Given:
Cost of a CD = $14.50
Markup =30%
If markup 30% then:
[tex]\begin{gathered} =\frac{130}{100} \\ =1.3 \end{gathered}[/tex]So the cost is:
[tex]\begin{gathered} =1.3\times14.50 \\ =18.85 \end{gathered}[/tex]markup cost is 18.85
I haven’t got a clue about what it is or what to do
EXPLANATION
Rotating the shape , give us the third shape form.
During a Super Bowl day, 19 out of 50 students wear blue-colored jersey upon entering the campus. If there are 900 students present on campus that day, how many students could be expected to be wearing a blue-colored jersey? T T
I need you to make a problem and solve it on the side and explain how explain it I’m making a practice test and I can show you examples of how I did the others This are the topics you can choose fromTopic 1: is the relation a function- domain and range Topic 2: zero is of a function
For topic (1), we have the following question:
Which of the following is a function: y=x² or x=y²?
Identify domain and range of each equation.
We can identify a given relation if it is a function or not by identifying the number of possible values of y.
The equations below are both relations.
[tex]y=x^2\text{ and }x=y^2[/tex]However, only one of them is a function.
For the first equation, note that for each value of x, there is only one value of y. Some of the points on the equation are as follows.
[tex]\begin{gathered} x=-2 \\ y=x^2^{} \\ y=(-2)^2=4 \\ \\ x=0 \\ y=x^2 \\ y=0^2=0 \\ \\ x=2 \\ y=x^2 \\ y=2^2 \\ y=4 \end{gathered}[/tex]Thus, the equation passes through the following points.
[tex](-2,4),(0,0),(2,4)[/tex]Notice that no value of x is repeated. Therefore, the given relation is a function.
We can also determine it using graphs. The image below is the graph of the first equation.
If we test it using the vertical line test, no vertical line can pass through the graph twice. Therefore, it shows that the equation is a function.
On the otherhand, the other equation is not a function. This is because when we substitute -2 and 2 to the value of y, we will have the same value of x, which is equal to 4.
[tex]\begin{gathered} y=-2^{} \\ x=y^2 \\ x=(-2)^2=4 \\ \\ y=2 \\ x=y^2^{} \\ x=2^2=4 \end{gathered}[/tex]Since there are two values of y for only one value of x, the equation must not be a function.
To illustrate this using its graph, we can notice that the vertical line below passes through two points on the graph when x=4.
Therefore, the second equation is not a function.
As for the domain and range, we can obtain it from both graphs.
The domain the set of all possible values of x. Thus, for the first equation, since it extends indefinitely to the left and right, the domain must be from negative infinity to positive infinity.
[tex]D_1\colon(-\infty,\infty)[/tex]On the otherhand, since the second equation extends indefinitely to the right from 0, the domain must be from 0 to positive infinity, inclusive.
[tex]D_2\colon\lbrack0,\infty)[/tex]As for the range, it is the set of all possible values of y.
Thus, for the first equation, since the graph extends indefinitely upwards from 0, the range must be from 0 to positive infinity, inclusive.
[tex]R_1\colon\lbrack0,\infty)[/tex]On the otherhand, the graph of the second equation extends indefinitely upwards and downwards. Thus, its range must be from negative infinity to positive infinity.
[tex]R_2\colon(-\infty,\infty)[/tex]To summarize, here are the questions and the answers for each question.
Which of the following is a function: y=x² or x=y²?
Answer: y=x²
Identify domain and range of each equation.
Answer:
For y=x²:
[tex]\begin{gathered} D\colon\text{ (-}\infty,\infty\text{)} \\ R\colon\lbrack0,\infty) \end{gathered}[/tex]For x=y²:
[tex]\begin{gathered} D\colon\lbrack0,\infty) \\ R\colon(-\infty,\infty) \end{gathered}[/tex]If the correlation coefficient is 1, then the relation is a __________________.perfect positive correlationperfect negative correlationweak negative correlationweak positive correlation
Given:
The correlation coefficient is 1.
Required:
What type of correlation is it?
Explanation:
A coefficient of -1.0 indicates a perfect negative correlation, and a correlation of 1.0 indicates a perfect positive correlation.
Answer:
Hence, correlation coefficient is 1 then relation is perfect positive correlation.
The speedometer on Leona's car shows the speed in both miles per hour and kilometers per hour. Using 1.6 km as the equivalent for 1 mi, find the mile per hour rate that is equivalent to 40 kilometers per hour.
To find the mile per hour rate equivalent to 40 km per hour, let's convert 40km to miles using the given equivalence in the question.
[tex]\begin{gathered} 1.6\operatorname{km}=1mi \\ 40\operatorname{km}\times\frac{1mi}{1.6\operatorname{km}}=\frac{40\operatorname{km}mi}{1.6\operatorname{km}}=25mi \end{gathered}[/tex]Therefore, 40 km = 25 miles.
The mile per hour rate equivalent to 40km per hour is 25 miles per hour.
help please A sandwich shop has three kinds of bread, seven types of meat, and four types of cheese. How many different sandwiches can be made using one type of bread, one meat, and one cheese?
Types of combinations of
Bread, Meat , CHeese
How many combinations of B M CH can be made.
There are 3, 7 and 4 types of food , respectively
Made a tree of possibilities
Then, for every 3 , there are 7 possibilities. Multiply both
3 x 7 = 21
And for every 7 , there are 4 possibilities . Multiply then
3x 7 x 4 = 84 possible type of sandwiches
I’m not sure how to graph the equation and not sure what it means by “interpret”
(a) Graphing the equation
(i) let x = 0 ; then
y = -0.05 (0) +16
∴ y = 16
Point 1 = ( 0;16 )
(ii) let y = 0 , then
0 = -0.05x +16
0.05x = 16
x = 16 /0.05
∴ x = (320 )
point 2 = ( 320; 0 )
The graph of the line ( y = -0.05x+16) will then be as follows :
(b) Interpret the x and y intercept :{To interpret means to explain in details or translate in writing the meaning of the values of x and y . }
• x represents the number of miles travelled
,• y represents gasoline used i gallons
Interpretation:
• when ,x is 0 miles, , the ,gasoline ,is sitting at, 16 gallons.,( this might be the initial stage of travelling)
,• however, when the, person has travelled 320 miles,, all gasoline is ,completly used up and sits at 0 gallons, .( this might be the end stage of travelling)
Using the priority list T1, T6, T2, T7, T8, T5, T4, T3, Tg, schedule the project below with two processors.Tasks that must be completed firstTime Required34TaskT1T2T3T4T5T6T7T8T9423481111T1, T2T2T2, T3T4, T5T5, T6T6Task 6 is done by Select an answer starting at timeTask 8 is done by Select an answer starting at timeThe finishing time for the schedule is
Firstly, let's make a diagram of prerequisites:
Comment: The number within parenthesis denotes the time required to complete the corresponding task.
Now, let's make our schedule based upon the priority list:
[tex]T_1,T_6,T_2,T_7,T_8,T_5,T_4,T_3,T_9[/tex]First, we need to know which are the ready tasks (tasks without prerequisites). By the diagram is clear that they are T_1, T_2, and T_3. Then, we need to look at their priority in the priority list. Between them, T_1 has the greatest urgency; this implies that it must be the first in processor 1 (P1). Now, in terms of urgency, T_2 follows T_1; let's assign it to the second processor (P2).
Comment: In the priority list, T_6 is before T_2, but we can't assign it now for it has prerequisites that have not been completed.
After three seconds, the first processor will be free. Let's check the (new) ready tasks having completed T_1. Note that T_1 doesn't unlock any task by itself. Then, the unique ready task now is T_3; let's assign it to the first processor. By similar reasoning, after four seconds the second processor will be free, and we're going to assign T_5 to it... AND SO ON.
I'm going to finish the schedule following these reasonings, and after that, we're going to discuss the answer to the questions.
Over which interval(s) is the function decreasing?A) -4 < x < 3B) -0.5 < x < ∞C) -∞ < x < -0.5D) -∞ < x < -4
In the interval where the function is decreasingcreasing, the input or x values increase as the output or y values decrease. Looking at the graph, moving from the left to the right, the values of x are increasing whie the values of y are decreasing. This trend continued till we got to x = 0.5. Thus, in the interval from negative infinity to x = - 0.5, the function was decreasing.
The correct option is C
find the sum.(7-b) + (3) +2 =
drag the location of each ordered pair after a reflection over the x axis stated. then, drag the correct algebraic representation of the reflection to the white box. answer choices: (y, x), (-2,-6),(x,-y),(-3,-2),(5,8),(-5,-8),(-x, y),(-6,-6),(-6,-1),(2,-6),(6,-1),(3,2),(-x, -y),(-7,-2),(6,-6),(7,2)
Reflection over the x-axis transform the point (x, y) into (x, -y)
Applying this rule to the vertex of the triangle ABC, we get:
A(-6, 6) → A'(-6, -6)
B(-2, 6) → B'(-2, -6)
C(-6, 1) → C'(-6, -1)
Algebraic representation: (x, -y)
Si A = 5x 2 + 4 x 2 - 2 (3x2), halla su valor numérico para x= 2.
Based on the calculations, the numerical value of A is equal to 12.
How to determine the numerical value of A?In this exercise, you're required to determine the numerical value of A when the value of x is equal to 2. Therefore, we would evaluate the given equation based on its exponent as follows:
Numerical value of A = 5x² + 4x² - 2(3x²)
Numerical value of A = 5(2)² + 4(2)² - 2(3 × (2)²)
Numerical value of A = 5(4) + 4(4) - 2(3 × 4)
Numerical value of A = 20 + 16 - 24
Numerical value of A = 36 - 24
Numerical value of A = 12
Read more on exponent here: brainly.com/question/25263760
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Complete Question:
If A = 5x² + 4x² - 2(3x²), find its numerical value for x = 2.
3. In one linear function, when you subtracteach y-coordinate from the x-coordinate,the difference is 3. If the x-coordinate isnot greater than 10 and the y-coordinateis a positive whole number, how manyordered pairs are there?
Problem
3. In one linear function, when you subtract each y-coordinate from the x-coordinate, the difference is 3. If the x-coordinate is not greater than 10 and the y-coordinate is a positive whole number, how many ordered pairs are there?
Solution
Here are the conditions
x- y= 3
x <10
y >0
And then we have these as possible answers:
4-1 =3
5-2= 3
6-3=3
7-4=3
8-5=3
9-6=3
Then the total possible pairs are: 6
Question 3 of 14What are the factors of the product represented below?TILESX2 X2 X2 X2X X X XA. (2x + 1)(4x + 3)B. (4x + 2)(3x + 1)C. (8x + 1)(x+2)D. (4x + 1)(2x + 3)
Hi!
To solve this exercise, we can analyze the sides of this rectangle, which indicate the size of each side.
Let's do it:
On the superior side, we have: x+x+x+x+1, which means 4x+1, right?
On the left side, we have: x+x+1+1+1, or 2x+3
So, we can say that the factors of this rectangle are (4x+1)*(2x+3), last alternative.
The employees in a firm earn $8.50 an
hour for the first 40 hours per week, and
1.5 times the hourly rate for any hours
worked over 40. How much does an
employee who works 52 hours in one
week eam?
Using mathematical operations, we know that the salary of a person working for 52 hours a week will be $493.
What are mathematical operations?An operation is a function in mathematics that transforms zero or more input values into a clearly defined output value. The operation's arity is determined by the number of operands. The rules that specify the order in which we should solve an expression involving multiple operations are known as the order of operations. PEMDAS stands for Parentheses, Exponents, Multiplication, Division, and Addition Subtraction (from left to right).So, the amount earned by a person who works 52 hours a week:
Salary if a person works for 40 hours: $8.50 per hourSalary if a person works for more than 40 hours: 1.5 times $8.50 per hour that is, 8.50 × 1.5 = $12.75 per hour.So, if a worker works for 52 hours, his salary will be:
52 - 40 = 12 Hours40 × 8.50 = $34012 × 12.75 = $153Sum: $493Therefore, using mathematical operations, we know that the salary of a person working for 52 hours a week will be $493.
Know more about mathematical operations here:
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Determine the measure of ∠BFE.Question options:1) 112°2) 111°3) 69°4) 224°
We apply tangent-tangent theorem:
[tex]\begin{gathered} one\text{ tangeht = 9} \\ 2nd\text{ tangent = 2x - 1} \end{gathered}[/tex]The tangent segement from the same external points are congruent:
[tex]9\text{ = 2x - 1}[/tex][tex]\begin{gathered} Add\text{ 1 to both sides:} \\ 9\text{ + 1 = 2x} \\ 10\text{ = 2x} \\ \text{divide both sides by 2:} \\ \frac{10}{2}\text{ = }\frac{2x}{2} \\ x\text{ = 5} \end{gathered}[/tex]Which equation represents the values in the table? x–1012y–13711A.y = 4x + 3B.y = −x − 1C.y = 3x − 1D.y = 1/4x − 3/4
We know it's a linear function, which is like
[tex]f(x)=mx+b[/tex]We can find the slope "m" of the linear function doing
[tex]m=\frac{y_2-y_1}{x_2-x_1}[/tex]There the points x₂, x₁, y₂ and y₁ we can take what's more convenient for us, just be careful, if you do x₁ = 0, you must take the correspondent y₁, the value of y on the same column, therefore y₁ = 3, for example.
I'll do x₁ = 0 which implies y₁ = 3 and x₂ = 1 which implies y₂ = 7. Therefore
[tex]\begin{gathered} m=\frac{7_{}-3}{1_{}-0_{}} \\ \\ m=\frac{7_{}-3}{1_{}}=4 \end{gathered}[/tex]Therefore the slope is m = 4, then
[tex]y=4x+b[/tex]To find out the "b" value we can use the fact that when x = 0 we have y = 3, therefore
[tex]\begin{gathered} y=4x+b \\ \\ 3=4\cdot0+b \\ \\ 3=b \\ \end{gathered}[/tex]Then b = 3, our equation is
[tex]y=4x+3[/tex]The correct equation is the letter A.
Find a degree 3 polynomial that has zeros -2,3 and 6 and in which the coefficient of x^2 is -14. The polynomial is: _____
Given:
The zeros of degree 3 polynomial are -2, 3 , 6.
The coefficient of x² is -14.
Let the degree 3 polynomial be,
[tex]\begin{gathered} p(x)=(x-x_1)(x-x_2)(x-x_3) \\ =(x-(-2))(x-3)(x-6) \\ =\mleft(x+2\mright)\mleft(x-3\mright)\mleft(x-6\mright) \\ =\mleft(x^2-x-6\mright)\mleft(x-6\mright) \\ =x^3-x^2-6x-6x^2+6x+36 \\ =x^3-7x^2+36 \end{gathered}[/tex]But given that, coefficient of x² is -14 so, multiply the above polynomial by 2.
[tex]\begin{gathered} p(x)=x^3-7x^2+36 \\ 2p(x)=2(x^3-7x^2+36) \\ =2x^3-14x^2+72 \end{gathered}[/tex]Answer: The polynomial is,
[tex]p(x)=2x^3-14x^2+72[/tex]In 2011, an earthquake in Chile measured 8.3 on the Richter scale. How many times more intense was thisearthquake then than the 2011 earthquake in Papa, New Guinea that measured 7.1 on the Richter scale? Roundthe answer to the nearest integer.
SOLUTION:
Step 1:
In this question, we are given that:
In 2011, an earthquake in Chile measured 8.3 on the Richter scale. How many times more intense was this earthquake then than the 2011 earthquake in Papa, New Guinea that measured 7.1 on the Richter scale?
Round the answer to the nearest integer.
Step 2:
From the question, we are to use this formula:
Now, we have that:
[tex]\begin{gathered} M_2-M_1=\log (\frac{I_2}{I_1}) \\ \text{where M}_2=\text{ 8.3} \\ \text{and} \\ M_1=\text{ 7. 1} \end{gathered}[/tex]Hence, we have that:
[tex]\begin{gathered} \text{8. 3 - 7. 1 = log ( }\frac{I_2}{I_1}) \\ 1.2=log_{10}\text{ (}\frac{I_2}{I_1}) \\ (\frac{I_2}{I_1})\text{ = }10^{1.2} \end{gathered}[/tex]CONCLUSION:
The final answer is:
[tex](\frac{I_2}{I_1})=10^{1.\text{ 2}}[/tex]The table below shows the probability distribution of students in a highschool with 1500 students. What is the expected value for the ageof arandomly chosen student?Age131415161718Probability.0.010.250.300.280.150.01A. 15.28B. 15.64C. 15.34D. 15.36
Solution
We are required to determine the expected value of the given distribution
The formula for expected value is shown below
Thus,
[tex]\begin{gathered} Expected\text{ value =13\lparen0.01\rparen+14\lparen0.25\rparen+15\lparen0.30\rparen+16\lparen0.28\rparen+17\lparen0.15\rparen+18\lparen0.01\rparen} \\ = \end{gathered}[/tex][tex]=0.13+3.5+4.5+4.48+2.55+0.18[/tex][tex]=15.34[/tex]The correct option is C
a mother duck lines her 8 ducklings up behind her. in how many ways can the ducklings line up?
In position one, we can have any of the 8 ducks
In position two, we can have 7 ducks, since one has to occupy position one
and so on
then, we have:
[tex]8\cdot7\cdot6\cdot5\cdot4\cdot3\cdot2\cdot1=8![/tex]the factorial of 8 is 40320
Growth Models 19515. In 1968, the U.S. minimum wage was $1.60 per hour. In 1976, the minimum wagewas $2.30 per hour. Assume the minimum wage grows according to an exponentialmodel where n represents the time in years after 1960.a. Find an explicit formula for the minimum wage.b. What does the model predict for the minimum wage in 1960?c. If the minimum wage was $5.15 in 1996, is this above, below or equal to whatthe model predicts?
In general, the exponential growth function is given by the formula below
[tex]f(x)=a(1+r)^x[/tex]Where a and r are constants, and x is the number of time intervals.
In our case, n=0 for 1960; therefore, 1968 is n=8,
[tex]\begin{gathered} f(8)=a(1+r)^8 \\ \text{and} \\ f(8)=1.6 \\ \Rightarrow1.6=a(1+r)^8 \end{gathered}[/tex]And 1976 is n=16
[tex]\begin{gathered} f(16)=a(1+r)^{16} \\ \text{and} \\ f(16)=2.3 \\ \Rightarrow2.3=a(1+r)^{16} \end{gathered}[/tex]Solve the two equations simultaneously, as shown below
[tex]\begin{gathered} \frac{1.6}{(1+r)^8}=a \\ \Rightarrow2.3=\frac{1.6}{(1+r)^8}(1+r)^{16} \\ \Rightarrow2.3=1.6(1+r)^8 \\ \Rightarrow\frac{2.3}{1.6}=(1+r)^8 \\ \Rightarrow(\frac{2.3}{1.6})^{\frac{1}{8}}=(1+r)^{}^{} \\ \Rightarrow r=(\frac{2.3}{1.6})^{\frac{1}{8}}-1 \\ \Rightarrow r=0.0464078 \end{gathered}[/tex]Solving for a,
[tex]\begin{gathered} r=0.0464078 \\ \Rightarrow a=\frac{1.6}{(1+0.0464078)^8}=1.113043\ldots \end{gathered}[/tex]a) Thus, the equation is
[tex]\Rightarrow f(n)=1.113043\ldots(1+0.0464078\ldots)^n[/tex]b) 1960 is n=0; thus,
[tex]f(0)=1.113043\ldots(1+0.0464078\ldots)^0=1.113043\ldots[/tex]The answer to part b) is $1.113043... per hour
c)1996 is n=36
[tex]\begin{gathered} f(36)=1.113043\ldots(1+0.0464078\ldots)^{36} \\ \Rightarrow f(36)=5.6983\ldots \end{gathered}[/tex]The model prediction is above $5.15 by $0.55 approximately. The answer is 'below'
5) Find the volume of the cylinder whose radius is 10in and height is 20in.V-π r 2 h
what is a youth group that
(3+ 1i) (2 - 2i)
open the parenthesis
3(2 - 2i) + 1i(2 - 2i) (note: i² = -1)
6 - 6i + 2i + 2
Rearrange
6 + 2 - 6i + 2i
8 - 4i
comparing with a + bi
The real number a equals 8
The real number b equals -4
The figure below is a trapezoid:10011050mZ1 =m2 =mZ3=Blank 1:Blank 2:Blank 3:
STEP 1: Identify and Set Up
We have a trapezoid divided by a straight line that divides it assymetrically. We know from the all too famous geometric rule that adjacent angles in a trapezoid are supplementary. Mathematically, we can express thus:
[tex]100^o+<2+<3^{}=180^o=50^o+110^o+<1[/tex]Hence, from this relation, we can find our unknown angles.
STEP 2: Execute
For <1
[tex]\begin{gathered} 180^o=50^o+110^o+<1 \\ 180^o=160^o+<1 \\ \text{Subtracting 160}^o\text{ from both sides gives} \\ <1=180-120=60^o \end{gathered}[/tex]<1 = 60 degrees
For <2 & <3
We know from basic geometry that a transversal across two parallel lines gives a pair of alternate angles and as such, <1 = <3 = 60 degrees
We employ our first equation to solve for <2 as seen below:
[tex]\begin{gathered} 100^o+<2+<3^{}=180^o \\ 100^o+<2+60^o=180^o \\ 160^o+<2=180^o \\ \text{Subtracting 160}^{o\text{ }}\text{ from both sides gives:} \\ <2=180-160=20^o \end{gathered}[/tex]Therefore, <1 = <3 = 60 degrees and <2 = 20
If the trend shown in the graph above continued into the next year, approximately how many sport utility vehicles were sold in 1999?
ANSWER :
EXPLANATION :
Look at triangles A through F shown in the rectangles below.Which triangles are acute triangles?
The acute triangles are those whose all 3 angles have a measure less than 90 degrees.
We need to follow the next image:
Let us check each triangle.
Triangle A:
It has a right angle, hence, it can not be an acute triangle.
Triangle B:
All three sides are less than 90 degrees. Hence, it is an acute triangle
Triangle C:
It has an angle with a measure of more than 90 degrees. Hence, it can not be an acute triangle.
Triangle D
All three sides are less than 90 degrees. Hence, it is an acute triangle.
Triangle E
It has a side with a measure of more than 90 degrees. Hence, it can not be an acute triangle.
Triangle F
It has a right angle, hence, it can not be an acute triangle.
Hence, the correct answer is H. B and D
Look at the graphs and their equations below. Then fill in the information about the coefficients A, B, C, and D.
Given:
Aim:
We need to find the coordinates and The sign of the equation.
Explanation:
[tex]We\text{ know that y=a\mid x\mid is upside and y}\ge\text{0 when a >0 and downside and y}\leq\text{owhen a<0}[/tex]The coefficient of the given functions are
[tex]y=A|x|\text{ is positive}[/tex][tex]y=B|x|\text{ is positive}[/tex][tex]y=C|x|\text{ is negative}[/tex][tex]y=D|x|\text{ is negative}[/tex]The coefficient is closest to zero.
Comparing the graph of y=A|x| and y=B|x|, we get y=A|x| is wider than y=B|x|.
[tex]A
Comparing the graph of y=C|x| and y=D|x|, we get y=D|x| is wider than y=C|x|.
[tex]CComparing the graph of y=A|x| and y=C|x|, we get y=C|x| is wider than y=A|x|.
[tex]C The coefficient is closest to zero y=C|x|.The coefficient with the greatest value.
Comparing the graph of y=B|x| and y=D|x|, we get y=D|x| is wider than y=B|x|.
[tex]D The coefficient with the greatest value is y=B|x|. .A seamstress has three colours of ribbon; the red is 126cm, the blue is 196cm and the green
is 378cm long. She wants to cut them up so they are all the same length, with no ribbon
wasted. What is the greatest length, in cm, that she can make the ribbons?
Answer:
14cm is the greatest length
Step-by-step explanation:
Hi!
So the question is basically asking for the greatest common factor between each of these numbers (if I understood the question right so here we go) :
The GCF in this case is 14:
126 / 14 = 9
196 / 14 = 14
378 / 14 = 27
Please feel free to ask me any more questions that you may have!
and Have a great day! :)
Rationalize the denominator and simplify:
√5a+√5