The correct answer is a right?

Brian's gross income last month will be $3319.

The percentage simply has to do with the a value or ratio which can be stated as a fraction of 100. It should be noted that when we want to we calculate a percentage of a number, we simply divide it and then multiply the value that is gotten by 100.

From the information, Brian is a salesman for a wholesome computer parts company. He earn straight commission at a rate of 4% last month is total sales were 82,968.

Brian's gross income last month will be:

= 4% × 82968

= $3319

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Answer:

Square root of 42.25 is 6.5

The square root of 42.25 is 6.5.

To find the square root of 42.25, we need to determine the number that, when multiplied by itself, equals 42.25. In this case, the square root of 42.25 is 6.5 because 6.5 multiplied by itself (6.5 x 6.5) equals 42.25.

Mathematically, it can be represented as:

√42.25

= 6.5

The square root (√) is the inverse operation of squaring a number.

When we square a number, we multiply it by itself.

In this case, squaring 6.5 (6.5 x 6.5) gives us the original value of 42.25.

Therefore, the square root of 42.25 is 6.5.

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Answer:
24 studens

3 students and 1 adult - [tex] \frac{3}{1}

24 students and x adults - [tex]\frac{24}{x}

After solving the answer is 8 adults to 24 kids

Step-by-step explanation:

The solution is Option C , Option E.

The total volume of the toy is the sum of volumes of cone and cylinder

A cone is a three-dimensional shape in geometry that narrows smoothly from a flat base (usually circular base) to a point(which forms an axis to the centre of base) called the apex or vertex.

The volume of a cone is given by the equation

Volume of Cone = ( 1/3 ) πr²h

where r is the radius of the cone

h is the height of the cone

Surface area of the cone = πrl

where l = √ ( b² + r² )

Given data ,

Let the total volume of the child's toy be represented as V

Now , the value of V is

Let the cone be represented as C

The volume of Cone C = ( 1/3 ) πr²h

The radius of the cone r = 5 cm

The height of the cone h = 13 cm

So , the volume of Cone = ( 1/3 ) π ( 5 )² x 13

The volume of Cone = ( 325/3 )π cm³

Now , the volume of cylinder = πr²h

The height of cylinder = 2 cm

The volume of cylinder = π ( 5 )² x 2

The volume of cylinder = 50π cm³

So , the volume of toy = volume of cylinder + the volume of Cone

The volume of toy = ( 325/3 )π cm³ + 50π cm³

The volume of toy = ( 475/3 )π cm³

Hence , the volume of toy is ( 475/3 )π cm³

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The length of the isosceles trapezoid height CE is 14 meters.

To find the length of the height CE of the isosceles trapezoid, we can use the Pythagorean theorem.

The isosceles trapezoid CE is the hypotenuse of the right triangle formed by height CE and distance AC. CE is also the height of the trapezoid. Let the length of CE be 'x'

The Pythagorean theorem states that the square of the length of the hypotenuse of a right triangle (CE) is equal to the sum of the squares of the lengths of the other two sides (AC and CE).

x² = AC² + CE²

We know that AC = 14 meters and CE = x.

So x² = 14² + x²

x² = 196 + x²

x² = x² + 196

0 = 196

x = √196 = 14

Therefore, the length of height CE is 14 meters.

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x=8.

[tex]2log(x)=log(64)[/tex]

[tex]\frac{2log(x)}{2} =\frac{log(64)}{2}\\ \\log(x)=\frac{log(64)}{2}[/tex]

When a logarithm doesn't have it's base expressed (base is tipically written as a subscript) we can assume it'sbase is 10. Therefore, to solve this equation, take the following step:

[tex]10^{log(x)} =10^{\frac{log(64)}{2}} \\ \\x=10^{\frac{log(64)}{2}}\\ \\x=8[/tex]

If the result is correct, then the equation should return the same value of both sides of the equal symbol (=) when we substitute the variable "x" by it's calculated value, 8.

[tex]2log(8)=log(64)\\ \\1.806179974=1.806179974[/tex]

As you can tell, the same number appears on both sides of the equal symbol, this means that the result is correct!

Answer:

x = 8

Step-by-step explanation:

Given expression:

[tex]2\log x=\log 64[/tex]

[tex]\textsf{Apply the log power law}: \quad n\log x=\log x^n[/tex]

[tex]\implies \log x^2=\log 64[/tex]

Rewrite 64 as 8²:

[tex]\implies \log x^2=\log 8^2[/tex]

[tex]\textsf{Apply the log equality law}: \quad \textsf{If\;\;$\log x=\log y$\;\;then\;\;$x=y$}[/tex]

[tex]\implies x^2=8^2[/tex]

Square root both sides:

[tex]\implies x=8[/tex]

Answer:

Step-by-step explanation:

yooyyo

So on solving the provided question given scatter plot shows a negative correlation so correct option is (b).

The values for two different numerical variables are represented by dots in a scatter plot. Each dot's location on the horizontal and vertical axes represents a data point's values. To view relationships between variables, employ scatter plots.

The options given are the following:

A)There is a positive correlation in the data set.

B)There is a negative correlation in the data set.

C)There is no correlation in the data set.

D)More points are needed to determine the correlation.

Positive correlation

We say there is a positive correlation between the variables when the y variable tends to rise when the x variable rises.

Negative correlation

We say there is a negative correlation between the variables when the y variable tends to decrease as the x variable increases.

No correlation

We claim there is no correlation between the two variables when there is no obvious connection between them.

From observing the given graph, we can see that as x value increases, the y value decreases.

So the correlation shown in the scatter plot is a negative correlation.

Therefore the correct option is option(B).

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Answer: To differentiate a function using the first principle, we first need to know the function and it's original value. Given that the function is f(x) = 5√x .

The first principle of differentiation states that the derivative of a function f(x) at a point x is approximately equal to the change in f(x) for an infinitesimal change in x. We can use this principle to find the derivative of a function f(x) at a point x by calculating the limit of the ratio (f(x+dx)-f(x))/dx as dx approaches zero.

To differentiate f(x) = 5√x with respect to x using the first principle, we take the following steps:

Find the change in f(x) as x changes by dx, which is f(x + dx) - f(x)

Divide that change by dx to find the slope of the function at that point

Take the limit of that slope as dx approaches zero

So:

f(x + dx) = 5√(x + dx)

f(x) = 5√x

change in f(x) = f(x + dx) - f(x) = 5√(x + dx) - 5√x

slope = change in f(x) / dx

= (5√(x + dx) - 5√x) / dx

The limit as dx approaches zero is the derivative of the function,

lim (dx->0) [(5√(x + dx) - 5√x) / dx]

= lim (dx->0) [(5(x+dx)^1/2 - 5x^1/2) / dx]

= 5 * lim (dx->0) [(x+dx)^1/2 - x^1/2] / dx

= 5 * (1/2)x^(-1/2)

So the derivative of the function f(x) = 5√x is (5/2)x^(-1/2)

This is the slope of the function at a point x, which is the rate of change of the function at that point x.

Step-by-step explanation:

The combined expression for the given expression will be ( 5y -11 ) / ( y² - 9 ).

The mathematical expression combines numerical variables and operations denoted by addition, subtraction, multiplication, and division signs.

Mathematical symbols can be used to represent numbers (constants), variables, operations, functions, brackets, punctuation, and grouping. They can also denote the logical syntax's operation order and other properties.

Given that the expression is ( 4 / y² - 9 ) + ( 5 / y + 3 ).

The expression will be solved as below,

E = ( 4 / y² - 9 ) + ( 5 / y + 3 ).

E = 4 / ( y +3 ) ( y - 3 ) + 5 / ( y + 3 )

E = 1 / ( y + 3 ) [ ( 4 / ( y- 3 ) + 5 ]

E = 1 / ( y +3 ) [ ( 4 + 5y - 15 ) / ( y - 3 ) ]

E = ( 5y - 11 ) / ( y² - 9 )

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Check the picture below.

Make sure your calculator is in Degree mode.

Answer:

-1

Step-by-step explanation:

Step-by-step explanation:

8 + (-9) is an expression that represents the mathematical operation of adding 8 and -9.

An equivalent expression for 8 + (-9) is 8-9 which is the same as 8 + (-9)

Both expressions are equivalent and have the same value, which is -1.

So, 8 + (-9) and 8-9 are equivalent expressions.

Both planes have a speed of 340 miles per hour and 510 miles per hour, respectively.

In its most basic form, an equation is a mathematical statement that indicates that two mathematical expressions are equal. 3x + 5 = 14, for example, is an equation in which 3x + 5 and 14 are two expressions separated by a 'equal' sign. A mathematical statement made up of two expressions joined by an equal sign is known as an equation. 3x - 5 = 16 is an example of an equation. We get the value of the variable x as x = 7 after solving this equation.

Here,

Let tc be the time of commercial jet and tp be the time of private airplane.

Let vc be the speed of commercial jet and vp be the speed of private airplane.

Let dc be the distance of commercial jet and dp be the distance of private airplane.

now,

dc=dp

vc=vp+170

vc*tc=vp*tp

(vp+170)*1.2=vp*1.8

(vp+170)*2=vp*3

2vp+340=3vp

vp=340 miles/hour

vc=340+170

vc=510 miles/ hour

The speed, in miles per hour, of both airplanes is 340 miles per hour and 510 miles per hour.

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The probability of total of 8 is 0.1389, the probability of at most a total of 5 is 0.2778.

A pair of fair dice is tossed.

Probability is a measure of the likelihood of an event to occur. Many events cannot be predicted with total certainty. We can predict only the chance of an event to occur.

The probability formula is defined as the possibility of an event to happen is equal to the ratio of the number of favourable outcomes and the total number of outcomes.

Probability of event to happen

(a)) A total of 8 can be obtained with the following outcomes,

The sample space S contains n(S) = 36 elements when a pair of dice is tossed.

⇒{(2,6),(3,5),(4,4),(5,3),(6,2)} i.e. 5 outcomes.

⇒Required probability = [tex]\frac{5}{36}[/tex] = 0.1389

The probability of a total of 8 is 0.1389.

(b).

At most a total of 5 can be obtained with the following outcomes:

⇒{(1,1),(1,2),(1,3),(1,4),(2,1),(2,2),(2,3),(3,1),(3,2),(4,1)} i.e. 10 outcomes.

⇒Required probability =[tex]\frac{10}{36}[/tex] =0.2778

The probability of at most a total of 5 is 0.2778.

Therefore, the probability of total of 8 is 0.1389, the probability of at most a total of 5 is 0.2778.

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The probability that a random U.S. citizen you meet is not planning to start a new degree program or continue their education in the next year is; 0.8649

Probability of selection defines the probability that a population unit is included in a sample generated by probability sampling.

It simply means that the probability of selection.

For example,  at a school board meeting there are 9 parents and 5 teachers. Two teachers and 5 parents are female. If a person at the school board meeting is selected at random, we can use the concept of probability selection to find the probability that the person is a parent or a female.

Now, we are told that a recent survey of 37 million citizens in the United States, 5 million were planning to start a new degree program or continue their education in the next year. Thus, we can say that;

Total number of people in survey = 37 million

Number of people planning to start a new degree program or continue their education in the next year = 5 million

Thus;

P(People starting new program) = 5 million/37 million

= 5/37

Thus;

P(People NOT starting new program) = 37/37 - 5/37

= 32/37 = 0.8649

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There are four real roots for the quadratic-like equation x⁴ + 9 · x² - 10 = 0: x₁ = + √(- 9 / 2 + 11 / 2), x₂ = + √(- 9 / 2 - 11 / 2), x₃ = - √(- 9 / 2 + 11 / 2) and x₄ = - √(- 9 / 2 - 11 / 2)

In this problem we find a quadratic-like equation of the form a · x²ⁿ + b · xⁿ + c = 0, where a, b, c are real coefficients and whose roots must be found. This can be done by completing the square and clear variable x. First, write the polynomial:

x⁴ + 9 · x² - 10 = 0

Second, use the following substitution: u = x²

u² + 9 · u - 10 = 0

Third, complete the square:

u² + 9 · u + 81 / 4 = 10 + 81 / 4

u² + 9 · u + 81 / 4 = 121 / 4

Fourth, factor the expression and clear variable u:

(u + 9 / 2)² = 121 / 4

u + 9 / 2 = ± 11 / 2

u = - 9 / 2 ± 11 / 2

Fifth, reverse the substitution and clear variable x:

x² = - 9 / 2 ± 11 / 2

x = ±√(- 9 / 2 ± 11 / 2)

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13students;it had already said it.

The equation of line is y = -2/3x - 4, option C is correct.

A line's slope is defined as the ratio of the change in y coordinate to the change in x coordinate.

Both the net change in the y-coordinate and the net change in the x-coordinate are denoted by y and x, respectively.

Given coordinates

(-6, 0) and (0, -4)

equation of line is y = mx + c

m = (y₂ - y₁)/(x₂ - x₁)

m = (-4 - 0)/(0 + 6)

m = -2/3

and c is y-intercept  = -4

equation is y = mx + c

y = -2/3x - 4

Hence option C is correct.

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Answer:

The equation of line is y = -2/3x - 4, option C is correct.

Step-by-step explanation:

Answer:

Below

Step-by-step explanation:

30 hens   x 40 days   = 120 hen days of food

120 hen days / 40 hens =    30 days   of food for 40 hens

Answer:

a)  See below.

b)  Arithmetic sequence

[tex]\textsf{c)} \quad a_n=10n-7[/tex]

Step-by-step explanation:

From inspection of the given table, t(n) increases by 10 each time n increases by 1.

Therefore:

[tex]\implies a_7=53+10=63[/tex]

[tex]\implies a_8=63+10=73[/tex]

Completed table:

[tex]\begin{array}{|c|c|}\cline{1-2} \vphantom{\dfrac12} n&t(n) \\\cline{1-2} \vphantom{\dfrac12} 4& 33\\\cline{1-2} \vphantom{\dfrac12} 5& 43\\\cline{1-2} \vphantom{\dfrac12} 6&53 \\\cline{1-2} \vphantom{\dfrac12} 7&63\\\cline{1-2} \vphantom{\dfrac12} 8& 73\\\cline{1-2} \end{array}[/tex]

As the given sequence has a constant difference of 10, it is an arithmetic sequence.

[tex]\boxed{\begin{minipage}{8 cm}\underline{General form of an arithmetic sequence}\\\\$a_n=a+(n-1)d$\\\\where:\\\phantom{ww}$\bullet$ $a_n$ is the nth term. \\ \phantom{ww}$\bullet$ $a$ is the first term.\\\phantom{ww}$\bullet$ $d$ is the common difference between terms.\\\phantom{ww}$\bullet$ $n$ is the position of the term.\\\end{minipage}}[/tex]

The common difference is 10. Therefore:

To find the first term, a, substitute the value of d and one of the terms into the formula:

[tex]\begin{aligned}\implies a_4=a+(4-1)(10)&=33\\a+3(10)&=33\\a+30&=33\\&a=3\end{aligned}[/tex]

Therefore, to write an equation for the given arithmetic sequence, substitute the found values of a and d into the formula:

[tex]\implies a_n=3+(n-1)(10)[/tex]

[tex]\implies a_n=3+10n-10[/tex]

[tex]\implies a_n=10n-7[/tex]

Answer: not sure if this is what you want but a number is divisible by 2 if it ends in 2, 4, 6, 8 or 0  a number is divisible by 5 if it ends in 5 or 0  a  number is divisible by 10 if it ends in a 0

Step-by-step explanation:

By the property of parallelograms that diagonals are equal in length and they bisect each other we have determined the values of x and y.

A basic quadrilateral with two sets of parallel sides is known as a parallelogram. In a parallelogram, the opposing or confronting sides are of equal length, and the opposing angles are of equal size.

The area of a parallelogram is base multiples by height as two triangles form a parallelogram.

We know the diagonals of a parallelogram are equal and they bisect each other, From this property, we can write,

OA = OC.

x + 23 = 31.

x = 31 - 23.

x = 8 units.

XZ = 2(OX).

26 = 2(- 44 + x).

26 = - 88 + 2x.

2x = 114.

x = 57 units.

OL = OJ

8x - 56 = 24.

8x = 80.

x = 10.

OM = OK.

36 = 4y + 20.

4y = 16.

y = 4.

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Answer:

Step-by-step explanation:

when 2 and 4 are factors of a number then 8 will also be factor of that number. Example: let's take the number 8 here 2,4 and 8 are factors of the number.

The factorized form of the given expression is [tex]\frac{ \textbf5}{( \textbf{x + 2})}[/tex].

In mathematics, factorisation or factoring is defined as the breaking or decomposition of an entity (for example, a number, a matrix, or a polynomial) into a product of another entity, or factors, which when multiplied together give the original number or matrix, etc. This concept will be emphasised heavily in your lower secondary classes from grades 6 to 8.

It is simply the division of an integer or polynomial into factors that, when multiplied together, result in the original or initial integer or polynomial. The factorisation method simplifies any algebraic or quadratic equation by representing it as the product of factors rather than expanding the brackets.

Given to simply the expression

⇒ [tex]$ \frac{5}{x} - \frac{10}{x^2 + 2x}[/tex]

[tex]$ \Rightarrow \frac{5}{x} - \frac{10}{x(x + 2)}[/tex]

[tex]$ \Rightarrow \frac{5(x + 2)}{x(x + 2)} - \frac{10}{x(x + 2)}[/tex]

[tex]$ \Rightarrow \frac{5(x + 2) - 10}{x(x + 2)}[/tex]

[tex]$ \Rightarrow \frac{5x + 10 - 10}{x(x + 2)}[/tex]

[tex]$ \Rightarrow \frac{5x}{ x(x + 2)}[/tex]

[tex]$ \Rightarrow \frac{ \textbf5}{( \textbf{x + 2})}[/tex]

Thus, the factorized form of the given expression is [tex]\frac{ \textbf5}{( \textbf{x + 2})}[/tex].

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Dimension is a term used to describe the length, width, and height of an item, such as a box, in common usage.

In mathematics, a dimension is a way of describing the length or width of an area, a space, or an object as viewed from one particular angle. The measurement of anything's length, width, and height can be put more simply. Typical ways to express dimensions include: Length.

There are three dimensions in everything around us, including the buildings we live in and the items we use on a daily basis.

something's height, length, or width measured in a specific direction: 26 feet by 15 feet is the room's size.

In everyday speech, a dimension is the sum of an object's length, width, and height that describes the size of an object, like a box. A line is one dimension, a plane is two dimensions, and space is three dimensions. In mathematics, the concept of dimension is an extension of these ideas.

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Answer:

Step-by-step explanation: true

The slope of the given line that passes through (3, 14) and (7, 7) is m = - 7/4.

The general equation of a straight line is -

y = mx + c

{m} - slope.

{c} - intercept along the y - axis.

Given is a straight line that passes through points (3, 14) and (7, 7).

It is given that the line passes through (3, 14) and (7, 7). We can write the slope as -

m = (7 - 14)(7 - 3)

m = - 7/4

Therefore, the slope of the given line that passes through (3, 14) and (7, 7) is m = - 7/4.

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Answer:

6/8

Step-by-step explanation:

1/8+1/4+3/8

1/8+2/8+3/8

Using the absolute value function, we have that:

The minimum time is of 1.833 hours.

The maximum time is of 2.833 hours.

The absolute function is defined by:

|x| = x, x ≥ 0.

|x| = -x, x < 0.

It measures the distance of a point x to the origin, hence |2| = |-2| = 2.

here, we have,

In this problem, the minimum and maximum distances are within 30 miles of 140, hence:

|d - 140| = 30.

The minimum distance is of:

d - 140 = -30

d = 110.

Hence the minimum time(distance divided by velocity) is:

110/60 = 1.833 hours.

The maximum distance is of:

d - 140 = 30

d = 170.

Hence the maximum time(distance divided by velocity) is:

170/60 = 2.833 hours.

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