Mark Up: 170%
Sales Price: $202.50

Answer:

Step-by-step explanation:

1. 62/100

2. 18/10

3. 9/10+6/10 (equals 15/10 or 3 if you need it solved)

423/100 in hundredths

Answer:

(1,-2)

Step-by-step explanation:

You minus 2 from the x, and add 2 units to the y

Answer: To solve the inequality, we need to find the values of x that make the expression greater than or equal to 0.

x - 4/1 ≥ 0

Adding 4/1 to both sides, we get:

x ≥ 4/1

Simplifying, we get:

x ≥ 4

Therefore, the values of x that make the inequality true are:

4/3

0

1

So the correct answers are B, C, and E.

Step-by-step explanation:

There are some disadvantages to using this type of data collection is:

"Information available from the question"

In the question:

After gathering data on the effectiveness of company meetings, you decide to conduct a survey to obtain measurable qualitative and quantitative feedback. you will mail a survey to several companies.

To write the disadvantages to using this type of data collection.

Now, According to the question:

There are some disadvantages to using this type of data collection is:

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Answer:

b: 25% is your answer

Step-by-step explanation:

if this figure is rectangle then opposite side of rectangle are equal

perimeter= sum of all sides

156=5x-3+5x-3+4x+4x

156=18x-6

x=9

So length of side WX is 9. 4

WX= 36

The estimated effect of reduced-price lunch on test scores, based on the sample data, suggests that there is a significant correlation between receiving reduced-price lunch and lower test scores.

To determine the estimated effect of reduced-price lunch on test scores, a sample of data was collected and analyzed. The first step involved identifying students who received reduced-price lunch and comparing their test scores with those who did not receive this benefit. Upon analyzing the data, it was observed that students who received reduced-price lunch generally had lower test scores compared to their counterparts who did not receive this subsidy.

Several factors may contribute to this observed correlation. Students who qualify for reduced-price lunch often come from lower-income households, which can impact their access to educational resources and support. Limited access to resources such as tutoring, books, and technology can affect their academic performance. Additionally, students from low-income backgrounds may face challenges related to food insecurity, which can impact their ability to focus and perform well in school.

It is important to note that while the sample data indicates a correlation between reduced-price lunch and lower test scores, this does not establish a causal relationship. Other factors, such as the quality of teaching, school environment, and individual student characteristics, can also influence test scores. Therefore, further research and analysis are necessary to comprehensively understand the complex interplay of these factors.

In conclusion, based on the sample data, it is estimated that there is a significant correlation between receiving reduced-price lunch and lower test scores. However, additional studies and analyses are needed to establish a more definitive understanding of the relationship between reduced-price lunch and academic performance. Therefore, further investigation is required to determine the precise impact of reduced-price lunch on test scores.

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Answer:

( 8+15 ) + ( 4+9 ) = ( 4+9 ) + ( 8+15 )

Associative Property of Addition

Step-by-step explanation:

Answer:

4030 or 3040 I think 4030 though

Step-by-step explanation:

I think this is it but 6*8 is 48....I used a little logic so hopefully this is right

Answer:

4030

Step-by-step explanation:

if 9× 7 = 3545 then it 7 × 5, 9× 5 which gives 3545

4x3 = 3× 5, 4×5 which gives 1520

so 6× 8 will give 8×5, 6×5 = 4030

Answer:

the answer is d

Step-by-step explanation:

Since we know that 2 and 3 are the remaining numbers but not their equation order, the four-digit number that meets all the requirements is either 4932 or 9432.

A mathematical equation is a process that links two statements and indicates equivalence with the equals sign (=). In mathematics, an equation is a mathematical statement that proves the equality of two mathematical expressions. For example, the equal sign separates the numbers 3x plus 5 and 14 in the equation 3x + 5 = 14. A mathematical formula can be used to understand the connection between the two lines that are written on opposite sides of a letter. In many cases, the logo and the particular program are identical. as in 2x – 4 = 2, for instance.

First off, we are aware that the figure is a multiple of 3 and 5. The quantity must therefore be a multiple of 15.

Due to the square nature of two of the numerals, they must either be 1, 4, or 9. The fact that one of the numbers is 4 and the other is 9 is already known, though.

The fact that two of the digits are prime integers is another thing we know. We only have access to the prime numbers 2, 3, 5, and 7.

Since we know that 2 and 3 are the remaining numbers but not their order, the four-digit number that meets all the requirements is either 4932 or 9432.

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Using multiplication as a mathematical operator, Kareem will 864 more cards and Nicole will get 24 more cards

Multiplication is a mathematical operation that involves multiplying two or more numbers together. It is one of the four basic operations in mathematics, along with addition, subtraction, and division.

In this problem, we may require the use of some mathematical operators to find the solution to the problem.

1.

He currently has 216 cards, but he needs 15 sets of cards.

1 set of card = 72 cards

Let's calculate the number of sets he currently has.

1 set of card = 72 cards

x set = 216 cards

cross multiply both sides and solve for x.

x * 72 = 216 * 1

x = 216 / 72

x = 3 sets

He currently has 3 sets of cards.

Since he wants 15 sets of cards, we will need 12 more set of cards.

The number of cards can be calculated by multiplying 12 by 72

Number of cards = 12 * 72 = 864

He needs 864 more cards.

2.

1 set of card = $27

1 set = 72 cards

But she's bringing $9 to join, we can calculate the ratio of cards she will get.

1 / 27 = x / 9

x = 9 / 27

x = 1/3

She will get 1/3 of the cards bought which will be

72 * 1/3 = 24 cards

She will get 24 cards

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y=x/2 is equation for a tangent to the graph of y=arcsin(x/2) at the origin.

In order to fing the equation of tangent of any graph we need 2 things

 i . A point on the graph

 ii . Slope a line on that point

Given y=\(sin^-^1(\frac{x}{2} )\)

put x=0

y = \(sin^-^1\) (0)

=> y =0

so the graph passes through point (0,0)

now we have to find slope of the graph

slope = \(y^'\) = \(\frac{d(y)}{dx}\)

=> \(\frac{1}{\sqrt{4-x^2} }\)

slope of line at point (0,0) is 1/2

so equation of line is y-0=1/2(x-0)

so the equation of tangent to the given graph is y=x/2

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Answer: take a picture of it please

Step-by-step explanation:

Answer:

4.5

Step-by-step explanation:

To answer the problem:

PK * PN = PL^2

Let PN = x

8x = 10^2

8x = 100

x = 100/8

x = 12.5

KN = PN - PK

12.5 - 8 = 4.5 would be the length of segment KN.

Answer:

-------------------------

The Remainder Theorem states that:

Identify the value of c in the divisor x - 8. In this case, c = 8.

Plug the value of c into the function f(x).

Calculate the remainder.

So, the remainder is 100.

Answer:

Simplify means to make smaller or more simple.

Step-by-step explanation:

You need to make the number which needs to be simplified into a number lower than the original number.

For example:

"4" would simplify to "2"

beace half of 4 is 2. This could further be simplifed as "1" is half of 2.

so if there was a fraction:

4/8

the numerator would simplify to 1 and the denominator would simplify to 2 because whatever you do to the top you must do to the bottom. The numerator stops simplifying at 1 and the denominator stops simplifying at 2

so

4/8 = 1/2

Representative sample is especially important in frequency claims because they ensure the findings accurately reflect the larger population.

When making frequency claims, researchers aim to generalize their findings to a larger population. Representative sample consists of individuals who closely mirror the characteristics of the target population. By selecting a representative sample, researchers increase the likelihood that the sample's frequencies and proportions will accurately reflect those of the larger population. This ensures that the frequency claim made based on the sample data is more likely to be valid and reliable.

Representative samples help minimize bias and enhance the generalizability of the findings. If a sample is not representative, it may over- or under-represent certain groups or characteristics within the population. This can lead to misleading frequency claims that do not accurately reflect the reality of the population as a whole. For example, if a study on voting preferences only surveys young adults, the findings may not accurately represent the voting patterns of the entire electorate.

Using a representative sample is crucial to increase the external validity of frequency claims. It allows researchers to make more accurate inferences and generalizations about the target population based on the characteristics and behaviors observed in the sample. By ensuring the sample is representative, researchers can enhance the credibility and applicability of their frequency claims, providing more reliable information for decision-making, policy development, or further research.

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Answer:

40 something sorry that's all I know

Searching it up gives your answer right then and there.

The first record of zero was founded in Mesopotamia 3 B.C

Inventor:

The Mayans invented it independently circa 4 A.D

Then it was only then during mid-fifth century it spread to Cambodia

Near the end of seventh century it went to China, and Islamic counties at the end of the eighth century.

(Correct me if I'm wrong not all website's are reliable,So sorry if I'm wrong.)

The value of the sample statistic is used to estimate the value of the population parameter.

The sample statistic is the value that is calculated from the sample data, which is used to make inferences about the population parameter. Sample statistics are used to estimate population parameters. A sample statistic is an estimate of a population parameter that is obtained from a sample, whereas a population statistic is a value that is computed from a population.

Therefore, the correct answer is a. sample statistic.

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Step-by-step explanation:

\(XZ = 58\)

\(YZ = 23.1\)

\(XY = XZ + YZ\)

\(XY =58 + 23.1\)

\(XY = 81 .1\)

Answer:

Our calculator limits your interest deduction to the interest payment that would be paid on a $1,000,000 mortgage. Interest rate: Annual interest rate for this

Step-by-step explanation:

Answer:

Percentage Profit: 53.3%

Step-by-step explanation:

Definitions

Before beginning, review some terminology definitions:

- Revenue - Revenue is the amount of money that is brought in from selling things.  If you have a cash register (and if everyone pays cash), it is the amount of money that comes into the register (ignoring any that goes out)

- Cost - Cost is the amount of money that is spent to run the business (in this case, the money spent purchasing the items so that they can later be sold).

- Profit/loss - Profit/loss is the difference between the Revenue and the Cost.  Which terms is used depends on which quantity was larger:

--- Profit - If more money was made in revenue than spent in costs.

--- Cost - If more money was spent in costs than made in revenue.

            \(\text{Profit or Loss}=|\text{Revenue}-\text{Cost}|\)

- Percentage Profit/loss - A ratio formed between the Profit/Loss and the Cost.

            \(\text{Percentage Profit}=\dfrac{\text{Profit}}{\text{Cost}}\)             \(\text{Percentage Loss}=\dfrac{\text{Loss}}{\text{Cost}}\)

Side note: Percentage Profit is effective to see how "productive" the business opportunity is.  For instance, if you make $100 profit, and only have $1 cost, you have a 9900% percentage profit  (which is amazing)!  However, if you make $100 profit, but your cost was $10,000, you only have a 1% percentage profit, which is not so great.  ... yes, still a profit, but it takes a lot of money to get started, to get that $100 profit.

In this situation, the revenue is the money brought in.  "He sold 11 them for $20 each and one for $10"

\(11 \text{ shirts} * \dfrac {\$20}{\text{ shirt}}=\$220\)

\(1 \text{ shirt} * \dfrac {\$10}{\text{ shirt}}=\$10\)

\(\$220+\$10=\$230\)

So, the Revenue is $230

In this situation, the cost is the money the trader spent to purchase the shirts in the first place so that he could later sell them.  "A trader bought 12 shirts for $150 altogether."

So, the Cost is $150

By inspection, we can see that the Revenue is more than the Cost, so the trader had a profit.

            \(\text{Profit}=|\text{Revenue}-\text{Cost}|\\\text{Profit}=|\$230-\$150|\\\text{Profit}=|\$80|\\\text{Profit}=\$80\)

So, the Profit is $80

Substituting the known values into the formula for percentage profit:

            \(\text{Percentage Profit}=\dfrac{\text{Profit}}{\text{Cost}}\)

            \(\text{Percentage Profit}=\dfrac{\$80}{\$150}\)

            \(\text{Percentage Profit}=0.5\bar{3}\)

            \(\text{Percentage Profit}=53.33\%\)

So, the Percentage Profit is 53.3%

Answer:

The intersection of the two intervals = 4, 5, 6,.......+∞ = (4, +∞)

The union of the two intervals = -3, -2, -1, 0, 1, 2, 3, 4, 5,.....,+∞ = (-3, +∞)

Step-by-step explanation:

The given intervals are;

First interval  = (-3, +∞)

Second interval  = (4, +∞)

Using the number line, we therefore, the first interval includes, -3, -2, -1, 0, 1, 2, 3, 4, 5,.....,+∞

The second interval includes, 4, 5,.....,+∞

Which gives the intersection as 4, 5, 6,.......+∞

The union is the interval that combines the two sets of intervals which is given as follows;

The union of the two intervals = -3, -2, -1, 0, 1, 2, 3, 4, 5,.....,+∞

9514 1404 393

Answer:

Step-by-step explanation:

A prime factorization of a polynomial is one in which each factor cannot be factored further using integers. Here, we can remove a factor of 2 from each side to get ...

  2(x² +1) = 2(201)

The constant 201 can be further factored to primes:

  2(x² +1) = (2)(3)(67)

__

If the equation is written in standard form:

  2x² -400 = 0

again, a factor of 2 can be removed:

  2(x² -200) = 0

If the binomial constant were a perfect square, this could be factored further. It is not, so it can't.

Answer and explanation:

First more than half of the population of the United States do not smoke so the data for smokers in the United States cannot be normally distributed.

Cigs variable does not have a normal distribution in the United States because it is skewed while a Gaussian/normally distributed data is symmetric about it's mean meaning that more values close to the mean occur more frequently. A normally distributed data has more data in the center and is bell shaped while a non normal distribution like the smokers data for US has data skewed to the left or right

By multiplying 2 on both the numerator and denominator of  \(\frac{-3}{5}\) .

The expression \(\frac{-3}{5}\) + \(\frac{-7}{10}\) with a common denominator can be written as

\(\frac{-6}{10}\) + \(\frac{-7}{10}\)

A fraction is written with a numerator and a denominator where the numerator is less than the denominator.

Example: 1/3 is a fraction

We have,

\(\frac{-3}{5}\) + \(\frac{-7}{10}\)

We have different denominators and we need to make the denominator the same.

We will multiply 2 on both the numerator and denominator of  \(\frac{-3}{5}\).

= \(\frac{2 \times -3}{2 \times 5}\)

= \(\frac{-6}{10}\)

We see that,

The denominator in \(\frac{-6}{10}\)  and \(\frac{-7}{10}\)  is the same.

i.e 10.

Now,

\(\frac{-3}{5}\) + \(\frac{-7}{10}\) can be written as \(\frac{-6}{10}\) + \(\frac{-7}{10}\)

Thus,

By multiplying 2 on both the numerator and denominator of  \(\frac{-3}{5}\) .

The expression \(\frac{-3}{5}\) + \(\frac{-7}{10}\) with a common denominator can be written as

\(\frac{-6}{10}\) + \(\frac{-7}{10}\)

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The surface area of the given shape above would be = 47.2

To determine the surface area of the solid shape above,the surface area of a cone and a cylinder is first determined and then added together.

The formula for the surface area (SA) of cone = πrs + πr²

where;

r = 1

s = 6

S.A = 3.14×1×6 + 3.14×1×1²

= 18.84+3.14

= 21.98

Formula for Surface area of cylinder = 2πr(r+h)

where;

r = 1

h = 3

SA = 2×3.14×1 (1+3)

= 25.12

Therefore, the surface area of the solid shape = 21.98+25.22 = 47.2

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