The average laundry worker folds five
towels in a minute, but Miss Parker
folds eight! At the end of an hour,
how many more towels has she
folded than the average worker?

[tex]4\sin^2 x - 3 = 3 \sin x\\\\\implies 4\sin^2 x -3 \sin x -3 =0\\\\\implies 4u^2 -3u -3 =0~~~~~~~~~~~~~~;[\text{Set} ~ \sin x = u]\\\\\implies u = \dfrac{-(-3) \pm \sqrt{(-3)^2 - 4\cdot 4 \cdot (-3)}}{2(4)}~~~~~~;[\text{Apply quadratic formula}]\\\\\\\implies u = \dfrac{3\pm\sqrt{57}}8\\\\\implies \sin x = \dfrac{3\pm\sqrt{57}}8~~~~~~;[\text{Substitute back}~ u = \sin x]\\\\\text{Now,}\\\\\sin x = \dfrac{3+\sqrt{57}}8\\\\\text{No solution for}~ x\in \mathbb{R} ~\text{Since}~ -1\leq \sin x \leq 1\\[/tex]

[tex]\sin x = \dfrac{3 - \sqrt{57}}8\\\\\implies x = n\pi + (-1)^n \sin^{-1} \left(\dfrac{3-\sqrt{57}}8\right)\\\\\\\text{ When n = 1,2 and}~ [0,2\pi]},\\\\\\x= \pi - \sin^{-1} \left(\dfrac{3-\sqrt{57}}8 \right)~ \text{and} ~x = 2\pi + \sin^{-1} \left(\dfrac{3-\sqrt{57}}8 \right)\\\\\text{In decimal,}\\\\x= 3.75~~~~ \text{and}~~~ x =5.68[/tex]

Answer:

yw

Step-by-step explanation:

The value of [tex]n[/tex] such that [tex]\sqrt[3]{n+\sqrt{n^{2}+8}}+ \sqrt[3]{n-\sqrt{n^{2}+8}} = 8 [/tex] is [tex]280[/tex].

In this question we need to find the root of the radical function [tex]\sqrt[3]{n+\sqrt{n^{2}+8}}+ \sqrt[3]{n-\sqrt{n^{2}+8}} = 8 [/tex], which must be simplified by algebraic means.

First, we need to elevate each side of the expression by third power:

[tex]\left(\sqrt[3]{n+\sqrt{n^{2}+8}} + \sqrt[3]{n+\sqrt{n^{2}+8}} \right)^{3} = 512[/tex]

[tex]2\cdot n + 3\cdot \sqrt[3]{(n+\sqrt{n^{2}+8})^{2}\cdot (n-\sqrt{n^{2}+8})} + 3\cdot \sqrt[3]{(n-\sqrt{n^{2}+8})^{2}\cdot (n+\sqrt{n^{2}+8})} = 512[/tex]

[tex]2\cdot n -6\cdot (\sqrt[3]{n+\sqrt{n^{2}+8}} + \sqrt[3]{n-\sqrt{n^{2}+8}}) = 512[/tex]

[tex]2\cdot n - 6\cdot (8) = 512[/tex]

[tex]n = 280[/tex]

The value of [tex]n[/tex] such that [tex]\sqrt[3]{n+\sqrt{n^{2}+8}}+ \sqrt[3]{n-\sqrt{n^{2}+8}} = 8 [/tex] is [tex]280[/tex]. [tex]\blacksquare[/tex]

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Answer:

11

Step-by-step explanation:

22x = 2 · 11 · x

33 = 3 · 11

common factor to both is 11

Answer: (0,-5) or just -5

Step-by-step explanation:

gradient = change in y/change in x = (-7+15)/(1-5) = -2

y = -2x + c

-7 = -2 x 1 + c

c = -7 + 2 = -5

y intercept is (0, -5)

Solution: ($29990)*(0.065) = $1949.35.

Answer: The sales tax is $1949.35 and the total cost is $29,990.00 + $1949.35 = $31,939.35.

Answer: positive correlation

Step-by-step explanation:

sorry if im wrong

Answer:

what is that i dont answering this sorry

Answer:

x = 7

Step-by-step explanation:

Answer:

x=7

Step-by-step explanation:

undefined slope means that there's a vertical line through the x-axis.

And since the point is at (7,-9) you only need to focus on the value of x, which in this case, is 7.

Answer:

Step-by-step explanation:

i dont know.

should be 4

Step-by-step explanation:

Step-by-step explanation:

Some expressions that are equivalent to this is: 1 - 1/5; 2 - 1  1/5; 3 - 2  1/5; etc.

Answer:

40000

Step-by-step explanation:

Simple interest (I) is calculated as

I = [tex]\frac{PRT}{100}[/tex]

P is the amount borrowed , R is the interest and T the time in years

Here I = 2000 , R = 5 and T = 1 with P to be found , then

2000 = [tex]\frac{P(5)(1)}{100}[/tex] ( multiply both sides by 100 )

5P = 200000 ( divide both sides by 5 )

P = 40000

Answer:

The sum (Principal) is Rs.4000.

Step-by-step explanation:

Given :

To Find :

Using Formula :

[tex]\star\small{\underline{ \boxed{\sf{\red{S.I = \dfrac{P \times R \times T}{100}}}}}}[/tex]

Solution :

Substituting all the given values in the formula to find the Simple Interest :

[tex]{\dashrightarrow{\small{\sf{S.I = \dfrac{P \times R \times T}{100}}}}}[/tex]

[tex]{\dashrightarrow{\small{\sf{2000= \dfrac{P \times 5 \times 1}{100}}}}}[/tex]

[tex]{\dashrightarrow{\small{\sf{2000= \dfrac{P \times 5}{100}}}}}[/tex]

[tex]{\dashrightarrow{\small{\sf{2000= \dfrac{5P}{100}}}}}[/tex]

[tex]{\dashrightarrow{\small{\sf{P = 2000 \times \dfrac{100}{5}}}}}[/tex]

[tex]{\dashrightarrow{\small{\sf{P = 2000 \times \cancel{\dfrac{100}{5}}}}}}[/tex]

[tex]{\dashrightarrow{\small{\sf{P = 2000 \times 20}}}}[/tex]

[tex]{\dashrightarrow{\small{\sf{P =Rs.40000}}}}[/tex]

[tex]\star\small{\underline{ \boxed{\sf{\red{P = Rs.40000}}}}}[/tex]

Hence, the sum Bharat borrowed is Rs.40000.

[tex] \rule{190}1[/tex]

Answer:

400m

Step-by-step explanation:

40% of some quantity = 0.4 times the quantity

We also know 1 km = 1000 m, therefore: 40% of 1000m = 0.4 * 1000m = 400m.

40% of 1 km in meters is 400 meters

Percentage simply means per 100. Percentage can be express as decimal or fraction.

For example 25% of 80 can be found as follows:

From the example, 25% of 80 is 20 .

Therefore, 40% of 1 km(m) can be found as follows:

Let's convert km to metres.

1000m = 1km

40% of 1000

40 / 100 × 1000 = 40000 / 100 = 400metres

Therefore, 40% of 1 km in meters is 400 meters

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Answer:

x 2-2 3-3

y 5 5  7 7

Step-by-step explanation:

Each domain, or x value, can only be matched with one y value, so given this, the third one is the answer since every domain is only matched with one range, or in other words, there are no repeating domains in on the x row of the table.

The table that represents a function is

x  2  -2  4   -4

y  8  8   12   12

Option D is the correct answer.

A function has an input and an output.

A function can be one-to-one or onto one.

It simply indicated the relationships between the input and the output.

Example:

f(x) = 2x + 1

f(1) = 2 + 1 = 3

f(2) = 2 x 2 + 1 = 4 + 1 = 5

The outputs of the functions are 3 and 5

The inputs of the function are 1 and 2.

We have,

A function can have many to one but a function can not have one to many.

So,

From the table,

x  2  -2  4   -4

y  8  8   12   12

This is a many-to-one function.

All the other tables are one-to-many functions.

Thus,

The table that represents a function is

x  2  -2  4   -4

y  8  8   12   12

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Based on the information given, the amount that he'll be expected to save in 30 years will be $83.

From the question given, since Buzz had $47 and had been saving for 17 years, the amount saved per year will be:

= $47/17

= $2.7647

Therefore, the amount that'll be saved in 30 years will be:

= 30 × $2.7647

= $82.941

= $83

The amount saved will be $83.

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Answer:

lol hi :D

Step-by-step explanation:

Answer:

Hey what's up?

Step-by-step explanation:

How's life

Answer:

Step-by-step explanation:

1) The slope of line with the coordinate points (10, 7) and (1, 2) is [tex]\frac{5}{9}[/tex].

2) The slope of line with the coordinate points (9, 9) and (1, 16) is [tex]-\frac{7}{8}[/tex].

3) The slope of line with the coordinate points (9, 3) and (2, 1) is [tex]\frac{2}{7}[/tex].

4) The slope of line with the coordinate points (8, 8) and (1, 2) is [tex]\frac{6}{7}[/tex].

The slope of the line is the ratio of the rise to the run, or rise divided by the run. It describes the steepness of line in the coordinate plane.

The formula to find the slope of a line is slope = [tex]\frac{(y_2-y_1)}{(x_2-x_1)}[/tex]

From the given table, we have

1) The coordinate points are (10, 7) and (1, 2)

Here, slope [tex]=\frac{(2-7)}{(1-10)}[/tex]

[tex]=\frac{5}{9}[/tex]

2) The coordinate points are (9, 9) and (1, 16)

Here, slope [tex]=\frac{(16-9)}{(1-9)}[/tex]

[tex]=-\frac{7}{8}[/tex]

3) The coordinate points are (9, 3) and (2, 1)

Here, slope [tex]=\frac{(1-3)}{(2-9)}[/tex]

[tex]=\frac{2}{7}[/tex]

4) The coordinate points are (8, 8) and (1, 2)

Here, slope [tex]=\frac{(2-8)}{(1-8)}[/tex]

[tex]=\frac{6}{7}[/tex]

Therefore,

1) The slope of line with the coordinate points (10, 7) and (1, 2) is [tex]\frac{5}{9}[/tex].

2) The slope of line with the coordinate points (9, 9) and (1, 16) is [tex]-\frac{7}{8}[/tex].

3) The slope of line with the coordinate points (9, 3) and (2, 1) is [tex]\frac{2}{7}[/tex].

4) The slope of line with the coordinate points (8, 8) and (1, 2) is [tex]\frac{6}{7}[/tex].

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Answer:

9.87

Step-by-step explanation:

6%= 0.06

0.06 +6.50 = 6.56

16.43 - 6.50 = 9.87

(6, 11)

hope this helps!

Answer: 84.6

Step-by-step explanation: Based on the given conditions, formulate: 90 x 94%

Calculate the product or quotient: 84.6

get the result: 84.6

Hopefully that helps you! :)

Answer:

Step-by-step explanation:

2.6*50=130 km

Answer:

ok so first you got to wait All the faith he had had had had no effect on the outcome of his life. ...

2 One morning I shot an elephant in my pajamas. ...

3 The complex houses married and single soldiers and their families. ...

4 The man the professor the student has studies Rome.

Step-by-step explanation:

Answer: 126

Step-by-step explanation:

A=2(wl+hl+hw)

Answer:

Rectangle

Step-by-step explanation:

Did it on

Option A is correct.

As, Quadrilateral PQRS is a rectangle because it has four right angles.

A rectangle is a quadrilateral with four right angles. It can also be defined as: an equiangular quadrilateral, since equiangular means that all of its angles are equal; or a parallelogram containing a right angle. A rectangle with four sides of equal length is a square.

here, we have,

Explanation:

Given:

The coordinate of vertices of quadrilateral PQRS are P(3,7), Q(6,-2), R(0,-4), S(-3,5).

Slope for two points (x1,y1) and (x2,y2) is given by:

m = y1-y2/ x1 - x2

.so, we get,

The slope of PQ is = -9/3 = -3

The slope of QR is = -2/-6 = 1/3

The slope of RS is = -3

The slope of SP is = 1/3

we know that,

The slopes of perpendicular lines are opposite reciprocals.

we get,

∴ all pair of sides has slopes that are negative reciprocals;

this means the figure  has 4 right angle, so it is  a rectangle.

Therefore, Quadrilateral PQRS is a rectangle because it has four right angles.

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Answer:

x = 29

Step-by-step explanation:

(x + 3) + (x - 1) + (x + 1) = 90

3x + 3 = 90

3x = 87

x = 29

Answer:

x = 29

Step-by-step explanation:

(x+3)+(x-1)+(x+1) = 90

90 = 3x +3

3x = 87

x = 29

1. The quotient is 0.5.

2. She will use 0.7m long for each frame.

3. Each child received 0.71 Php.

4. Each son will receive 0.85 hectares.

5. Each bag contains 0,93 kilos.

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Explanation:

Lets go through the points one by one

So we'll try (5,3) first. Plug x = 5 and y = 3 into the first inequality

[tex]y > -0.5x+5\\3 > -0.5*5+5\\3 > -2.5+5\\3 > 2.5[/tex]

We get a true result so (5,3) is a solution to the first inequality. Now check the second inequality.

[tex]y \le 3x-2\\3 \le 3(5)-2\\3 \le 15-2\\3 \le 13\\[/tex]

That's also true. Therefore, the point (5,3) is a solution to the system overall.

Your teacher wants you to find a non-solution, so we must cross choice A off the list.

---------------------

Let's now try choice B. We have x = 4 and y = 3

[tex]y > -0.5x+5\\3 > -0.5*4+5\\3 > -2+5\\3 > 3[/tex]

That last inequality is false. It's not possible to have a number larger than itself (or smaller than itself). So (4,3) is not a solution to the first inequality. We don't need to check the second inequality as we found the answer.