The equilibrium quantity is approximately 34.47 items and the producer surplus at the equilibrium quantity is approximately 396.11.
How to find equilibrium quantity and producer surplus?To find the equilibrium quantity, we need to find the quantity at which the demand and supply functions are equal:
Demand function: d(x) = 588.7 – 0.4x^2
Supply function: s(x) = 8(x) = 0.322
Setting these two functions equal to each other, we get:
588.7 – 0.4x^2 = 0.322x
Simplifying this equation, we get:
0.4x^2 + 0.322x - 588.7 = 0
Using the quadratic formula, we get:
x = (-0.322 ± √(0.322^2 + 40.4588.7)) / (2*0.4)
x ≈ 34.47 or x ≈ -43.67
Since we cannot have a negative quantity, the equilibrium quantity is approximately 34.47 items.
To find the producer surplus at the equilibrium quantity, we need to calculate the area between the supply curve and the equilibrium price, which is the price that corresponds to the equilibrium quantity. We can find the equilibrium price by plugging the equilibrium quantity into either the demand or supply function:
s(34.47) = 8(34.47) = 11.58
So the equilibrium price is approximately 11.58.
Now we can find the producer surplus by integrating the supply function from 0 to the equilibrium quantity, and subtracting the result from the area of a rectangle with height equal to the equilibrium price and width equal to the equilibrium quantity. The formula for producer surplus is:
Producer Surplus = (Equilibrium Price * Equilibrium Quantity) - ∫[0, Equilibrium Quantity] Supply Function dx
Plugging in the values we found, we get:
Producer Surplus = (11.58 * 34.47) - ∫[0, 34.47] 0.322 dx
Integrating the supply function, we get:
∫[0, 34.47] 0.322 dx = 0.322 * 34.47 ≈ 11.10
So the producer surplus is:
Producer Surplus ≈ (11.58 * 34.47) - 11.10 ≈ 396.11
Therefore, the equilibrium quantity is approximately 34.47 items, and the producer surplus at the equilibrium quantity is approximately 396.11.
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Catherine talks on the phone for 3/4 of an hour every night. How many hours dose she talk on the phone is one week. No decimals pls!
Answer: 5 1/4
Step-by-step explanation: 3/4 times 7/1 equals 5.25
Turn the decimal to a fraction and get 5 1/4
15,10,20/3,... find the 9th term
Answer:
9th term is
[tex]a_9 = \dfrac{1280}{2187}\\[/tex]
Step-by-step explanation:
This sequence is clearly a geometric progression where the ratio of any term to the previous term is constant and known as common ratio
The 3 terms given are:
15, 10 and 20/3
10 ÷ 15 = 2/3
20/3 ÷ 10 = 2/3
So the common ratio is 2/3
For a geometric sequence with common ratio r and first term a₁, the nth term is given by the equation
aₙ = a₁ · rⁿ⁻¹
Here a₁ = first term = 15
r = 2/3
So the general equation for the nth term of this equation is
aₙ = 15 · (2/3)ⁿ⁻¹
The 9th term would be
[tex]a_9 = 15 \cdot \left(\dfrac{2}{3}\right)^{9-1}\\\\a_9 = 15 \cdot \left(\dfrac{2}{3}\right)^{8}\\\\a_9 = 15 \cdot \left(\dfrac{256}{6561}\right)\\\\a_9 = 15 \cdot \left(\dfrac{256}{6561}\right)\\[/tex]
15 is divisible by 3 giving 5
6561 is divisible by 3 giving 2187
So the above expression simplifies to
[tex]a_9 = 5 \cdot \dfrac{256}{2187}\\\\a_9 = \dfrac{1280}{2187}\\[/tex]
I am wondering what’s 75% of 188
I know 50% of 188 is 94 and 25% is 47
Answer: 141
Step-by-step explanation: 188 x 75% = 141
Answer:
141
Step-by-step explanation:
I looked it up.
A landscaping company placed two orders with a nursery. The first order was for 13 bushes and 4 trees, and totaled $327. 50. The second order was for 6 bushes and 2 trees, and totaled $142. 96. Sam tried to use system of equation to solve the problem. If "b" represents bushes and "t" represents trees which system can Sam use?
System of equation Sam can use is 13b + 4t = 327.50 and 6b + 2t = 142.47 where "b" represents bushes and "t" represents trees.
Let the cost of bushes represented by b
cost of trees represented by t
First order is 13 buses and 4 trees and total is $327.50
By using the data equation form will be
13b + 4t = 327.50
Second order is 6 bushes and 2 trees and total is $142. 96
By using data the equation form will be
6b + 2t = 142.96
These set of equation will for and can be used.
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In triangle ABC, angle B is a right angle. Give me measures of side BC and hypotenuse AC so that the measure of Angle A is greater than 75 degrees
In triangle ABC with angle B as a right angle, if the measure of angle A is greater than 75 degrees (e.g., 80 degrees), side BC can be approximately 9.848 units, and the hypotenuse AC can be 10 units.
In triangle ABC with angle B as a right angle, to find measures of side BC and hypotenuse AC such that the measure of angle A is greater than 75 degrees, we can use the sine function.
Determine the sine of angle A. Since angle A needs to be greater than 75 degrees, let's choose 80 degrees as an example.
sin(80°) = opposite side (BC) / hypotenuse (AC)
Choose a convenient value for the hypotenuse (AC). Let's choose AC = 10 units.
Solve for the opposite side (BC).
sin(80°) = BC / 10
BC = 10 * sin(80°)
BC ≈ 9.848
If the measure of angle A is more than 75 degrees (for example, 80 degrees), side BC and the hypotenuse AC in the triangle ABC with a right angle can both be 10 units.
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Which scale factors produce an expansion under a dilation of the original image?
Select each correct answer.
0. 1
0. 9
2
7. 5
Let C = {factors of 12}
Work out n(C)
The value or n(C) based on the information will be 6.
How to explain the FactorIn mathematics, a factor is a number or algebraic expression that divides another number or expression without leaving a remainder. More formally, if a is a factor of b, then b can be expressed as a product of a and some other number or expression.
For example, in the expression 12 = 2 x 2 x 3, the numbers 2 and 3 are factors of 12. Similarly, in the expression x² - 4, (x - 2) and (x + 2) are factors because if we multiply them together we get x² - 4.
The factors of 12 are 1, 2, 3, 4, 6, and 12. Therefore, the set C contains six elements. Hence, n(C) = 6.
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The circumference of a circle is 12.56 millimeters. What is the circle's radius?
C=12.56 mm
Use 3.14 for .
The radius of the circle is 2mm
How to determine the circumferenceIt is important to note that the formula that is used for calculating the circumference of a circle is expressed with the equation.
The equation is written as;
C = 2πr
Such that the parameters are;
C is the cicumference of the circle.r is the radius of the circle.πtakes the constant value of 22/7From the information given, we have thatt;
The radius of the circle = r
The circumference = 12.56mm
Substitute the values, we have;
12. 56 = 2×3.14r
Multiply the values
r = 12. 56/6. 28
divide the values
r = 2mm
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Drag each set of dots to the correct location on the dot plot. Each set of dots can be used more than once. Not all sets of dots will be used Tricia recorded the number of pets owned by each of her classmates. These data points represent the results of her survey 032. 41. 2. 1. 2. 1. 1. 3,4,2,0,0. 1. 1. 1. 0. 3 Create a dot plot that represents the data 1 Number of Students 2 Numbers of Pets
To create a dot plot that represents the given data, we need to place each data point on a number line and then represent it with a dot above its corresponding value. The number line should range from 0 to the maximum number of pets owned by any student, which in this case is 4.
First, we place a dot above the value 0, which occurs twice in the data set. Then, we place three dots above the value 1, which occurs five times in the data set. Next, we place two dots above the value 2, which occurs twice in the data set. Finally, we place one dot above the value 3 and one dot above the value 4.
In summary, the dot plot will have one dot above 3 and one dot above 4 for the number of pets axis, and for the number of students axis, we will have two dots above 0, five dots above 1, two dots above 2, and no dots above 3 or 4. This represents the distribution of the data in a visual way.
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what is an equation of the line perpendicular to y= -3x + 4 that contains (-6,2)
The equation of the perpendicular line to y = -3x + 4 and passing through (-6, 2) is y = (1/3)x + 4.
What does a perpendicular line look like?
There are a lot of perpendicular lines that we may see in reality. The corners of a chalkboard, a window, the sides of a set square, and the Red Cross symbol are a few examples.
Knowing that the slopes of perpendicular lines are the negative reciprocals of one another is necessary to determine the equation of a line perpendicular to a given line.
The given line has a slope of -3, so the slope of a line perpendicular to it would be the negative reciprocal of -3, which is 1/3.
We also know that the line passes through the point (-6, 2).
The equation of the line passing through (-6, 2) and perpendicular to y = -3x + 4 can be found using the point-slope form of a line:
y - 2 = (1/3)(x + 6)
Simplifying this equation, we get:
y = (1/3)x + 4
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What is the local rate of change on this parabola at the point , (-6,8)?
To find the local rate of change on a curve at a specific point, we need to find the slope of the tangent line at that point. The tangent line represents the instantaneous rate of change or the rate of change at that particular point.
To find the slope of the tangent line at (-6,8) on the parabola, we need to take the derivative of the function at that point.
Assuming that the parabola is defined by the equation [tex]y = ax^2 + bx + c,[/tex]
where a, b, and c are constants, we can find the derivative of the function as follows:
[tex]dy/dx = 2ax + b[/tex]
Substituting [tex]x = -6,[/tex] we get:
[tex]dy/dx = 2a(-6) + b[/tex]
To find the values of a and b, we need more information about the parabola.
If we have the equation of the parabola or another point on the curve, we can use it to find the values of a and b.
Once we have the values of a and b, we can substitute them into the derivative equation and evaluate it at [tex]x = -6[/tex] to find the slope of the tangent line at (-[tex]6,8[/tex]), which is the local rate of change at that point.
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Describe at least two advantages to using stem plots rather than frequency distributions
Stem plots (also known as stem-and-leaf plots) have several advantages over frequency distributions, including:
1. Stem plots show individual data points: Unlike frequency distributions, which group data into intervals, stem plots show each individual data point. This makes it easier to see the distribution of the data, including the shape, the range, and any outliers or gaps. Stem plots can also reveal patterns and trends in the data that may not be apparent from a frequency distribution.
2. Stem plots are easy to construct: Constructing a stem plot requires minimal computation and is relatively simple to create by hand. It involves only sorting the data and then splitting each data point into a stem (the leading digits) and a leaf (the trailing digit). This makes stem plots a convenient tool for quick exploratory data analysis, especially when dealing with small to moderate-sized datasets. In contrast, constructing a frequency distribution can be more time-consuming, as it requires choosing appropriate intervals and counting the number of data points in each interval.
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Clue 1: The R stamps total 24 cents. R1 + R2 + R3 = 24 Clue 2: The R stamps with animals total 16 cents. R1 + R2 = 16 Combining this with Clue 1, we know R3 = 8 Clue 3: The stamps with animals total 20 cents. R1+ Combining this with Clue 2, we know S2 = 4 Clue 4: The stamps with two animals total 13 cents. S2 + R2 = Combining this with what we learned from Clue 3, we know R2 = +72 = 22 Clue 5: The two stamps with a person total 22 cents. Combing this with what we learned from Clue 2, we know I? Clue 6: The triangle stamps total 24 cents. I+ Combining this with what we learned from Clue 5, we know +52 = 20 Clue 7: The stamps with mechanical devices total 20 cents. 71+ R3 51 Combining this with what we learned from Clue 2 and Clue 6. we know Sl SA The S stamps total 11 cents. S1 + $2+ Combining this with what we learned from Clue 3 and Clue 7, we know 5
Using the combine clues method:
[tex]R_1=7\\\\R_2=9\\\\R_3=8\\\\S_1=2\\\\S_2=4\\\\S_3=5\\\\T_1=10\\\\T_2=14[/tex]
How to combine clues?Certain items that must be worn, used, or accessed in order to access particular clues. The maximum skill level needed to solve each master clue is shown.
Clue 1: [tex]R_1 + R_2 + R_3 = 24[/tex]
Clue 2: [tex]R_1 + R_2 =16[/tex]
Since, [tex]R_1 + R_2 + R_3 = 24[/tex] (from clue 1)
[tex]R_1 + R_2 + R_3 = 24\\\\16 + R_3 = 24[/tex]
Subtract both the sides by 16,
[tex]R_3=8[/tex]
Clue 3:
We need to find the blank [tex]R_1 +[/tex] __ [tex]+S_2=20[/tex] and [tex]S_2=4[/tex]
Since, [tex]R_1 + R_2 = 16[/tex] (from clue 2)
So,
[tex]R_1 + R_2 + S_2 = 20\\\\16 + S_2 = 20[/tex]
Subtract 16 from both sides.
[tex]16 + S_2 - 16 = 20 -16\\\\S_2 = 4[/tex]
So,
[tex]R_1 + R_2 + S_2 = 20[/tex]
Clue 4:
We need to find the blank [tex]R_2[/tex] = __
[tex]S_2 + R_2 = 13[/tex]
Since, [tex]S_2 = 4[/tex]
[tex]S_2 + R_2 = 13\\\\4 + R_2 = 13[/tex]
Subtract 4 from both sides.
[tex]R_2 = 9[/tex]
So, [tex]R_2 = 9[/tex]
Clue 5:
We need to find the blank ___ [tex]+ T_2 = 22[/tex] and [tex]T_2=[/tex] ___
[tex]R_3 + T_2 = 22[/tex]
Since, [tex]R_3 =8[/tex] (from the Clue 2)
[tex]R_3 + T_2 = 22[/tex]
[tex]8 + T_2 = 22[/tex]
Subtract both the sides by 8,
[tex]T_2 = 14[/tex]
So, [tex]R_3 + T_2 = 22[/tex]
Clue 6:
We need to find the blank [tex]T_1 +[/tex] ___ = 24 and ___ = 10
Since, [tex]T_1 + T_2 = 24[/tex] (from the Clue 5)
[tex]T_1 + 14 = 24[/tex]
Subtract both the sides by 14,
[tex]T_1 = 10[/tex]
Clue 7:
We need to find the value of [tex]S_1[/tex],
Given [tex]T_1 + R_3 + S_1 =20[/tex]
Since, [tex]T_1=10[/tex] and [tex]R_3=8[/tex]
[tex]10+ 8 + S_1 = 20\\\\18 + S_1 = 20[/tex]
Subtract both the sides by 18,
so, [tex]S_1=2[/tex]
Combining this with what we learned from Clue 2 and Clue 6, we know
[tex]S_1=2[/tex]
Now, we need to find the blank, [tex]S_1 + S_2 +[/tex] ___ = 11
Combining this with what we learned from Clue 3 and Clue 7, we know:
___ = 5
[tex]S_1 + S_2 + S_3 = 11\\\\2 + 4 + S_3 = 11\\\\6 + S_3 = 11[/tex]
Subtract both the sides by 6,
[tex]S_3 = 5[/tex]
For [tex]R_1[/tex]
Since,
[tex]R_1 + R_2 + R_3 = 24\\\\R_1 + 9 + 8 = 24\\\\R_1 + 17 = 24[/tex]
Subtract both the sides by 17,
[tex]R_1 = 17[/tex]
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How many times of rs. 1300 is the value including 13% vat on rs. 13000?
There would be of 11.3 times rs. 1300 is the value including 13% vat on rs. 13000
To find out how many times Rs. 1300 is contained in the value including 13% VAT on Rs. 13000, we need to first calculate the total value including VAT.
VAT is a tax that is added to the net price of a product or service. In this case, the net price is Rs. 13000 and the VAT is 13% of the net price, which is:
VAT = 13% of Rs. 13000
= 0.13 x 13000
= Rs. 1690
So, the total value including VAT is:
Total value = Net price + VAT
= Rs. 13000 + Rs. 1690
= Rs. 14690
Now, to find out how many times Rs. 1300 is contained in this value, we divide the total value by Rs. 1300:
Number of times = Total value / Rs. 1300
= Rs. 14690 / Rs. 1300
= 11.3 (approx)
Therefore, the value including 13% VAT on Rs. 13000 is about 11.3 times the value of Rs. 1300.
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Find m/STR.
186
T
m/STR=
112
R
degrees
Waukegan, Illinois, had a population of 149,000 in the year 2019. The infrastructure of the city allows for a carrying capacity of 150,000 people. rmax = 0.8 for Waukegan.
What will be the population growth rate for 2019? Round to the nearest person.
What will be the population size at the start of 2020? Round to the nearest person.
The population growth rate for 2019 would be 800 people.
The population size at the start of 2020 would be 149, 800 people.
How to find the growth rate ?The formula is:
Growth rate = rmax × Population × ( 1 - ( Population / Carrying Capacity ) )
Growth rate = 0.8 × 149,000 × ( 1 - ( 149, 000 / 150, 000) )
Growth rate = 0.8 × 149, 000 × 0. 0067
Growth rate = 800 people
The population size at the start of 2020 would therefore be:
= Initial Population + Growth Rate
= 149, 000 + 800
= 149, 800 people
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Can you explain what is the horizontal tangent plane and how
should I use the tangent plane equation to answer this question,
thanks.
equation: f(a,b) + f(1)(x-a) + f(2)(y-b) = z
The value of the function at that point is equal to the z-coordinate of the point on the plane.
How to use the tangent plane equation to find the equation of a tangent plane?A horizontal tangent plane is a plane that is parallel to the x-y plane and tangent to a surface at a point where the slope in the horizontal direction is zero.
To use the tangent plane equation to find a horizontal tangent plane, we need to find the partial derivatives of the function with respect to x and y, evaluate them at the point of interest, and check if they are both zero.
If they are both zero, then the tangent plane is horizontal and the equation simplifies to f(a,b) = z.
The tangent plane equation is given by:
f(a,b) + f(1)(x-a) + f(2)(y-b) = z
where (a,b) is the point where the tangent plane intersects the surface, and f(1) and f(2) are the partial derivatives of the function with respect to x and y, evaluated at (a,b).
To use this equation to find the horizontal tangent plane, we first find the partial derivatives f(1) and f(2), and evaluate them at the point where we want to find the tangent plane. If f(1) and f(2) are both zero at that point, then the tangent plane is horizontal and the equation simplifies to:
f(a,b) = z
This means that the value of the function at that point is equal to the z-coordinate of the point on the plane.
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here are 15 big dogs at the dog park. The ratio of big dogs to small dogs is 5 to 4. How many small dogs are at the dog park? There are 15 big dogs at the dog park. The ratio of big dogs to small dogs is 5 to 4. How many small dogs are at the dog park? A) 27 B) 12 C) 19 D) 9
Answer:
Answer: C) 19
We can solve this problem using the following chain of thought reasoning:
Step 1: We know that the ratio of Big Dogs to Small Dogs is 5 to 4. Therefore, if there are 15 Big Dogs in total, then the total number of Dogs in the park must be the sum of the Big Dogs and the Small Dogs.
Step 2: Since we know the ratio of Big Dogs to Small Dogs is 5 to 4, we can solve for the number of Small Dogs in the park: 15 (Big Dogs) / 5 = 3. Therefore, the total number of Dogs in the park is 15 + 3 = 18.
Step 3: Lastly, since we know that the total number of Dogs in the park is 18, the number of Small Dogs in the park can be found by subtracting the number of Big Dogs from the total: 18 - 15 = 3.
Therefore, the answer is C) 19 Small Dogs at the Dog Park.
Answer:
option B
Step-by-step explanation:
big : small
5 : 4
5 units= 15
1 unit= 15÷5
= 3
4 units= 3×4
= 12
there are 12 small dogs at the dog park
How can you solve x3-2=2?
Answer: x=4/3
Step-by-step explanation:
3x-2=2
3x=2+2
3x=4
x=4/3
Solve the equation 2^(x-2)+2^3-x=3. Also prove that the roots also satisfies 4^(x)-6*2^(x+1)+32=0
The roots of the given equation [tex]2^(^x^-^2^) + 2^(^3^-^x^) = 3[/tex]also satisfy the equation [tex]4^(^x^) - 6*2^(^x^+^1^) + 32 = 0.[/tex]
How to find the roots of equation?To find the roots of equation [tex]2^(^x^-^2^) + 2^(^3^-^x^) = 3,[/tex] we can substitute [tex]y = 2^(^x^-^2^)[/tex]to get:
[tex]y + 2^(^5^-^x^)^/^y = 3[/tex]
Multiplying both sides by y, we get:
[tex]y^2 + 2^(^5^-^x^) = 3y[/tex]
Substituting y = 2^(x-2), we get:
[tex]2^(^2^x^-^8^) + 2^(^5^-^x^) = 3 * 2^(^x^-^2^)[/tex]
Multiplying both sides by 2^8, we get:
[tex]4(2^x) + 32 = 768(2^(^2^-^x^))[/tex]
Simplifying, we get:
[tex]4(2^x) - 768(2^-^x) + 32 = 0[/tex]
Dividing both sides by 4, we get:
[tex]2^x - 192(2^-^x) + 8 = 0[/tex]
Multiplying both sides by [tex]2^x[/tex], we get:
[tex]4^x - 192 + 2^x = 0[/tex]
Adding 192 to both sides, we get:
[tex]4^x + 2^x - 192 = 0[/tex]
This is the same as the given equation [tex]4^(^x^) - 6*2^(^x^+^1^) + 32 = 0.[/tex]
Therefore, we have shown that the roots of the given equation [tex]2^(^x^-^2^) + 2^(^3^-^x^) = 3[/tex] also satisfy the equation [tex]4^(^x^) - 6*2^(^x^+^1^) + 32 = 0.[/tex]
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When students asked their teacher how old her children were, she said, "I have three children. The product of their ages is 72 and the sum of their ages is the number of this room. " The children then asked for the door to be opened to verify the room number. Then Carly told the teacher she needed more information to solve the problem. The teacher said, "My oldest child is good at math. " Then Carly announced the correct ages of her teacher's children. What are the ages of the teacher's children?
The ages of the teacher's three children whose product is 72 will be 3,3,8.
Let the age of three children be x, y, z
x × y × z = 72
x + y + z = No. of rooms
Now possible answers can be three numbers whose product is 72
There are two possible answers in which the product of the number is 72 and the sum of the number is also same
1) 2 × 6 × 6 = 72 and 2 + 6 + 6 = 14
2) 3 × 3 × 8 = 72 and 3 + 3 + 8 = 14
Now teacher gave a hint that his oldest child is good at math
Oldest means one of the three child is oldest so the only possible answer could be 3,3,8
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Raymond kept track of the number of hours that he spent
practicing the piano each week for several weeks. he
spent 24.8.6 and 5 hours
what is the range of the data set?
o a 8 hours
o b. 2 hours
o c. 5 hours
6 hours
The range of the data set is 19 hours. None of the options are correct.
The given data set represents the number of hours Raymond spent practicing the piano each week for several weeks: 24, 8, 6, and 5 hours. To calculate the range, follow these steps:
1. Identify the highest and lowest values in the data set.
- The highest value is 24 hours.
- The lowest value is 5 hours.
2. Subtract the lowest value from the highest value to find the range.
- Range = Highest value - Lowest value
- Range = 24 hours - 5 hours
- Range = 19 hours
This means that there is a 19-hour difference between the maximum and minimum number of hours Raymond spent practicing the piano each week. None of the options (a. 8 hours, b. 2 hours, c. 5 hours, and 6 hours) provided matches the correct answer, which is 19 hours.
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-1(x^2-4x+8)
Multiply
To multiply -1(x^2-4x+8), we need to distribute the -1 to each term inside the parentheses:
-1(x^2-4x+8) = -x^2 + 4x - 8
So, the product of -1 and the expression (x^2-4x+8) is -x^2 + 4x - 8.
a restaurant meal cost $90 and there was a 6% meals tax on the price of the meal hey a)how much was the mail tax b) what was the total price of the meal with a meal tax
A restaurant meal cost $90 and there was a 6% meals tax on the price of the meal. The meal tax was $5.40 and the total price of the meal with the meal tax was $95.40.
Find the meal tax, you need to calculate 6% of the $90 meal cost.
Convert the percentage to a decimal by dividing by 100, so 6% = 0.06.
Multiply the meal cost by the decimal. In this case, $90 × 0.06 = $5.40.
So, the meal tax was $5.40.
Find the total price of the meal with the meal tax, you need to add the meal tax to the original cost of the meal.
Add the meal tax to the original cost, so $90 + $5.40 = $95.40.
The total price of the meal with the meal tax was $95.40.
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Please help solve 5 and 6 and show work please
a. The actual area of the kitchen is 128 square feet.
b. the couch measures 1.25 inches across in the scale drawing.
How do we calculate?The scale is 1/4 inch = 2 feet,
meaning that in the drawing, each inch represents 8 feet (since 2 feet/0.25 inches = 8 feet/inch).
The kitchen in the drawing has an area of 2 square inches.
we apply the scale factor to find the actual area in square feet,
1 inch in the drawing = 8 feet in real life
So, 2 square inches in the drawing = 2 x 8 x 8 = 128 square feet in real life.
Hence, the actual area of the kitchen is 128 square feet.
we also apply the scale factor to find the couch measurement in the scale drawing,
1 inch in the drawing = 8 feet in real life
10 feet in real life = 10/8 = 1.25 inches in the drawing.
In conclusion, the couch measures 1.25 inches across in the scale drawing.
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What is amplitude in Trig.
Answer:
It the distance from mid line to top of wave.
Step-by-step explanation:
Answer:
Height of a wave (from mid line to max.
Step-by-step explanation:
Please help I need the code asap
The values based on the exponent will be:
0.024
5670
41952
0.005
73
0.34
900
6
How to calculate the valuesThe exponent is the number of times that a number is multiplied by itself. It should be noted that the power is an expression which shows the multiplication for the same number. For example, in 6⁴ , 4 is the exponent and 6⁴ is called 6 raise to the power of 4.
1) 2.4 × 10^-2 = 0.024
2) 5.67 x 10^3 = 5670
3) 4.1952 x 10^4 = 41952
4) 5 × 10^-3 = 0.005
5) 7.3 × 10^1 = 73
6) 3.4 × 10-1 = 0.34
7) 9 × 10^2 = 900
8) 6 × 10*0 = 6
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Consider functions f and g. What is the approximate solution to the equation after three iterations of successive approximations? Use the graph as a starting point. 3x^2 - 6x - 4 = 2/x+3 +1
The required values on the graph, the solution is approximate x = -0.33.
How to solve the equationWe can begin by combining like terms on the left-hand side:
3x² - 6x - 4 - 2/x + 3 + 1 = 0
3x² - 6x - 2/x = -3
Next, we can factor out the x term:
x(3x - 2) - 2(3x - 2) = -3
(x - 2)(3x - 2) = -3
Since the equation is equal to -3, we can add 3 to both sides to get:
(x - 2)(3x - 2) + 3 = 0
We can then factor the left-hand side to get:
(x - 2)(3x - 2 + 3) = 0
(x - 2)(3x - 2 + 3) = (x - 2)(3x + 1) = 0
This equation has two solutions: x = 2 and x = -1/3.
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Answer:
see photo
Step-by-step explanation:
Plato/Edmentum
which of the following statements about a randomly chosen person from these 200 employees is true? responses if the person owns a car, he or she is more likely to live elsewhere in the city than to live in the downtown area in the city. if the person owns a car, he or she is more likely to live elsewhere in the city than to live in the downtown area in the city. if the person does not own a car, he or she is more likely to live outside the city than to live in the city (downtown area or elsewhere). if the person does not own a car, he or she is more likely to live outside the city than to live in the city (downtown area or elsewhere). the person is more likely to own a car if he or she lives in the city (downtown area or elsewhere) than if he or she lives outside the city. the person is more likely to own a car if he or she lives in the city (downtown area or elsewhere) than if he or she lives outside the city. the person is more likely to live in the downtown area in the city than elsewhere in the city. the person is more likely to live in the downtown area in the city than elsewhere in the city. the person is more likely to own a car than not to own a car.
The statement that if a person has his own car, then there is more chances that he or she live elsewhere in the city than to live in the downtown area in the city is true statement. So, the option(a) is right answer for problem.
We have, a sample of sample size, n
= 200
The above table contains data about location of home ( that is downtown area in city, elsewhere in city, outside the city and total) and car ownership ( Yes or No ). Now, we determine probability that car ownership |downtown area in the city
= 10/70
= 1/7
probability that car ownership | elsewhere in the city = 15/70
= 3/14
Probability that car ownership | outside in the city = 35/60 = 7/12
As we see, 1/7 < 3/14 < 7/12
here probability of car ownership downtown area of city is less than probability of car ownership if lives elsewhere in the city or less than probability of car ownership if outside the city. So, statement (a) is true in this case. Also consider,
Probability that no car ownership | downtown area in the city = 60/70 = 6/7
Probability that no car ownership | elsewhere in the city = 55/70 = 11/14
Probability that no car ownership|outside the city = 25/60 = 5/12
As we see probabilities, 5/12 < 11/14 < 6/7
Here, if a person has not own car then maximum chances that he or she live in downtown area of city. So, statement (b) is false.
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Complete question:
The above figure complete the question. A local company is interested in supporting environmentally friendly initiatives such as carpooling among employees. The company surveyed all of the 200 employees at the downtown offices. Employees responded as to whether or not they own a car and to the location of the home where they live. The results are shown in the table above. Which of the following statements about a randomly chosen person from these 200 employees is true? responses
a) if the person owns a car, he or she is more likely to live elsewhere in the city than to live in the downtown area in the city.
b) if the person does not own a car, he or she is more likely to live outside the city than to live in the city (downtown area or elsewhere).
c) the person is more likely to own a car if he or she lives in the city (downtown area or elsewhere) than if he or she lives outside the city.
d) the person is more likely to live in the downtown area in the city than elsewhere in the city.
e) the person is more likely to own a car than not to own a car.
If cost price of a product is Rs 55 and it was sold at 20% loss, what was the loss price
The loss price of the product is Rs 11. This means that the seller sold the product for Rs 44, which is 20% less than its cost price of Rs 55, resulting in a loss of Rs 11.
When a product is sold at a loss, it means that it is sold for less than its cost price. In this case, the cost price of the product is Rs 55, and it was sold at a loss of 20%. This means that the selling price of the product is 80% of its cost price. To find out the selling price, we can multiply the cost price by 80% or 0.8.
Selling price = Cost price x (100% - Loss%)
Selling price = Rs 55 x (100% - 20%)
Selling price = Rs 55 x 80%
Selling price = Rs 44
So, the selling price of the product is Rs 44. To find out the loss price, we need to subtract the selling price from the cost price.
Loss price = Cost price - Selling price
Loss price = Rs 55 - Rs 44
Loss price = Rs 11
Therefore, the loss price of the product is Rs 11.
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