Reema and Quinton both babysit for extra money. Reema charges $10 per hour and


Quinton charges based on the equation m= 5h + 25. Where h is the number of hours


worked and m is the total amount of money charged. Who would make more money if


they both worked 4 hours?


o Quinton would make $10 more than Reema


O Quinton would make $5 more than Reema


o Reema would make $10 more than Quinton


O Reema would make $5 more than Quinton

Answer: The transformation is up one and to the left 5

(-5, 1)

Step-by-step explanation:

Please Give brainliest, have a great night!

Answer:   h(x) = g(x+5)+1

Step-by-step explanation:

h(x) = g(x+5)+1

You went 5 in the negative direction x direction; take the opposite sign

Also went up 1 in the y direction so add 1 to equation

According to the model, each additional year of education adds $1200 to a person's yearly income in their first job after completing schooling.

We're given the equation y = 1200x + 7000, where x represents the number of years of education, and y represents the yearly income.

To find how much 1 year of education adds to a person's yearly income, we need to look at the coefficient of the variable x, which is 1200.

So according to the model, 1 year of education adds $1,200 to a person's yearly income.

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In Roman Numerals, smaller numbers can be subtracted from larger numbers, but only to a certain extent.

The number VCX is incorrect in Roman Numerals because V (5) cannot be subtracted from X (10) to make 5, and C (100) cannot be subtracted from X (10) to make 90.

In Roman Numerals, smaller numbers can be subtracted from larger numbers, but only to a certain extent.

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Answer:

π(70)(√(70^2 + 50^2)) = π(700√74) m^3

= 18,918 m^3

Based on the given information, we need to determine whether the Mean Value Theorem can be applied to the dosed interval [100-V2, 14:21].

The Mean Value Theorem states that for a function that is continuous on a closed interval [a, b] and differentiable on the open interval (a, b), there exists at least one point c in (a, b) where the slope of the tangent line to the function at c is equal to the average rate of change of the function over the interval [a, b].

In this case, we do not have enough information about the function or its continuity on the interval [100-V2, 14:21]. Therefore, we cannot determine whether the Mean Value Theorem can be applied or not.

However, we do know that for the Mean Value Theorem to be applicable, the function must be continuous on the closed interval. If the function is not continuous on the closed interval, then the Mean Value Theorem cannot be applied.

Therefore, the answer to the question is B. No, because we do not have enough information about the function's continuity on the dosed interval [100-V2, 14:21].

I understand you're asking about the Mean Value Theorem and whether it can be applied to a given interval. Due to some typos in your question, I'm unable to identify the specific interval and function. However, I can provide general guidance.

The Mean Value Theorem can be applied to a function if:
A. The function is continuous on the closed interval [a, b]
B. The function is differentiable on the open interval (a, b)

If the given function meets these two conditions, then the Mean Value Theorem can be applied. Otherwise, it cannot be applied.

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The limit of [tex]L_n[/tex] as n approaches infinity is 1/2, and it can be expressed as the definite integral of x from 0 to 1.

To express the limit of [tex]L_n[/tex] as n approaches infinity as a definite integral, we can use the fact that the limit of a Riemann sum is equal to the corresponding definite integral. Thus, we can rewrite [tex]L_n[/tex] as:

[tex]L_n[/tex] = 1/n * (0 + 1 + 2 + ... + (n-1))

This is a Riemann sum for the integral:

[tex]\int\limits^1_0 {x} \, dx[/tex]

with n subintervals of width 1/n. Therefore, we can write:

[tex]\lim_{n \to \infty} L_n = \lim_{n \to \infty} 1/n * (0 + 1 + 2 + ... + (n-1)) = \int\limits^1_0 {x} \, dx = [x^2/2] \ from \ 0 \ to \ 1 = 1/2[/tex]

So, the limit of Ln as n approaches infinity is 1/2, and it can be expressed as the definite integral of x from 0 to 1.

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If f'(x) = 8x³ + 12x + 2 and f(1) = -4, f(-1) is equal to -18.

Given that f'(x) = 8x³ + 12x + 2, we can find the original function f(x) by integrating f'(x) with respect to x:

f(x) = 2x⁴ + 6x² + 2x + C, where C is an arbitrary constant.

We can then use the given initial condition f(1) = -4 to solve for C:

f(1) = 2(1)⁴ + 6(1)² + 2(1) + C = -4

Simplifying, we get:

C = -16

Therefore, the function f(x) is:

f(x) = 2x⁴ + 6x² + 2x - 16

To find f(-1), we substitute x = -1 into the expression for f(x):

f(-1) = 2(-1)⁴ + 6(-1)² + 2(-1) - 16 = -18

Thus, f(-1) equals -18.

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The length of the diagonal is 12. 7in

To determine the length of the diagonal, we need to know the Pythagorean theorem.

The Pythagorean theorem states that the square of the hypotenuse side is equal to the sum of the squares of the other two sides of a triangle.

The other two sides are the opposite and the adjacent sides.

From the information given in the diagram, we have that;

The opposite side = 12in

The adjacent side = 4in

Substitute the values

x² = 12² + 4²

find the squares

x² = 160

find the square root

x = 12. 7 in

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we first need to find out how many street name boards can be purchased with a budget of R80,000. We can do this by dividing the budget by the cost of each street name board:

R80,000 ÷ R134 = 597.01

Since we cannot purchase a fraction of a street name board, we round down to the nearest whole number. Therefore, the municipality can purchase 597 new street name boards with a budget of R80,000.

To find out how much money will be left in the budget, we can subtract the cost of the street name boards from the initial budget:

R80,000 - (597 x R134) = R1,598

Therefore, the municipality will have R1,598 left in their budget after purchasing 597 new street name boards.

Street name boards are an important part of any municipality as they help residents navigate and locate specific areas. By budgeting for and installing new street name boards, the municipality is taking a proactive approach to improve their community's infrastructure and ensure the safety and well-being of their residents.

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Answer:

[tex]\sf \bf \dfrac{-1}{4} \ ; \ \dfrac{-1}{2} \ ; \ \dfrac{-3}{4}[/tex]

Step-by-step explanation:

Arithmetic sequence:

     Each term in the arithmetic sequence is obtained by adding or subtracting a common number with the previous term.

To find the next three terms, we need to find the common difference.

         Common difference = second term - first term

                                            [tex]\sf = \dfrac{1}{2}-\dfrac{3}{4}\\\\=\dfrac{2-3}{4}\\\\=\dfrac{-1}{4}\\\\\\\text{Each term is obtained by adding $\dfrac{-1}{4} $ with the previous term}[/tex]

Next three terms are,

           [tex]\sf 0 + \left(\dfrac{-1}{4}\right)= 0 - \dfrac{1}{4}=\dfrac{-1}{4}\\\\\\\dfrac{-1}{4}+\left(\dfrac{-1}{4}\right)=\dfrac{-1}{4}-\dfrac{1}{4}=\dfrac{-2}{4}=\dfrac{-1}{2}\\\\\\\dfrac{-1}{2}+\left(\dfrac{-1}{4}\right)=\dfrac{-1}{2}-\dfrac{-1}{4}=\dfrac{-2-1}{4}=\dfrac{-3}{4}[/tex]

Answer:

B

Step-by-step explanation:

Since the graph is facing down, there will be a negative sign.

In parenthesis it says (x + 1) which means you move one unit left

On the outside it says +2 which means you move the graph 2 units up

To find the probability of Sarah cleaning her room or doing her homework, we can use the addition rule for probabilities. However, we need to be careful not to count the probability of Sarah cleaning her room and doing her homework twice. Therefore, we need to subtract the probability of Sarah cleaning her room and doing her homework from the sum of the probabilities of Sarah cleaning her room and doing her homework separately.

Let C be the event that Sarah cleans her room, and let H be the event that Sarah does her homework. Then we know:

P(C) = 0.40 (the probability that Sarah cleans her room)

P(H) = 0.70 (the probability that Sarah does her homework)

P(C and H) = 0.24 (the probability that Sarah cleans her room and does her homework)

Using the addition rule, we can find the probability of Sarah cleaning her room or doing her homework as follows:

P(C or H) = P(C) + P(H) - P(C and H)

          = 0.40 + 0.70 - 0.24

          = 0.86

Therefore, the probability of Sarah cleaning her room or doing her homework is 0.86, or 86%.

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Ginny's family traveled 3/10 of the total distance to her aunt's house on Sunday.

Let's say the total distance to Ginny's aunt's house is represented by the fraction 1.

On Saturday, Ginny's family traveled 3/10 of the distance, leaving 7/10 of the distance remaining.

Then, on Sunday, they traveled 3/7 of the remaining distance.

To find out what fraction of the total distance was traveled on Sunday, we need to multiply the distance traveled on Saturday and Sunday and divide by the total distance:

So, we have

Fraction = 3/7 * 7/10

Evaluate

Fraction = 3/10

Therefore, Ginny's family traveled 3/10 of the total distance to her aunt's house on Sunday.

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To solve this differential equation using separation of variables, we can rearrange it as:

dx/(x^2 + 36) = (t^2 + 4)/dt

Now we can integrate both sides:

∫ dx/(x^2 + 36) = ∫ (t^2 + 4)/dt

To integrate the left side, we can use the substitution u = x/6, du/dx = 1/6 dx, and dx = 6 du:

∫ dx/(x^2 + 36) = ∫ du/u^2 + 1

= arctan(x/6) + C1

To integrate the right side, we can use the power rule:

∫ (t^2 + 4)/dt = (1/3)t^3 + 4t + C2

Putting these together, we have:

arctan(x/6) = (1/3)t^3 + 4t + C

Where C = C2 - C1 is the constant of integration.

Now we can solve for x:

x/6 = 6 tan((1/3)t^3 + 4t + C)

x = 36 tan((1/3)t^3 + 4t + C)

Using the initial condition 2(0) = 6, we have:

x(0) = 36 tan(C) = 6

tan(C) = 1/6

C = arctan(1/6)

Therefore, the solution to the differential equation with the given initial condition is:

x = 36 tan((1/3)t^3 + 4t + arctan(1/6))

First, let's rewrite the equation using the given terms and separating the variables:

(t^2 + 4) dx/dt = (x^2 + 36)

Now, separate the variables:

dx/x^2 + 36 = dt/t^2 + 4

Next, we'll integrate both sides:

∫(1/(x^2 + 36)) dx = ∫(1/(t^2 + 4)) dt

Using the substitution method, we find:

(1/6) arctan(x/6) = (1/2) arctan(t/2) + C

Now, we'll use the initial condition 2(0) = 6 to find the value of C. Since 2(0) = 0, we have:

(1/6) arctan(6/6) = (1/2) arctan(0/2) + C

This simplifies to:

(1/6) arctan(1) = C

Therefore, the solution to the differential equation is:

(1/6) arctan(x/6) = (1/2) arctan(t/2) + (1/6) arctan(1)

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The volume of the regular pentagonal prism with an edge length of 9 m and a height of 13 m is approximately 1811.6 m³ to the nearest tenth.

To find the volume of a regular pentagonal prism with an edge length of 9 m and a height of 13 m, follow these steps:

Step 1: Find the apothem (a) of the base pentagon. Use the formula a = s / (2 * tan(180/n)), where s is the edge length and n is the number of sides (5 for a pentagon).

a = 9 / (2 * tan(180/5))
a ≈ 6.1803 m

Step 2: Calculate the area (A) of the base pentagon. Use the formula A = (1/2) * n * s * a.

A = (1/2) * 5 * 9 * 6.1803
A ≈ 139.3541 m²

Step 3: Determine the volume (V) of the pentagonal prism. Use the formula V = A * h, where h is the height.

V = 139.3541 * 13
V ≈ 1811.6033 m³

So, the volume of the regular pentagonal prism with an edge length of 9 m and a height of 13 m is approximately 1811.6 m³ to the nearest tenth.

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Answer:

The triangular prism has two triangular bases and three rectangular lateral faces.

First, we need to find the area of each triangular base. Using the formula for the area of a triangle:

base x height / 2

We can calculate the area of one triangular base as:

(10 x 12) / 2 = 60 units²

Now we need to find the area of each rectangular lateral face. All three faces have the same dimensions of 10 units by 14 units, so the area of each face is:

10 x 14 = 140 units²

To find the total surface area of the prism, we add up the areas of both triangular bases and all three rectangular faces:

Total surface area = 2 x (area of triangular base) + 3 x (area of rectangular face)

Total surface area = 2 x 60 units² + 3 x 140 units²

Total surface area = 120 units² + 420 units²

Total surface area = 540 units²

Therefore, the surface area of the triangular prism is 540 square units.

The house's real measurements are 18 feet by 20 feet.

In everyday speech, a dimension is a measurement of an object's length, width, and height, such as a box.

The idea of dimension in mathematics is an expansion of the concepts of one-dimensional lines, two-dimensional planes, and three-dimensional space.

Examples of dimensions include width, depth, and height.

One dimension is that of a line, two dimensions are those of a square, and three dimensions are those of a cube. (3D).

So, scaling is the process of changing a figure's size to produce a picture.

Considering that a scale of 6 cm equals 12 ft.

Hence:

9 cm = 9 cm * (12 ft. per 6 cm) = 18 feet

10 cm = 10 cm * (12 ft. per 6 cm) = 20 feet

Therefore, the house's real measurements are 18 feet by 20 feet.

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Correct question:

A scale drawing of a house shows 9cm x10cm. If 6cm=12 ft, what are the actual dimensions?

The volume of the large diamond is approximately 3.51 cm³.

To find the volume of the large diamond with a mass of 481.3 grams and a density of (g/3.51 cm), you can use the formula:

Volume = Mass / Density

The volume of the large diamond, we can use the formula Volume = Mass / Density. Given that the mass is 481.3 grams and the density is (g/3.51 cm), we can substitute these values into the formula.

Simplifying the equation, we find that the volume is equal to 3.51 cm³. This means that the large diamond occupies a space of approximately 3.51 cubic centimeters.

1. First, rewrite the density as a fraction: g/3.51 cm = 481.3 g / 3.51 cm³
2. Next, solve for the volume by dividing the mass by the density: Volume = 481.3 g / (481.3 g / 3.51 cm³)
3. Simplify the equation: Volume = 481.3 g * (3.51 cm³ / 481.3 g)
4. Cancel out the grams (g): Volume = 3.51 cm³

So, the volume of the large diamond is approximately 3.51 cm³, rounded to the nearest hundredth.

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Answer:

Step-by-step explanation:

Density = mass

               volume  

We have density (3.51 cm) and we have mass (481.3)

We need to solve for V (volume)

3.51 =     481.3

               V

Multiply both sides by V to clear the fraction:

3.51 V = 481.3

Divide both side by 3.51

3.51 V = 481.3

3.51         3.51

V = 137.122cm³

rounded to 137.12 cm³

Hence, 25% is the likelihood that the mouse will succeed in escaping the maze if all turns are made at random.

The examination of random chance and the likelihood that they will occur is the focus of the mathematical field of probability. It is a gauge of how likely an event is to occur and is represented by a value between zero and 1. A probability of 1 indicates that an event will undoubtedly occur. The probability of an occurrence is zero if it cannot occur. An event's probability is 0.5, or 50%, when it possesses a 50/50 chance of occurring. The number of favourable outcomes is divided by the entire amount of possible results to determine probability.

given

Based on the tree diagram, the following is an orderly list of every route that might be taken:

Three left turns and one right turn, in whatever order, make up each route.

As there are two options (left or right) for each turn, there are a total of 24 = 16 potential sequences of four turns.

Only if the mouse makes precisely three left turns and one right out of these will it be able to escape the maze.

Three lefts and one right can be arranged in one of four distinct ways (LLL, LLR, LRL, RLL), so the likelihood that the mouse will elude the maze is:

P(escape) = Number of favourable results / Number of potential results = 4 / 16 = 0.25 = 25%

Hence, 25% is the likelihood that the mouse will succeed in escaping the maze if all turns are made at random.

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Cathy served 32 more people on Tuesday than on Monday.

Given, on Monday, Cathy served 9 tables with 6 people at each table. On Tuesday, Cathy served 86 people. We have to find the number of people she served more on Tuesday than on Monday.

So, on Monday she served = 9 tables x 6 people per table

= 54 people.

To find out how many more people Cathy served on Tuesday than on Monday, we can subtract the number of people served on Monday from the number served on Tuesday.

i.e. 86 - 54 = 32.

Therefore, Cathy served 32 more people on Tuesday than on Monday.

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The correct interpretation of the 95% confidence level is that if we were to repeat this sampling process multiple times and construct confidence intervals in the same way, about 95% of the intervals would contain the true mean number of suitable apples produced per tree.

In other words, we are 95% confident that the true mean number of suitable apples produced per tree is between 375 and 520 based on this particular sample of 40 trees. However, we cannot say with certainty that the true mean falls within this interval, nor can we say that it falls outside of this interval with 95% confidence.

It's important to note that the confidence level refers to the long-run behavior of the method of constructing confidence intervals, rather than the probability that the true mean falls within the specific interval calculated from this one sample.

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650 adult tickets and 350 child tickets were sold for the local high school musical.

To determine how many adult and child tickets were sold for the local high school musical, you can use a system of linear equations. Let's use the terms "x" for adult tickets and "y" for child tickets.

1. The total number of tickets sold is 1000, so we have:
x + y = 1000

2. The total amount collected from ticket sales is $7100, so we have:
8.50x + 4.50y = 7100

Now, let's solve this system of equations step-by-step:

Step 1: Solve the first equation for x:
x = 1000 - y

Step 2: Substitute the expression for x from Step 1 into the second equation:
8.50(1000 - y) + 4.50y = 7100

Step 3: Simplify the equation:
8500 - 8.50y + 4.50y = 7100

Step 4: Combine like terms:
-4.00y = -1400

Step 5: Divide both sides by -4.00:
y = 350

Step 6: Substitute the value of y back into the expression for x from Step 1:
x = 1000 - 350

Step 7: Calculate the value of x:
x = 650

So, 650 adult tickets and 350 child tickets were sold for the local high school musical.

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Answer:

Step-by-step explanation:

eeee

Given that 27.5 is the bottom end of the box, the lower quartile's value equation (Q1) must fall between 27.5 and 30. Hence, the appropriate response is 37.

Since, A mathematical equation links two statements and utilizes the equals sign (=) to indicate equality.

In algebra, an equation is a mathematical assertion that proves the equality of two mathematical expressions.

For instance, in the equation 3x + 5 = 14, the equal sign separates the numbers by a gap. A mathematical formula may be used to determine how the two sentences on either side of a letter relate to one another. The logo and the particular piece of software are usually identical. like, for instance, 2x - 4 = 2.

Here, 25% of the data fall inside the lower quartile (Q1), which is represented by that number. Q1 is situated near the bottom of the box in the box plot.

According to the description, the box's boundary is at 30, and its size ranges from 27.5 to 42.5 on the number line. As a result, the median value of the middle 50% of the data is 37, with a range of 27.5 to 42.5.

There are some data points outside the middle 50% since the lines outside the box finish at 15 and 55.

Hence; 27.5 is the bottom end of the box, the lower quartile's value (Q1) must fall between 27.5 and 42.5.

Hence, the appropriate response is,

= 37

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Answer:

2/5

Step-by-step explanation:

To convert a percentage to a fraction, we divide the percentage by 100 and simplify the resulting fraction. For example, to convert 40% to a fraction, we divide 40 by 100 to get 0.4 and then simplify the fraction 2/5. Therefore, 40% is equal to 2/5.

We use the fundamental property of proportions where:

[tex] \space [/tex]

[tex] \bf \frac{4x + 2}{39} = \frac{5x - 2}{42} \\ \\ \bf 39 \cdot (5x - 2) = 42 \cdot (4x + 2) \\ \\ \bf 195x - 78 = 168x + 84 \\ \\ \bf 195x - 168x = 84 + 78 \\ \\ \bf 27x = 162 \\ \\ \bf x = \frac{162}{27} \implies \bf \red{ \boxed{ \bf x = 6} } [/tex]

The number is 6.

Hope that helps! Good luck! :)

Answer:

it should be 1/10 if that helps you

Answer:

0.01 does not have the same value as the others.

Step-by-step explanation:

10/100, 10%, and 1/10 is all the same. 0.01 is NOT the same because it is equal to 1/100, or 1% while the others were all equal to 10%. To figure this out, you must multiply 0.01 by 100 (or move the decimal point one space to the right two times) and we will get 1. This means that 0.01 is 1% which is also equal to 1/100, therefore it does not obtain the same value as the others.

The vertical distance the Mars Rover Curiosity has traveled is approximately 84.954 meters.

An absolute value equation is an equation that contains an absolute value expression, which is defined as the distance of a number from zero on the number line. The equation |x-b|=c represents the distance between x and b is c units. To write the absolute value equations in the form |x-b|=c, we need to determine the values of b and c based on the given solution sets.

For the solution set "All numbers such that x ≤ -14", we know that the distance between x and -14 is always a non-negative value. Therefore, the absolute value of (x-(-14)) or (x+14) is equal to the distance between x and -14. Since we want x to be less than or equal to -14, we can set the absolute value expression to be equal to -c, where c is a positive number. Hence, the absolute value equation is |x+14|=-c.

Similarly, for the solution set "All numbers such that x ≥ -1.3", the distance between x and -1.3 is always a non-negative value. Therefore, the absolute value of (x-(-1.3)) or (x+1.3) is equal to the distance between x and -1.3. Since we want x to be greater than or equal to -1.3, we can set the absolute value expression to be equal to c, where c is a positive number. Hence, the absolute value equation is |x+1.3|=c.

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a. The teacher's age in seconds can be written in scientific notation as 1.5 × [tex]10^{9}[/tex] seconds.

b. A more reasonable unit of measurement for this situation could be years, as it is a common unit used to express human age.

c. To convert the teacher's age from seconds to years, we can divide the number of seconds by the number of seconds in a year. There are 60 seconds in a minute, 60 minutes in an hour, 24 hours in a day, and approximately 365 days in a year. So,

1.5 × [tex]10^{9}[/tex] seconds ÷ (60 seconds/minute × 60 minutes/hour × 24 hours/day × 365 days/year) = approximately 47.5 years

Therefore, the teacher is approximately 47.5 years old when using the more reasonable unit of measurement.

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0.180 is the sample mean weight of grapes, and what is the margin of error

The sample mean weight is the midpoint of the confidence interval:

sample mean = (lower limit + upper limit) / 2 = (15.875 + 16.595) / 2 = 16.235

Therefore, the sample mean weight of grapes is 16.235 ounces.

The margin of error is half of the width of the confidence interval:

margin of error = (upper limit - sample mean) = (16.595 - 16.235) / 2 = 0.180

Therefore, the margin of error is 0.180 ounces.

So the correct answer is: "The sample mean weight is 16.235 ounces, and the margin of error is 0.180 ounces."

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