what strategies do you use to make a rate table?

From the question itself, it might be clear that because a minute is so much shorter than an hour (a minute is only 1/60th of an hour, because there are 60 minutes in each hour), 3/6 of a minute will be shorter than 4/6 of an hour.

But, if you wanted to calculate this the long way, you can.

To compare these two you can convert them to a unit of time that they have in common - for example, minutes.

In the first fraction, you can reduce 3/6 down to 1/2 - you probably already know that 1/2 is the same as half a minute.

Then you can multiply fractions to find out how many minutes are in 4/6 of an hour.

 4/6 can also be reduced down to 2/3. You also know that there are 60 minutes in an hour.

(2/3 / 1 hr) x (1 hr/60 min) =  (2/3) x 60 = 120/3 = 40 min

40 min is of course bigger than half a minute! So 3/6 of a minute is shorter.

To find out how many times your heart beats per minute, divide the total number of beats by the number of minutes. In this case, 240 beats in 4 minutes results in a heart rate of 60 beats per minute.

If your heart beats 240 times in 4 minutes, you can find out how many times it beats per minute by dividing the total beats by the total minutes. So, you would divide 240 beats by 4 minutes to calculate the heart rate in beats per minute (BPM).

The calculation would look like this:

240 beats \/ 4 minutes = 60 beats per minute.

Therefore, your heart beats 60 times each minute. It's interesting to note that the average heart rate is between 60 to 100 BPM for resting adults. If your heart beats 75 times per minute, it's considered within the average range.

Knowing your heart rate can be important for monitoring your fitness levels and overall health, especially during activities like exercising where your heart rate increases.

Answer:

Choose another number.

Step-by-step explanation

We could take x=3 and evaluate, for the first expression we would have

[tex]2x=2\cdot3=6[/tex]

and for the secod expression we would have

[tex]x^2=3^2=9[/tex]

For this choosen x, we would have

[tex]2x=6\neq9=x^2[/tex]

which would show lisa that she is incorrect.

The answer is A.

It's the only part during her trip where the line goes up aka increasing.

During ''between 0 and 10 minutes'' time period her speed increasing.

Option A is true.

Mathematical expression is defined as the collection of the numbers variables and functions by using operations like addition, subtraction, multiplication, and division.

Given that;

The graph is shown in figure to represents part of Brooke's trip to work.

Now,

Since, The graph is shown in figure to represents part of Brooke's trip to work.

Clearly, Between 0 to 10 minutes her speed will increased and then between 10 to 25 minutes her speed is constant and between 20 to 25 minutes her speed is decreased.

So, In between 0 and 10 minutes time period her speed increased.

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He is using the distributive property option (B) distributive is correct if 57 drinks for $2 each Pizza: 26 slices for $2 for each Candy.

The distributive property is the property that expresses the distributive law of algebraic multiplication. Similarly, in polynomial expression we can use the distributive property, for example, we can write a(c+b)  in the form of (ac+bc).

It is given that:

Drinks: 57 drinks for $2 each Pizza: 26 slices for $2 each Candy: 55 candy bars for $1 each Peanuts

2(57 + 26) + 1(55 + 31)

a(b + c) = ab + ac

Thus, he is using the distributive property option (B) distributive is correct if 57 drinks for $2 each Pizza: 26 slices for $2 for each Candy.

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Final answer:

The 50th term of the arithmetic sequence is found by using the formula for the nth term of an arithmetic sequence. The 50th term is 151, considering the common difference of 3 between consecutive terms in the sequence.

Explanation:

To find the 50th term of the given arithmetic sequence 4, 7, 10, 13, 16, we first need to determine the common difference (d). The sequence increases by 3 with each term, so the common difference is 3.

The nth term of an arithmetic sequence can be found using the formula a_n = a_1 + (n-1)d, where a_1 is the first term and n is the term number. Plugging in the values for the 50th term:

a_1 = 4 (first term)

d = 3 (common difference)

n = 50 (term number)

Now, compute the 50th term:

a_50 = 4 + (50-1)×3

a_50 = 4 + 49×3

a_50 = 4 + 147

a_50 = 151

Therefore, the 50th term of this arithmetic sequence is 151.

Final answer:

To find out how many seats are in each waiting area, divide the total number of seats by the number of waiting areas. In this case, there are 1,160 seats and 8 waiting areas. So, the number of seats in each waiting area is 145.

Explanation:

To find out how many seats are in each waiting area, you need to divide the total number of seats by the number of waiting areas. In this case, there are 1,160 seats and 8 waiting areas.

So, to find the number of seats in each waiting area, divide 1,160 by 8.

1,160 ÷ 8 = 145

Therefore, there are 145 seats in each waiting area.

Answer:

4th

Step-by-step explanation:

Answer:

B) LaTasha charges $10 before she begins mowing.

Step-by-step explanation:

Latasha charges $10 before she begins mowing. From the linear function if you compare the relationship between time(hours) and cost($), you will notice that LaTasha charges $4 for 1/2 hour of mowing.

The first value shows LaTasha charges $10 before mowing. The hour value was 0 but yet her cost was $10 . The second value for time was 1/2 hour and the initial cost of $10 was added to the actual half hour she worked which is $4.  After adding her initial cost of $10 , adding $4 dollar for every 1/2 hour gives your her cost in dollar. Example  $10 + $4 = $ 14 , The next one she worked 1 hour which is $8 + 10 = $18 and so on

The time value increases by half hour and the cost increases by $4 . You can conclude that LaTasha charges $4 for every 1/2 hour she mow.

The formula C=5/9 (F-32) converts degrees Fahrenheit to degrees Celsius. A 40.0°F decrease in Fahrenheit is equivalent to a 22.2°C decrease in Celsius. The Celsius scale is also known as 'centigrade' due to the 100-degree interval between the freezing and boiling points of water.

The formula C=5/9 (F-32) is used to convert temperatures from degrees Fahrenheit (F) to degrees Celsius (C). To demonstrate a temperature conversion with a 40.0°F decrease, if the original temperature is T°F, the new temperature in Fahrenheit after the decrease would be (T-40)°F. The corresponding decrease in Celsius is (5/9) × 40°C, as each Fahrenheit degree is equivalent to 5/9 of a Celsius degree. To show this in a formula: ∆C = 5/9 (∆F).

On a warm day with a temperature of 88°F, the conversion to Celsius is computed as follows: T°C = 5/9 × (88°F - 32) = 5/9 × 56 = 311.1°C after rounding to the nearest tenth. The Celsius scale is sometimes referred to as centigrade because it is based on 100, from the Latin centum meaning 'hundred', referring to the 100-degree interval between the freezing and boiling points of water.

An example of converting Fahrenheit to Celsius and Kelvin is the case of a student with a temperature of 103.5°F. Using the conversion formula, the Celsius temperature would be C = 5/9 × (103.5°F - 32) = 39.7°C, and the Kelvin temperature would be K = 39.7°C + 273.15 = 312.85 K.

The coefficient of the term 5/3 xy is 5/3.

For the given question, the expression is given as;

5/3 xy

Where,

coefficient is 5/3 as this is the fixed values for the expression.

Variables is x and y as the values can be changed for the expression.

Thus,  the coefficient of the term 5/3 xy is 5/3.

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Answer:

Lauras step is correct, she rearranged the formula making it :

b^2 = c^2 - a^2

Step-by-step explanation:

Answer:

Amount of Juice in Pedro glass is [tex]\frac{2}{4}[/tex]

As, [tex]\frac{2}{4}=\frac{1}{2}[/tex]

Now, we want fraction which is greater than  [tex]\frac{2}{4}[/tex], but denominator of 6.

So ,the fraction having denominator 6 are,

[tex]\frac{1}{6},\frac{2}{6},[\frac{3}{6}=\frac{1}{2}],\frac{4}{6},\frac{5}{6},\frac{6}{6}[/tex]

The required fractions are

[tex]\frac{4}{6} ,\frac{5}{6},\frac{6}{6}[/tex]

The equation of a line with a slope of 4.2 and a y-intercept of (0, 3.4) is y = 4.2x + 3.4.

Given the slope, which is 4.2, and the y-intercept of (0, 3.4), we can write the equation of the line in slope-intercept form (y = mx + b). Here, 'm' is the slope and 'b' is the y-intercept. So the equation becomes y = 4.2x + 3.4. This is the equation that describes a line with a slope of 4.2 and y-intercept of 3.4.

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Answer:

5/12 = n/100

Step-by-step explanation: the answer was right on ttm

Answer:

there would be, 3 slices. your welcome.

Step-by-step explanation:

Dividing 7910 by 14 requires long division as typical division tables do not provide a reciprocal for 14. By performing the long division manually, we would get the quotient step by step, which allows us to estimate a reciprocal-like number for 14.

The process of dividing 7910 by 14 involves determining how many times the divisor, which is 14 in this case, can be fitted into the dividend, 7910. To make use of division tables such as those mentioned, think of the process in terms of removing the decimal point and focusing on the significant digits that come into play.

Using a table similar to Table A.1, we would begin by looking for the closest number to 14 and noting its reciprocal. For instance, if we have 1.5 with a reciprocal of 6.67 in the table, it is implied that dividing by 1.5 is similar to multiplying by 6.67. Therefore, dividing by 14 would involve finding the entry that closely represents its reciprocal value.

However, none of the provided tables show a direct reciprocal for 14 which means we might have to perform the division traditionally. As guidance, knowing that the reciprocal of 2.5 starts with a 4 lets us infer that the reciprocal of 14 would start with a value less than 0.25, since 14 is more than 5 times larger than 2.5.

In conventional long division, we would set up the problem as 7910 divided by 14 and proceed step by step, subtracting multiples of 14 from portions of 7910 until the whole number is exhausted, and noting the quotient each time. The quotient we get at each step would allow us to find a reciprocal-like number for 14, and thus help us approach the problem in a table-driven manner.

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Final answer:

To divide 7910 by 14, you set up a long division table and go through the steps of dividing, multiplying, and subtracting until you reach a quotient of 564 with no remainder.

Explanation:

To divide 7910 by 14, we can use long division. Here's how we can set up our table to solve this division problem:

Step 1: Place 7910 inside the table and 14 outside, as you would in a standard long division problem.

Step 2: Determine how many times 14 goes into 79. This is 5 times because 5 x 14 = 70.

Step 3: Write down the 5 above the division table, subtract 70 from 79 to get 9, and bring down the next digit (which is 1) from 7910 to make the number 91.

Step 4: Now determine how many times 14 goes into 91. This would be 6 times because 6 x 14 = 84.

Step 5: Write down the 6 on top of the table next to the 5, subtract 84 from 91 to get 7, and bring down the next digit (which is 0) to make the number 70.

Step 6: Finally, see how many times 14 goes into 70, which is 5 times because 5 x 14 = 70.

Step 7: Write down 5 on top of the table next to 6. Now we have the quotient of 7910 divided by 14 as 564 with no remainder.