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Using proportions, it is found that the actual cost of each pineapple is of $2.12

A proportion is a fraction of a total amount.

In this problem, considering that the waste factor is of 15%, the total price should be of:

P = 0.85 x $14.95 = $12.7075.

For a case of 6 pineapples, hence the price of each is given by:

Pp = $12.7075/6 = $2.12.

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The actual cost of each pineapple with a waste factor of 15% is $12.71

An equation is an expression that shows the relationship between two or more numbers and variables.

The cost of one case of fresh pineapples is $14.95 and the calculated waste factor is 15 percent. Hence:

Actual cost = 14.95 - 15% of 14.95 = $12.71

The actual cost of each pineapple with a waste factor of 15% is $12.71

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Answer:

Step-by-step explanation:

Slope = -0.667/2.000 = -0.333

 x-intercept = 8/3 = 2.66667

 y-intercept = 8/9 = 0.88889

Answer:

Step-by-step explanation:

Answer:

I'm 100% sure the answer is 4.24

Step-by-step explanation:

please mark as BRAINLIEST

Answer:

≈184.25

Step-by-step explanation:

1) if r=10 and 'a' is the length of the side of the triangle, then the ratio

a=r√3;

2) the required area can be calculated as

A=πr²-√3/4*a²; ⇔ A=πr²-3√3/4 r²;

3) according to the formula above, the required area:

[tex]A=r^2(\pi -\frac{3\sqrt{3} }{4} ); \ = > \ A=100*(3.1415-\frac{3*1.7321}{4})=184.2462[/tex]

Answer:

Year 2: 109.4%

Year 3: 118.9%

Step-by-step explanation:

Now,

For the revenue trend percent for year 2

Year 2: $580,000 / $530,000 × 100 = 109.4%

For the revenue trend percent for year 3

Year 3: $630,000 / $530,000 × 100 = 118.9%

Thus, The answer is 109.4% and 118.9%.

-TheUnknownScientist 72

Answer:

55°

Step-by-step explanation:

The definition of an isosceles triangle is that there are two sides of equal length and one side of a different length. Because two sides have the same length, their respective angles have the same measure. For example, side BC goes with angle A; because it is the same length as side AB which goes with angle C, angles A and C are the same. Just set the angles equal to each other and begin solving an algebraic expression as shown here:

[tex]3x+40=x+50\\3x-x+40 = x-x+50\\2x+40=50\\2x+40-40=50-40\\2x=10\\\frac{2x}{2} =\frac{10}{2} \\x=5[/tex]

Now that you know what x is equal to, plug it into angle A's equation.

[tex]3(5)+40\\15+40\\55[/tex]

Angle A is equal to 55°

Answer:

Step-by-step explanation:

a and b are the parallel sides of the trapezoid.

In the graph, each unit = 2

a = 8 & b= 4

height = h = 8

[tex]\bf \boxed{ \text{Area of trapezoid = $\dfrac{(a+b)*h}{2}$} }[/tex]

                              [tex]\bf = \dfrac{(8+4)*8}{2}\\\\\\ = \dfrac{12*8}{2}\\\\\\ = 6*8\\\\ = 48 \ square \ units[/tex]

Answer:

514 square feet

Step-by-step explanation:

2(7×4+4×5+5×7)+2(10×8+8×6+10×6)

=2*83 +2*188

=166+376

=542 square feet

7*4=28

542-28=514 square feet

Answer:

640ft

Step-by-step explanation:

7ft×4ft×5ft = 160

10ft×8ft×6ft=480

Add them together

480+160=640 so the answer is 640ft

Answer:
Assume what? And show work for what?

The way we can decompose the composite figure to determine its area is given by: Option D: as a semicircle, a trapezoid, and two rectangles.

Surface area are derived for some standard shapes like circle, triangle, parallelogram, rectangle, trapezoid, etc.

When some shape comes which isn't standard figure, then we find its area by slicing it (virtually, like by drawing lines) in standard shapes. Then we calculate those composing shapes' area and sum them all.

Thus, we have:

[tex]\text{Area of composite figure} = \sum (\text{Area of composing figures})[/tex]

That ∑ sign shows "sum"

Since the considered composite figure consists of a semicircle, trapezoid, and 2 rectangles, so we can find its area by their use.

Thus, the way we can decompose the composite figure to determine its area is given by: Option D: as a semicircle, a trapezoid, and two rectangles.

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Answer:

d

Step-by-step explanation:

i just finished the test

Answer:

A norm and a metric are two different things.  .

Step-by-step explanation:

The norm is measuring the size of something, and the metric is measuring the distance between two things. A metric can be defined on any set . It is simply a function which assigns a distance (i.e. a non-negative real number) to any two elements .

The major difference between the matric and norms is that metric is a unit of measurement that measures the distance between two objects. The size of a single thing is measured by a norm.

It is defined as the numerical quantity that gives an idea about an object's size, length, width, and many more. It can be used to compare two objects.

The major difference between metrics and norms is as follows:

Thus, the major difference between the matric and norms is that metric is a unit of measurement that measures the distance between two objects. The size of a single thing is measured by a norm.

Learn more about the measurements here:

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#SPJ4

Answer:

4

Step-by-step explanation:

Here are the Numbers: 1,2,4,6,41,2,4,6,41,2,4,6,4

First we order from least to greatest;

1,2,2,2,4,4,4,4,6,6,6,41,41

Since the amount of numbers are odd, we just take the middle number:4

Answer:

[tex]\red{ \rule{10pt}{999999pt}} \pink{ \rule{10pt}{999999pt}} \blue{ \rule{10pt}{999999pt}} \purple{ \rule{10pt}{999999pt}} \\ \red{ \rule{10pt}{999999pt}} \pink{ \rule{10pt}{999999pt}} \blue{ \rule{10pt}{999999pt}} \purple{ \rule{10pt}{999999pt}} \\ \red{ \rule{10pt}{999999pt}} \pink{ \rule{10pt}{999999pt}} \blue{ \rule{10pt}{999999pt}} \purple{ \rule{10pt}{999999pt}}[/tex]

\orange{ \rule{100pt}{999999pt}} < /p > < p > [tex]at < /p > < p >  at</p><p>[tex]at</p><p>

Step-by-step explanation:

f(x) - g(x) = 0

f(x) = g(x)

4.5√x = ⅑ x²

4.5 × 9 = x√x

40.5 = x√x

square it on both side

1640.25= x².x

1640.25 =x³

x=11.7

Answer:

negative reciprocals of each other

Step-by-step explanation:

internet

Answer:

945 in²

Step-by-step explanation:

The scale factor of two figures is k.

The scale factor of their surface areas is k².

The scale factor of their volumes is k³.

1024 in² / 576 in² = 16/9 = k²

k = √(16/9) = 4/3

k³ = (4/3)³

k³ = 64/27

2240 in³ × 27/64 = 945 in²

Answer:

10 kg

Step-by-step explanation:

Let x be the mass of her cat.

1)

2x + 6 = 16

2x = 16 - 6

2x = 10

x = 10/2

x = 5

2)

2(5)

= 10

Answer:10kg

Step-by-step explanation:

Answer: a). 1/8

Step-by-step explanation:

If the coin is fair, then the odds of getting heads or tails should be equal, 12.

Then 3 tosses of tails will have a chance of 12⋅12⋅12=18.

Answer:

5/11.

Step-by-step explanation:

The number of ways 2 balls can be selected = 12P2

= 12!/10!

= 12*11

= 132.

There are 6 even numbers and 6 odd numbers in the bag.

If both numbers drawn are even there are 6P2 = 30 ways that sum is even.

If the 2 numbers are odd there are also 30 ways that sum is even.

Any other combination wil be odd.

So the required probabilit = 2(3) / 132

= 60/132

= 5/11.

The expressions BC and AB are illustrations of straight lines

The length AC is 25 units

The given parameters are:

BC =7

AB = 16

Assume that AB and BC are straight lines.

Then , we have:

AC =AB + BC

Substitute known values

AC = 16 + 7

Evaluate the sum

AC = 25

Hence, the length AC is 25 units

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Considering the margin of error of a confidence interval, it is found that the correct option is:

It would be half as wide.

It is modeled by:

[tex]M = z\frac{s}{\sqrt{n}}[/tex]

In which:

From this, we get that the margin of error is inversely proportional to the square root of the sample size. Then, multiplying the sample size by 4, when it changes from 50 to 200, cuts the margin of error in half, making the interval half as wide.

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Answer: It would be half as wide

Step-by-step explanation:

If the principal had used a sample size of 200 students rather than 50 students, the length of the second interval would be half as wide compared to the original interval.

The width of a confidence interval is inversely proportional to the square root of the sample size. In this case, the sample size is multiplied by 4 (from 50 to 200), so the square root of the sample size is doubled. As a result, the width of the confidence interval is divided by 2, making it half as wide.

Therefore, the correct answer is: It would be half as wide.

Answer:

C Because the evolution of wasted numbers is incorrect

Have a good rest of your Day

Answer:

2(x - 2)

Step-by-step explanation:

- 4(x + 1) + 6x ← distribute parenthesis by - 4

= - 4x - 4 + 6x ← collect like terms

= 2x - 4 ← factor out 2 from each term

= 2(x - 2)

=================================================

Let's simplify this expression.

The first step is to use the distributive property, which states:-

[tex]\bigstar{\boxed{a(b+c)}[/tex]

Simplify:-

[tex]\bigstar{\boxed{-4(x+1)}[/tex]

[tex]\longmapsto\sf{-4x-4}[/tex]

Add 6x:-

[tex]\longmapsto\sf{-4x+6x-4}[/tex]

Combine Like Terms:-

[tex]\longmapsto\sf{2x-4}[/tex]

Now, we should write our answer in factored form, so we factor 2 out:-

[tex]\longmapsto\sf{2(x-2)}[/tex]

=============================================

Hope everything is clear; if you need any clarification/explanation, kindly let me know, and I'll comment and/or edit my answer :)

Amelia must substitute 8 for the variable using parentheses. To simplify, Amelia must multiply 8 by 6. 8 is not a solution of the equation.

Algebraic expression are the expression which consist the variables, coefficients of variables and constants.

The algebraic expression are used represent the general problem in the mathematical way to solve them.

Amelia is using substitution to determine if 8 is a solution to the equation.  The equation which is Amelia is solving  for a = 8 is,

[tex]6a = 42[/tex]

First, Amelia must substitute 8 for the variable using parentheses as,

[tex]6(8) = 42[/tex]

To simplify, Amelia must. multiply 8 by 6.

[tex]48 \neq 42[/tex]

The left hand side of the eqqation is not equal to the right hand side. Thus, 8 is not a solution of the equation.

Thus, Amelia must substitute 8 for the variable using parentheses. To simplify, Amelia must multiply 8 by 6. 8 is not a solution of the equation.

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Answer:

it is a

Step-by-step explanation:

Answer:

Step-by-step explanation:

Step-by-step explanation:

use the formula and simply solve

Two other examples of linear relationships are changes of units and finding the total cost for buying a given item x times.

Two examples of linear relationships that are useful are:

Changes of units:

These ones are used to change between units that measure the same thing. For example, between kilometers and meters.

We know that:

1km = 1000m

So if we have a distance in kilometers x, the distance in meters y is given by:

y = 1000*x

This is a linear relationship.

Another example can be for costs, if we know that a single item costs a given quantity, let's say "a", then if we buy x of these items the total cost will be:

y = a*x

This is a linear relationship.

So linear relationships appear a lot in our life, and is really important to learn how to work with them.

If you want to learn more about linear relationships, you can read:

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