write a numerator that makes the statement true. 7/12<()/3<3/4

the correct anwser is b

The correct answer is:

32 pounds

Explanation:

She has 3 containers that hold 8 pounds each; 3(8) = 24 pounds of bird seed.

She has 6 containers that hold 12 pounds each; 6(12) = 72 pounds of bird seed.

This gives her a total of 24+72 = 96 pounds of bird seed.

She used 4 pounds of this; this gives her 96-4 = 92 pounds left.

She wants to use 30 containers that hold 2 pounds each; 30(2) = 60 pounds.  This would give her 92-60 = 32 pounds left.

The amount of birdseed leftover is 32

The number of containers is:

[tex]\mathbf{Small = 3}[/tex]

[tex]\mathbf{Large = 6}[/tex]

The number of pounds is

[tex]\mathbf{Small = 8}[/tex]

[tex]\mathbf{Large = 12}[/tex]

So, the total number of pounds is:

[tex]\mathbf{Total = 3 \times 8 + 6 \times 12}[/tex]

[tex]\mathbf{Total = 96}[/tex]

From the question, 4 pounds were used.

So, the amount left is:

[tex]\mathbf{Amount = 96 - 4}[/tex]

[tex]\mathbf{Amount = 92}[/tex]

She wants to use 30 containers that contains 2 pounds each.

So, the left over is:

[tex]\mathbf{Left= 92 - 30 \times 2}[/tex]

[tex]\mathbf{Left= 92 - 60}[/tex]

[tex]\mathbf{Left= 32}[/tex]

Hence, the amount of birdseed leftover is 32

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The equivalent ratio to 8/24 is 1/3, which can be used to calculate that approximately 33.33% of students have at least 2 siblings. This demonstrates how to convert a ratio to a percentage by setting up a proportion with 100 as the denominator.

The ratio 8/24 represents the portion of students in a class who have at least 2 siblings. To find an equivalent ratio, one could simplify the given ratio by dividing both the numerator and the denominator by the same number. In this case, both 8 and 24 are divisible by 8, so dividing both by 8 yields the equivalent ratio 1/3. This ratio can also be used to express the percentage of students with at least 2 siblings. The calculation would be (1/3) * 100 to find the percentage, which gives us approximately 33.33%.

To further illustrate calculating percentages using equivalent fractions, we can take the original ratio (8/24) and set up a proportion with 100 as the denominator. The equation would be:

8/24 = X/100

where X represents the percentage of students. To solve for X, cross-multiply and divide:

(8 * 100) / 24 = 33.33%

This confirms that 33.33% is the percentage of students with at least 2 siblings. It is important to note that simplifying ratios and working with equivalent fractions is a useful skill in understanding data representation in statistics and mathematics.

The flavors are in the ratio 5 to 4 which is Peach to plum .

It is described as the comparison of two quantities to determine how many times one obtains the other. The proportion can be expressed as a fraction or as a sign: between two integers.

We are given that  box contains 16 cherry fruit chews, 15 peach fruit chews, and 12 plum fruit chews.

Therefore, we have

15 divided by 3

15/3 = 5

12 divided by 3

12/3 = 4

The ratio 5 to 4 is Peach to plum .

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Answer is provided in the image attached.

Answer:

7:3

Step-by-step explanation:

Heather should be saving 1/36th of her annual salary for retirement. Based on her annual salary of $63,000, this amounts to about $1,750 per year or approximately $146 per month.

According to the information provided, Heather should be saving 1/36 of her annual salary for retirement. If Heather's annual salary is $63,000, she will need to find 1/36 of this total. In mathematical terms, this can be achieved by dividing $63,000 by 36. After calculating this, we get $1,750 yearly. However, Heather is interested in knowing how much she should save each month.

To find this, we need to take her annual saving of $1750 and divide it by 12 months. When we calculate this, we find that Heather should be saving approximately $146 per month. This is rounded to the nearest dollar. This is a simple and effective way to determine how much of one's salary should be allocated toward retirement savings each month based on a given fraction of that yearly salary.

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a. The y-intercept of the linear graph is (0, 4500).

b. The rate of descent is 1500 ft per minute.

c. The x-intercept of the linear graph is (3, 0).

d. The equation for the line representing the skydiver's altitude during descent is y = 4500 - 1500x.

(a) The y-intercept of the linear graph is (0, 4500). In this context, the y-intercept represents the initial altitude of the skydiver when time [tex]\( t = 0 \)[/tex], which is 4500 ft above the ground. It indicates the starting point of the skydiver's descent relative to the ground.

(b) To determine the slope of the line, we use the formula for slope:

[tex]\[ \text{Slope} = \frac{\text{change in } y}{\text{change in } x} \][/tex]

From the given points, we see that:

- Change in y = 4500 - 0 = 4500 ft

- Change in x = 0 - 3 = -3 minutes

Substituting these values into the slope formula:

[tex]\[ \text{Slope} = \frac{4500}{-3} = -1500 \text{ ft/minute} \][/tex]

Since the slope is negative, it indicates that the skydiver is descending. The rate of descent is 1500 ft per minute.

(c) The x-intercept of the linear graph is (3, 0). In this context, the x-intercept represents the time it takes for the skydiver to reach the ground, which is 3 minutes after jumping from the plane. At the x-intercept, the altitude of the skydiver is 0 ft, indicating that the skydiver has landed on the ground.

(d) The equation for the line can be written using the slope-intercept form:

[tex]\[ y = mx + b \][/tex]

where m is the slope and b is the y-intercept.

From the given information:

- Slope m = -1500 ft/minute

- y-intercept b = 4500 ft

Substituting these values into the slope-intercept form:

y = -1500x + 4500

Therefore, the equation for the line representing the skydiver's altitude during descent is y = 4500 - 1500x.

10 times greater is the product 4x300 than the product 4x30 after taking the ratio of the number, the answer is 10.

Fraction number consists of two parts, one is the top of the fraction number which is called the numerator and the second is the bottom of the fraction number which is called the denominator.

It is given that:

The two numbers are 4x30 and 4x300

To find how many times greater the other number.

Let x time greater the product of 4x300 than the product 4x30

4×300 = 4×30x

x = 4×300/4×30

x = 10

Thus, 10 times greater is the product 4x300 than the product 4x30 after taking the ratio of the number, the answer is 10.

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2:5

because 2 cups of chocolate to 5 cups of milk the ratio would be 2:5 u can't put 5:2 because it's asking the ratio of chocolate milk to chocolate pudding not chocolate pudding to chocolate milk.

~PrinncessAngel~

Happy To Help:D

Answer:2:5

Step-by-step explanation:

The measure of an angle is equivalent to the number of one-degree angles it turns through. Therefore, an angle that turns through 60 one-degree angles measures 60 degrees. Similarly, an angle that turns through 160 one-degree angles measures 160 degrees.

In mathematics, when we say an angle turns through 60 one-degree angles, we mean the angle measure is 60 degrees. This means that counter-clockwise rotation that makes up this angle is equivalent to 60 one-degree angles. Similarly, if an angle turns through 160 one-degree angles, then the angle is 160 degrees.

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An angle turns through 60 one-degree angles, so the measure of the angle is 60 degrees. An angle turns through 160 one-degree angles, so the measure of the angle is 160 degrees.

An angle turns through 60 one-degree angles. Since each one-degree angle is a small portion of the whole angle, dividing the whole angle into 60 equal parts gives us the measure of each one-degree angle. Therefore, the measure of the angle is 60 degrees.

An angle turns through 160 one-degree angles. Using the same logic as before, dividing the whole angle into 160 equal parts gives us the measure of each one-degree angle. Hence, the measure of the angle is 160 degrees.

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The Correct answer to your

question is 45 g. if you are wondering how I know I just did the 6.05 test in Algebra I (K12). I hope I helped you Today!

$14.89 its a correct answer

She used 84 pompoms and 105 beads for the wooden penguins

How many pompoms and beads did she use for the wooden penguins in all.

From the question, we have the following parameters that can be used in our computation:

wooden penguins = 21

Also, we have

Pompoms = 4 and Beads = 4 for each wooden penguins

Using the above as a guide, we have the following:

Total pompoms = 4 * 21 = 84

Total beads = 5 * 21 = 105

Hence, she used 84 pompoms and 105 beads

Sydney used a total of 189 pompoms and beads for all 21 wooden penguins.

To find the total number of pompoms and beads Sydney used for all the wooden penguins, we first need to determine how many decorations she used for one penguin.

She used 5 pompoms and 4 beads for each penguin.

So, for each penguin, the total number of decorations = 5 (pompoms) + 4 (beads) = 9 decorations.

Now, to find the total number of decorations for all 21 wooden penguins, we multiply the number of decorations for one penguin by the total number of penguins:

Total decorations = 9 decorations/penguin × 21 penguins

= 189 decorations.

Therefore, Sydney used a total of 189 pompoms and beads for all the wooden penguins.

Using partial quotients for division is helpful as it simplifies division into easier to manage multiplication and subtraction problems, enhances intuitive and mental math skills, and allows students to verify their answers easily.

Using partial quotients when dividing can be helpful because this method turns a complex division problem into a series of simpler multiplication and subtraction problems. Unlike traditional long division that requires more complex, multiple-digit calculations, partial quotients approach the division process by allowing the student to subtract multiples of the divisor from the dividend in parts. This can be intuitive and less intimidating for students as they can work with smaller, more manageable numbers.

Partial quotients also allow for flexible thinking in mathematics. One can use estimates and adjust them in subsequent steps if necessary. This builds a deeper understanding of the division process instead of just rote procedure-following, and develops estimation and mental math skills over time. Moreover, it provides a clear pathway to check the work by adding the partial quotients, enhancing the student's ability to verify their own answers, and reinforcing the relationship between multiplication and division.

In practice, breaking down a division problem into smaller parts makes solving complex calculations more accessible and can be considered a shortcut that streamlines the division process. As such, this technique can be especially useful when dealing with larger numbers where traditional methods could become cumbersome. It introduces students to the concept of approximation, which is a valuable skill in both mathematics and real-life problem-solving scenarios.