The 8th grade class sold snacks at lunch to earn money for a field trip. They sold 30 items this week. For each snack type, what percentage of all snacks sold were of that type? Round to the nearest hundredth if necessary.

Step-by-step explanation:

Total number of snacks sold by 8th grade class = 30

Percentage of a particular snack sold =

Percentage of cookies sols = = 20%

Percentage of cheese sticks sold =

                                                         = 26.67%

Percentage of  chips sold =

                                           = 40%

Percentage of water sold =

                                          = 13.33%

"it's not the heat, it's the humidity".   that's a partly valid phrase you may have heard in the summer, but it's actually both.   the heat index, also known as the apparent temperature, is what the temperature feels like to the human body when relative humidity is combined with the air temperature.   this has important considerations for the human body's comfort.   when the body gets too hot, it begins to perspire or sweat to cool itself off.   if the perspiration is not able to evaporate, the body cannot regulate its temperature.   evaporation is a cooling process.   when perspiration is evaporated off the body, it effectively reduces the body's temperature.   when the atmospheric moisture content (i.e. relative humidity) is high, the rate of perspiration from the body decreases.   in other words, the human body feels warmer in humid conditions.   the opposite is true when the relative humidity decreases because the rate of perspiration increases.   the body actually feels cooler in arid conditions.   there is direct relationship between the air temperature and relative humidity and the heat index, meaning as the air temperature and relative humidity increase (decrease), the heat index increases (decreases).

step-by-step explanation:

when functions are first introduced, you will probably have some simplistic "functions" and relations to deal with, usually being just sets of points. these won't be terribly useful or interesting functions and relations, but your text wants you to get the idea of what the domain and range of a function are. small sets of points are generally the simplest sorts of relations, so your book starts with those.

step-by-step explanation:

state the domain and range of the following relation. is the relation a function?

{(2, –3), (4, 6), (3, –1), (6, 6), (2, 3)}

the above list of points, being a relationship between certain x's and certain y's, is a relation. the domain is all the x-values, and the range is all the y-values. to give the domain and the range, i just list the values without duplication:

domain: {2, 3, 4, 6}

range: {–3, –1, 3, 6}

(it is customary to list these values in numerical order, but it is not required. sets are called "unordered lists", so you can list the numbers in any order you feel like. just don't duplicate: technically, repetitions are okay in sets, but most instructors would count off for this.)

while the given set does indeed represent a relation (because x's and y's are being related to each other), the set they gave me contains two points with the same x-value: (2, –3) and (2, 3). since x = 2 gives me two possible destinations (that is, two possible y-values), then this relation is not a function.

note that all i had to do to check whether the relation was a function was to look for duplicate x-values. if you find any duplicate x-values, then the different y-values mean that you do not have a function. remember: for a relation to be a function, each x-value has to go to one, and only one, y-value.

state the domain and range of the following relation. is the relation a function?

{(–3, 5), (–2, 5), (–1, 5), (0, 5), (1, 5), (2, 5)}

i'll just list the x-values for the domain and the y-values for the range: