Each student who buys a school lunch pays $2.75. The cafetaria typically brings in between $1,168.75 and $1,438.25 each day. what do we know?

Answer 1

To analyze the provided information, let's break it down step by step:

1. Cost of Each Lunch: Each student pays $2.75 for a school lunch.

2. Daily Revenue Range: The cafeteria typically brings in between $1,168.75 and $1,438.25 each day.

3. Calculate the Number of Lunches Sold: To find out how many lunches are sold each day based on the daily revenue and the price of each lunch, we can divide the total revenue by the price of a lunch.

   • Minimum Revenue: \[ \text{Minimum Number of Lunches} = \frac{1,168.75}{2.75} \approx 425 \]

   • Maximum Revenue: \[ \text{Maximum Number of Lunches} = \frac{1,438.25}{2.75} \approx 523 \]

4. Conclusion:

   • The cafeteria sells between approximately 425 and 523 lunches each day, based on the revenue figures provided.
   • We know the price of a lunch and the daily revenue range, allowing us to infer the range of students purchasing lunch each day.

Therefore, we know that the cafeteria serves between approximately 425 and 523 students each day, given the range of daily earnings from the sale of lunches.

Answer 2

10 things we know (8th grade)

Answer 3

Sure! Here are ten things we know based on the provided information about the school lunch situation, suitable for an 8th-grade understanding:

1. Price of Lunch: Each student pays $2.75 for a school lunch.

2. Daily Earnings Range: The cafeteria earns between $1,168.75 and $1,438.25 each day from lunch sales.

3. Number of Lunches Sold: The cafeteria sells between approximately 425 and 523 lunches each day. This is calculated by dividing daily earnings by the price of a lunch.

4. Variable Earnings: The cafeteria's earnings can change from day to day, but they stay within the provided range.

5. Cafeteria Budgeting: These earnings are important for budgeting purposes, helping the cafeteria plan for expenses like food, staff, and supplies.

6. Lunch Demand: The number of lunches sold can indicate how many students are buying lunch each day, showing demand for school lunches.

7. Affordability: The cost of a school lunch ($2.75) must be affordable for most students and families in order for the cafeteria to maintain those sales numbers.

8. Sales Variability: Factors like menu options, student preferences, and special events (like pizza day) can impact the number of lunches sold each day.

9. Cafeteria Staff: There is likely a team working in the cafeteria to prepare and serve these lunches for the students.

10. Potential for Growth: If the cafeteria wanted to increase its revenue, they could consider options like introducing new lunch items or improving advertising to encourage more students to buy lunch.

These points summarize the essential information and context regarding the school lunch sales and operations.

Answer 4

Answer this an explain it please.
ax+b+0for x

Answer 5

To solve the equation \( ax + b = 0 \) for \( x \), we need to isolate \( x \). Here’s a step-by-step explanation of how to do it:

1. Start with the equation: \[ ax + b = 0 \]

2. Subtract \( b \) from both sides: We want to move \( b \) from the left side to the right side of the equation. To do this, we subtract \( b \) from both sides: \[ ax + b - b = 0 - b \] This simplifies to: \[ ax = -b \]

3. Divide by \( a \): Now we want to isolate \( x \). Since \( a \) is multiplied by \( x \), we need to divide both sides by \( a \) to solve for \( x\). However, we must assume \( a \neq 0\) (because if \( a = 0 \), the equation becomes \( b = 0 \), which has different implications): \[ x = \frac{-b}{a} \]

4. Final solution: Therefore, the solution for \( x \) in the equation \( ax + b = 0 \) is: \[ x = \frac{-b}{a} \]

Explanation of the Steps:

• Isolating Terms: The goal of solving an equation is to get the variable (in this case, \( x \)) by itself on one side of the equation. We do this through a series of operations (addition, subtraction, multiplication, and division).

• Maintaining Balance: When we add or subtract something from one side of the equation, we must do the same to the other side to maintain equality.

• Understanding Division: When we divide by \( a \), it’s important that \( a \) is not zero because division by zero is undefined.

Example:

If we take some values for \( a \) and \( b \) to see it in action:

• Let’s say \( a = 2 \) and \( b = 4 \).
• Plugging these values in, we get the equation: \[ 2x + 4 = 0 \]
• Following the steps:
  1. Subtract 4 from both sides: \[ 2x = -4 \]
  2. Divide by 2: \[ x = \frac{-4}{2} = -2 \]

So, for \( a = 2 \) and \( b = 4 \), \( x = -2\).

If you have any further questions or need more clarification, feel free to ask!

Answer 6

is our answer x=-b/a

Answer 7

Yes, the final answer to the equation \( ax + b = 0 \) for \( x \) is indeed

\[ x = -\frac{b}{a} \]

Explanation Revisited:

Here’s a quick recap of how we arrived at this conclusion:

1. Start with the equation: \[ ax + b = 0 \]

2. Subtract \( b \) from both sides to isolate the term involving \( x \): \[ ax = -b \]

3. Divide both sides by \( a \) (assuming \( a \neq 0 \)): \[ x = \frac{-b}{a} \]

Conclusion:

So, indeed, the solution for \( x \) in the equation \( ax + b = 0 \) is

\[ x = -\frac{b}{a} \]

If you have any further questions or need clarification about this equation or related topics, feel free to ask!

Answer 8

V + L W H for H

Answer 9

To solve the equation \( V = L \cdot W \cdot H \) for \( H \), we need to isolate \( H \). Here are the steps to do that:

1. Start with the equation: \[ V = L \cdot W \cdot H \]

2. Divide both sides by \( L \cdot W \): Since \( H \) is multiplied by \( L \) and \( W \), we can isolate \( H \) by dividing both sides of the equation by \( L \cdot W \) (assuming \( L \) and \( W \) are not zero): \[ H = \frac{V}{L \cdot W} \]

Final Answer

Thus, the formula for \( H \) in terms of \( V \), \( L \), and \( W \) is: \[ H = \frac{V}{L \cdot W} \]

Explanation

• Volume (V) is given by the product of Length (L), Width (W), and Height (H).
• To find Height (H), we rearranged the equation by removing the factors of Length and Width through division, making it easier to express \( H \) in terms of the other variables.

If you have any further questions or need more clarification, feel free to ask!

Answer 10

/cdot means?

Answer 11

The symbol "\(\cdot\)" is used in mathematics to represent multiplication. It is often used to indicate the product of two numbers, especially in contexts where using the traditional multiplication sign \( \times \) might create confusion (such as with variables or larger equations).

For example:

• In the equation \( V = L \cdot W \cdot H \), the "\(\cdot\)" indicates that to calculate the volume \( V\), you multiply length \( L\), width \( W\), and height \( H\) together: \[ V = L \cdot W \cdot H \]

You might also see multiplication represented using parentheses (e.g., \( (L)(W)(H) \)) or by using a space between variables (e.g., \( LW H \)), but the "\(\cdot\)" is particularly useful for clarity.

If you have any more questions about this or related topics, feel free to ask!