If I lose 20 cents an hour, and I make 10. 50 an hour. How much money do I lose every 10 dollars?


This is the simplest way I could figure out how to put it, sorry

Answer:

just add a small amount to the 2.8 and square the result

Step-by-step explanation:

x x^2

2.8 7.84

2.81 7.8961

2.82 7.9524

2.83 8.0089

2.84 8.0656

2.85 8.1225

2.86 8.1796

2.87 8.2369

Answer:

24/6= 4

4 words per minute

Step-by-step explanation:

Answer:

4 words per minute

Step-by-step explanation:

Rafael can type 24 words in 6 minutes, so we divide 24 and 6 to get 4 words per minute.

(a) The matrices A₁, A₂, and A₃ corresponding to the transformations T₁, T₂, and T₃, respectively, are:

A₁ = [[0, -1], [-1, 0]]

A₂ = [[0, 1], [-1, 0]]

A₃ = [[-1, 0], [0, 1]]

(b) The geometric effect of a rotation through 90° clockwise followed by a reflection across the line y = -x (T₂ followed by T₁) can be determined by matrix multiplication.

(c) The combined geometric effect of T₁ followed by T₂ followed by T₃ can also be determined using matrix multiplication.

Step 1: To find the matrices corresponding to the transformations T₁, T₂, and T₃, we need to understand the geometric effects of each transformation.

- T₁ represents the reflection across the line y = -x. This transformation changes the sign of both x and y coordinates, so the matrix A₁ is [[0, -1], [-1, 0]].

- T₂ represents the rotation through 90° clockwise. This transformation swaps the x and y coordinates and changes the sign of the new x coordinate, so the matrix A₂ is [[0, 1], [-1, 0]].

- T₃ represents the reflection across the y-axis. This transformation changes the sign of the x coordinate, so the matrix A₃ is [[-1, 0], [0, 1]].

Step 2: To determine the geometric effect of T₂ followed by T₁, we multiply the matrices A₂ and A₁ in that order. Matrix multiplication of A₂ and A₁ yields the result:

A₂A₁ = [[0, -1], [1, 0]]

Step 3: To find the combined geometric effect of T₁ followed by T₂ followed by T₃, we multiply the matrices A₃, A₂, and A₁ in that order. Matrix multiplication of A₃, A₂, and A₁ gives the result:

A₃A₂A₁ = [[0, -1], [-1, 0]]

Therefore, the combined geometric effect of T₁ followed by T₂ followed by T₃ is the same as the geometric effect of a rotation through 90° clockwise followed by a reflection across the line y = -x.

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Answer:

12

This is the answer because 2/3 times 18 is 12...

Answer: 12

Step-by-step explanation:

2/3 * 18

you put 18 over 1

so 2/3 * 18/1

2*18= 36

3*1= 3

36/3 = 12

Your answer would be 39.85 ♡

Answer:

2/3

Step-by-step explanation:

The amount of honey each jar holds is 2/3 cups.

Fraction

The fraction is termed as a portion or section of any quantity. It is denoted by using ‘/’ symbol, such as a/b. For example, in 5/8 is a fraction where the upper part denotes the numerator and the lower part is the denominator.

Given that:-

Number of equal sized jars filled by Isabelle = 24 jars

Total amount of honey brought by Isabelle to the sell at the farmer's market = 16 cups

We have to find the amount of honey each jar holds.

From the data given in the question, we can write,

24 jars = 16 cups

Hence, using the equation, we can write the fraction,

1 jar = (16/24) cups

1 jar = 2/3 cups

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Without decimal, 4 canisters need to buy for making 5 meatloafs for party or if answer in decimal values needed then it is 3.333 canisters.

From the provided data, we have

number of meatloafs = 5

Here we have need the cup measurements the number of meatloafs made per recipe and the net weight of canister.

net weight of the contents of 1 canister = 15 ounces

1 cup = 8 ounces

1.25 cups = 10 ounces

10 ounces of breadcrumbs makes 1 meatoafs.

but we made 5 meatloafs so, for 5 meatloaf needed breadcrumbs = 5×10

= 50

If we consider 4 canisters then

15ounces × 4 canisters = 60 ounces which are 10 more than the needed ( > 50 ounces.

and if we are consider 3 canisters then

15 ounces × 3 canisters = 45 ounces which is not enough.

So, we need 4 canisters of breadcrumbs and we will have 2/3 of a canister left over.

approximately 3.333 is a value of needed canisters in decimals values. If decimal values are not need ,i.e, whole are canisters are not partial then 4 canisters is right .

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Complete question:

you're planning on making 5 meatloafs for a party. you go to the store to buy breadcrumbs, and see they are sold by the canister. how many canisters do you need to buy?

First, determine what information you need to answer this question, then click here to display that info (along with other info).

How much breadcrumbs does the recipe call for? It calls for 1 1/4 cups of breadcrumbs. How many meatloafs does the recipe make? It makes 1 meatloaf.

How many servings does that recipe make? It says it serves 10.

How big is the canister? It is cylindrical, 3.5 inches across and 7 inches tall.

What is the net weight of the contents of 1 canister? 15 ounces.

How much does a canister cost? $2.39

How much does a cup of breadcrumbs weigh? I'm not sure, but maybe something from the nutritional label will help.

Answer:

ur welcome

Step-by-step explanation:

this is what i think

please mark brainiest

Answer:

x=5.5

Step-by-step explanation:

Answer:

D:5 1/2

Step-by-step explanation:took quiz

Answer:The common denominator is 42.

Step-by-step explanation:mutiply 6 x 7

Answer:

This would be 42,

to find this, just find the lcm of 6 and 7, you can do this by writing a chart and circling the least common multiple they both share

Step-by-step explanation:

Can I have brainliest? It would help me out, if not thanks anyways! Hope this helped and have a nice day :)

the equation of the line tangent to the function at (3, 6) is y = 11x - 21.

1. f(x) = x^2 + 5x - 6, at (3, 6)

Answer: y = 8x - 21

f'(x) = 2x + 5

f'(3) = 2(3) + 5 = 11

The equation of the line tangent to the function at (3, 6) is y = 11x - b.

Substitute 6 for y and 3 for x to get 6 = 11(3) - b

Solve for b to get b = 21

Therefore, the equation of the line tangent to the function at (3, 6) is y = 11x - 21.

The equation of the line tangent to the function at (3, 6) is y = 8x - 21. This equation is in slope-intercept form, where the slope is 8 and the y-intercept is -21. The slope of the line is equal to the derivative of the function at x = 3, which is 2x + 5 = 11. Therefore, the equation of the line tangent to the function at (3, 6) is y = 8x - 21.

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s = √A is the value of the variable s in terms of A

Given the expression below

A = s^2

We are to make s the subject of the formula as shown below;
A = s^2

Take the square root of both sides

√A = √s²

√A = s

Swap

s = √A

Hence the expression s as a function of A is s = √A

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Answer:

\(2*2^1^/^4\)

(≈2.378)

Step-by-step explanation:

we know that:

\(a^x*a^y=a^x^+^y\)

[this is the same as multiplying any exponents]

3/4 + 1/2 = 1 + 1/4

if [\(a^x*a^y=a^x^+^y\)], then [\(a^x^+^y=a^x*a^y\)] must also be true

so,

\(2^1^+^1^/^4=2^1*2^1^/^4\\\)

= \(2*2^1^/^4\)

(\(2^1^/^4 = 1.189207115\))

1.189207115 · 2 = 2.37841423001

(rounded to 2.378)

Answer:

\(2*2^1^/^4\)

(2.37841)

Explanation:

3/4 + 1/2 = 1 + 1/4

= \(2*2^1^/^4\)

(\(2^1^/^4 = 1.189207115\))

(2)(1.189207115) = 2.37841423001

Since C is any arbitrary constant,  \(y^{2} = \frac{1}{5} ln (3 + x^{10}) + 2C\) is the final solution of the differential equation.

The equation given to us is:

\((3 + x^{10})\frac{dy}{dx} = \frac{x^{9}}{y}\)

We can re-write the above equation:

\(y dy = \frac{x^9}{3 + x^{10}} dx\)

This is separation of variables.

A separable differential equation is any equation that can be written in the form y′=f(x)g(y). The method of separation of variables is used to find the general solution to a separable differential equation.

Now, if we differentiate the denominator,

\(\frac{d}{dx} (3 + x^{10} ) = 10x^9\)

Integrating both sides,

\(\frac{y^2}{2} = \frac{1}{10} ln (3 + x^{10})\) + C

⇒ \(y^{2} = \frac{1}{5} ln (3 + x^{10})\) + 2C

Since C is any arbitrary constant,  \(y^{2} = \frac{1}{5} ln (3 + x^{10}) + 2C\) is the final solution of the differential equation.

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The measure of the angle opposite the longest side is approximately 56.32 degrees.The measure of the angle opposite the longest side of a triangle can be found using the Law of Cosines.

In this case, the sides of the triangle are given as 13 ft, 15 ft, and 11 ft. To find the measure of the angle opposite the longest side, we can apply the Law of Cosines to calculate the cosine of that angle. Then, we can use the inverse cosine function to find the actual measure of the angle.

Using the Law of Cosines, the formula is given as:

\(c^2 = a^2 + b^2 - 2ab * cos(C)\)

Where c is the longest side, a and b are the other two sides, and C is the angle opposite side c.

Substituting the given values, we have:

\(13^2 = 15^2 + 11^2 - 2 * 15 * 11 * cos(C)\)

169 = 225 + 121 - 330 * cos(C)

-177 = -330 * cos(C)

cos(C) = -177 / -330

cos(C) ≈ 0.5364

Using the inverse cosine function, we find:

C ≈ arccos(0.5364) ≈ 56.32 degrees

Therefore, the measure of the angle opposite the longest side is approximately 56.32 degrees.

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The distance travelled by the car during this time  by using single  appropriate trapezium is  26.25 and the answer provided is an underestimate

A) Using a single appropriate trapezium, the estimated distance travelled by the car during the 30 seconds is approximately 55 metres.

This is calculated by taking the area of the trapezium formed by the two points of the speed graph: 8m/s and 6m/s.

The area is calculated by taking the average of the two points, multiplied by the time duration:

Area = (8+6/2) * 30

Area = 7*30

Area = 210

The area of the trapezium is then divided by the speed of the car at the start of the journey (8m/s) to get the estimated distance travelled:

Distance = 210/8

Distance = 26.25

This is rounded up to give an estimated distance travelled of 55 metres.

B) The answer of 55 metres is an underestimate of the actual distance travelled by the car. This is because the trapezium method only takes into account the start and end points of the graph, and not any of the other points in between. The actual distance travelled by the car is likely to be higher as the speed of the car is likely to have been greater at points in between the start and end points.

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As an early childhood teacher, I encourage language and emergent literacy through play-based activities, fostering language-rich interactions and providing diverse literacy materials.

As an early childhood teacher, my role in supporting language and emergent literacy development involves utilizing a play-based approach. Through play, children engage in meaningful interactions, fostering language acquisition and literacy skills. I create an environment that encourages language-rich interactions by engaging in conversations, asking open-ended questions, and actively listening to children's responses.

In addition, I provide a diverse range of literacy materials within the play environment. These materials include books, writing tools, and props related to different themes and topics. By offering varied literacy resources, children have opportunities to explore and experiment with language, developing vocabulary, print awareness, and comprehension skills.

By integrating language and literacy into play-based activities, I support children's holistic development and create a positive and engaging learning environment that stimulates their curiosity and love for language and literacy.

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The gain of $5 can be represented as +5 and the loss of $3 can be represented as -3.

We know that there are two types of integers

To represent the gain of $5 on one day, we can use the positive integer +5.

To represent the loss of $3 on the next day, we can use the negative integer -3.

Therefore, the gain of $5 can be represented as +5 and the loss of $3 can be represented as -3.

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The tendency of group members to exert less effort when they work in groups than they would exert if they were acting alone is known as social loafing.

Social loafing is a common phenomenon that occurs when individuals feel that their individual effort will not significantly affect the group's overall performance or when they believe that other group members will compensate for their lack of effort.

This phenomenon can be observed in various group settings, such as in work teams, sports teams, and even in classroom group projects. The lack of accountability and the diffusion of responsibility that occur in groups can contribute to social loafing.

Social loafing can have negative consequences on group performance, as it can decrease the overall quality of the group's output and reduce motivation among group members.

To mitigate social loafing, it is important to establish clear roles and responsibilities for each group member and to provide regular feedback and recognition for individual contributions.

Additionally, creating a sense of collective identity and establishing group goals can also help to combat social loafing by promoting a sense of shared responsibility and commitment to the group's success.

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The formula for a line segment is:

segment = √((x2 - x1)^2 + (y2 - y1)^2)

1. Calculate the difference between the x-coordinates: x2 - x1

2. Square the result of step 1: (x2 - x1)^2

3. Calculate the difference between the y-coordinates: y2 - y1

4. Square the result of step 3: (y2 - y1)^2

5. Add the results of step 2 and step 4: (x2 - x1)^2 + (y2 - y1)^2

6. Calculate the square root of the result of step 5: √((x2 - x1)^2 + (y2 - y1)^2)

This final result is the length of the line segment.

The formula for a line segment is relatively straightforward. Begin by calculating the difference between the x-coordinates (x2 - x1) and square the result. Then find the difference between the y-coordinates (y2 - y1) and square the result. Add the two results together and take the square root of the sum. This final result is the length of the line segment. This formula can be used to calculate the length of any line segment, regardless of its size or shape.

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Call the four people \(abc\) and \(d\).

We know:

\(\frac{a+b+c}{3}\)\(=42\)

and

\(\frac{a+b+c+d}{4}\)\(=40\)

Thus:

\(a + b + c = 126\)

\(\frac{126+4}{4} = 40\)

\(126 + d =160\)

\(d = 34\)

A sample size of at least 29 is necessary to achieve a margin of error of $8 for a 90% confidence interval of the mean daily spending on all holiday spending.

The following equation may be used to calculate a confidence interval's margin of error:

Margin of error = z *  \((\frac{standard\: deviation} {\sqrt{(sample\:\: size)} }\:)\)

We want the margin of error to be $8, so we can set up the following equation:

\($8 = 1.645 * (\$26 / \sqrt{(sample\: size))\)

To solve for the sample size, we need to isolate the variable "sample size" on one side of the equation:

\(\sqrt{(sample\: size)} = 1.645 * (\$26 / \$8)\\\sqrt{(sample\: size)} = 5.365\)

sample size = \((5.365)^2\)

sample size = 28.8

We can round up to the nearest whole number to ensure that the sample size is large enough:

sample size = 29

Margin of error refers to the range of possible values that a statistical result may vary from the actual population parameter. It is a measure of the precision of a survey or poll's results and indicates how much confidence one can have in the results.

When conducting a survey or poll, researchers typically take a sample from a larger population and use statistical techniques to estimate the parameters of interest, such as the mean or proportion. The margin of error is then calculated based on the sample size, level of confidence, and the variability of the data. It's important to consider the margin of error when interpreting survey results to avoid making incorrect conclusions or assumptions.

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Answer:

Step-by-step explanation:

In the given numbers,

0.91..... = Rational number

\(-\frac{2}{3}\) = Negative rational number

\(\frac{100}{11}\) = Rational number

1.52323.... = Irrational number

-0.3333....  = Negative rational number

Although 1.52323..... is an irrational number but Lauren put these numbers in the same group because they are either rational or irrational numbers.

Answer:

a- about 3$

b-about 8$

c-about .04

Step-by-step explanation:

a-100.8/35=2.88

2.88 is around 3

b-49.2/6=8.2

8.2 is close to 8

c-.78/20=.039

.039 is the nearest to .04

Answer:

A unit rate is like a calculator or price per unit. that you will have to divide the numerator by the denominator.

Step-by-step explanation:

Example: "A motorcycle travels 230 miles on 4 gallons of gasoline." basically you will have to find the average mileage per gallon of how much that motorcycle used.

I'm not sure if this helped. sorry

The Simplification of the expression 7 exponent 7/7 exponent 4 is 7³

7 exponent 7/7 exponent 4

= 7^7 ÷ 7^4

Using the law of indices which states that:

7^7 ÷ 7^4

= 7^(7-4)

= 7^3

Therefore, the Simplification of the expression 7 exponent 7/7 exponent 4 is 7³

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Answer:

c

Step-by-step explanation:

The central angle of a circle when you know the radius and arc length, you can use the formula:

Central angle (in radians) = Arc length / Radius

To find the central angle of a circle when you know the radius and arc length, you can use the formula:

Central angle (in radians) = Arc length / Radius

If you want the central angle in degrees, you can convert it using the fact that there are 2π radians in a full circle (360 degrees):

Central angle (in degrees) = (Arc length / Radius) * (180 / π)

Make sure to use consistent units for the arc length and radius, such as meters or centimeters, to obtain accurate results.

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