Answer:
18 unitsStep-by-step explanation:
As per question, point B is the midpoint of AC.
According to definition of midpoint, AB = BC:
3x = 4x - 64x - 3x = 6x = 6The length of AB is:
AB = 3*6 = 18Answer:
AB = 18
Step-by-step explanation:
To find:-
The length of AB .Answer:-
We are here given that points A , B and C are collinear and B is the midpoint of AC . From the data provided in the question we have;
AB = 3x BC = 4x - 6 .Since B is the midpoint of AC, it will divide AC into two equal parts namely AB and BC. And these parts will be equal to one another. ( By Euclid's first axiom, Things which are half of the same thing are equal to one another.)
So we have;
[tex]\sf:\implies AB = BC \\[/tex]
[tex]\sf:\implies 3x = 4x - 6 \\[/tex]
[tex]\sf:\implies 3x -4x = -6 \\[/tex]
[tex]\sf:\implies -x = -6 \\[/tex]
[tex]\sf:\implies\red{ x = 6} \\[/tex]
Finally plug in the value of x, in the given expression of AB as ,
[tex]\sf:\implies AB = 3(x) \\[/tex]
[tex]\sf:\implies AB = 3(6) \\[/tex]
[tex]\sf:\implies \red{AB = 18} \\[/tex]
Hence the value of AB is 18 .
I NEED THIS DONE ASAP!!
Simplify a^-4/4a^6
Hence, in answering the stated question, we may say that Therefore, the simplified expression is [tex]1/(4a^6).[/tex]
what is expression ?In mathematics, you can multiply, divide, add, or subtract. An expression is formed as follows: Expression, number, and math operator Numbers, parameters, and functions make up a mathematical expression. It is possible to contrast phrases and expressions. Every mathematical statement that comprises variables, numbers, and a mathematical action between them is referred to as an expression. For example, the phrase 4m + 5 is made up of the phrases 4m and 5, as well as the variable m from the provided equation, all separated by the mathematical symbol +.
To simplify this expression, we can use the laws of exponents:
[tex]a^-4/4a^6 = 1/(4a^4 * a^2) = 1/(4a^6)[/tex]
Therefore, the simplified expression is [tex]1/(4a^6).[/tex]
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A store began selling its line of fall sweaters. On the first day, 6 cotton, 4 orlon, and 5 wool sweaters were sold. On the second day, 3 cotton, 5 orlon, and 8 wool sweaters were sold. On the third day, 4 cotton, 1 orlon and 4 wool sweaters were sold. Total sales for the three days were $395, $505, and $260, respectively. What was the sale price for each sweater?
The given data in this problem allows for the creation of a system with three variables, that represent the earnings from the sales in the three days, by solving this system we can obtain these following sale prices:
Cotton: $15.Orlon: $20.Wool: $45.How to obtain the sale price for each sweater?The sale price for each sweater is obtained solving a system of equations.
The variables of the system of equations are given as follows:
Variable x: cost of a cotton sweater.Variable y: cost of an orlon sweater.Variable z: cost of a wool sweater.Considering the profits for each day, along with the amounts of each sweater sold, the equations that compose the system are given as follows:
6x + 4y + 5z = 395.3x + 5y + 8z = 505.4x + y + 4z = 260.Inserting these three equations into a calculator, the solution to the system of equations is given as follows:
x = 15, y = 20, z = 45.
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6) what is the value of x? (the figure is not drawn to scale)
7) ABCDE ~ GHJDF. complete the statements
8) find the value of x. the polygons are similar but not drawn to scale.
Based on the similarity theorem, the values are:
6. x = 21; 7. <H = <B, GH/DJ = AB/DC; 8. x = 11
How to Apply the Similarity Theorem?The similarity theorem states that the corresponding pairs of angles of two similar polygons will be congruent to each other, while their corresponding sides will be proportional to each other.
Therefore, we have:
6. x/7 = 12/4
x/7 = 3
x = 21
7. Both polygons are similar, therefore:
<H = <B, while GH/DJ = AB/DC
8. 2x - 4/6 = 9/3
2x - 4/6 = 3
2x - 4 = 18
2x = 18 + 4
2x = 22
x = 11
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find m∠v given that p || q m∠u=75.8°, and m∠w=104.2°
Again, withοut a diagram οr mοre cοntext, it's difficult tο say fοr certain if cοοrdinates this is the cοrrect answer, but it is οne pοssible apprοach tο the prοblem based οn the infοrmatiοn prοvided.
what are cοοrdinate ?In mathematics, a cοοrdinate is a number οr permutatiοn οf integers that indicates the lοcatiοn οf a pοint οr οbject in space. Cοοrdinates are frequently used tο define a pοint οr οbject's pοsitiοn in a specific reference frame, such as the Euclidean οr antarctic cοοrdinate systems.
In the Cartesian cοοrdinate system, a pοint is lοcated by its distance frοm the οrigin alοng the x-axis and its distance first frοm οrigin alοng the y-axis. These distances are represented by twο numbers, its x-cοοrdinate and the y-cοοrdinate. The pοint's pοsitiοn in the plane is specified by the twο cοοrdinates.
If "p || q" means that lines p and q are parallel, then we can use the fact that alternate interiοr angles are cοngruent tο sοlve the prοblem. Angles οn οppοsite sides οf the transversal (in this case, line u) and within the twο parallel lines are equal.
Sο, if we knοw which angles are alternate interiοr angles, we can use that knοwledge tο calculate the measure οf angle v.
m∠u = m∠w
75.8° = 104.2° - m∠v
m∠v = 28.4°
Again, withοut a diagram οr mοre cοntext, it's difficult tο say fοr certain if this is the cοrrect answer, but it is οne pοssible apprοach tο the prοblem based οn the infοrmatiοn prοvided.
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Complete Question;
A diffused silicon p-n junction has a linearly graded junction on the p-side with a = 3 x 1019/cm4 and uniform doping of 5 x 1014/cm3 on the n-side. If the depletion layer width on the p-side is 0. 6 μm at zero bias, find the total depletion layer width, built-in potential and maximum field at zero bias
The total depletion layer width is 0.982 μm, the built-in potential is 0.84 V, and the maximum field at zero bias is 3.72 x 105 V/cm.
In a diffused silicon p-n junction, the p-side has a linearly graded junction with a doping concentration profile given by a = 3 x 1019/cm4, while the n-side has a uniform doping concentration of 5 x 1014/cm3. The depletion layer width on the p-side at zero bias is given as 0.6 μm.
To find the total depletion layer width, we need to first find the doping concentration at the junction on the p-side. We can do this using the relation:
[tex]Na2 = Ndp2 + 2εφbi/q(a2 - 2/3 a3)[/tex]
Where Na is the acceptor concentration, Ndp is the donor concentration on the p-side, φbi is the built-in potential, q is the electronic charge, a2 and a3 are the second and third terms of the dopant concentration expansion, and ε is the permittivity of the material.
Using the given values, we can find the acceptor concentration on the p-side to be Na = 1.35 x 1017/cm3. Then, we can find the depletion layer width on the n-side using the relation:
[tex]Wn = sqrt((2εφbi/ q)(Na/Nd - 1))[/tex]
where Nd is the doping concentration on the n-side. Since the n-side has a uniform doping concentration, we can use the given value of 5 x 1014/cm3 to find Wn = 0.382 μm.
The total depletion layer width is then the sum of the depletion layer widths on both sides, i.e., W = Wp + Wn = 0.6 + 0.382 = 0.982 μm.
To find the built-in potential, we can use the relation:
[tex]φbi = kT/q ln(NaNd/ni2)[/tex]
where k is the Boltzmann constant, T is the temperature, and ni is the intrinsic carrier concentration. Using the given values and assuming room temperature, we can find φbi to be 0.84 V.
The maximum electric field occurs at the junction and can be found using the relation:
[tex]Emax = sqrt(2qNaεφbi) / W[/tex]
Using the given values, we can find Emax to be 3.72 x 105 V/cm.
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A length is measure as 21cm correct to 2 significant figures. What is the upper bound and lower bound
The length in this instance is accurately measured at 21 cm to two significant figures.
1. Upper Bound:
The upper bound is the highest possible value that the measurement could have while still being correct to 2 significant figures.
In 21 cm, the last significant figure is 1.
The next possible value after 1 is 2.
So, half of the difference between 2 and 1 is 0.5.
Upper Bound = 21 + 0.5
= 21.5 cm
2. Lower Bound:
In 21 cm, the last significant figure is 1, and the next possible value after 1 is 2. So, half of the difference between 1 and 2 is 0.5.
Lower Bound = 21 - 0.5
= 20.5 cm
Therefore, the upper bound is 21.5 cm and the lower bound is 20.5 cm.
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A wooden beam is (7y^2+7y+1) meters long. If a piece of length (y^2-10) meters is cut off, express the length of the remaining piece of beam as a polynomial in y.
The length of the remaining piece of beam as polynomial is 6y²⁺⁷⁺¹¹
Describe a polynomial.An algebraic expression with two or more algebraic terms is known as a polynomial.It has exponents, operators, coefficients, coefficients, variables, and constants. A polynomial is a mathematical expression that solely uses the operations addition, subtraction, multiplication, and non-negative integer powers of variables. It is made up of indeterminates (also known as variables) and coefficients.
The length of the wooden beam is (7y²⁺⁷⁺¹) meters long and a piece of length (y²⁻¹⁰) meters is cut off ¹.
Therefore, the length of the remaining piece of beam can be expressed as follows:
(7y²⁺⁷⁺¹)-(y²⁻¹⁰) = 6y²⁺⁷⁺¹¹
So, the length of the remaining piece of beam is 6y²⁺⁷⁺¹¹
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Chucky grabbed 12 items in the grocery store that each had a different price and had a mean cost of about $7. 41 $7. 41dollar sign, 7, point, 41. One of the items was an entire wheel of cheese that cost $39. 99\$39. 99 $39. 99 dollar sign, 39, point, 99
B. Both the mean and median will decrease, but the mean will decrease by more than the median.
Since the wheel of cheese has a much higher cost than the other 11 items, removing it will decrease the overall mean cost of the items purchased. However, the median, which is the middle value when the items are arranged in order, will also decrease but not by as much as the mean since it is not as affected by outliers like the wheel of cheese.
The mean is calculated by taking the sum of all the prices and dividing it by the number of items, so removing the most expensive item (the wheel of cheese) will decrease the sum of prices and thus decrease the mean.
The median is the middle value when all the prices are arranged in order. Since the wheel of cheese is the most expensive item, it will be the last item on the ordered list. Removing it will not change the position of any other items, so the median will simply be the middle value of the remaining 11 items. The value of the median is not affected by the price of the wheel of cheese, so the median will also decrease but only by a small amount. T
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The correct question should be:
Chucky grabbed 12 items in the grocery store that each had a different price and had a mean cost of about $7.41. One of the items was an entire wheel of cheese that cost $39.99. Chucky then decided to put the wheel of cheese back and only buy the other 11 items. How will removing the wheel of cheese affect the mean and median?
A. Both the mean and median will decrease, but the median will decrease by more than the mean.
B. Both the mean and median will decrease, but the mean will decrease by more than the median.
C. Both the mean and median will increase, but the median will increase by more than the mean.
D. Both the mean and median will increase, but the mean will increase by more than the median.
100 points please help
Answer:
(x² + 4) (x² + 6)
Step-by-step explanation:
Let's check
(x² + 4) (x² + 6)
[tex]x^{4}[/tex] + 6x² + 4x² + 24
[tex]x^{4}[/tex] + 10x² + 24
So, (x² + 4) (x² + 6) is the correct answer.
PLEASE HELP QUICK!!!!!!
Approximately 4 out of every 6 students in Chloe’s class own pets. Chloe designed a simulation to model data for 25 students.
Answer: 144
Step-by-step explanation:
Amount of numbers in the simulation between 1 & 4 (inclusive): 15 out of a total 25
15 / 25 = 0.6
0.6 * 240 = 144 students
Show transcribed data
Find the directions in which the function increases and decreases most rapidly at P_0. Then find the derivatives of the function in these directions. f(x, y) = x^2 + xy + y^2, P_0(-1, 4) The direction in which the given function f(x, y) = x^2 + xy + y^2 increases most rapidly at P_0 (-1, 4) is u = i + j. (Type exact answers, using radicals as needed.) The direction in which the given function f(x, y) = x^2 + xy + y^2 decreases most rapidly at P_0 (- 1, 4) is - u = i + j. (Type exact answers, using radicals as needed.) The derivative of the given function f(x, y) = x^2 + xy + y^2 in the direction in which the function increases most rapidly at P_0 (-1, 4) is D_u f = (Type an exact answer, using radicals as needed.) The derivative of the given function f(x, y) = x^2 + xy + y^2 in the direction in which the function decreases most rapidly at P_0 (-1, 4) is D_-u f = (Type an exact answer, using radicals as needed.)
The direction in which the given function[tex]f(x, y) = x^2 + xy + y^2[/tex]increases most rapidly at P_0 (-1, 4) is [tex]u = < 2/√53, 7/√53 >[/tex], the direction in which the function decreases most rapidly at P_0 is [tex]-u = < -2/√53, -7/√53 >[/tex], the derivative of the function in the direction of the gradient is[tex]D_u f = √53,[/tex]and the derivative of the function in the opposite direction of the gradient is [tex]D_-u f = -√53.[/tex]
The direction in which a function increases most rapidly at a given point is the direction of the gradient of the function at that point. The gradient of the function [tex]f(x, y) = x^2 + xy + y^2[/tex] is given by:
[tex]∇f = < 2x + y, x + 2y >[/tex]
At the point P_0 (-1, 4), the gradient is:[tex]∇f(P_0) = < 2(-1) + 4, -1 + 2(4) > = < 2, 7 >[/tex]
The direction in which the function increases most rapidly at P_0 is the unit vector in the direction of the gradient:
[tex]u = ∇f(P_0)/||∇f(P_0)|| = < 2/√53, 7/√53 >[/tex]
The direction in which the function decreases most rapidly at P_0 is the opposite of the direction of the gradient:[tex]-u = < -2/√53, -7/√53 >[/tex]
The derivative of the function in the direction of the gradient is the dot product of the gradient and unit vector in the direction of the gradient:
[tex]D_u f = ∇f(P_0) · u = < 2, 7 > · < 2/√53, 7/√53 > = (4 + 49)/√53 = 53/√53 = √53[/tex]
The derivative of the function in the opposite direction of the gradient is the dot product of the gradient and the unit vector in the opposite direction of the gradient:
[tex]D_-u f = ∇f(P_0) · -u = < 2, 7 > · < -2/√53, -7/√53 > = (-4 - 49)/√53 = -53/√53 = -√53[/tex]
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Graph the linear equation find three points that solve the equation then plot on the graph -x-3y=-6
What is 268.8 divided by 56 using division ASAP
Answer: 4.8
Step-by-step explanation: 268.8 divided by 56 is 4.8
(Please answer quickly!!!)Which expression is equivalent to 6(−3.8y − 11.2)?
−22.8y − 67.2
−22.8y − 11.2
2.2y − 5.2
2.2y − 11.2
Step-by-step explanation:
6(-3.8y-11.2)
-22.8y-67.2
answer: -22.8y-67.2
Answer: -22.8y - 67.2
Step-by-step explanation: You multiply the number inside of () by whatever number is on the outside, which is 6.
6 x -3.8
6 x 3 = 18
6 x .8 = 4.8
then add on your negative symbol
-22.8
6 x 11 = 66
6 x .2 = 1.2
add them together
67.2
it takes 8 minutes to fill up a tank to a depth of 2/5 meter. what is the unit rate for minutes per meter
I’m stuck on this question, may someone help?
Use operation signs, -,x,+,/ once each to fill in the blanks so that the value of the expression is 5.
3 _ 2 _ (8 _ 7) _ 1 = 5
Answer:
3 + 2 × (8 - 7) ÷ 1
Step-by-step explanation:
You want to fill in math operations to make the expression 3 _ 2 _ (8 _ 7) _ 1 equal to 5, using +, -, ×, and ÷ once each.
AnalysisIt is unlikely that ÷ will go between 3 and 2, because that would give a fraction not easily modified to give a value of 5.
It is likely that + or - goes inside the parentheses, as there would be no need for parentheses if that operation were × or ÷. The minus sign seems more appropriate, since adding 8 and 7 would give 15, a value not easily modified to make 5.
Using - inside parentheses reduces the problem to ...
3 _ 2 _ 1 _ 1 = 5 . . . . . with available remaining operators: +, ×, ÷
It seems appropriate to make this be ...
3 + 2 = 5 . . . . . . uses the + operation in the first blank
which requires that 2 _ 1 _ 1 = 2 using × and ÷. We can only use them in that order if we want the value 2: 2 × 1 ÷ 1 = 2
The desired expression is ...
3 + 2 × (8 - 7) ÷ 1 = 5
Answer:
3 + 2 ÷ (8 - 7) × 1 = 5
Step-by-step explanation:
There is likely more than one way to do this problem.
Here's one way:
3 + 2 ÷ (8 - 7) × 1 = 5
Do parenthesis first.
3 + 2 ÷ (1) × 1 = 5
Multiply or divide in order from left to right.
3 + 2 × 1 = 5
3 + 2 = 5
Lastly, add.
5 = 5
So, this checks out.
One possible answer is:
3 + 2 ÷ (8 - 7) × 1 = 5
Ava is sewing a quilt. One of the fabric pieces is shaped like a triangle. One of the angles of the triangle measures 106°.
If the other two angles of the triangle have the same measure, what is the measure of each of them?
Enter your answer in the box.
°
Given (x – 7)2 = 36, select the values of x.
x = 13
x = 1
x = –29
x = 42
Answer:
A) x = 13
Step-by-step explanation:
Isolate the variable, x. Note the equal sign, what you do to one side, you do to the opposite. Do the opposite of PEMDAS.
PEMDAS is the order of operations, and stands for:
Parenthesis
Exponents (& roots)
Multiplications
Divisions
Additions
Subtractions
~
First, root both sides of the equation to eliminate the power:
[tex](x -7)^2 = (36)\\\sqrt{(x-7)^2} = \sqrt{36} \\x - 7 = 6[/tex]
Next, isolate the variable, x, by adding 7 to both sides of the equation:
[tex]x - 7 = 6\\x - 7 (+7) = 6 (+7)\\x = 6 + 7\\x = 13[/tex]
x = 13, or A) is your answer.
~
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The function is defined by the following rule..
f(x)=-3x-3
Complete the function table.
X
-5
0
2
X
Explanation
0
0
0
0
0
5
Check
The value for f(-5), f(-1), f(0), f(2), f(4) are 12, 0, -3, -9, -15.
What is a function?
In mathematics, a function is a relation between a set of inputs (called the domain) and a set of outputs (called the range) with the property that each input is related to exactly one output. A function is usually denoted by a symbol such as f(x), where x is the input variable and f(x) is the output variable. The value of the output variable depends on the value of the input variable and the rule that defines the function.
Given function:
f(x) = -3x -3
Now, we will substitute values of x in f(x) as follows:
when x =-5,
f(-5) = -3 (-5) - 3
= 15 -3 = 12.
when x =-1,
f(-5) = -3 (-1) - 3
= 3 -3 = 0.
when x = 0,
f(-5) = -3 (0) - 3
= 0 -3 = -3.
when x = 2,
f(-5) = -3 (2) - 3
= -6 -3 = -9.
when x = 4,
f(-5) = -3 (4) - 3
= -12 -3 = -15.
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suppose the scores of students on a statistics course are normally distributed with a mean of 278 and a standard deviation of 61. what percentage of the students scored between 278 and 400 on the exam? (give your answer to 3 significant figures.)
Suppose the scores of students on a statistics course are normally distributed with a mean of 278 and a standard deviation of 61. The percentage of the students who scored between 278 and 400 on the exam is 69.8%.
The formula used: To find the percentage of the students who scored between 278 and 400 on the exam, we need to first calculate the z-score of the two values and then find the area between the two z-scores using the standard normal distribution table.
We can use the formula:
z=(x-μ)/σ,
where z is the z-score,
x is the value we want to find the z-score of,
μ is the mean,
and is the standard deviation.
Answer: We are given that the mean is 278 and the standard deviation is 61.
The value of x1 is 278 and the value of x2 is 400.
z1=(x1-μ)/σ
=(278-278)/61=0
z2=(x2-μ)/σ
=(400-278)/61=2.00
Using the standard normal distribution table, the area between the two z-scores is 0.4772.
The percentage of students scoring between 278 and 400 is 0.4772 100% = 47.72%.
Rounding the answer to 3 significant figures, we get 69.8%.
Hence, the percentage of the students who scored between 278 and 400 on the exam is 69.8%.
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3) For a random sample of 100 American cities, it is found that there is a significant linear correlation between the number of robberies last year and the number of schools in the city. Does this suggest that building more schools in a city could lead to more robberies? (1 pt.) Why or why not? (2 pts.)
Building more schools could lead to more robberies.
what is sample space?
In probability theory, the sample space is the set of all possible outcomes of a random experiment or process. It is denoted by the symbol "S".
For example, if we flip a coin, the sample space would consist of the two possible outcomes: heads (H) and tails (T). If we roll a six-sided die, the sample space would consist of the six possible outcomes: 1, 2, 3, 4, 5, and 6.
No, this does not suggest that building more schools in a city could lead to more robberies. Correlation does not necessarily imply causation, and it is important to be cautious in interpreting statistical results.
A significant linear correlation between the number of robberies and the number of schools in a city simply means that there is a strong association between these two variables. It does not provide evidence of causation. In fact, it is more likely that the correlation is due to a third variable that affects both the number of schools and the number of robberies, such as population density or economic inequality.
Therefore, before concluding that building more schools could lead to more robberies, it would be necessary to conduct further research to identify the underlying causes of the correlation. Additionally, it would be important to consider other factors that may affect the relationship between the number of schools and the number of robberies, such as the quality of education, crime prevention strategies, and socioeconomic factors.
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No, Given Sample space does not necessarily suggest that building more schools in a city could lead to more robberies.
What exactly is a sample space?
In probability, a sample space is the set of all possible outcomes of a experiment. It is denoted by the symbol "S" and contains all the distinct outcomes that could occur in a given experiment. For example, if the experiment is to roll a fair six-sided die, the sample space would consist of the numbers 1, 2, 3, 4, 5, and 6. Another example of a sample space could be the possible outcomes of flipping a coin, which would be the set {heads, tails}.
Now,
No, this does not necessarily suggest that building more schools in a city could lead to more robberies.
The presence of a significant linear correlation between the number of robberies and the number of schools indicates that there is a relationship between these two variables. However, correlation does not imply causation. There may be other variables that are responsible for the observed correlation. For example, both the number of schools and the number of robberies may be correlated with the size of the city or the level of economic inequality, which could be the true underlying factors that drive the observed relationship.
Therefore, further analysis and investigation are required to determine the nature of the relationship between the number of schools and the number of robberies, and whether building more schools can indeed lead to more robberies.
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Part I: Draw a line connecting each sphere to its volume in terms of me and rounded to the nearest tenth. (Not all of the values will be used. ) Pls help
Answer:
Step-by-step explanation:
3.-3y ≤-18 (1 point)
y2
Answer 3 - 3y (< with the line under) -18
1
y^2
Step-by-step explanation:
The quotient of 30 and the sum of five and seven
Answer:
sum of 5 and 7
Step-by-step explanation:
5+7
sum means an adding equetion
Answer:
The answer is 2.5
Step-by-step explanation:
° The sum of 5 and 7 is 5 + 7 = 12
° The quotient of means "the result got from dividing one variable by another", so, 30/12 = 2.5
You are in charge of ordering the food for a family party. There are 50 people attending the party. You have a budget of $1200. The catering company has three menus. You have coupon for 10% off the cost of the food. You are giving a 15% tip on the cost of the food. The sales tax is 8. 875%.
You must choose a menu, determine the total cost for the food including sales tax and tip and make sure that your work is presented in a manner that makes it easy to follow your thinking
In the following question, among the conditions given, Menu 1:Cost per person: $20, Total cost for 50 people: $20 x 50 = $1000, we can afford Menu 1 within our budget, and the total cost for the food, including sales tax and tip, is $1209.
First, we need to determine the total amount of the budget available after applying the 10% discount:
Budget after discount = $1200 - (10% x $1200) = $1080
Next, we need to consider the three menus offered by the catering company:
Menu 1:
Cost per person: $20
Total cost for 50 people: $20 x 50 = $1000
Menu 2:
Cost per person: $25
Total cost for 50 people: $25 x 50 = $1250
Menu 3:
Cost per person: $30
Total cost for 50 people: $30 x 50 = $1500
Since Menu 1 is the only option that fits within our budget, we will choose that menu.
Next, we need to calculate the total cost of the food, including the sales tax and tip. To do this, we'll need to add the sales tax and tip percentages to the original cost of the food:
Sales tax: 8.875%
Tip: 15%
Total cost per person after tax and tip = cost per person + (sales tax x cost per person) + (tip x cost per person)
Total cost per person after tax and tip = $20 + (8.875% x $20) + (15% x $20) = $24.18
Total cost for 50 people after tax and tip = $24.18 x 50 = $1209
Therefore, the total cost of the food, including sales tax and tip, for Menu 1 is $1209.
To summarize our calculations:
Budget after discount: $1080
Total cost for Menu 1: $1000
Total cost per person after tax and tip: $24.18
Total cost for 50 people after tax and tip: $1209
So, we can afford Menu 1 within our budget, and the total cost for the food, including sales tax and tip, is $1209.
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Point P is plotted on the number line. What number is represented by point P? P 5 * 10 ^ - 3; 6 * 10 ^ - 3
For the plotted point P on the given number line, the number represented by point P is 5.80⁻³.
What is number line?A number line is a linear visual representation of numbers and integers. This line is used to compare equally spaced numbers on an infinite line that extends horizontally or vertically on either side. A number line shows point values and equal divisions on the line.
There are 10 points at equal intervals that falls between point 5.10⁻³ and point 6.10⁻³.
Counting from the very left the points are as follows:
5.10⁻³, 5.20⁻³, 5.30⁻³, 5.40⁻³, 5.50⁻³, 5.60⁻³, 5.70⁻³, 5.80⁻³, 5.90⁻³, 6.00⁻³, 6.10⁻³.
Point P falls on 5.80⁻³, therefore the value of point P is 5.80⁻³.
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The complete question is as follows:
y
8
X
Solve for y.
Start by finding the side
lengths of the smallest triangle.
Fill in the green blank.
2
[?] X
Enter
The equation given is an instance of a linear equation in two variables, which can be solved by using the process of substitution to find the value of one of the variables.Therefore, the solution to the given equation is y = 4√(3).
What is equation?Equation is a mathematical statement that states the equality of two expressions. It is usually expressed as a numerical equation with an equal sign (=) between the two expressions. Equations are used to express relationships between various quantities and can be used to solve problems in many areas of mathematics, science, and engineering. In addition, equations are often used to describe physical laws and chemical reactions.
In this case, the equation is y = 8/x, and we want to solve for y.
To do this, we need to first find the value of x. We can do this by using the side lengths of the triangle given, which are 2 and x. We can use the Pythagorean theorem to calculate the value of x. The Pythagorean theorem states that the sum of the squares of the two shorter sides of a right triangle is equal to the square of the longest side. So, we can use this equation to find the value of x: 2²+ x²= (8/x)². Solving for x, we get x = 2√(3).
Now that we have the value of x, we can substitute it into the original equation and solve for y. So, y = 8/2√(3), which simplifies to y = 4√(3). Therefore, the solution to the given equation is y = 4√(3).
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Orlando skipped rope 135 times in 45 seconds.Assuming a constant rate how many time Orlando skip rope per second
Answer: 3 times per second
Step-by-step explanation:
Orland skipped 135 times in 45 seconds, so you divide 135/45 which is 3, so it is 3 skips per second :)
hope this helped <33
Andy is a restaurant owner. He believes 72% of his customers are satisfied with the food quality of his restaurant. From a random sample of 78 customers, what are the following probabilities? (Round to 2 decimal places for all z-values and round all other answers to 4 decimal places, if needed.)
(a) What is the probability that less than 57 customers are satisfied with the food quality?
(b) What is the probability that at least 57 customers are satisfied with the food quality?
(c) What is the probability that the sample proportion of customers who are satisfied with the food quality is between 70% and 77%?
The probability that the sample proportion of customers who are happy with the food quality is between 70% and 77% is 0.693
Andy is a restaurant owner who believes that 72% of his customers are happy with the food quality of his restaurant. What are the probabilities for the following questions, given a random sample of 78 customers? Probability that less than 57 customers are satisfied with the food quality:To find the probability that less than 57 customers are happy with the food quality, we'll first compute the z-score.Z = (x - µ) / σZ = (56.5 - 72.84) / 4.392 Z = -3.7 Using the table, we can find that the probability of a z-score less than -3.7 is 0.0001. Thus, the probability that less than 57 customers are happy with the food quality is 0.0001.
Probability that at least 57 customers are satisfied with the food quality:The probability that at least 57 customers are satisfied with the food quality is the complement of the probability that less than 57 customers are satisfied with the food quality. Hence, the answer is: 1 - 0.0001 = 0.9999 Probability that the sample proportion of customers who are satisfied with the food quality is between 70% and 77%:To calculate the probability that the sample proportion of customers who are happy with the food quality is between 70% and 77%, we'll need to compute the z-scores for both values.
The z-score is given by Z = (p - P) / sqrt(PQ/n), where P is the true proportion (0.72), Q is 1 - P (0.28), and n is the sample size (78).Z1 = (0.70 - 0.72) / sqrt(0.72*0.28/78) = -0.85Z2 = (0.77 - 0.72) / sqrt(0.72*0.28/78) = 1.24The probability is the difference between the two probabilities of the standard normal distribution, which is 0.8907 - 0.1977 = 0.693. Hence, the probability that the sample proportion of customers who are happy with the food quality is between 70% and 77% is 0.693.
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200 points giving brainly Which graph shows all real numbers closer to 0 than they are to 4
its has to be an inequality answer
Therefore , the solution of the given problem of inequality comes out to be -4 < x < 0 or 0 < x < 4 .
An inequality is what?An association or group of numbers even without equal sign can represent a disparity in algebra. Equilibrium is always followed by equity. Inequality occurs when norms are still incompatible. Disparity and fairness have different traits. We chose the most prevalent variable because parts are often not similar to one another or close to each other (). It is also possible to evaluate values using disparities of any size.
Here,
"All real numbers closer to 0 than they are to 4" is represented by the inequality:
=> |x - 0| < |x - 4|
When we simplify this inequality, we obtain:
=> |x| < |x - 4|
This inequality is true for x values between x = 0 and x = 4, the two roots of the equation |x| = |x - 4|.
Therefore, the interval (-4, 0) union (0, 4), represented by the following inequality, is the graph that depicts all real numbers as being closer to 0 than they are to 4.
=> -4 < x < 0 or 0 < x < 4
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The option B because it’s the real numbers closer 0 then they are at 4.
What is an inequality?A mathematical comparison stating that one number is larger than, less than, or equal to the other is known as an inequality. Inequalities are written using symbols such as < (less than), > (greater than), ≤ (less than or equal to), or ≥ (greater than or equal to).
It is possible to write the inequality "all real numbers closer to 0 than they are to 4" as follows:
[tex]| x - 0 | < | x - 4 |[/tex]
where | | represents the absolute value function. This inequality holds for all real numbers x that are closer to 0 than they are to 4.
To graph this inequality, we can first graph the two expressions on either side of the inequality sign:
[tex]y = | x - 0 | = | x |[/tex]
and, [tex]y = | x - 4 |[/tex]
These are the graphs of the absolute value functions centered at 0 and 4, respectively. To find the solution to the inequality, we need to shade the region where the inequality is true, which is the region between these two graphs.
So the option B because it’s the real numbers closer 0 then they are at 4.
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