20POINTS PLS HELP!!PLSSS

Answer:

1 1/12?

Step-by-step explanation:

It is equivalent to:

2/8 divided by 2  

(that equals 1/4)

Hope this helps.

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b. Linear programming model is the correct option.

A linear programming model is a mathematical technique used to find the best outcome in a given set of constraints. In this case, Manders Manufacturing Corporation is trying to determine the optimal product mix for its two products, metal (M) and scrap metal (S), based on certain constraints. The objective is to maximize the profit, represented by the function Z = $30M + $70S.

The constraints are represented by the inequalities:

3M + 2S ≤ 15

2M + 4S ≤ 18

These constraints define the limitations on the production of metal and scrap metal. The model aims to find values of M and S that satisfy these constraints while maximizing the objective function.

Using linear programming techniques, the corporation can solve this model to find the optimal values for M and S that will maximize their profit. This approach allows them to make data-driven decisions and allocate their resources efficiently. By formulating the problem as a linear programming model, Manders Manufacturing Corporation can make informed choices about the optimal product mix to achieve their business objectives.

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Answer:

Step-by-step explanation:

You must state the "price before tax".  Let this be P.  Also, you must state the sales tax rate.  Let this be r, where r is a decimal fraction.  

Then the sales tax is rP, the product of the tax rate and the "price before tax."

The total cost of the item (for which it is sold) is (P + rP)($40).

If P = $40 and the sales tax rate is 7%, then

this total cost is (1 + 0.07)P = 1.07P = $42.80

Your question would be clearer if you wrote it like this:  Given that the base price of an item is $40 and that the sales tax rate is 7%, find the total cost of the item with tax.  That would be (1 + 0.07)($40), or $42.80.

The sales tax is $42.80 - $40 = $2.80.

Answer:

Sales tax: 2.8$

Total cost: 42.8$

Step-by-step explanation:

the percentage of tax is that much of the total price. if there is 50% sales tax (unrealistic) and the item costs 100 dollars without any tax, then the tax would be 50 dollars. To find this, turn the percent into a decimal (move the decimal place to the left twice) and multiply that by the price. To do this with this problem, use this strategy. 40 times .07=2.8. 2.8 plus 40= 42.8. hope this helps!!

Answer:

Step-by-step explanation:

\(6x=3(x - 4) - x \)

Multiply the terms in the bracket

That's

\(6x = 3x - 12 - x \\ 6x = 2x - 12\)

Subtract 2x from both sides of the equation

\(6x - 2x = 2x - 2x - 12 \\ 4x = - 12\)

Divide both sides by 4

\( \frac{4x}{4} = - \frac{12}{4} \)

We have the final answer as

Hope this helps you

Answer:

-4

Step-by-step explanation:

6x = 3(x - 4)

6x = 3x - 12

3x = -12

x = -4

Best of Luck!

Answer: commensalism

Step-by-step explanation:

Melody and her mother aren't hurting each other but also aren't of the same benefit

The relationship that Melody has with her mother is that They have a close bond, but not much mutual understanding.

A story is a fiction or a non fiction narrative which tells us about a series of events or verse, which is narrated in such a way that it takes the interest of the reader.

Most of the fictions convey a certain moral or idea that should be taken in to our life.

Given is a story of a little girl Melody and her mother.

We can clearly seen from the story that, Melody is five year old.

She has a pet named Ollie, which is a fish.

When the fish come out of the bowl by itself, Melody was scared and screamed for help.

But non one heard.

So as a method to rescue Ollie, she put the bowl upside down to save it.

When mother sees it, she misunderstood the situation.

So the relationship between Melody and mother is close bond, but not much mutual understanding.

Hence the correct answer is option D.

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Answer:

Step-by-step explanation:

Yes, they are equal because of commutative property which says that we can swap the numbers and still we get the same answer. Hence associative property is true for addition and multiplication. Therefore associative property is not true for subtraction.

Answer:

https://faq.brainly.com/hc/en-us/articles/360014661139.

Step-by-step explanation:

x = 6 can be represented on the number line and hence it is real

Step-by-step explanation:

by simply plugging in 6 for x thus

x=6 becomes 6=6 which is true

Answer:

$18.90

Step-by-step explanation:

$15 with a 40% markup is $21

$21 with a 10% off is

$18.90

The component form of the vector with magnitude 5 and direction angle 60° is u = [2.5, 4.33].

To find the component form of a vector with magnitude and direction angle, we can use the following formula:

u = [magnitude * cos(direction angle), magnitude * sin(direction angle)]

where

u is the vector,

magnitude is the magnitude of the vector, and

direction angle is the angle between the vector and the positive x-axis, measured in a counterclockwise direction.

Let's consider an example to illustrate this formula: Find the component form of a vector with magnitude 5 and direction angle 60°. We can use the formula,

u = [magnitude * cos(direction angle), magnitude * sin(direction angle)]

Substituting the given values, we get,

u = [5 * cos(60°), 5 * sin(60°)]

Evaluating the trigonometric functions, we get,

u = [2.5, 4.33]

Therefore, the component form of the vector with magnitude 5 and direction angle 60° is u = [2.5, 4.33].

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Complete Question

"What is the component form of the vector with magnitude 5 and direction angle 60°?

Answer:

C. x-2

Step-by-step explanation:

edge

Answer: the 3rd the answer c

x-2

Step-by-step explanation:

Answer:

see explanation

Step-by-step explanation:

calculate the slope m using the slope formula

m = \(\frac{y_{2}-y_{1} }{x_{2}-x_{1} }\)

with (x₁, y₁ ) = (- 9, 31) and (x₂, y₂ ) = (15, - 41) ← 2 ordered pairs from the table

m = \(\frac{-41-31}{15-(-9)}\) = \(\frac{-72}{15+9}\) = \(\frac{-72}{24}\) = - 3

the y- intercept is the value of g(x) when x = 0 , then from the table

y- intercept = 4

the equation of a line in slope- intercept form is

y = mx + c ( m is the slope and c the y- intercept ) , then equation is

y = - 3x + 4

(a) Differentiate \(s(t)\) to get the velocity.

\(s(t) = \cos(t^2 - 1)\)

Use the chain rule.

\(u = t^2 - 1 \implies \dfrac{du}{dt} = 2t\)

\(s(u) = \cos(u) \implies \dfrac{ds}{du} = -\sin(u)\)

\(\implies \dfrac{ds}{dt} = \dfrac{ds}{du} \dfrac{du}{dt} = \boxed{-2t\sin(t^2-1)}\)

(b) Evaluate the derivative from (a) at \(t=0\).

\(\dfrac{ds}{dt}\bigg|_{t=0} = -2\cdot0\cdot\sin(0^2-1) = \boxed{0}\)

(c) The object is stationary when the derivative is zero. This happens for

\(-2t \sin(t^2 - 1) = 0\)

\(-2t = 0 \text{ or } \sin(t^2 - 1) = 0\)

\(t = 0 \text{ or } t^2 - 1 = n\pi\)

(where \(n\) is any integer)

\(t = 0 \text{ or } t = \pm\sqrt{n\pi + 1}\)

We omit the first case. In the second case, we must have \(n\ge0\) for the square root to be defined. Then in the given interval, we have two solutions when \(n=\in\{0,1\}\), so the times are

\(t_1 = \sqrt{1} = \boxed{1}\)

\(t_2 = \boxed{\sqrt{\pi + 1}} \approx 2.035\)

(d) A picture is worth a thousand words. See the attached plot. If you're looking for a verbal description, you can list as many features of the plot as are relevant, such as

• intercepts (solve \(s(t)=0\) to find \(t\)-intercepts and evaluate \(s(0)\) to find the \(s\)-intercept)

• intervals where \(s(t)\) is increasing or decreasing (first derivative test)

• intervals where \(s(t)\) is concave upward or concave downward (second derivative test; at the same time you can determine any local extrema of \(s(t)\), which you can see in the plot agrees with the critical points found in (c))

The factorization  value of expression  16x² - 9y² is  (4x + 3y) (4x - 3y).

what is  factorization  ?

Factorization is the process of breaking down a mathematical expression, equation, or polynomial into simpler factors. The factors are expressions that, when multiplied together, give the original expression.

what is polynomial  ?

In mathematics, a polynomial is an expression consisting of variables also known as indeterminates and coefficients that involves only the operations of addition, subtraction, and multiplication.

In the given question,

The given expression is a difference of squares, which can be factored using the following formula:

a² - b² = (a + b) (a - b)

In this case, a = 4x and b = 3y. So we have:

16x²- 9y² = (4x)² - (3y)² = (4x + 3y) (4x - 3y)

Therefore, the factorization of 16x² - 9y² is (4x + 3y) (4x - 3y).

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The labor hours required for the eighth satellite are calculated to be 51,200 based on a learning curve value of 0.5120 and an expected improvement curve of 80%.

The learning curve concept suggests that as the cumulative production doubles, the labor hours required to produce each unit decrease by a certain percentage. In this case, the learning curve value for the eighth unit is given as 0.5120, which means that the labor hours needed for the eighth satellite is 51.20% of the labor hours required for the first unit.

To calculate the actual number of labor hours, we multiply the learning curve value by the total labor hours required for the first unit. Given that the total labor hours for the first unit is 100,000, we can calculate the labor hours for the eighth satellite as follows: 0.5120 * 100,000 = 51,200.

Therefore, based on the given learning curve value and the expected improvement curve of 80%, the number of labor hours for the eighth satellite is determined to be 51,200.

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1. The values which the given number sentences true are:

a) 11 b) 5 c) 36

2. After substituting the value of  x we get the value for y as :

a) 6 b) 0 c) 7 d) 15

3. The number sentences are :

a) x ₋ y = 25

b) 5 × p = q ÷ 2

c) 2y ₋ 14 = 6

d) 15 × 4 = 4 ₋ (x₊y)

Given in the first bit we need to find the variables:

a) h ₊ 8 = 19

arrange the constants on one side.

h = 19 ₋ 8

h = 11

b) 2p ₋ 6 = 4

arrange the constants on one side.

2p = 4 ₊ 6

2p = 10

p = 10/2

p = 5

c) 1/3 y = 12

cross multiply.

y = 36

Now in the second exercise we are asked to substitute the x value and get the value of y.

a) y = 3x ₊ 2 if x =8

substitute x value in the equation.

y = 3(8) ₊ 2

y = 24 ₊ 2

y = 26

b) y = 4x ₋ 1 if  x = 1/4

y = 4(1/4) ₋ 1

y = 1 ₋ 1

y = 0

c) y = 0.2x ₊ 5 if x = 10

y = 0.2(10) ₊ 5

y = 2 ₊ 5

y = 7

d) y = 10x ₊ 12 if x = 0.3

y = 10(0.3) ₊ 12

y = 3 ₊ 12

y = 15

In the last third bit we need to frame equations for the given word problems.

a) The difference between two numbers is 25.

let the two numbers be x and y.

x ₋ y = 25.

b) The product of 5 and p is equal to quotient of q and 2.

5 × p = q ÷ 2

c) The difference between 14 and 2y is equal to 6.

2y ₋ 14 = 6

d) The product of 15 and 4 is equal to four less than the sum of x and y.

15 × 4 = 4 ₋ (x₊y)

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The x and y-intercepts of the line equation 6x - 2y = -18 are ( -3,0 ) and ( 0,9 ) respectively.

Given the equation of line;

To find the x-intercept, substitute in 0 for y in the equation and solve for x.

6x - 2y = -18

6x - 2(0) = -18

6x - 0 = -18

6x = -18

Divide both sides by 6

6x/6 = -18/6

x = -18/6

x = -3

Hence, x-intercept is ( -3,0 ).

To find the y-intercept, substitute in 0 for x in the equation and solve for y.

6x - 2y = -18

6(0) - 2y = -18

0 - 2y = -18

-2y = -18

Divide both sided by -2

y = -18 / -2

y = 9

The y-intercept is ( 0,9 ).

Therefore, option D is the correct answer.

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The probability of selecting a sample of 20 children and having exactly 3 children who are from multiple births is approximately 0.214

To calculate the probability of selecting a sample with exactly 3 children who are from multiple births, we need to use the binomial distribution formula

P(X = k) = C(n, k) × p^k × (1 - p)^(n - k)

where

X is the random variable representing the number of children from multiple births in the sample

k is the number of children from multiple births we are interested in (in this case, k = 3)

n is the sample size (in this case, n = 20)

p is the probability of selecting a child from a multiple birth (let's assume this is 0.03, or 3%, based on some statistics for multiple births in some regions).

C(n, k) is the number of ways to choose k children from a sample of n children, which is given by the binomial coefficient

C(n, k) = n! / (k! × (n - k)!)

Plugging in the values, we get:

P(X = 3) = C(20, 3) × 0.03^3 × (1 - 0.03)^(20 - 3)

= (20! / (3! × 17!)) × 0.03^3 × 0.97^17

≈ 0.214

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Answer: nope u get it

Step-by-step explanation:

The t-percentile defines the boundaries of the confidence interval and is equal to the critical value of t with a positive or negative sign, depending on whether the confidence interval is one-sided or two-sided.

A t-distribution table determines the t-percentile required to construct two-sided confidence intervals. The first step in determining the t-percentile is to know the degrees of freedom and confidence level. The next step is to find the critical value of t from a t-distribution table. The t-distribution table lists values for the probability density function, cumulative distribution function, and percentile points of the t-distribution.

The table is arranged in rows and columns, with the rows corresponding to the degrees of freedom and the columns corresponding to the significance level. The critical value of t is the value that separates the central area of the t-distribution from the tails of the distribution. It is used to define the boundaries of the confidence interval. The t-value is the same as the critical value of t, but it has a positive or negative sign depending on whether the confidence interval is one-sided or two-sided. The t-percentile that is required to construct two-sided confidence intervals is given by the following steps:

Step 1: To determine the t-percentile, the degrees of freedom and confidence level are needed.

Step 2: Find the critical value of t from a t-distribution table.

(a) 95% confidence level, 15 degrees of freedom.

Using the T-Distribution Calculator with degrees of freedom (df) = 15, a 95% confidence level, the value of t is found to be 2.1318. Therefore, to construct the confidence interval, the t-value is ± 2.1318.

(b) 95% confidence level, 24 degrees of freedom.

Using the T-Distribution Calculator with degrees of freedom (df) = 24, a 95% confidence level, the value of t is 2.064. Therefore, to construct the confidence interval, the t-value is ± 2.064.

(c) 99% confidence level, 13 degrees of freedom.

Using the T-Distribution Calculator with degrees of freedom (df) = 13, a 99% confidence level, the value of t is 3.012. Therefore, to construct the confidence interval, the t-value is ± 3.012.

(d) 99.9% confidence level, 15 degrees of freedom.

Using the T-Distribution Calculator with degrees of freedom (df) = 15, a 99.9% confidence level, the value of t is found to be 3.579. Therefore, to construct the confidence interval, the t-value is ± 3.579.

The t-percentile can be found using a t-distribution table, which lists the critical value of t for different degrees of freedom and significance levels. The t-percentile defines the boundaries of the confidence interval and is equal to the critical value of t with a positive or negative sign, depending on whether the confidence interval is one-sided or two-sided.

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The x-intercepts or roots of the parabola are the locations where a parabola contacts the x-axis. These are the solutions to the parabola equation where the y-value is equal to zero.

A parabola is an open curve formed by the intersection of a right circular cone with a plane parallel to one of the cone's elements. This is known as the standard form of a quadratic function. A parabola is the graph of a quadratic function that is a U-shaped curve. A parabola is the graph of the equation y=x2 illustrated below. Parabolas are classified into three categories. There are three types of forms: vertex form, standard form, and intercept form. Each type offers a unique important characteristic for the graph. The three major forms from which we graph parabolas are known as standard form, intercept form, and vertex form. Each form will provide you with somewhat different information as well as its own set of pros and downsides.

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The coordinates of the image of the triangle ABC after the dilation with center (0,0) and a scale factor of 1/2 are:

A' = (1/2 * x₁, 1/2 * y₁)

B' = (1/2 * x₂, 1/2 * y₂)

C' = (1/2 * x₃, 1/2 * y₃)

What is triangle?

A triangle is a three-sided polygon with three angles. It is a fundamental geometric shape and is often used in geometry and trigonometry.

To find the image of triangle ABC after a dilation with center (0,0) and a scale factor of 1/2, we need to multiply the coordinates of each vertex by the scale factor.

Let's suppose that the coordinates of the vertices of the original triangle ABC are:

A = (x₁, y₁)

B = (x₂, y₂)

C = (x₃, y₃)

Then, the coordinates of the image of A, B, and C after the dilation are:

A' = (1/2 * x₁, 1/2 * y₁)

B' = (1/2 * x₂, 1/2 * y₂)

C' = (1/2 * x₃, 1/2 * y₃)

Therefore, the coordinates of the image of the triangle ABC after the dilation with center (0,0) and a scale factor of 1/2 are:

A' = (1/2 * x₁, 1/2 * y₁)

B' = (1/2 * x₂, 1/2 * y₂)

C' = (1/2 * x₃, 1/2 * y₃)

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The speed of the airplane is 90 miles per hour and the speed of the wind is 30 miles per hour.

When the plane flies against the wind;

When the plane flies with the wind;

Where in;

By solving the equations simultaneously; we have;

Ultimately, the speed of the airplane is 90 miles per hour and the speed of the wind is 30 miles per hour.

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Answer:

48987~اايلممماالمنهلبه

Answer:

a = 17 sqrt(2)

Step-by-step explanation:

Since this is a right triangle, we can use trig functions

sin theta = opposite / hypotenuse

sin 45 = 17/a

Multiply each side by a

a sin 45 = 17

Divide each side by sin 45

a = 17 / sin 45

a = 17 / ( 1 / sqrt(2))

a = 17 sqrt(2)

Answer: -2.7 and -2.3 are your answers

on the number line: 2 dots behind -2.5 and 2 dots forward

The difference between the numbers -2.9 and -0.6 is -2.3 after using the number line.

It is defined as the representation of the numbers on a straight line that goes infinitely on both sides.

It is given that:

As we can see in the number line:

If we take the difference between these two numbers

From the number line:

= −2.9−(−0.6)

= -2.9 + 0.6

= -2.3

The arithmetic operation can be defined as the operation in which we do the addition of numbers, subtraction, multiplication, and division. It has a basic four operators that is +, -, ×, and ÷.

After using the arithmetic operation concept:

The difference between the numbers:

= −2.9−(−0.6)

= -2.9 + 0.6

= -2.3

Thus, the difference between the numbers -2.9 and -0.6 is -2.3 after using the number line.

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The probability of winning $1000 a day for life is approximately 5.245 x 10^-11 and the probability of winning $1000 a week for life is approximately 1.07 x 10^-8. The probability of winning the jackpot ($1000 a day for life) is 1/(60^5 * 4), while the probability of winning $1000 a week for life is 1/(60^5).

In the Florida Lottery Cash4Life game, a player must select five numbers from 1 to 60 and then one Cash Ball number from 1 to 4. The jackpot prize is $1000 a day for life if all five numbers and the Cash Ball match the winning numbers drawn on Monday nights. If just all five numbers match the winning numbers, the player will win $1000 a week for life.
To determine the probability of winning $1000 a day for life, we can use the formula for the probability of independent events: P(A and B) = P(A) x P(B)

(a) To win the jackpot of $1000 a day for life, the player needs to match all five numbers and the Cash Ball. There are 60 options for each of the five numbers and 4 options for the Cash Ball. The total number of possible outcomes is 60^5 (60 choices for each of the five numbers) times 4 (for the Cash Ball). So the probability of winning the jackpot is 1/(60^5 * 4). (b) To win $1000 a week for life, the player needs to match only the five numbers, without considering the Cash Ball. The total number of possible outcomes for this scenario is 60^5. Therefore, the probability of winning $1000 a week for life is 1/(60^5).

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The table of solutions for the given equation (y = -2x²) include the following:

x                    y_

-2                  -8

-1                   -2

0                   -0

1                    -2

2                   -8

Also, a graph of the solution of this equation (y = -2x²) has been plotted in the image attached below.

In order to determine the valid and true solutions to the given quadratic equation, we would have to substitute the values of contained in the table into the quadratic equations as follows;

At x = -2, the value of point y is as follows:

y = -2x²

y = -2(-2)²

y = -2 × 4

y = -8

At x = -1, the value of point y is as follows:

y = -2x²

y = -2(-1)²

y = -2 × 1

y = -2

At x = 0, the value of point y is as follows:

y = -2x²

y = -2(0)²

y = -2 × 0

y = 0

At x = 1, the value of point y is as follows:

y = -2x²

y = -2(1)²

y = -2 × 1

y = -2

At x = 2, the value of point y is as follows:

y = -2x²

y = -2(2)²

y = -2 × 4

y = -8

In conclusion, we can logically deduce that the graph of this quadratic equation forms a downward parabola.

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Answer:

\(d=2\) and \(d=3\)

Step-by-step explanation:

\(d^2-5d+6=0\)

\((d-2)(d-3)=0\)

\(d=2\) and \(d=3\)