at which points on the graph of inverse of f(x)=1/(x^2+1) + (1-2x)^(1/3), x>=0 the tangents of f(x) and its inverse are perpendicular?

The critical value of p in a test to determine if a filling system under-fills less than 10% of all boxes, with a significance level of 0.10 and a random sample of size 200, is -1.28.

Assuming that the filling system under-fills with probability p, the null hypothesis is:

H0: p >= 0.10

Ha: p < 0.10 (one-tailed test)

To find the critical value of p, we need to use the inverse cumulative distribution function (ICDF) of the standard normal distribution.

At a significance level of 0.10, the critical value is the value z such that P(Z <= z) = 0.10, where Z is a standard normal random variable. We can find this value using a standard normal table or calculator, or by using the function norm.inv(0.10) in Microsoft Excel, which gives the result -1.28 (rounded to two decimal places).

Since the sample size is large (n = 200), we can use the normal approximation to the binomial distribution to test the null hypothesis. The test statistic is:

z = (x/n - p0) /  √(p0*(1-p0)/n)

where x is the number of boxes that under-fill, n is the sample size, and p0 is the null hypothesis value of the proportion. We want to reject the null hypothesis if the test statistic is less than the critical value of -1.28.

Since we do not have any information about the sample proportion, we can use the null hypothesis value of p0 = 0.10. Then the critical value of the test statistic is:

z_critical = -1.28

Substituting the values into the test statistic formula, we get:

z = (x/200 - 0.10) / √(0.10*(1-0.10)/200)

Simplifying, we get:

z = (x - 20) / 4.24

To reject the null hypothesis at the 0.10 significance level, we need the test statistic z to be less than -1.28. Therefore, we can write the rejection region as:

z < -1.28

Substituting this inequality into the test statistic formula, we get:

(x - 20) / 4.24 < -1.28

Solving for x, we get:

x < 14.5

Therefore, if the number of boxes that under-fill is less than or equal to 14 (out of 200), we reject the null hypothesis at the 0.10 significance level and conclude that there is sufficient evidence to suggest that the filling system under-fills less than 10% of all boxes.

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Answer:

1. The new coordinates after the rotation would be D' (-2, -2) E' (-5, 1) and F' (1, 4).

2. The new coordinates after reflection across the x-axis would be K' (2, 9), L' (3,-8) and J' (1,-6).

3. The new coordinates after the rotation by 180 degrees around the origin would be N' (-12, 3), P' (-1, -2) and Q' (-9, 0).

The overall transformation of the point (1,2) is (-6,3).

The given composition of transformations is a dilation with a scale factor of 3 centered at the origin, followed by a rotation of 270° counterclockwise about the origin. The dilation can be expressed mathematically as a scaling of the coordinates (x, y) by a factor of 3, resulting in (3x, 3y). The rotation of 270° counterclockwise can be expressed as a matrix multiplication of the new coordinates resulting in (-3y, 3x). Thus, the overall transformation of the composition can be expressed mathematically as (-3y, 3x).

To illustrate this with an example, let us consider a point (1,2). After the dilation, the coordinates become (3,6). After the rotation, the coordinates become (-6,3).

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50 blips are equivalent tο 5 wams.

A small spοt οf light, sοmetimes with a shοrt, sharp sοund, that appears οn a cοmputer screen

We can use the given infοrmatiοn tο set up a system οf equatiοns tο sοlve fοr the number οf blips that are equivalent tο 5 wams:

2 blips = 1 dud

3 fans = 1 wam

5 duds = 1 fan

First, we can use the third equatiοn tο express duds in terms οf fans:

5 duds = 1 fan

duds = 1/5 fan

Next, we can use the secοnd equatiοn tο express wams in terms οf fans:

3 fans = 1 wam

fans = 1/3 wam

Substituting the expressiοn fοr fans in terms οf wams intο the expressiοn fοr duds in terms οf fans, we get:

duds = 1/5 (1/3 wam) = 1/15 wam

Finally, we can use the first equatiοn tο express blips in terms οf duds:

2 blips = 1 dud

Substituting the expressiοn fοr duds in terms οf wams that we fοund abοve, we get:

2 blips = 1/15 wam

Multiplying bοth sides by 5 tο sοlve fοr the number οf blips that are equivalent tο 5 wams, we get:

10 blips = 1 wam

50 blips = 5 wams

Therefοre, 50 blips are equivalent tο 5 wams.

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Answer:

-6=x

Step-by-step explanation:

substitute 21 into j(x) in other equation

21=-2x+9

-9 -9

12=-2x

-6=x

Hence, in response to the provided question, we can say that As a result,  equation the item's selling price after both markdowns is 166.40$.

An algebraic equation is a method of connecting two quotes by using the equals symbol (=) to express equality. In algebra, an explanation is a definitive expression that verifies the equivalency of two formula. For example, the identical character divides the numbers 3x + 5 and 14. A linear equation might be used to recognize the connection that existing between the texts written on separate sides of a letter. The product and application both frequently the same. 2x - 4 equals 2, for example.

Then, we may determine the item's price after the initial 20% discount.

20% of 520$ equals (20/100) * 520$ = 104$, hence the item's new price is 520$ - 104$ = 416$.

After another six months of not selling, the item gets reduced by 60%.

60% of 416$ equals (60/100) * 416$ = 249.60$, therefore the item's ultimate sale price after both markdowns is 416$ - 249.60$ = 166.40$.

As a result, the item's selling price after both markdowns is 166.40$.

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Using equations, we can find that the item's selling price after both markdowns is 166.40$.

In an algebraic equation, the equals symbol (=), which represents equality, can be used to connect two quotes. In algebra, an explanation is a declarative statement that establishes the similarity of two formulas. For example, the integers 3x + 5 and 14 are divided by the same letter.

A linear equation can be used to identify the relationship between the texts written on the various sides of a letter. Applications and products can typically be used interchangeably. In this instance, 2x – 4 = 2.

After applying the initial 20% discount, we may determine the item's price as:

20% of 520$ equals (20/100) × 520$ = 104$

Hence the item's new price is 520$ - 104$ = 416$.

After another six months of not selling, the item gets reduced by 60%.

60% of 416$ equals (60/100) × 416$ = 249.60$

Therefore, the item's ultimate sale price after both markdowns is

416$ - 249.60$ = 166.40$.

As a result, the item's selling price after both markdowns is 166.40$.

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Sοlving the equatiοns, we can find that, Nicο, Raj and Sandra are cοrrect.

Each term in a linear equatiοn has an expοnent οf 1, and when this algebraic equatiοn is graphed, it always prοduces a straight line. It is called a "linear equatiοn" fοr this reasοn.

Bοth linear equatiοns with οne variable and thοse with twο variables exist.

In the questiοn,

2/5(5+x) = 8

Methοd 1

Sοlve fοr x.

We have,

2/5(5+x) = 8

Multiply by 5/2 bοth sides:

5+x = 20

⇒ x = 15

Similarly, Methοd 4 and Methοd 5 are cοrrect.

Hence, Nicο, Raj and Sandra are cοrrect in sοlving the equatiοn.

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This quadrilateral is a trapezoid because it has one pair of parallel sides. The sides Q1U and AD are parallel, while the other two sides (U1 and DA) are not.

A trapezoid is a four-sided shape with two parallel sides, called the bases, and two non-parallel sides, called the legs. The opposing angles of the trapezoid are equal in measure, and the two adjacent angles are supplementary. A trapezoid can also be defined as a quadrilateral with exactly one pair of parallel sides. Trapezoids are often used in mathematics to define and calculate area, perimeter and other geometric properties. They can also be used to construct shapes and patterns in architecture, engineering and design.

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Answer:

I'm pretty sure it's a rectangle

Step-by-step explanation:

the reason why is because there are 2 pairs that are equal to each other but each seem to be perpendicular in slope form.

Answer: money is not important

Step-by-step explanation:

figure it out lazy

The value of t such that the area under the curve between 1 and 11 equals 0.95, assuming the degrees of freedom is 8, is 1.86.

Degree of freedom refers to the number of independent variables that can be varied in a statistical experiment or analysis. It is a measure of the flexibility of the experiment or analysis to accommodate new data or observations.

In this case, the degrees of freedom is 8. To find the t-value, the t-table must be consulted. The t-table is a chart of t-values for different degrees of freedom. The t-value is the value at which the area under the curve between 1 and 11 equals 0.95. The t-table is organized such that the rows represent the degrees of freedom and the columns represent the area under the curve. For example, if the degrees of freedom is 8 and the area under the curve is 0.95, the t-value can be found in the row for 8 degrees of freedom and the column for 0.95 area under the curve. The t-value from the t-table in this case is 1.86.

Therefore, the value of t such that the area under the curve between 1 and 11 equals 0.95, assuming the degrees of freedom is 8, is 1.86.

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The value of t such that the area under the curve between 1 and 11 equals 0.95, assuming the degrees of freedom is 8, is 1.86.

Degrees of freedom refer to the number of independent variables that can be varied in a statistical experiment or analysis. It is a measure of experimental or analytical flexibility to accommodate new data or observations.

In this case there are 8 degrees of freedom. To find the t value, we need to refer to the t table. A t-table is a plot of t-values ​​for different degrees of freedom. The t-value is the value at which the area under the curve between 1 and 11 is 0.95. The t-table is organized so that rows represent the degrees of freedom and columns represent the area under the curve. For example, if you have 8 degrees of freedom and the area under the curve is 0.95, find the t-value in the row with 8 degrees of freedom and the column with area under the curve of 0.95. In this case, the t-value in the t-table is 1.86.

Therefore, the value of t is such that the area under the curve between 1 and 11 is 0.95, assuming 8 degrees of freedom is 1.86.

The area between -t and t = 0.95

P(t₈ > t) = P(t₈ - t)

= 0.025

As t - distⁿ is symmetrical and are under the curve is 1 and degree of freedom is 8.

Hence, from t - table; the t - value = 2.306

i.e. P(t₈ > 2.306) = 0.025

or P(-2.306 < t₈ < 2.306) = 0.95

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The complete question is as follows:

The markup is 73.17 percentage , calculated by subtracting the wholesale price ($41) from the retail price ($71) and then dividing the difference by the wholesale price ($41).

The markup is the difference between the wholesale price and the retail price, divided by the wholesale price. To calculate the markup on each club, subtract the wholesale price from the retail price and then divide the difference by the wholesale price. In this example, the wholesale price is $41 and the retail price is $71, so the difference is $30. Dividing $30 by $41 gives a result of 0.7317, which is the markup expressed as a decimal. To express the markup as a percentage, multiply the result by 100, giving a final answer of 73.17%. This means that the retailer is marking up their clubs by 73.17% of the wholesale price.

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The probability that a person surveyed went to the concert given they are a fan club member is 2/3 or approximately 0.667.

Probability is a branch of mathematics that deals with the study of random events or phenomena. It is a measure of the likelihood or chance of an event occurring, expressed as a number between 0 and 1, where 0 indicates that the event is impossible and 1 indicates that the event is certain.

To find the probability that a person surveyed went to the concert given they are a fan club member, we need to use conditional probability. We can use the following notation:

P(concert | fan club)

This means the probability of going to the concert given that the person is a fan club member.

Let's assume that Jennifer surveyed 100 classmates, and 40 of them are in the Panic Squadron Fan Club and also went to the concert. Also, let's assume that 60 of Jennifer's classmates are in the Panic Squadron Fan Club.

Then, we can use the formula for conditional probability:

P(concert | fan club) = P(concert and fan club) / P(fan club)

Plugging in the values we know, we get:

P(concert | fan club) = 40/60 = 2/3 or approximately 0.667

Therefore, the probability that a person surveyed went to the concert given they are a fan club member is 2/3 or approximately 0.667.

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The standard deviation of the boys' marks is 0.33.

Standard deviation is a measure of the amount of variation or dispersion of a set of values from the mean. It is calculated as the square root of the variance. It is the most commonly used measure of spread. It is used to measure the degree of variation from the mean of the data set. It is a measure of the variability of the data. It is usually expressed as a positive number.

The standard deviation of the boys' marks can be calculated by subtracting the mean of the girls' marks from the mean of all 12 marks, and then dividing by the number of boys.

To calculate the mean of the girls' marks, add the three marks together (92 + 80 +71) and divide by 3 (243/3 = 81).

To calculate the mean of all 12 marks, add all 12 marks together (92 + 80 + 71 + …) and divide by 12 (1044/12 = 84).

Therefore the mean of the boys' marks is 84 - 81 = 3.

Now we can calculate the standard deviation of the boys' marks by dividing this value by the number of boys (3/9 = 0.33).

Therefore, the standard deviation of the boys' marks is 0.33.

Standard deviation is a measure of the spread of data around the mean. In this case, the boys' marks had a lower standard deviation than the overall marks, indicating that the boys' marks were more consistent than the girls' marks. This could be due to the fact that there were fewer boys taking the exam, so the boys had a smaller spread of scores than the girls.

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Answer:

Step-by-step explanation:

The answer is 50.3  An easy way to find the answer is by using this link. https://www.calculator.net/right-triangle-calculator.html

Just plug the 29 and 44 in.

Step-by-step explanation:

Not sure about this question ...it seems to be worded improperly.

 IF you are looking for 5/8 as a decimal:

    5/8  is the same as   5 ÷ 8  

        using a calculator , this equals  0.625

Ben's Gross Profit for the last quarter is $3,425. This is calculated by subtracting the Cost of Goods ($575) and Total Expenses ($5,000) from the Income ($9,000).

Gross profit is the difference between a business’s total sales revenue and its cost of goods sold (COGS). It is calculated by subtracting the cost of goods sold from total revenue. Gross profit is also referred to as gross margin and is expressed as a percentage of total sales. This figure is important to businesses because it shows the profitability of the company’s products after accounting for the cost of the materials used to manufacture those products. Additionally, gross profit is a key indicator of the company’s overall financial health and ability to remain profitable.

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x = 3 is the answer that gives the equation 4x2 + 12x = 135 a positive solution

To solve the equation 4x² + 12x = 135, we can start by rearranging it to the standard quadratic form ax² + bx + c = 0, where a, b, and c are constants. We get:

4x² + 12x - 135 = 0

Next, we can divide both sides of the equation by 4 to simplify it:

x² + 3x - 33.75 = 0

To solve for x, we can use the quadratic formula:

x = (-b ± √(b² - 4ac)) / 2a

In this case, a = 1, b = 3, and c = -33.75. Substituting these values into the formula, we get:

x = (-3 ± √(3² - 4(1)(-33.75))) / 2(1)

Simplifying the expression inside the square root, we get:

x = (-3 ± √(9 + 135)) / 2

x = (-3 ± √144) / 2

x = (-3 ± 12) / 2

So the two solutions are:

x = -7.5 or x = 3. From the problem statement, we are looking for a positive solution, so we can discard the negative solution x = -7.5.

Therefore, the positive solution to the equation 4x² + 12x = 135 is x = 3.

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The experimental probability of someone having 6 letters in their name based on this experiment  is [tex]\frac{1}{6}[/tex].

It is calculated based on the outcomes of multiple iterations of an experiment. The probability that is created using logic is termed a theoretical probability. A probability is a number that falls between (and includes) 0 and 1.

[tex]Experimental\ probability = \frac{Total\ Number\ of\ Outcomes}{Number\ of\ favourable\ Outcomes}[/tex]

Given, Total number of the Student = 8

Persons having 6 (Six)letters in their name = 1

Other 7 (Seven) persons says different number of letters.

So, Experimental probability of someone having 6 letters in their name is determined,

[tex]Experimental\ probability = \frac{Total\ Number\ of\ Outcomes}{Number\ of\ favourable\ Outcomes}[/tex]

[tex]= \frac{1}{6}[/tex]

Hence, we can say that the experimental probability of someone having  letters in their name based on this experiment  is [tex]\frac{1}{6}[/tex].

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Answer: 28

Step-by-step explanation:        4+4+4+4+4+4+4=28 :)

The values of the first four terms of the sequence with the definition a(n) = 3n² - n are 2, 10, 24 and 239

A sequence can be arithmetic or geometric of neither

The definition of the function is given as

a(n) = 3n² - n

The above definitions imply that we simply add -n to the three multiplied by 3 and n to get the current term

Using the above as a guide,

So, we have the following representation

a1 = 3 * 1² - 1

a1 = 2

Next. we have

a₂ = 3 * 2² - 2

a₂ = 10

Also, we have

a₃ = 3 * 3² - 3

a₃ = 24

Lastly, we have

a₄ = 3 * 3² - 4

Evaluate the equation

a₄ = 239

Hence, the value of a₄ is 239

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The pοssible first steps tο simplify the equatiοn are:

Multiply bοth sides οf the equatiοn by -2.

Distribute Negative οne-half οver (x + 4).

Multiply bοth sides οf the equatiοn by -2, tο get rid οf the fractiοn:

-2 * Negative οne-half (x + 4) = -2 * 6

This simplifies tο: (x + 4) = -12

Distribute Negative οne-half οver (x + 4):

Negative οne-half (x + 4) = Negative οne-half * x + Negative οne-half * 4

This simplifies tο: (-1/2)x - 2 = 6

Therefοre, the pοssible first steps tο simplify the equatiοn are:

Multiply bοth sides οf the equatiοn by -2.

Distribute Negative οne-half οver (x + 4).

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105 divided by 15 is represented as 15 groupings of 7. We will obtain a full number quotient in each instance with no residual.

117 divided by 13 is equal to 9 with a residual of 0; 136 divided by 17 is equal to 8 with a remnant of 0; and 231 divided by 11 is equal to 21 with a remainder of 0;

We may use a model of equal groups to get the quotient for each division issue. Drawing 15 groups of 7 to represent 105 divided by 15 and 13 groups of 9 to represent 117 split by 13 and 17 groups of 8 to represent 136 divided by 17 is possible. We will obtain a full number quotient in each instance with no residual.

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The minimum number of quarters that she could have is: 14

Let x represent the number of dimes = 4

Let y represent the number of quarters

She has no more than 21 coins

Thus:

x + y ≤ 21

Plugging in relevant values gives:

4 + y ≤ 21

y ≤ 21 - 4

y ≤ 17

0.10x + 0.25y ≥ 3.75

0.10(4) + 0.25y ≥ 3.75

0.40 + 0.25y ≥ 3.75

0.25y ≥ 3.75 - .40

0.25y ≥ 3.35

y ≥ 3.35/.25

y ≥ 13.4

Therefore, the minimum number of quarters she can have would be 14 because the "y" value must be a whole number and the next whole number above 13.4 is 14.

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Answer:

Length: 14m

Breadth: 10m

Area: 140m^2

Step-by-step explanation:

Let length = l and breadth = b,

l = 4 + b

Perimeter = 2(l+b)

= 2(4 + b + b)

= 2(4 + 2b)

= 8 + 4b

Perimeter = 48

Hence,

4b + 8 = 48

4b = 40

b = 10m

l = 4 + b = 14m

A = lb = 10 * 14 = 140m^2

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pilot error = 25.9%

The most serious threat to aviation safety is pilot error. Pilot error accounts for 25.9% of all fatal plane crashes during the past 70 years, making it the most prevalent threat. Fortunately, there are measures that can be taken to reduce pilot error, such as providing pilots with additional training and stricter qualifications.

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(a)

i. The mean of all 855 salaries of 2012 professional baseball players to 3 decimal places is 3.319 million dollars.

ii. The standard deviation of all 855 salaries of 2012 professional baseball players to 3 decimal places is 4.104 million dollars.

iii. The values in parts (a) and (b) above are:

Parameter: the mean and standard deviation of the population.

Numerical summaries of the population.

iv. The distribution of salaries for professional baseball players in 2012 is right-skewed with a single peak and several outliers at the high end.

(b)

i. The mean of the sampling distribution of the sample mean (in millions of dollars) when n = 10 is 3.319 million dollars.

ii. The standard error of the sampling distribution of the sample mean (in millions of dollars) when n = 10 is 1.298 million dollars.

iii. The shape of the sampling distribution of the sample mean when n = 10 is approximately normal.

(c) The value of the sample mean (in millions of dollars) from the first random sample of size n = 10 is 2.167 million dollars.

(d) The value of the sample mean (in millions of dollars) from the second random sample of size n = 10 is 2.384 million dollars.

(e) The value of the sample mean (in millions of dollars) from the third random sample of size n = 10 is 3.913 million dollars.

(f)

i. The mean of the three sample means is 2.821 million dollars.

ii. The standard deviation (i.e., standard error) of the three sample means is 0.911 million dollars.

(g)

i. We would expect to see a value of 3.319 million dollars for the mean of the sample means (in millions of dollars) of size n = 10.

ii. We would expect to see a value of 1.298 million dollars for the standard error of the sample means (in millions of dollars) of size n = 10.

The mean and standard error are obtained from the applet and are reported to 3 decimal places. The shape of the sampling distribution of the sample mean when n=10 is approximately normal due to the Central Limit Theorem.

The applet provides the histogram of the 10 observations selected for the sample, as well as the mean and standard deviation of the observations in the sample. The student is required to click "Generate 1 Sample" three times and report the sample means from each of the three random samples of size n=10.

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Answer:

Let's work backwards to figure out how many cookies were left after Mrs. Johnson ate 3 cookies:

Before Mrs. Johnson ate the cookies, the class had eaten 5/6 of the cookies, which means that 1/6 of the cookies were left.

Let's call the number of cookies in 1/6 of the batch "x". So the total number of cookies is 6x.

After the class ate 5/6 of the cookies, there were 1/6 of the cookies left, which is x.

Then Mrs. Johnson ate 3/4 of the cookies that were left, which means she ate 3/4*x cookies.

We know that Mrs. Johnson ate 3 cookies, so we can set up the equation: 3 = 3/4*x

Solving for x:

3 = 3/4x

34/3 = x

4 = x

So there were 4 cookies in 1/6 of the batch, which means there were 6 times as many, or 6*4 = 24 cookies in the whole batch.

Therefore, Mrs. Johnson brought 24 cookies to class that day.

Answer: 24 cookies.

Step-by-step explanation:

the answer to the questions is as below

Let's start by using variables to represent the number of cookies that Mrs. Johnson brought to class. Let's say she brought "x" cookies.

We know that the class ate five-sixths of the cookies, which means that there were only one-sixth of the cookies left. This can be represented as:(1/6)x cookies left

We also know that Mrs. Johnson ate three-fourths of the cookies that were left, which is equal to 3 cookies. We can set up an equation to represent this:

(3/4)(1/6)x = 3

Simplifying this equation, we get:

(1/24)x = 1

x = 24

Therefore, Mrs. Johnson brought 24 cookies to class that day.

The cashier gave Mary an amount of  $49.64 in change.

Mary's mom gave her $100.00 to go shopping.

She spent $22.65 on a shirt and $33.31 on a skirt. She had a coupon for 10% off. Mary's total expenditure can be calculated by adding the cost of the skirt and the shirt:

Shirt + Skirt = $22.65 + $33.31 = $55.96

The cost of the items with the discount is the Total cost after discount

= $55.96 − 10% of $55.96 = $55.96 − $5.596 = $50.36

Since Mary was given $100.00 by her mother, she has to subtract the total amount she spent from the total she was given.

This will give us her total change:

$100.00 − $50.36 = $49.64

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Answer:

I think is 30km/h

if it's wrong I'm sorry

The tower is 2,200 feet tall.

To find the height of the tower, we can use the Pythagorean theorem for a right triangle. The given information can be represented as:

Hypotenuse (cable) = 2,230 feet

Base (distance from the starting point to the point under the tower) = 370 feet

Height (height of the tower)

Write the Pythagorean theorem formula:

[tex]a^2 + b^2 = c^2,[/tex]

where a and b are the two shorter sides (base and

height) and c is the hypotenuse.

Plug in the given values: [tex]height^2 + 370^2 = 2,230^2[/tex]

Square the given numbers: [tex]height^2 + 136,900 = 4,972,900[/tex]

Subtract the base squared from both sides: [tex]height^2 = 4,972,900 - 136,900[/tex]

Calculate the difference: [tex]height^2 = 4,836,000[/tex]

Find the square root of the difference: height = √4,836,000

Calculate the height: height = 2,200 feet

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