The ratio of the number of left-handed batters to the number of right handed batters is 5:8. There are 45 left-handed batters. find the ratio of the number of left-handed batters ti the total number of batters. give the answer in simplest form.
Answers
Step1(find the number of right handed batters)
Left-handed batters=45
5 45
__=___
8 x
Cross multiply
5x=360
divide both sides by 5
x=72
Right-handed batters=72
Step 2 (find the number of total batters)
total batters=45+72=117
Step3 (find the ratio of left handed batters to total batters)
Left-handed batters to total batters= 45/117
45/117 can be shortened to 15/39
Answer=15:39
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So, the set of sides 7,9,17 does not form a triangle.
because 7+9= 16, which is less than the greatest number, 17.
Answer:
7,9,17 is the answer!
Step-by-step explanation:
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The statement is given as:
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If x is how much he worked on the weekdays and he worked 5 times as much on Sat and Sun, then hopefully you agree that on Sat and Sun he worked 5x hours.
So we have 5x hours on the weekends and x hours on the weekdays, so in total for the whole week we have 5x + x = 6x hours in total.
The question tells us that he worked 30 hours total, so 6x = 30
Divide both sides by 6 to isolate x and we have x = 5.
He worked 5 hours the rest of the week.
Hope this helps. If it does, please be sure to make this the brainliest answer! :)
Answer:
Where do you get 6 from?
5x + x = 6x. This is esentially 5+1=6
I know i know, but where in the problem, do you get 6 from? 6 isn’t give in the word problem.
So we have 5x hours on the weekends and x hours on the weekdays, so in total for the whole week we have 5x + x = 6x hours in total.
The question tells us that he worked 30 hours total, so 6x = 30
where do you get 6 from? Its not stated in the word problem tho im confused
Is it because 30/5 = 6?
Oh ok. We have that he worked 5x hours during the weekend and x hours during the weekdays. 5x + x = 6x hours for the weekend and weekdays combined The problem at the very beginning states that "Amal worked a total of 30 hours last week". So we know that Amal worked 6x hours from before. He also worked 30 hours. The 6x and the 30 are the same thing. so we can set them equal to each other
Step-by-step explanation:
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Step-by-step explanation:
To determine the equation of the line parallel to , we need to first determine the slope of the given line.
A line in slope-intercept form is represented by the following:
where is the slope of the line and
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Rearranging the given line will give us the slope of the line:
From this, since we know the lines are parallel, if the slope of the given line is , then the slope of the line we are constructing must also be
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We can now start to construct the line with the same slope-intercept form:
To determine the y-intercept, , we can plug in the point
since we are told from the problem statement that this parallel line runs through it:
Finally, we have our parallel line:
If this line needs to be in standard form, we can rearrange it a little:
Answers
2. multiplication
3. division
4. subtraction
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6. subtraction
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7. b) quotient
7. c) divisor
Final answer:
Mathematical operations are often represented by specific words or phrases in word problems. Addition is represented by phrases such as 'in all', 'together', 'total', 'plus', or 'and', subtraction with 'less than', 'fewer than', 'minus', 'difference', or 'take away'. Multiplication may be represented by 'of', 'times', 'every', 'product', or 'at this rate', and division by 'per', 'each', 'out of', 'ratio of', 'quotient', or 'separated equally'.
Explanation:
Word or Phrase Representations in Math Operations
Mathematical operations often have keyword phrases associated with them. If you're asked to determine which operation a particular word or phrase represents, here's a simplified list:
- Addition is often represented by phrases such as 'in all', 'together', 'total', 'plus', or 'and'.
- Subtraction might be indicated by 'less than', 'fewer than', 'minus', 'difference', or 'take away'.
- Multiplication can be shown with 'of', 'times', 'every', 'product', or 'at this rate'.
- Division might be represented by 'per', 'each', 'out of', 'ratio of', 'quotient', or 'separated equally'.
Understanding these word representations can help you tackle
word problems
more efficiently in mathematics.
Learn more about Mathematical operations here:
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