A retailer who sells backpacks estimates that y selling them for x dollars each, he will be able to sell 134 − x backpacks a month.

Answer: Suppose there exists a positive rational number r such that r^2 < 2. Then we have 2 - r^2 > 0. Let h = (2 - r^2)/4. Then h > 0 because r^2 < 2.

Consider the number rh = r + h. We have:

(rh)^2 = (r + h)^2 = r^2 + 2rh + h^2 = r^2 + 2(2 - r^2)/2 + (2 - r^2)/16

= r^2 + 2 + (2 - r^2)/16

< 2 + 2 + (2 - 2)/16 = 2.

Thus, for any positive rational number r such that r^2 < 2, there exists a larger positive rational number rh = r + h such that (rh)^2 < 2.

Step-by-step explanation:

Answer:

d) Equity financing

Step-by-step explanation:

Equity financing is the process that raised the capital via selling of the shares. Here the company would raised the money so that they would be able to pay the short term payment like bills or they have the long term goals for which the funds would be needed for investing in their growth

Since in the question there is an offer of $100,000 that represent 20% of a company so this represent the equity financing

hence, the option d is correct

Answer:

Equity financing

Step-by-step explanation:

Answer:

the correct answer is 15011.428571

Step-by-step explanation:

=525.4 ÷ 0.035

=15011.428571

hope this works out!!!!

The division of decimal values 525.4 ÷ 0.035 = 15011.428571........

To divide decimals we make them integers by multiplying the numerator and denominator by 10ⁿ, where n is the number of decimal places in the numerator or denominator, whichever has more.

Then we follow the steps of normal numeric divisions.

In the question, we are asked to divide the equation 525.4 ÷ 0.035.

We can write this as 525.4/0.035.

Now, 0.035 has more decimal places, with n = 3, where n is the number of decimal places.

Thus, we multiply the numerator and denominator by 10³ = 1000.

Therefore, 525.4/0.035

= (525.4*1000)/(0.035*1000)

= 525400/35

= 15011 3/7

= 15011.428571........

Thus, the division of decimal values 525.4 ÷ 0.035 = 15011.428571........

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Answer:

Step-by-step explanation:

\(\frac{15}{7} or \frac{26}{9}\)

Answer:

Step-by-step explanation:

In the Intermediate Phase of mathematics education, one topic that demonstrates a hierarchical and logical progression in patterns, functions, and algebra is the concept of "Linear Equations."

The topic of Linear Equations in the Intermediate Phase builds upon the foundation laid in earlier grades and serves as a stepping stone towards more advanced algebraic concepts. Here is an overview of the topic sequence and content area spread for Linear Equations:

Introduction to Variables and Expressions:

Students are introduced to the concept of variables and expressions, learning to represent unknown quantities using letters or symbols. They understand the difference between constants and variables and learn to evaluate expressions.

Solving One-Step Equations:

Students learn how to solve simple one-step equations involving addition, subtraction, multiplication, and division. They develop the skills to isolate the variable and find its value.

Solving Two-Step Equations:

Building upon the previous knowledge, students progress to solving two-step equations. They learn to perform multiple operations to isolate the variable and find its value.

Writing and Graphing Linear Equations:

Students explore the relationship between variables and learn to write linear equations in slope-intercept form (y = mx + b). They understand the meaning of slope and y-intercept and how they relate to the graph of a line.

Systems of Linear Equations:

Students are introduced to the concept of systems of linear equations, where multiple equations are solved simultaneously. They learn various methods such as substitution, elimination, and graphing to find the solution to the system.

Word Problems and Applications:

Students apply their understanding of linear equations to solve real-life word problems and situations. They learn to translate verbal descriptions into algebraic equations and solve them to find the unknown quantities.

The content area spread for Linear Equations includes concepts such as variables, expressions, equations, operations, graphing, slope, y-intercept, systems, and real-world applications. The progression from simple one-step equations to more complex systems of equations reflects a logical sequence that builds upon prior knowledge and skills.

By following this hierarchical progression, students develop a solid foundation in algebraic thinking and problem-solving skills. They learn to apply mathematical concepts and procedures in a systematic and logical manner, paving the way for further exploration of patterns, functions, and advanced algebraic topics in later phases of mathematics education.

The right response is 400%. In other words, Johnny moves at four times the pace of Jane.

We must compare the speeds of Johnny and Jane in relation to one another in order to get their ratio. According to the issue, Jane moves at a pace that is 1/4 that of Johnny. In other words, Jane moves at a speed that is one-fourth that of Johnny.

We may compare the speeds as a fraction to figure out the ratio:

Johnny's speed divided by Jane's speed equals 4/1.

This indicates that Johnny is moving at a speed that is four times that of Jane. We can express Johnny's speed as 400% of Jane's speed in percentage terms.

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Answer:

x w1ll b3  with the 4x+19

Step-by-step explanation:

The value of k in g(x) = 5^x + k is -7

The complete question is added as attachment

The functions are given as:

f(x) = 5^x

g(x) = 5^x + k

From the attached graph, we can see that:

f(x) is shifted down by 7 units to form g(x)

This means that:

g(x)= f(x) - 7

This gives

g(x) = 5^x - 7

Substitute g(x) = 5^x - 7 in g(x) = 5^x + k

5^x + k = 5^x - 7

This gives

k = -7

Hence, the value of k in -7

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Answer:

linear

Step-by-step explanation:

From the table, we can deduct that y = 1.3x, which means it is a linear function. A linear function, when graphed, is a straight line.

Answer:

314 square centimeters

Step-by-step explanation:

Answer:

20√5 - 10√10

Step-by-step explanation:

6√20 + 8√5 - 5√45

first, 6√20 and 5√45 need to be simplified. 8√5 cannot be simplified any further:

6√20 = 6√4•5 = 6√2•2•5 = 6•2√5 = 12√5

5√45 = 5√8•5 = 5√2•2•2•5 = 5•2√2•5 = 10√10

now:

12√5 + 8√5 - 10√10

then, add the coefficients of 12√5 and 8√5

20√5 - 10√10

the left over numbers cannot be combined because they do not have a common radical, making 20√5 - 10√10 the final answer

I) The TOTAL hire purchase of the laptop is; $1550

II) The amount saved by buying the laptop for cash is; $251

I) We are told that the laptop can be bought at hire purchase by making a deposit of $350 and 10 monthly payments at $120 each.

Thus;

Cost of laptop by hire purchase = 350 + 120(10)

>> 350 + 1200

>> $1550

II) Since the cash price is $1299, then amount saved = 1550 - 1299

>> $251

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Answer:

Congruent

To be honest they are equal but in this question there is no option as equal so we can choose congruent

Step-by-step explanation:

The given expression is:

\(r=\dfrac{2p^2}{q-3}\)

We need to solve it to make q the subject of the formula.

Cross multiplying both sides,

\(rq-3r=2p^2\)

Adding 3r to both sides,

\(rq-3r+3r=2p^2+3r\\\\rq=2p^2+3r\)

Now, dividing both sides by r,

\(q=\dfrac{2p^2+3r}{r}\)

Hence, this is the required solution.

Robert's dimes are anywhere between 17 and 19.

Nickels

are worth 5 cents, and

dimes

are worth 10 cents. Since Robert has 10 nickels, he already has 50 cents. To reach a minimum of $2.20, or 220 cents, Robert needs at least 170 more cents. Because each dime is worth 10 cents, he needs a minimum of 17 dimes. If he has a maximum of 29 coins in total, subtracting the 10 nickels means that he can have up to 19 dimes. So, Robert could have anywhere between 17 and 19 dimes.

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Answer:

B, J, C.

Collinear points means the points are on the same straight line, which means they have the same gradient. B, J, C are the only points on the sane straight line.

Answer:

4 grams

Step-by-step explanation:

Given that 16 families went on a trip and the cost of the trip was Rs. 2,16,352.The amount paid by each family is to be determined by unitary method Hence each family paid Rs.13522

Now, let's solve this by using the method of unitary method. To find the cost of 1 family trip, we will divide the total cost of the trip by the number of families.2,16,352 / 16 = 13,522 So, the cost of the trip per family is Rs. 13,522.Hence, each family paid Rs. 13,522 for the trip.

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Answer:

Step-by-step explanation

1. The total cost of the trip for all 16 families is Rs 2,16,352.
2. To find out how much each family paid, we need to divide the total cost by the number of families: Rs 2,16,352 ÷ 16.
3. When we do the division, we get the result: Rs 13,522.

Now let's check if this result is correct:

1. If each family paid Rs 13,522 for the trip, then the total cost for all 16 families would be: 16 × Rs 13,522 = Rs 2,16,352.
2. This is exactly the same as the total cost given in the problem statement.

So we have shown that each family paid **Rs 13,522** for the trip

Answer:

41 meters

Step-by-step explanation:

\(\frac{31}{64}\) = \(\frac{19.8}{x}\)

31x = (19.8)(64)

31x = 1267.2  Divide both sides by 31 and round

x = 41

The simplified form of the given expression as required in the task content is; 8.

It follows from the task content that the simplified form of the given expression; -4 ( 2 - (³√8 × 6) ) / 5 is to be determined.

Therefore, By solving the innermost parentheses; we have;

-4 ( 2 - (2 × 6) ) / 5

= -4 ( 2 - 12 ) / 5

= -4 ( -10 ) / 5

= 40 / 5

= 8.

Therefore, the simplified form of the expression is; 8.

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Answer:

Closer to the first slice

Step-by-step explanation:

Looks like we'll apply Pythagoras.

Answer: 28055

Step-by-step explanation:

Answer:yes!!

Step-by-step explanation:suprisingly this website gives you the tools to get an answer for anything. People will find ur stuff and give an answer, or sometimes multiple people.

i think its B ......

The difference of the polynomials (5x3 + 4x2) – (6x2 – 2x – 9) is 5x3 – 2x2 + 2x + 9.

A polynomial is an expression consisting of variables and coefficients,

5x3 + 4x2 - (6x2 - 2x - 9)

= 5x3 + 4x2 - 6x2 + 2x + 9

= 5x3 - 2x2 + 2x +

Answer:

20

Step-by-step explanation:

side BC = side AB

so their base angles that is ∠A = ∠C = (3x+20)°

now, total measure of the angles of a triangle is 180° & ∠B = x°

Now,

m∠A + m∠B + m∠C = 180

⇒ 3x + 20 + x + 3x + 20 = 180

⇒ 7x + 40 = 180

⇒ 7x = 140

⇒x = 20

The area of the square with a side length of 3.1 meters is 9.61 square meters.

To find the area of a square, we need to multiply the length of one side by itself. In this case, the square has a side length of 3.1 m.

Area of a square = side length × side length

Substituting the given side length into the formula:

Area = 3.1 m × 3.1 m

To perform the calculation:

Area = 9.61 m²

It's worth noting that when calculating the area, we are working with squared units. In this case, the side length is in meters, so the area is expressed in square meters (m²). The area represents the amount of space enclosed within the square.

Remember, to find the area of any square, you simply need to multiply the length of one side by itself.

The area of the square with a side length of 3.1 meters is 9.61 square meters.

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