Multiply by applying the commutative and/or associative property (3/10) (-3.2) (-100)​

Answer:

google says its 75-  sorry if im wrong but i also did math and it was 75

The tax revenue generated from property taxes is often used to fund expressions public services such as schools, parks, and infrastructure projects in the local community.

In mathematics, you can multiply, divide, add, or subtract. An expression is constructed as follows: Number, expression, and mathematical operator A mathematical expression is made up of numbers, variables, and functions (such as addition, subtraction, multiplication or division etc.) It is possible to contrast expressions and phrases. An expression or algebraic expression is any mathematical statement that has variables, integers, and an arithmetic operation between them. For example, the expression 4m + 5 has the terms 4m and 5, as well as the provided expression's variable m, all separated by the arithmetic sign +. The calculation of property tax is typically based on the assessed value of the property and the tax rate set by the local government. The assessed value is determined by a government-appointed assessor who evaluates the value of the property based on factors such as its location, size, age, and condition. The tax rate is then applied to the assessed value to determine the amount of tax owed by the property owner. The tax revenue generated from property taxes is often used to fund public services such as schools, parks, and infrastructure projects in the local community.

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Answer:

Step-by-step explanation:

Set up an equation:

7x + 10x + 13x = 100000 and solve for x:

30x = 100000 so

x = 3333.33

Anna gets 7(3333.33) = 23333.31

Louise gets 10(3333.33) = 33333.33

Lacey gets 13(3333.33) = 43333.29

Yes,  This is established by the Rank-Nullity Theorem, A counter-example would be a transformation that is not linear.

Yes, all linear transformations have a matrix representation. The theorem that establishes this is the Matrix Representation Theorem. This theorem states that given a linear transformation T : V → W where V and W are vector spaces over a field F, then there is a unique matrix A such that T(v) = Av for any v in V. This theorem proves that any linear transformation can be represented by a matrix.

A counter-example of a linear transformation that does not have a matrix representation is a transformation that maps a vector in one vector space to a vector in a different vector space. For example, if V is a vector space over the field F, and W is a vector space over another field K, then the linear transformation T : V → W does not have a matrix representation since the size of the matrix would need to be different for each vector in the different vector spaces.

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The discount can be found by subtracting the sale price from the original price:

$25.40 - $16.51 = $8.89

So the discount was $8.89.

To find the percent discount, we can divide the discount by the original price and multiply by 100:

$8.89 / $25.40 * 100% = 35%

Therefore, the percent discount from the coupon was 35%.

Answer:

|NT| = 25

Step-by-step explanation:

The four sides of this square all have the same length.  Thus, 5x = 10x - 25, which, in turn, becomes 25 = 5x, giving us x = 5.  The length of NT is 5(x), or |NT| = 25.

Answer:

work is shown and pictured

Answer:

Left tailed.

Step-by-step explanation:

A claim (alternative hypothesis) is set against the null hypothesis.

The claim (alternative hypothesis) of the  golf analyst is that the standard deviation of the​ 18-hole scores for a golfer is  less than 2.1 strokes

Ha: Sd< 2.1

The null hypothesis will be opposite of the alternate hypothesis

H0: sd ≥ 2.1

A test for which the entire rejection region is located in only one of the two tails - either left or right- is called one tailed test.

In the given example the acceptance region is located in the area greater or equal to 2.1 . The rejection region lies to the left and the acceptance region lies to the right.

As the rejection region lies to the left, it is a left tailed test.

Also if the alternative hypothesis contains equality less than it is left tailed.

Answer:

Temperature by the end of the week:

Change is 20

Percent change is:

"Distance traveled is a function of time." In the context of motion or travel, the distance traveled is often dependent on the amount of time that has passed.

Distance is a fundamental concept in physics and mathematics that measures the extent or length between two points.

It represents the amount of ground covered or space traveled. When we say that distance is a function of various factors, it means that different variables or parameters can influence the distance traveled.

In the context of motion or travel, the distance traveled is often dependent on the amount of time that has passed.

The sentence "Distance traveled is a function of time" expresses this relationship, indicating that the distance traveled can be determined or calculated based on the value of time.

Thus, it implies that as time changes, the corresponding distance traveled also changes, establishing a functional relationship between the two variables.

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Answer:

Grogg's dad is 22

Step-by-step explanation:

Let D = dad's current age

Let g = Grogg's current age

6(d - 7) = g - 7 → 6d - 42 = g - 7 → 6d -35 = g

4(d - 3) = g - 3 → 4d -12 = g - 3 → 4d -9 = g

Set the two equations equal to each other and solve for d

6d - 35 = 4d - 9  Subtract 4d from both sides

2d -35 = -9  Add 35 to both sides

2d = 44  Divide both sides by 2

d = 22

Helping in the name of Jesus.

Answer:

Step-by-step explanation:

d = current dad age

g = current grogg age

d-7 = 6(g-7)

d-3 = 4(g-3)

Let's solve the first equation first:

Add 7 to both sides: d - 7 +7 = 6g - 42 + 7 so d = 6g - 35

Substitude d = 6g - 35 for d in d - 3 = 4g - 12

(6g-35)-3 = 4g-12 = 6g-38 = 4g-12

Subtract 4g from both sides: 2g - 38 = -12

Add 38 to both sides: 2g = 26

Easy: g = 13

And now substitude g in for any equations.

d-3 = 52-12

d = 43

Based on the limited information provided, it is not possible to definitively determine the type of economy in Country A. More specific details and factors would be necessary to make a conclusive determination.

Given:

The three equations for the three numbers are

\(a=x^2-y^2\)

\(b=2xy\)

\(c=x^2+y^2\)

To find:

The Pythagorean triple generated by using 4 for x and 1 for y.

Solution:

Substituting x=4 and and y=1 in the given equations, we get

\(a=4^2-1^2\)

\(a=16-1\)

\(a=15\)

In the same way find b and c.

\(b=2(4)(1)\)

\(b=8\)

The third number is

\(c=4^2+1^2\)

\(c=16+1\)

\(c=17\)

The required Pythagorean triple is 8, 15, and 17.

Therefore, the correct option is C.

The order would it make sense for her to apply the problem-solving tools is option (c) Pareto Diagram,  Check sheet, Pareto Diagram.

Here, we have,

Problem-solving is a critical skill in any field of study or profession, and there are many different tools and techniques that can be used to approach problems and find solutions.

The first step in the problem-solving process is to collect data.

Once the data has been collected, the next step is to use it to prioritize the issues. This might involve using tools like Pareto charts, which can help to identify the most significant issues based on the frequency or severity of their occurrence.

Once the top-priority problem has been identified, the next step is to identify the potential root cause.  This might involve using tools like fishbone diagrams or root cause analysis, which can help to identify the underlying factors that are contributing to the problem.

Therefore, the correct option is (c).

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complete question:

A process owner is trying to improve her process using tools we have discussed in class. Her goal is to first collect data, then use the data to prioritize the issues to know which problem to attack first. and then identify the potential root cause of the top-priority problem. In what order would it make sense for her to apply the problem-solving tools? Checksheet,Cause and Effect Diagram, Pareto Diagram Pareto Diagram, Cause and Effect Diagram Checksheet Cause and Effect Diagram, Checksheet, Pareto Diagram Checksheet Pareto Diagram, Cause and Effect Diagram Pareto Diagram, Checksheet, Cause and Effect Diagram

Answer:

24

Step-by-step explanation:

L = library

A = animal shelter

A = 5L

20 = 5L

20 ÷ 5 = 5L ÷ 5

4 = L(L = 4)

4 + 20 = 24

Answer:

Step-by-step explanation:

Y intercept = (0,3)

X intercept = (-6,0)

(the equation graphed)

Answer:

Step-by-step explanation:

Answer:

Step-by-step explanation:

Complete Question

The complete question is  shown on the first uploaded image

Answer:

The  area is  \(A =8 sq\cdot unit\)

Step-by-step explanation:

   From the question we are told that

     The  first equation is \(f(x) = x^2 + x \ \ \ x< 1\)      

                                                                                    \(on[ -2 , 3 ]\)

      The  second equation is  \(f(x) = 2 x \ \ \ x \ge 1\)  

This means that the limit of the area under the enclosed region is limited between -2 to  1  on the x- axis  for first equation and  1 to  3 for second equation

    Now  the area under the region is evaluated as

                   \(A = \int\limits^1_{-2}{x^2 + x } \, dx + \int\limits^3_{1}{2x } \, dx\)

                   \(A ={ \frac{x^3}{3} + \frac{x^2}{2} + c } | \left \ 1 } \atop {-2}} \right. + {\frac{2x^2}{2} }| \left \ 3} \atop {1}} \right.\)

                  \(A =9 + c - 1 -c\)

                 \(A =8 sq\cdot unit\)

h(n) = 2n + 1

g(n)=n - 2

h(n) – 5g(n) = 2n + 1 - 5*(n - 2)

h(n) – 5g(n) = 2n + 1 - 5n + 10 Distributing

h(n) – 5g(n) = 2n - 5n + 10 +1 Organizing

h(n) – 5g(n) = -3n + 11 Operating like terms

The get Exam Range method must be used to an array of students in order to provide the student with the highest exam range. I must also construct a get Most Improved Student.

As part of my assignment, I'm supposed to write a method called get Exam Range that takes the lowest and highest scores from an array containing the exam results of various students, subtracts the minimum exam score from the maximum exam score, and then looks at the array again. The get Exam Range method must be used to an array of students in order to provide the student with the highest exam range. I must also construct a get Most Improved Student. When the code is run, I'm having difficulties receiving the right results.

You must complete the methods get Most Improved Student and get Exam Range using the Student and Classroom example from previously. The student with the widest variety of exam scores is the one who has progressed the most.

You must deduct the minimum and maximum exam scores in order to get the exam score range.

For instance, the range would be 90 - 75 = 15 if the exam scores were 90, 75, and 84.

Therefore,

The get Exam Range method must be used to an array of students in order to provide the student with the highest exam range. I must also construct a get Most Improved Student.

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Answer:

D : Obtuse

Step-by-step explanation:

A right angle is 90 degrees.

An acute and obtuse angle are found by looking at the angle between the sides being looked at.

If the angle is GREATER i.e. Angle > 90 , then it is obtuse.

If the angle is LESS THAN i.e. Angle < 90 , then it is acute.

This angle is apparently greater than 90 degrees and therefore is obtuse.

Answer:

0 ≤ < 2

Step-by-step explanation:

Answer:1.02 5.27 are correct

Step-by-step explanation:We can solve this quadratic equation in cos(θ) by using the substitution u = cos(θ):

3u^2 + 6u - 4 = 0

Now we can use the quadratic formula to solve for u:

u = (-b ± sqrt(b^2 - 4ac)) / 2a

where a = 3, b = 6, and c = -4. Substituting these values, we get:

u = (-6 ± sqrt(6^2 - 4(3)(-4))) / 2(3)

u = (-6 ± sqrt(84)) / 6

u = (-3 ± sqrt(21)) / 3

Therefore, either:

Using the arrangements formula, it is found that the number of different arrangements that can be made using all of the letters of TOPIC is given by:

c. 120

The number of possible arrangements of n elements is given by the factorial of n, that is:

\(A_n = n!\)

In this problem, the word TOPIC has 5 non-repeating letters, hence the number of arrangements is given by:

\(A_5 = 5! = 120\).

Which means that option C is correct.

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Answer:

x = 9.58

please refer the image, i appreciate if u mark as brainliest

1. The percentage of maize flour is given as 16.7 %

2. The common ratio of the GP is r = 1.5.

1. We have to set up equation

60x + 90(1 - x) = 85

60x + 90 - 90x = 85

now we have to solve for the value of x

-30x = -5

x = 5 / 30

x = 0.167

Hence percentage of maize flour is given as 16.7 %

2. a + ar = 20 (1)

ar + ar^2 = 30 (2)

We can rearrange equation (1) to get an expression for a:

a = 20 / (1 + r)

Now, we can substitute a into equation (2) to get an equation only in terms of r:

\(20r / (1 + r) + 20r^2 / (1 + r) = 30\\20r + 20r^2 = 30(1 + r)\\20r + 20r^2 = 30 + 30r\\20r^2 - 10r - 30 = 0\\2r^2 - r - 3 = 0\)

Solving this quadratic equation, we get:

We have two solutions, r = 1.5 and r = -1. But since the GP is increasing, we discard the negative solution. Therefore, the common ratio of the GP is r = 1.5.

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The left-hand side of the equation represents the logarithm of 64 with base x, and it is not possible to find a real value of x that satisfies the equation.

solve the equation logₓ(64) + 5 = 2, we can follow these steps:

Step 1: Move the constant term to the other side of the equation:

logₓ(64) = 2 - 5

logₓ(64) = -3

Step 2: Rewrite the equation in exponential form:

x^(-3) = 64

Step 3: Rewrite 64 as a power of x:

x^(-3) = x^6

Step 4: Set the exponents equal to each other:

-3 = 6

The equation -3 = 6 is not true, which means there is no real solution to the given equation.

Therefore, the equation logₓ(64) + 5 = 2 has no solution in the real number system.

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Answer: B

Step-by-step explanation: its B

i did this before

Answer:

c  = sqrt 13.4689 rounded to sqrt 13.5 = 3.5

Step-by-step explanation:

maybe A+ B totals sqrt 13 = 3.60555128  if so they have rounded down for c  to = 9  then 6 + 8 added on ay = sqrt 6+ 8 = sqrt 14 = sq rt 3.74165739 in all effect if triangular = average of a= b = 3.67^2 = 13.4689 then through Pythagoras c  = sqrt 13.4689 rounded to sqrt 13.5 = 3.5

Answer: Half of them are even and half of them are odd.

Step-by-step explanation:

The even numbers are 6, 12, 18, 24, and 30. An even number is defined as a number that is divisible by 2, meaning it has no remainder when divided by 2. For example, 6 divided by 2 equals 3 with no remainder, so 6 is even.

The odd numbers are 3, 9, 15, 21, and 27. An odd number is defined as a number that is not divisible by 2, meaning it has a remainder of 1 when divided by 2. For example, 9 divided by 2 equals 4 with a remainder of 1, so 9 is odd.

Therefore, out of the given numbers, half of them are even and half of them are odd.

________________________________________________________

The system of inequalities that represents this real-world scenario is:

x + y ≤ 450  (The total people cannot be greater than 450)

7x + 4y ≤ 1150  (total price cap of $1,150)

A group of two or more simultaneously true inequalities is referred to as a system of inequalities. A system of inequalities can be solved by finding the set of values that satisfies every one of the inequalities in the system.

Therefore, The system of inequalities that represents this real-world scenario is:

x + y ≤ 450 (The total people cannot be greater than 450)

7x + 4y ≤ 1150 (total price cap of $1,150)

Where x is the number of adults and y is the number of campers.

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