( m ) passes through the points ( (6,1) ) and ( (2,-3) ). Let's find the slope of line ( m ) first:

[tex]\[ \text{Slope of } m = \frac{{y_2 - y_1}}{{x_2 - x_1}} \][/tex]

[tex]\[ \text{Slope of } m = \frac{{-3 - 1}}{{2 - 6}} = \frac{{-4}}{{-4}} = 1 \][/tex]

Now we can use the point-slope form of a line to find the equation of line ( m ):

y - y_1 = m(x - x_1)

Let's use the point ( (6,1) ) to find the equation of line ( m ):

y - 1 = 1(x - 6)

y - 1 = x - 6

y = x - 6 + 1

y = x - 5

So, the equation of line ( m ) is ( y = x - 5 ).

Now let's find the equation of line (m and  n) passing through the points

( (2,3) ) and ( (5,-6) ):

[tex]\[ \text{Slope of } n = \frac{{-6 - 3}}{{5 - 2}} = \frac{{-9}}{{3}} = -3 \][/tex]

Using the point ( (2,3) ) to find the equation of line ( n ):

y - 3 = -3(x - 2)

y - 3 = -3x + 6

y = -3x + 6 + 3

y = -3x + 9

So, the equation of line ( n ) is ( y = -3x + 9 ).

Now, we'll set the equations of ( m ) and ( n ) equal to each other to find the point of intersection:

x - 5 = -3x + 9

Now, solve for ( x ):

x + 3x = 9 + 5

4x = 14

[tex]\[ x = \frac{{14}}{4} \][/tex]

x = 3.5

Now, substitute ( x = 3.5 ) into either equation to find ( y ). Let's use the equation of line ( m ):

y = 3.5 - 5

y = -1.5

So, the point of intersection of lines ( m ) and ( n ) is ( (3.5, -1.5) ).

Answer:

8

Step-by-step explanation: