(SAT Prep) Find the value of x in each of the following exercises:

C overcooked foods will not

The statement which is not a common procedure leading to foodborne illness is overcooked foods, the correct option is C.

The unitary method is a method for solving a problem by the first value of a single unit and then finding the value by multiplying the single value. Unitary method is a technique by which we find the value of a single unit from the value of multiple devices and the value of more than one unit from the value of a single unit. It is a method that we use for most of the calculations in math.

We are given that;

Four options related to foodborne illness

Now,

Out of the four options you gave only one is not a common procedure leading to foodborne illness:

a. undercooked foods b. poor personal hygiene c. overcooked foods d. food held at improper temperature

Overcooked foods may lose some of their nutritional value or taste but they are unlikely to cause foodborne illness unless they are burned or charred which can produce harmful chemicals such as acrylamide or polycyclic aromatic hydrocarbons (PAHs). However this is not a common procedure leading to foodborne illness compared to the other options.

Therefore, by unitary method the answer will be overcooked foods.

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Answer:

42/7 = 6.00

6.00 x 7 = 42

6.00 is fraction for 42.

Step-by-step explanation:

42 divided b 7 is 6.

Answer:

C) A small pizza cost $4, and each topping costs and additional $2.

Step-by-step explanation:

Answer:

A small pizza cost $6, and each topping costs an additional $2.

Answer:

           [tex]\lim_{x \to 1}\frac{x^2-1}{sin(x-2)}=0[/tex]

Explanation:

Assuming the correct expression is to find the following limit:

         [tex]\lim_{x \to 1}\frac{x^2-1}{sin(x-2)}[/tex]

Use the property the limit of the quotient is the quotient of the limits:

         [tex]\lim_{x \to 1}\frac{x^2-1}{sin(x-2)}=\frac{\lim_{x \to 1}x^2-1}{\lim_{x \to 1}sin(x-2)}[/tex]

Evaluate the numerator:

          [tex]\frac{\lim_{x \to 1}x^2-1}{\lim_{x \to 1}sin(x-2)}=\frac{1^2-1}{\lim_{x \to1}sin(x-2)}=\frac{0}{\lim_{x \to 1}sin(x-2}[/tex]

Evaluate the denominator:

                  [tex]\frac{0}{\lim_{x \to1}sin(x-2)}=0[/tex]

Answer:

C. Workers to total population.

Unemployment is defined as the condition of people who are able to work but cannot find jobs. The unemployment ratio is most accurately described by option B: 'unemployed workers to total workers'. This does not include people who are not part of the labor force.

Unemployment is defined as the condition in which people who are able and willing to work cannot find jobs. In terms of the provided options, unemployment is best defined by option B: 'unemployed workers to total workers'. This is because the unemployment rate is calculated by dividing the number of unemployed individuals by the total number of individuals in the labor force (which includes both the employed and the unemployed) and then multiplying by 100 to get a percentage.

This measure gives a good representation of the number of people who are jobless compared to the overall amount of people who are either working or actively seeking work. It's important to keep in mind that it doesn't include people who are not part of the labor force, like children, retirees, and others who are not looking for work.

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Answer:

8.8 hours

Step-by-step explanation:

Given: Happy Paws charges $20.00 plus $2.50 per hour to keep a dog.

           Woof Watchers charges $9.00 plus $3.75 per hour.

Lets assume the number of hours service provided be "h".

First, writing an equation for Happy paws cost for service.

Total cost of service= [tex]\$ 2.5\times h+ \$ 20[/tex]--- equation 1

Second, writing an equation for Woof watchers cost of services.

Total cost of service= [tex]\$ 3.75\times h+ \$9[/tex]--- equation 2

Now, finding number of hours services provided, when cost of service will be equal for both service provider.

∴ [tex]2.5h+ 20= 3.75h+ 9[/tex]

Solving the equation now to find number of hour.

⇒ [tex]2.5h+ 20= 3.75h+ 9[/tex]

Subtracting both side by 2.5h

⇒ [tex]20= 3.75h+ 9-2.5h[/tex]

Subtracting both side by 9

⇒ [tex]1.25h= 11[/tex]

Dividing both side by 1.25

⇒[tex]h= \frac{11}{1,25}[/tex]

∴[tex]h= 8.8\ hours[/tex]

Hence, 8.8 hours is the number of hours when cost of service will be equal for both service provider.

Answer:

[tex]\frac{11}{12}[/tex]

Step-by-step explanation:

300 - 25 = 275

275/300 = 11/12 simplified

Answer:

11/12

Step-by-step explanation:

Answer:

The means are 3 and 20.

Step-by-step explanation:

A proportion is simply a statement that two ratios are equal. In problems involving proportions, we can use cross products to test whether two ratios are equal and form a proportion. To find the cross products of a proportion, we multiply the outer terms, called the extremes, and the middle terms, called the means.

Consider given proportion

Here, 2 and 30 are the extremes and 3 and 20 are the means.

Answer:the answer is below

Step-by-step explanation: 3 and 20

Answer: 360 cars can park in the parking lot.

40 parking spots x 9 rows = 360 cars

Answer:

Therefore total for her male after the sales tax is added to the subtotal of $8.50 is = $(8.50+0.55) = $9.05

Step-by-step explanation:

Given the sales tax was 6.5%.

The sales tax for Tanya's meal is [tex]=\$ \frac{6.5}{100}\times 8.50[/tex]

                                                      = $0.55

Therefore total for her male after the sales tax is added to the subtotal of $8.50 is = $(8.50+0.55) = $9.05

Answer:

d. 5

Step-by-step explanation:

Answer:

she needs 6 ouonces of yellow paint

Step-by-step explanation:

she has 5oz, 3 blue: 2 red, she needs 20oz. which means she needs 15oz more. 15/5=3. 3*2=6

Natasha can make 6 different combinations by pairing 2 sweaters with 3 skirts. She can pair each of her red and white sweaters with each of her blue, yellow, and black skirts.

Natasha has a red sweater and a white sweater that she wants to pair with a blue skirt, yellow skirt, and a black skirt. To determine the number of different combinations she can make, we use basic combinatorics. Each sweater can be paired with any of the skirts, so we multiply the number of sweaters by the number of skirts.

Here is the calculation:

Thus, Natasha can make 2 sweaters  imes 3 skirts = 6 combinations.

These combinations are:

Answer:3:40 pm

Step-by-step explanation:

Answer:

6n

Step-by-step explanation:

Final answer:

The difference of 5 and n cubed is calculated by subtracting n cubed from 5. This involves simple algebraic manipulation.

Explanation:

The difference of 5 and n cubed can be represented as 5 - n³. This means subtracting the cube of the variable n from 5.

To illustrate, if n=2, the calculation would be 5 - 2³ = 5 - 8 = -3.

Therefore, the result of the difference between 5 and n cubed is 5 - n³.

Explanation of how to simplify expressions with exponents by subtracting exponents. The answer shows the equivalence of 5×2/3 and 10×1/3.

The expression [tex]( \frac{5 \times 2}{3} )[/tex] equals [tex]( \frac{10}{3} )[/tex].  Let's break it down:

[tex]\( \frac{5 \times 2}{3} \)[/tex] means you multiply 5 and 2 first, which gives you 10, then you divide by 3, resulting in [tex]\( \frac{10}{3} \)[/tex].

However, if you're asking why [tex]\( \frac{5 \times 2}{3} \)[/tex] and [tex]\( 10 \times \frac{1}{3} \)[/tex] are equal, it's because multiplication is distributive over division.

In other words, [tex]\( a \times \frac{b}{c} = \frac{a \times b}{c} \)[/tex].

So, [tex]\( 10 \times \frac{1}{3} \)[/tex] can be written as [tex]\( \frac{10 \times 1}{3} \)[/tex], which simplifies to [tex]\( \frac{10}{3} \)[/tex], the same as [tex]\( \frac{5 \times 2}{3} \)[/tex].

Answer:

144 cubic inches

Step-by-step explanation:

a=lxwxh a=6*6*4

Yo sup??

we should know that the volume of a cuboid is l*b*h

from the given figure we can say that

l=6 inches

b=6 inches

h=4 inches

therefore

V=6*6*4

=144 inches^3

therefore the correct answer is option C

Hope this helps.

Answer:

The furthest distance was 2.12 miles from school to the park.

The shortest distance was 1.34 miles from home to school.

The furthest distance was from school to the park, and the shortest distance was from home to school.

In order to determine which trip was the furthest distance and which trip was the shortest distance, we need to compare the distances of each trip. Angel walked 1.34 miles from home to school, 2.12 miles from school to the park, and 1.94 miles from the park back home.

Comparing the distances, we can see that the trip from school to the park (2.12 miles) was the furthest distance, while the trip from home to school (1.34 miles) was the shortest distance.

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Answer:

Step-by-step explanation:

-12n - 12 = -10 - 30n - 2

-12n - 12 = -12 - 30n

-12n = -30n

-12n +30n = 0

18n = 0

n = 0

Answer:

-12n- 20 = -10 - 30n - 2

-12n - 20 = -12 - 30n

18n - 20 = -12

18n = 18

n = 1

Answer:

[tex]2 \frac{1}{3} [/tex]

Step-by-step explanation:

Assuming the question is

[tex]7 \times \frac{9}{27} [/tex]

reduced to the lowest term.

We proceed as follows:

[tex]7 \times \frac{9}{3 \times 9} [/tex]

We cancel the common factors to get:

[tex]7 \times \frac{1}{3} [/tex]

This simplifies to

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

Answer:

£60000

Step-by-step explanation:

The solution of the inequality is h > -3 ⇒ 2nd answer

Step-by-step explanation:

Let us revise very important notes about solving inequalities

∵ -4 h - 3 < 9

- Start with adding both sides by 3 to separate the variable

   in one side and the numerical term in the other side of the

   inequality sign

∴ -4 h - 3 + 3 < 9 + 3

∴ -4 h < 12

- Now divide both sides by -4 and use the last note above

∵ -4 ÷ -4 = 1

∵ 12 ÷ -4 = -3

∵ < must change to > (because we divide both sides by (-) number

∴ h > -3

The solution of the inequality is h > -3

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Answer:

h> -3

Step-by-step explanation:

Answer: X - 5 ÷ 15

Step-by-step explanation: The first step to algebra is to collect like terms. Since X is an a variable, we cannot solve X - 5. But we can solve 5 + 10, since those are both numbers. 5 + 10 is 15. So therefore, your simplified expression would be X -5 ÷ 15.

Hope this helps! Please correct me if I'm wrong! :D

you can plug the x value (9y) into the second equation

5(9y) + 3y = -48

45y + 3y = -48

48y = -48

y = -1

x = 9(-1)

x = -9

Answer:

x = 9

y = -31

Step-by-step explanation:

5x+3y

y = -31

x = 9

plug it in

Final answer:

The two numbers are 14 and 19, where one number is 5 more than the other and their sum is 33.

Explanation:

To find the two numbers where one number is 5 more than the other and their sum is 33, we can set up a system of equations. Let's call the first number x, which means the second number would be x + 5 since it's 5 more than the first. Their sum is given as 33, so we can create the following equation:

x + (x + 5) = 33

Now we simplify the equation:

2x + 5 = 33

To solve for x, we subtract 5 from both sides:

2x = 33 - 5

2x = 28

Finally, we divide both sides by 2 to find the value of x:

x = 28 / 2

x = 14

Now that we have the first number, we can easily find the second number by adding 5:

The second number is x + 5 = 14 + 5 = 19.

The two numbers are 14 and 19.

Answer:

# of questions : y = -x + 19

Step-by-step explanation:

if ur only wanting the equation for the number of questions on the test, then it would be :  x + y = 19......y = -x + 19 in slope intercept form.

and if u were wanting the number of points, then it would be :

5x + 10y = 100.....10y = -5x + 100.....y = -1/2x + 10. in slope intercept form

To express the number of questions on Mrs. Morales' test in slope-intercept form, first write the total point equation 5x + 10y = 100, then simplify and solve for y to get the slope-intercept form y = -0.5x + 10.

To write an equation representing the number of questions on Mrs. Morales' test, we must consider the total points possible and the value of each question type. The spelling questions (x) are 5 points each, and the vocabulary questions (y) are 10 points each. The total points for the test are 100, which leads us to the equation 5x + 10y = 100.

However, to put this into slope-intercept form, we solve for y. Dividing the entire equation by 10 gives us 0.5x + y = 10. Then, isolating y yields y = -0.5x + 10, which is now in slope-intercept form where the slope (m) is -0.5 and the y-intercept (b) is 10.

The slope-intercept form provides a way to see how many vocabulary questions (y) can be on the test for a given number of spelling questions (x).

Answer:

3(x + 1)

Step-by-step explanation:

By adding

(2x + 1) + (x+2)

2x +1 +x +2

3x + 3  or  3(x + 1)

Answer:

you just have to add or divide