Charlotte is redecorating the master bedroom in her house. she has already purchased a new bedroom set and also plans to paint the room and put in new flooring. the new bedroom set she purchased includes a queen-sized bed, one nightstand, and a dresser. the bed cost $558.49, and the cost of the dresser represented of the total amount charlotte spent on furniture. for the flooring, charlotte has decided to put a new carpet in the bedroom. she has calculated that the carpet itself will cost $427.35, and the labor to install the carpet will cost $212.52. there is also a $75 fee covering the cost of other flooring supplies, tools, and materials.

what percent of the flooring bill will go towards the cost of labor? round your answer to the nearest percent.

a0%

if charlotte spent 25% more on furniture than she will on flooring, how much did she spend on furniture?

$

a0

what percent of the total furniture cost did charlotte spend on the nightstand? round your answer to the nearest percent.

a0%

three business associates are at their favorite local café for lunch. they have finished their meals and just received their bills. each bill is labeled at the top as customer #1, customer #2, or customer #3. note: sales tax is 6%, and tips are rounded to the nearest $0.25.

ratio is 2 : 9

the answer is three

13.5 : 3

ratios represent a pattern or relationship that can be scaled.

equivalent ratios are pairs of ratios that represent the same relationship between quantities, and can be generated by multiplying or dividing both quantities in the ratio by the same factor.

in this lesson, students will use double number lines and ratio reasoning to solve ratio problems. by partitioning double number lines into proportionate intervals, students will build an understanding of equivalent ratio relationships as those that are generated by multiplying or dividing two related quantities by the same number. this lesson will build upon students' prior understanding of multiplicative comparisons, number line reasoning and equivalent fractions (while highlighting the difference between equivalent fractions and equivalent ratios); and will build toward future work in this unit on building ratio tables, and work in future grades in proportionality, scaling, and expressing and graphing linear functions.

step-by-step explanation:

ratios represent a pattern or relationship that can be scaled.

equivalent ratios are pairs of ratios that represent the same relationship between quantities, and can be generated by multiplying or dividing both quantities in the ratio by the same factor.

in this lesson, students will use double number lines and ratio reasoning to solve ratio problems. by partitioning double number lines into proportionate intervals, students will build an understanding of equivalent ratio relationships as those that are generated by multiplying or dividing two related quantities by the same number. this lesson will build upon students' prior understanding of multiplicative comparisons, number line reasoning and equivalent fractions (while highlighting the difference between equivalent fractions and equivalent ratios); and will build toward future work in this unit on building ratio tables, and work in future grades in proportionality, scaling, and expressing and graphing linear functions.

if i put something wrong your not gonna like it so rather not say nothing.

step-by-step explanation:

a'(12.5,11.25)

slope=(y1-y2)/(x1-x2)