The total expense for producing 2 widgets is $18,006.00.
How to find the total expense for producing 2 widgets?To find the total expense for producing 2 widgets, we need to find the total revenue from selling 2 widgets and then subtract the total expense of producing them.
The total revenue from selling 2 widgets is simply the price per widget times the quantity demanded at that price. Since the price is not specified in the problem, we can use the demand function to find it.
We know that the quantity demanded when 2 widgets are produced is:
q = 2
So we can solve the demand function for p:
q = -112p + 4,500
2 = -112p + 4,500
-112p = -4,498
p ≈ 40.16
Therefore, the price per widget is approximately $40.16.
The total revenue from selling 2 widgets at this price is:
revenue = price × quantity demanded
revenue = $40.16 × 2
revenue = $80.32
Now we need to find the total expense of producing 2 widgets. The problem gives us an expression for the total expense:
E = 3.00q + 18,000
Substituting q = 2, we get:
E = 3.00(2) + 18,000
E = $18,006.00
Therefore, the total expense for producing 2 widgets is $18,006.00.
Finally, we can calculate the profit as the difference between the revenue and the expense:
profit = revenue - expense
profit = $80.32 - $18,006.00
profit ≈ -$17,925.68
Since the profit is negative, Willie's Widgets would not make any profit from producing 2 widgets at this price. They would lose money.
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Solve this system of equations using the substitution method.
y = 2x
- 3x - 15 = y
Answer:
x = -3
y = -6
Step-by-step explanation:
We are given the following system of equations:
y = 2x
-3x - 15 = y
We can use the substitution method to solve this system.
Substitute y = 2x from the first equation into the second equation and solve for x:
-3x - 15 = 2x
-5x = 15
x = -3
Now that we have found x, we can use the first equation to find y:
y = 2x = 2(-3) = -6
Therefore, the solution to the system of equations is (x, y) = (-3, -6).
The equations of four lines are given. Identify which lines are parallel.
Line 1:
y = 8x - 3
Line 2: y-6=(x-4)
Line 3:
Line 4:
y = 3x + 4
1
x - 3y = -4
O All four lines are parallel.
O Lines 3 and 4 are parallel.
O Lines 1 and 3 are parallel.
O Lines 2 and 3 are parallel.
►
For the given equations, using slope formula option B: Lines 3 and 4 are parallel, is the correct option.
What is slope?
A line's steepness and direction are measured by the line's slope. Without actually using a compass, determining the slope of lines in a coordinate plane can assist in forecasting whether the lines are parallel, perpendicular, or none at all.
The four different equations are given.
To identify parallel lines, we need to compare their slopes.
If two lines have the same slope, they are parallel.
Line 1 is in slope-intercept form (y = mx + b) where the slope is m = 8.
Line 2 is in point-slope form (y - y1 = m(x - x1)) where the slope is m = 1/8.
Line 3 is in slope-intercept form where the slope is m = 3.
Line 4 is in slope-intercept form where the slope is m = 1/3.
Comparing the slopes, we see that -
Lines 1 and 2 have different slopes, so they are not parallel.
Lines 1 and 3 have different slopes, so they are not parallel.
Lines 1 and 4 have different slopes, so they are not parallel.
Lines 2 and 3 have different slopes, so they are not parallel.
Lines 2 and 4 have different slopes, so they are not parallel.
Lines 3 and 4 have the same slope (m = 3), so they are parallel.
Therefore, lines 3 and 4 are parallel.
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A triangular pyramid has a base shaped like a right triangle. The legs of the right triangle are 2 and 2 feet long. The pyramid's height is 3 feet. What is its volume?
The volume of the triangular pyramid is 2 cubic feet.
what is triangle ?
A triangle is a 2-dimensional geometric shape that has three straight sides and three angles. The sum of the angles of a triangle is always 180 degrees.
The first step to solving this problem is to find the area of the base of the pyramid. Since the base is a right triangle, its area can be calculated using the formula for the area of a triangle:
Area of triangle = 1/2 * base * height
In this case, the base is a right triangle with legs of 2 feet, so its area is:
Area of base = 1/2 * 2 * 2 = 2 square feet
Next, we can use the formula for the volume of a pyramid to calculate the volume of the triangular pyramid:
Volume of pyramid = 1/3 * area of base * height
Substituting in the values we have, we get:
Volume of pyramid = 1/3 * 2 * 3 = 2 cubic feet
Therefore, the volume of the triangular pyramid is 2 cubic feet.
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You and a friend play a game where you each toss a balanced coin. If the upper faces on the coins are both tails, you win $1; if the faces are both heads, you win $2; if one shows a head and the other a tail, you lose $1.a) Give the probability distribution for X=your winnings on a single play of this game.b) What are your expected winnings?c) Suppose you change the rules so that if both coins are heads you win $100; if both coins are tails you win $5; if the coins do not match, you lose $52. What are your expected winnings?d) Find Var(X) for both games.e) Which game would you rather play? (Use the variance to help make this decision).
According to the probability distribution, you should rather play the second game than the first one.
a) The probability distribution for your winnings on a single play of this game is given by:
P(X=1) = 1/4
P(X=2) = 1/4
P(X=-1) = 1/2
b) Your expected winnings in this game is 0, since the expected value of X = 1*(1/4) + 2*(1/4) - 1*(1/2) = 0.
c) The probability distribution for your winnings in this game is given by:
P(X=100) = 1/4
P(X=5) = 1/4
P(X=-52) = 1/2
d) Your expected winnings in this game is 22, since the expected value of X = 100*(1/4) + 5*(1/4) - 52*(1/2) = 22.
e) The variance of X for the first game is
Var(X) = (1-0)2*(1/4) + (2-0)2*(1/4) + (-1-0)2*(1/2) = 0.75.
The variance of X for the second game is Var(X) = (100-22)2*(1/4) + (5-22)2*(1/4) + (-52-22)2*(1/2) = 1344.5.
You would rather play the second game, since its variance is much larger, which means there is a greater potential for large gains.
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(2/3)y - 4 ≥ 2
Help, Due Today
The inequality expression (2/3)y - 4 ≥ 2 when evaluated is y ≥ 3
How to evaluate the inequalityInequality expressions are those statements in mathematics that use symbols like <, >, ≤, or ≥ to compare two values.
From the question, we have the following inequality expression given as
(2/3)y - 4 ≥ 2
Add 4 to both sides of the inequality
So, we have the following representation
2/3y ≥ 2
Multiply both sides of the inequality expression by 3/2
y ≥ 3
Hence, the solution to the given inequality expression is y ≥ 3
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8. The area of a square is between 30 cm² and 31 cm². Estimate the side length to the nearest tenth of a centimetre. Is your estimate reasonable? How do you know?
The side length to the nearest tenth of a centimeter is 5.57
What is a square?A square is a closed two-dimensional shape (2D shape) with four sides that are equal and parallel to each other. also, In Euclidean Euclidean geometry, a square is a regular quadrilateral which means that it has four equal sides and four equal angles (90-degree angles, π/2 radian angles, or right angles)
The range of the sides is 30 to 31
the area of a square is
A = l² where l = length of side
√30 = l
L= 5.48 or
l = √31 = 5.57
The side length is the mean of the range of numbers
l = (5.48+5.57)/2 = 5.53
My estimate is reasonable because 5.53² = 30.5809 which is a number between 30 and 31
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Due to the fact that a square's area is proportionate to its square of side length, a minor change in the area corresponds to a small change in the side length, making this estimate acceptable.
Determine the reasonable estimate for the area of a square.Let's call the side length of the square "s". We know that the area of the square is between 30 cm² and 31 cm², so we can write:
30 < s² < 31
Taking the square root of all three sides of this inequality, we get:
√30 < s < √31
Using a calculator, we can approximate the square roots to the nearest tenth of a centimeter:
√30 ≈ 5.5
√31 ≈ 5.6
So, we can estimate that the side length of the square is between 5.5 cm and 5.6 cm, to the nearest tenth of a centimeter.
This estimate is reasonable because the area of a square is proportional to the square of its side length, so a small change in the area corresponds to a small change in the side length.
Since the difference between the upper and lower bounds of our estimate is only 0.1 cm, it makes sense that the area of the square is very close to the given range.
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melanie spent half of her allowance going to the movies. Then, she washed the family car and warned $10. what is her weekly allowance is she ended up with $22.50.
The weekly allowance of Melanie that she ended up is $65 by solving the equation formed according to the question.
What is an equation?An equation is a mathematical statement that shows that two expressions are equal. It typically contains one or more variables and can be written using mathematical symbols such as addition, subtraction, multiplication, division, and exponentiation. An equation can also contain mathematical functions, constants, and other mathematical operations.
What are mathematical functions?In mathematics, a function is a rule that assigns each element in one set, called the domain, to a unique element in another set, called the range or codomain. In other words, a function is a relation between two sets where each element in the domain is mapped to a unique element in the range.
Let's assume that Melanie's weekly allowance is "x".
According to the problem, Melanie spent half of her allowance going to the movies. So, she spent (1/2)x dollars at the movies.
Then, she earned $10 by washing the family car.
Therefore, her total spending is (1/2)x + $10.
Since she ended up with $22.50, we can set up an equation:
x - [(1/2)x + $10] = $22.50
Simplifying this equation, we get:
(1/2)x = $32.50
Multiplying both sides by 2, we get:
x = $65
Therefore, Melanie's weekly allowance is $65.
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The surface area of the cone is 376.8 square yards. What is the slant height of this cone ? use pie= 3.14 and round your answer to the nearest hundredth.
Answer:
14
Step-by-step explanation:
The formula is
376.8 =
Find the next term in the series.
240, 332, 118, 168, 57, 86, ? ,45
Answer:
32 or 24 or 13 or 21
Step-by-step explanation:
332-240=92
168-118 = 50
86-57 = 29
45-13= 32
or
45-21= 24
What is the range of the function f(x) = |x| – 3? {f(x) ∈ ℝ | f(x) ≥ –3} {f(x) ∈ ℝ | f(x) < –3} {f(x) ∈ ℝ | f(x) ≤ –3} {f(x) ∈ ℝ | f(x) > –3}
The range of f(x) is {f(x) ∈ ℝ | f(x) ≥ –3}, which means that the possible values of f(x) are all real numbers greater than or equal to –3.
The range of a function is the set of all possible output values.
For the function f(x) = |x| – 3, we can think about the possible values that f(x) can take on.
First, consider the absolute value. For any input x, the absolute value |x| is always non-negative, so |x| – 3 is at least –3.
Next, think about the effect of subtracting 3. This shifts all the values down by 3 units. So the range of f(x) is all the values that can be obtained by subtracting 3 from the absolute value of x.
Therefore, the range of f(x) is {f(x) ∈ ℝ | f(x) ≥ –3}, which means that the possible values of f(x) are all real numbers greater than or equal to –3.
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pls explain bcs i have a test tomorrow
In respοnse tο the given questiοn, we can state that As a result, the functiοn turning pοints are ((4/3), -4/(3(4/3))) and (-(4/3), 4/(3(4/3))). With this data, we can draw the graph οf y = x³ - 4x shοwn in οptiοn (D).
What is functiοn?Mathematicians examine numbers and cοmplex variatiοns, equatiοns and assοciated structures, fοrms and their lοcatiοns, and prοspective pοsitiοns fοr these things. The term "functiοning" signifies the cοnnectiοn between a cοllectiοn οf inputs, each οf which has a cοrrespοnding οutput.
A functiοn is a cοnnectiοn οf inputs and results in which each input leads tο a single, identifiable οutcοme. Each functiοn is assigned a dοmain, a cοdοmain, οr a scοpe. The letter f is widely used this tο denοte functiοns (x). The symbοl fοr admissiοn is an x. The fοur primary types οf usable functiοns are οn οperatiοns, οne-tο-οne capabilities, sο multiple functiοnality, in capabilities, and then οn functiοns.
Optiοn (D) is a design that might depict the graph οf y = x³ - 4x since it cοntains a single hump with a rοοt at x = 0 and intersects the y-axis at y = 0.
We may use the fοllοwing prοcedures tο sοlve the functiοn y = x³ - 4x:
The value οf the y-intercept is (0, 0).
We set y = 0 and sοlve fοr x tο determine the x-intercepts:
[tex]x^3 - 4x = 0[/tex]
[tex]x( x^2 -4) = 0[/tex]
[tex]x = 0 , x = -2 , x = 2[/tex]
As a result, the x-intercepts are (-2, 0), (0, 0), and (2, 0).
[tex]3x^2 - 4 = 0[/tex]
x = ±√(4/3)
As a result, the turning pοints are ((4/3), -4/(3(4/3))) and (-(4/3), 4/(3(4/3))).
With this data, we can draw the graph οf y = x³ - 4x shοwn in οptiοn (D).
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How to write a real life situation for the inequality * ≥ 5.
We can say that after answering the offered question We may simulate inequality and address numerous issues in disciplines like economics, engineering, and science by employing variables and inequalities.
What is inequality?In mathematics, an inequality is a non-equal connection between two expressions or values. As a result, imbalance leads to inequity. In mathematics, an inequality connects two values that are not equal. Inequality is not the same as equality. When two values are not equal, the not equal symbol is typically used (). Various disparities, no matter how little or huge, are utilised to contrast values. Many simple inequalities can be solved by altering the two sides until just the variables remain. Yet, a lot of factors contribute to inequality: Negative values are divided or added on both sides. Exchange left and right.
Choose a scenario where a specific number or quantity must be larger than or equal to 5 for a specific condition to be satisfied in order to write a real-life circumstance for the inequality * 5.
Another illustration might have to do with a fitness objective. The inequality in this case would be " 5," meaning that you must weigh less than or equal to 5 in order to reach your objective.
Inequalities are typically employed to symbolise restrictions or limitations in real-world contexts, such as minimum or maximum demands, financial restraints, or safety standards. We may simulate and address numerous issues in disciplines like economics, engineering, and science by employing variables and inequalities.
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solve 6x^2+1≥5x graphically
Answer:
[tex]x \leq \frac{1}{3}[/tex] or [tex]x \geq \frac{1}{2}[/tex]
Answer:
Below
Step-by-step explanation:
From the graph below you can see that
x < = .33 3 and x >= .5
combined
.333 ≥ x ≥ .5
4. What is the area of the kite? Round to the nearest tenth.
90
5 in
5 in.
60°
17. 1 in
27. 1 in 2
Ob
Ос
Od
23. 4 in2
12. 4 in2
Therefore , the solution of the given problem of area comes out to be the kite's surface size is roughly 42.8 square inches. (A) 90 is the best match, but it's not the right response.
Explain area.Calculating how much room is needed to fully cover the outside will reveal its overall size. When calculating a trapezoidal shape's surface, the immediate environs are taken into account. The surface area of something determines its overall measurements. The internal water capability of a cuboid is given by the total of the borders connected to each of its six rectangular edges.
Here,
The following method must be used to determine a kite's area:
=> Diagonal 1 x Diagonal 2 / 2 = Area
where "diagonal 1" and "diagonal 2" denote the kite's two diagonal lengths, respectively.
We can see from the provided illustration that:
=> 17.1 inches are the length of Diagonal 1 (OD).
The length of Diagonal 2 (OS) is 5 inches.
We can enter these numbers into the formula to determine the area:
=> Area = (17.1 x 5) / 2 Area
=> (diagonal 1 x diagonal 2) / 2 Area
=> 42.75
To the closest tenth, we round and obtain:
=> Area ≈ 42.8
Consequently, the kite's surface size is roughly 42.8 square inches. (A) 90 is the best match, but it's not the right response.
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Solve for x to make A||B.
B
3x
A
X =
?
7x
Enter
Answer:
x = 18
Step-by-step explanation:
the angle vertically opposite 7x is 7x
making 3x and 7x same- side interior angles summing to 180° , that is
3x + 7x = 180
10x = 180 ( divide both sides by 10 )
x = 18
for A and B to be parallel then x = 18
Help me please thank you if you do
The statement "If I make more money than the cost of the ingredients, then the following is true, c > 1 and c < 13" provides support for Jane's claim that she must sell at least one but no more than 12 cakes to make a profit.
What is statement ?
A statement is a declarative sentence that expresses a fact, an opinion, or a proposition that can be either true or false. It is a linguistic expression that can be either a complete sentence or a part of a sentence, and it conveys a meaning that can be evaluated as true or false.
The statement that provides support for Jane's claim is:
"If I make more money than the cost of the ingredients, then the following is true, c > 1 and c < 13"
This statement implies that if Jane makes more money than the cost of the ingredients, then she must have sold at least one cake (since c > 1) but not more than 12 cakes (since c < 13). This makes sense because if she sells fewer than one cake, she will not make any profit, and if she sells more than 12 cakes, the profit she makes per cake will be reduced since the cost of the ingredients is fixed.
The other statements do not provide support for Jane's claim:
"She cannot sell less than 0 cakes, so c must be >= 0" is true, but it does not provide any information about the range of values for c that support Jane's claim.
"| e = 0 then she has not lost or earned any money." is true, but it does not provide any information about the range of values for c that support Jane's claim.
"c = 1 then she has earned a small amount of money." is true, but it only provides information about one specific value of c, not a range of values that support Jane's claim.
"c equals a negative integer then she did not sell any cakes" is true, but it only provides information about one specific value of c, not a range of values that support Jane's claim. Additionally, the statement is not relevant to Jane's claim since negative values of c are not included in the range c > 1 and c < 13.
Therefore, the statement "If I make more money than the cost of the ingredients, then the following is true, c > 1 and c < 13" provides support for Jane's claim that she must sell at least one but no more than 12 cakes to make a profit.
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5. Just before the presidential election in November 2016, a local newspaper conducted a poll of registered voters in a large city and found that 120 out of a random sample of 250 men intended to vote for Donald Trump and 132 out of a random sample of 240 women intended to vote for Donald Trump. (a) Is there convincing evidence that there is a difference in the proportion of all men and the proportion of all women in this city who intended to vote for Trump at the a = 0. 05 significance level? (b) Based on your conclusion in part (a), which mistake, a Type I error or a Type Il error, could you have made? Interpret this error in context
A Type I error that could have been made in this case would be concluding that there is no difference between the proportions of men and women who intended to vote for Trump when in reality there was a difference.
(a) Yes, there is convincing evidence that there is a difference in the proportion of all men and the proportion of all women in this city who intended to vote for Trump at the a = 0. 05 significance level. The p-value of this test is 0.023, which is less than the significance level of 0.05, suggesting that the difference between the proportions of men and women who intended to vote for Trump is statistically significant.
(b) If we had concluded that there was no difference in the proportions of men and women who intended to vote for Trump when there actually was a difference, we would have made a Type I error. This error refers to rejecting the null hypothesis when it is actually true. In this context, a Type I error would mean concluding that there is no difference between the proportions of men and women who intended to vote for Trump when in reality there was a difference.
This answer concludes that there is convincing evidence that there is a difference in the proportion of all men and the proportion of all women in this city who intended to vote for Trump at the a = 0.05 significance level.
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Find the values of variables and the measures of the indicated angles.
The value of the variable x is 253 degrees
How to determine the value of the variable xFrom the question, we have the following parameters that can be used in our computation:
Circle and intersecting tangent lines
Using the theorem of angle between intersecting tangents and arcs, we have the following equation
1/2 * (x - 360 + x) = 73
Multiply by 2
(x - 360 + x) = 146
So, we have
2x - 360 = 146
Evaluate the like terms
2x = 506
Divide by 2
x = 253
Hence, the value of x is 253 degrees
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Peter buys tickets for his family to see his favorite movie, Elephant Mistake. He pays
$37.50 for 2 adult tickets and 2 student tickets. The next week he goes back with
his friends and pays $35.25 for 1 adult ticket and 3 student tickets. Choose the
system of equations that can be solved to find the price of an adult ticket, a, and
the price of a student ticket, y.
Elvis chooses three DIFFERENT numbers .
- The sum of the three numbers is 24.
- one of the numbers is a square number.
The other 2 numbers are factors of 20.
FIND THE 3 NUMBERS CHOSEN BY ELVIS..
To get the answer i need the full working out and the answer
Answer: 16+4+4
Step-by-step explanation: The answer is 16, 4, and 4.
Square values in 24 are 4,9, and 16.
You can take a look at this and see that a factor of 24 is 4.
You can do 16+4+4.
Hope this helps!
-You Brainly Helper!
A person invested $ 790 in an account growing at a rate allowing the money to double
every 13 years. How much money would be in the account after 30 years, to the
nearest dollar?
Answer:
Submit Answer
attempt i out of
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A doubling equation in exponential growth can be used to solve the question. The amount after 30 years will be $3911.22
The growth rate is governed by exponential equation. Doubling equation means to the time needed to make the initial amount double. If the number of years and doubling time given, then the doubling equation is,
P = P₀[tex](2)^{t/d}[/tex]
P is the final amount
P₀ is the initial amount
t is the time in years
d is the doubling time
P₀ = 790 t= 30 d= 13
P = 790 [tex](2)^{30/13}[/tex]
= 3911.21506157
So the amount after 30 years will be $3911.22
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assuming the difference shown in the table remains constant over a 40 year career, approximately how much more does a man with a bachelors degree earn more than a man with a highschool education
high school degree, associates degree, bachelors degree, professional degree
women: $21,113 hs, $39,286 associates, $49,108 bachelor
$80,718 professional
men $40,447 hs, $ 50,928 associates, $ 66,196 bachelors
$119,474 professional
Assuming the difference shown in the table remains constant over a 40 year career difference approximately how much less does a women with a bachelors degree earn than a women with a professional degree?
As a percentage how much more does a man with a bachelors degree earn than a women with a bachelors degree? Assuming that the difference remains the same over a 40 year career, how. much more does the man earn than the women?
1. A man with a bachelοr's degree earns apprοximately $25,749 mοre per year than a man with a high schοοl educatiοn.
2. A wοman with a prοfessiοnal degree earns apprοximately $31,610 mοre per year than a wοman with a bachelοr's degree.
3. A man with a bachelοr's degree earns apprοximately 34.8% mοre than a wοman with a bachelοr's degree.
What is Percentage?Percentage can be calculated by dividing the value by the tοtal value, and then multiplying the result by 100. Percentage is a number οr ratiο expressed as a fractiοn οf 100. It is οften denοted using the percent sign, "%".
Bachelοr's degree: $66,196
High schοοl educatiοn: $40,447
Difference: $25,749
Therefοre, a man with a bachelοr's degree earns apprοximately $25,749 mοre per year than a man with a high schοοl educatiοn.
Prοfessiοnal degree: $80,718
Bachelοr's degree: $49,108
Difference: $31,610
Therefοre, a wοman with a prοfessiοnal degree earns apprοximately $31,610 mοre per year than a wοman with a bachelοr's degree.
Difference in average earnings fοr men and wοmen with a bachelοr's degree: $66,196 - $49,108 = $17,088
Average earnings fοr wοmen with a bachelοr's degree: $49,108
Percentage difference: ($17,088 / $49,108) x 100 = 34.8%
Therefοre, a man with a bachelοr's degree earns apprοximately 34.8% mοre than a wοman with a bachelοr's degree. Over a 40-year career, this translates tο a difference οf apprοximately $683,520 in earnings ($17,088 x 40).
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Help me plsssssssssssssssssssss
Answer:
157°
Step-by-step explanation:
We can see that the angle here is an alternate angle, this means it is an opposite angle that has the same value as each other.
Knowing this, we can see that if the angles are alternated the missing angle should be 157 as well.
Hope this helps have a lovely day! :)
There’s a spinner with 12 equal areas numbered one through 12 if the spinner is one one time what is the probability that the result is a multiple of five and a multiple of two
The probability that the result is a multiple of five and a multiple of two is 1/3, since there are only three multiples of five and two that can be produced on the spinner: 10, 6, and 2.
The spinner has 12 equal areas, numbered one through 12. The probability of getting a multiple of five and a multiple of two on one spin is 1/3, since there are only three multiples of five and two that can be produced: 10, 6, and 2. To calculate this probability, we need to look at the total number of possible outcomes and divide it by the number of outcomes that are multiples of five and a multiple of two. In this case, the total number of outcomes would be 12, and the number of outcomes that are multiples of five and a multiple of two is three (10, 6, and 2). Dividing 12 by 3 gives us the probability of 1/3.
Total number of outcomes = 12
Number of outcomes that are multiples of five and two = 3 (10, 6, and 2)
Probability = 3/12 = 1/3
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Write an equation of the line that passes through the points. 13. (2,5), (0,5) 14. (-3,0), (0,0) 15. (0,-2), (4,-2)
The line that goes through the points (0, -2) and (4, -2) can be represented by the equation y = (-1/2)x - 2.
Since both points have the same y-coordinate of 5, the line must be a horizontal line passing through y = 5. Therefore, the equation of the line is y = 5.
Since both points have the same y-coordinate of 0, the line must also be a horizontal line passing through y = 0. Therefore, the equation of the line is y = 0.
The slope of the line passing through the two points can be found using the formula:
m = (y₂ - y₁) / (x₂ - x₁)
Substituting the given values, we get:
m = (-2 - 0) / (4 - 0) = -1/2
Using the point-slope form of the equation of a line, we can write the equation of the line as:
y - y₁ = m(x - x₁)
Substituting one of the given points, such as (0, -2), we get:
y - (-2) = (-1/2)(x - 0)
Simplifying, we get:
y + 2 = (-1/2)x
Therefore, the equation of the line passing through the points (0, -2) and (4, -2) is y = (-1/2)x - 2.
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HELPP PLEASE
Tell whether x and y are proportional. If so, find the constant of proportionality.
8 = xy
x and y are proportional. k=8
x and y are proportional. k = 1
x and y are proportional. k =1/8
x and y are not proportional.
Answer:
It's A. x and y are proportional. k=8
Step-by-step explanation:
x and y are proportional since they are related by the equation 8 = xy. To find the constant of proportionality, we can solve for y in terms of x:
y = 8/x
This shows that y is inversely proportional to x, and the constant of proportionality is 8.
Therefore, the correct answer is A. x and y are proportional, and the constant of proportionality is k = 8.
Hope this helped! Sorry if it's wrong. If you need more help, ask me! :]
Consider the difference below.
x-3/x^2-x-5 - 5/8x
Place the steps require to simplify the given difference of two expressions into one, simplified rational expression in the correct order.
Answer:
x=3/8
Step-by-step explanation:
^2×5×3÷5/8=×3/8
What is the product of 3x – 4 and 5x^2–2x+6. Write your answer in standard form.
Part a: SHOW WORK
Part b: Is the product of 3x – 4 and 5x^2–2x+6 equal to the product of 4 – 3x and 5x^2 – 2x + 6? EXPLAIN.
20 points, please show work. Thanks.
We can see that the signs of the coefficients are different for the terms with x, so the two products are not equal.
What is Algebraic expression ?
In mathematics, an algebraic expression is a combination of variables, constants, and mathematical operations, such as addition, subtraction, multiplication, and division, that represents a quantity or a relationship between quantities.
Part a:
To find the product of (3x – 4) and (5[tex]x^{2}[/tex] – 2x + 6), we need to distribute each term in the first expression to each term in the second expression, and then combine like terms.
(3x – 4) (5[tex]x^{2}[/tex] – 2x + 6)
= 3x(5[tex]x^{2}[/tex] ) – 3x(2x) + 3x(6) – 4(5[tex]x^{2}[/tex] ) + 4(2x) – 4(6)
= 15[tex]x^{3}[/tex]– 6[tex]x^{2}[/tex] + 18x – 20[tex]x^{2}[/tex] + 8x – 24
= 15[tex]x^{3}[/tex] – 26[tex]x^{2}[/tex] + 26x – 24
Therefore, the product of (3x – 4) and (5[tex]x^{2}[/tex] – 2x + 6) is equal to 15x^3 – 26[tex]x^{2}[/tex] + 26x – 24 in standard form.
Part b:
No, the product of (3x – 4) and (5[tex]x^{2}[/tex] – 2x + 6) is not equal to the product of (4 – 3x) and (5[tex]x^{2}[/tex] – 2x + 6).
(4 – 3x) (5[tex]x^{2}[/tex] – 2x + 6)
= 4(5[tex]x^{2}[/tex] ) – 4(2x) + 4(6) – 3x(5[tex]x^{2}[/tex] ) + 3x(2x) – 3x(6)
= 20[tex]x^{2}[/tex] – 8x + 24 – 15[tex]x^{3}[/tex] + 6[tex]x^{2}[/tex] – 18x
= -15[tex]x^{3}[/tex]+ 26[tex]x^{2}[/tex] - 26x + 24
Therefore, We can see that the signs of the coefficients are different for the terms with x, so the two products are not equal.
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PLEASE SHOW WORK!!!!!!!!!
1) The equal expressions are I and III
2) The value of the expression is 3 41/80
What is an absolute value expression?An absolute value expression is a mathematical expression that represents the distance of a number from zero, regardless of the sign of the number. The absolute value of a number is always positive, so an absolute value expression represents a positive number or zero.
The absolute value of a number x is denoted by |x| and is defined as follows:
|x| = x, if x is positive or zero
|x| = -x, if x is negative
Since -/x/ = -x then this are the equal expressions.
[tex]a^2/a + 1 + a + 1/a^2[/tex]
Then;
[tex]4^2/4 + 1 + 4 +1/4^2[/tex]
16/5 + 5/16
= 3 41/80
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i have to use the information given to create an equation then create a table to find points to graph the expressions.
Answer:
A) Missing Table Values. See the attached worksheet
B) The car will be worth less than $8,000 in 9.8 years
Step-by-step explanation:
Part B: Years until car is less than $8,000
The new $25,000 car depreciates by 11% each year. Expressed another way, it retains 89% of its value each year. The value, y, after x years can be calculated from:
y = ($25,000)*(0.89)^x
This function is graphed on the attached worksheet. The line intersets the $800 on the y axis at 9.8 years. The car will be worth less than $8,000 after 9.8 years.
One can also calculate the value of x:
$,8000 = ($25,000)*(0.89)^x
x = 9.77, mathematically
Part A: Table of values
See the attached worksheet. The values are not exactly a straight line, but come close to f(x) = 8x+50, from which the missing values may be calculated. Legally, however, this is a slightly more complex line, for which I'm unclear about the best approach for its derivation.