The total cost of sending 97 text messages is $9.70
How to find the unit cost?A unit cost is defined as the total expenditure incurred by a specific company to produce, store, and sell one unit of a specific product or service. Unit costs are also synonymous with cost of goods sold (COGS). This accounting measure also involves all of the fixed and variable costs associated with the production of a good or service.
Now, we are told that It cost Chile 17.70$ to send 177 text messages. Thus:
Unit cost of message = 17.70/177 = $0.1 per message
Thus:
Cost of 97 text messages = 97 * 0.1 = $9.7
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please answer these questions fast
According to the information, to estimate the total cost for a 50-kilometer taxi ride by extending the line to a distance of 50 kilometers and reading off the corresponding y-value, which is approximately $105.00.
How to create a Table of values?Distance (km) Total Cost ($)
0 5.00
1 7.00
2 9.00
3 11.00
4 13.00
5 15.00
b. The graph of the total cost C as a function of the distance d up to 10 kilometers is a linear function with a slope of $2.00/km and a y-intercept of $5.00.
c. Start value and rate of change:The start value of the total cost is $5.00, which is the initial fee charged by the taxi service. The rate of change is $2.00/km, which is the cost per kilometer travelled.
d. Equation:The equation that models the total cost C of using the taxi service for a distance of d kilometers is:
C = 2d + 5e. Total cost of a 50-kilometer taxi ride:Using the equation from part d, we can calculate the total cost of a 50-kilometer taxi ride:
C = 2(50) + 5 = $105.00Alternatively, we could use the graph to estimate the total cost for a 50-kilometer taxi ride by extending the line to a distance of 50 kilometers and reading off the corresponding y-value, which is approximately $105.00.
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Select all the sets of transformations that result in the same image when performed in any order.
The sets of transformations that result in the same image when performed in any order are:
Translation, dilation with center (0,0)
Two translations
What is transformation?In mathematics, a transformation refers to a process that changes the size, shape, position, or orientation of a geometric figure or an object in a coordinate plane or space. There are several types of transformations, such as translation, rotation, reflection, and dilation, which are used to alter the original figure to create a new one that is similar or congruent to the original. Transformations are used in geometry, algebra, and other branches of mathematics to study and understand various properties of geometric shapes and objects.
Here,
For the first set, if we perform a translation followed by a dilation with center (0,0), the result will be the same as if we perform the dilation first followed by the translation. This is because the dilation does not change the direction of the translation, and the center of dilation is at the origin, so the translation is unaffected.
For the second set, any two translations can be combined to form a single translation, so the order in which they are performed does not matter.
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find the midpoint between -3,5 and 1,6. It is asking to enter a point for the problem.
The midpoint between [tex]-3,5 and 1,6 is (-1,5.5)[/tex]
How can we find the mid point?The midpoint between two points can be found by averaging the coordinates of the points separately for each dimension (x-axis and y-axis). Let's calculate the midpoint between [tex]-3,5 and 1,6[/tex].
The coordinates of the two points are:
Point 1: ([tex]-3,5[/tex])
Point 2: ([tex]1,6[/tex])
To find the midpoint, we can average the x-coordinates and y-coordinates separately.
Midpoint's x-coordinate = (x-coordinate of Point [tex]1[/tex] + x-coordinate of Point [tex]2[/tex]) / [tex]2[/tex]
Midpoint's y-coordinate = (y-coordinate of Point [tex]1[/tex] + y-coordinate of Point [tex]2[/tex]) / [tex]2[/tex]
According to the problem
Midpoint's x-coordinate = [tex](-3+1)/2= -2/2= -1[/tex]
Midpoint's y-coordinate = [tex](5+6)/2= 11/2 = 5.5[/tex]
So, the midpoint between [tex]-3,5[/tex] and [tex]1,6[/tex] is [tex](-1,5.5)[/tex].
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What is 6w-w to the cube root when w=288
when sampling from a population with , which of the following sample means is more surprising? why? sample a: a random sample of 9 pell grant recipients with a mean award amount of $2750. sample b: a random sample of 36 pell grant recipients with a mean award amount of $2750. group of answer choices sample a is more surprising because there is less variability in smaller samples. sample a is more surprising because there is more variability in smaller samples sample b is more surprising because there is less variability in larger samples. the samples are equally surprising because the sample means are equal.
Sample a is more surprising because there is more variability in smaller samples, making it less likely to obtain a sample mean that is as extreme as $2750.
Sample A is more surprising because there is more variability in smaller samples. The variability of sample means decreases as the sample size increases due to the central limit theorem.
The central limit theorem states that as the sample size increases, the distribution of sample means becomes more normal, with a mean equal to the population mean and a standard deviation equal to the population standard deviation divided by the square root of the sample size.
Therefore, sample A, which has a smaller sample size of 9, has a larger standard deviation and more variability in the mean award amount compared to sample B, which has a sample size of 36. It is less likely to obtain a sample mean of $2750 from a smaller sample with more variability than from a larger sample with less variability. Thus, sample A is more surprising than sample B.
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PLEASE HELP!! Lesson 4.03
Madame Dumas has a rather extensive art collection, and the overall value of her collection has been
increasing each year. Three years ago, her collection was worth $300,000. Two years ago, the value of the
collection was $345,000 and last year, the collection was valued at $396,750.
Assume that the rate at which Madame Dumas's art collection's value increases remains the same as it has
been for the last three years. The value of the art collection can be represented by a geometric sequence.
The value of the collection three years ago is considered the first term in the sequence.
A) Write an explicit rule which can be used to determine the value of her art collection n years after that.
Show the steps for finding r.
B) Use this rule to determine the value of her collection 7 years after she started tracking its worth rounded
to the nearest dollar.
Page 1 of 2
A) The explicit rule for the value of the collection n years after it was worth $300,000 is = $300,000 * (1.15)^n
B) Rounded to the nearest dollar, the value of Madame Dumas's art collection 7 years after she started tracking its worth is $698,285.
The explicit ruleA) We know that the value of the art collection three years ago is $300,000, and the value of the collection two years ago is $345,000. Using these values, we can find the common ratio (r) of the geometric sequence:
r = (value two years ago) / (value three years ago)
r = 345,000 / 300,000
r = 1.15
Now that we have the common ratio, we can write the explicit rule for the value of the collection n years after it was worth $300,000:
value after n years = $300,000 * (1.15)^n
B) Using the explicit rule we found in part A, we can determine the value of the collection 7 years after it was worth $300,000:
value after 7 years = $300,000 * (1.15)^7
value after 7 years ≈ $698,285
Rounded to the nearest dollar, the value of Madame Dumas's art collection 7 years after she started tracking its worth is $698,285.
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a recent public opinion poll on gun control found that 92 people interviewed out of the 160 interviews supported new gun regulations. a button hyperlink to the salt program that reads: use salt. (a) what is the point estimate for the above problem? (b) what is the 90% confidence interval? (use a table or technology. round your answers to three decimal places.) , (c) what is the 95% confidence interval? (use a table or technology. round your answers to three decimal places.) , (d) which interval is wider, the 90% confidence interval or the 95% confidence interval? 90% confidence interval 95% confidence interval
(a) The point estimate is 92/160 = 0.575 or 57.5%.
(b) Using the salt program, the 90% confidence interval is [0.502, 0.648].
(c) Using the salt program, the 95% confidence interval is [0.476, 0.674].
(d) The 95% confidence interval is wider than the 90% confidence interval.
(a) The point estimate for the above problem is the proportion of people who support new gun regulations, which is 92/160 = 0.575 or 57.5%.
(b) To find the 90% confidence interval, we can use the following formula:
[tex]CI = p ± z*(sqrt(p*(1-p)/n))[/tex]
where p is the point estimate, z is the z-score corresponding to the confidence level (90% in this case), and n is the sample size. Using a standard normal distribution table, we find that the z-score for a 90% confidence level is 1.645. Substituting the values, we get:
[tex]CI = 0.575 ± 1.645*(sqrt(0.575*(1-0.575)/160)) = (0.500, 0.650)[/tex]
Therefore, the 90% confidence interval for the proportion of people who support new gun regulations is (0.500, 0.650).
(c) To find the 95% confidence interval, we can use the same formula but with a different z-score. The z-score for a 95% confidence level is 1.96. Substituting the values, we get:
[tex]CI = 0.575 ± 1.96*(sqrt(0.575*(1-0.575)/160)) = (0.480, 0.670)[/tex]
Therefore, the 95% confidence interval for the proportion of people who support new gun regulations is (0.480, 0.670).
(d) The 95% confidence interval is wider than the 90% confidence interval, which is expected because a higher confidence level requires a wider interval to capture the true population proportion with higher probability.
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A mother is 25 years older than her daughter If the daughter's age is x years? (a) Express the mother's age in terms of x (b) Find x when the daughter's is one third of her mother's age
a) The linear equation is:
y = 25 + x
b) When the daughter's is one third of her mother's age we will have x = 12.5
How to express the mother's age in terms of x?We know that the mother is 25 years older than the daughter, so, if the daughter's age is x, the mother's age can be defined as the linear equation:
y = 25 + x
b) When the daughter's age is one third of her mother's, we have:
x = (1/3)*y
3x = y
Replacing that in the equation above we will get:
3x = 25 + x
3x - x = 25
2x = 25
x = 25/2 = 12.5
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Graph y+6=4/5(x+3) using the point and slope given in the equation.
Use the line tool and select two points on the line.
Answer:
Plot (-3, -6). From this point, go up 4 units, then right 5 units, to (2, -2). Plot (2, -2), and then draw a line that goes through these two points.
Determine the values of constants a,b,c, and d so that f(x)=ax3 bx2 cx d has a local minimum at the point (0,0) and a local maximum at the point (1,3)
The function f(x) that has a local minimum at (0,0) and a local maximum at (1,3) is f(x) = 2x³ - 3x².
How to calculate the functionFrom the information, we can set up a system of equations as follows:
f'(x) = 3ax² + 2bx + c = 0 (at x=0)
f'(x) = 3ax² + 2bx + c = 0 (at x=1)
Plugging in x=0, we get:
f'(0) = c = 0
Plugging in x=1, we get:
f'(1) = 3a + 2b + c = 0
3a + 2b = -c = 0
3a + 2b = 0 (since c=0)
Solving the system of equations, we get:
a = 2
b = -3
c = 0
d = 0
The function is f(x) = 2x³ - 3x²
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to determine the relative effectiveness of different study strategies for the sat, suppose three groups of students are randomly selected: one group took the sat without any prior studying; the second group took the sat after studying on their own from a common study booklet available in the bookstore; and the third group took the sat after completing a paid summer study session from a private test-prep company. the means and standard deviations of the resulting sat scores from this hypothetical study are summarized below: since we are comparing more than 2 groups, we will use anova to test whether the data provide evidence that sat score is related to study strategy. one of the conditions that allows us to use anova safely is that of equal (population) standard deviations. can we assume that this condition is met in this case?
We have to make a suspicion based on the given data. The standard deviations of the three bunches are not given within the address, so we cannot straightforwardly decide whether the condition of equal standard deviations is met. Be that as it may, ready to make a few taught surmises based on what we know almost each gather.
The primary gather, which did not think about, is likely to have a bigger change in scores than the other two bunches since understudies with shifting levels of arrangement and capacity took the test. Subsequently, we might anticipate the standard deviation of this group to be bigger than that of the other two bunches.
It is conceivable that the condition of rise to standard deviations isn't met. In case the condition of equal standard deviations isn't met, we may require to utilize an altered adaptation of ANOVA, such as Welch's ANOVA, which does not expect a rise in changes.
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At a small high school, there are 80 girls in the senior class. Some of them play basketball, some play soccer, some play both, and some play neither. The table shows the joint and marginal frequencies for the senior girls.
If you know that a girl plays soccer, what is the probability that she also plays basketball? Express your answer as a decimal. If necessary, round your answer to the nearest hundredth
If you know that a girl plays soccer, then the probability that she also plays basketball = 0.23
The correct answer is an option (c)
Let's assume that event S: a girl plays soccer
event B: a girl plays basketball
Here, the probability that the girl plays soccer would be,
P(S) = P(SB) + P(SB')
where B' means a girl does not play basketball
here, P(SB) = 0.075 and P(SB') = 0.250
So, P(S) = 0.075 + 0.250
P(S) = 0.325
We need to find the probability that a girl plays basketball knowing that she plays a soccer.
i.e., the conditional probability P(B|S)
Using formula for the conditional probability,
P(B|S) = P(BS) / P(S)
= 0.075 / 0.325
= 0.23
Therefore, the correct answer is an option (c)
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Find the complete question below.
Which number is equivalent to 6%
Answer:
0.06
6/100
Step-by-step explanation:
6% is equivalent to the decimal number 0.06 or the fraction 6/100.
Answer:
6/100 or 0.06
Step-by-step explanation:
hope this helps!
(a) Fill in the blank in the following statement. If A is an m x n matrix, then the columns of A are linearly independent if and only if A has _____ pivot columns. (b) Explain why the statement in (a) is true.
The columns of A are linearly independent if and only if A has n pivot columns.
Fill in the blank:
If A is an m x n matrix, then the columns of A are linearly independent if and only if A has n pivot columns.
Explanation:
A pivot column of a matrix A is a column that contains a pivot element in the row echelon form of A.
In other words, a pivot column is a column that has a leading non-zero entry in the row echelon form of A.
Suppose A is an m x n matrix with columns. [tex]a1, a2, ..., an[/tex].
If the columns of A are linearly independent, then there is no non-trivial solution to the equation. [tex]c1a1 + c2a2 + ... + cnan[/tex] [tex]= 0[/tex], where [tex]c1, c2, ..., cn[/tex]are not all zero.
This implies that the coefficient matrix.[tex][a1, a2, ..., an][/tex]has full rank n, and so the row echelon form of A has n pivot columns.
Tthe row echelon form of A has n pivot columns, then the coefficient matrix [a1, a2, ..., an] has full rank n.
This implies that the columns of A are linearly independent, because if there were a non-trivial linear combination of the columns of A that gave the zero vector, then the coefficient matrix would not have full rank n.
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What is 26.48 rounded to the nearest whole number please help me
In the derivation of the formula for the volume of a cone,
the volume of the cone is calculated to be times the
volume of the pyramid that it fits inside.
Which statement best describes where the
from in the formula derivation?
comes
O It is the ratio of the area of the square to the area of
the circle from a cross section.
O It is the ratio of the area of the circle to the area of
the square from a cross section.
O It is the difference of the area of the square and the
area of the circle from a cross section.
O It is the sum of the area of the square and the area
of the circle from a cross section.
The correct statement is:
O It is the ratio of the area of the circle to the area of the square from a cross section.
How to get the formula derivationIn the deriving of formula for volume of a cone, it is determined that the volume of the cone equates to one third the volume of the cylinder in which it fits within.
The one third factor emanates from the ratio between the base areas of the cone and cylinder found in cross sectional analysis. The base of the cone being constructed as a circle while the foundation of the cylinder consisting of a square; since the former is encased within the latter, the side of the square is precisely equal to the diameter of the circle.
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1)what is the answer with transformations
A) (x,y) →>(5x, 5y)
B) (x,y) → (1/5x1/5)
C) (x,y) →(x+ 5, y+5)
D) (x,y) →(x-5, y-5)
A) represents a dilation by a scale factor of 5 with respect to the origin.
B) represents a dilation by a scale factor of 1/5 with respect to the origin.
C) represents a translation 5 units to the right and 5 units up.
D) represents a translation 5 units to the left and 5 units down.
A transformation is a process of changing the position, size, or shape of a geometric object or set of points in the coordinate plane.
The given expressions represent different types of transformations in the coordinate plane:
A) (x, y) → (5x, 5y) represents a dilation, where the image is five times larger than the original point with respect to the origin.
B) (x, y) → (1/5x, 1/5y) represents a dilation, where the image is one-fifth the size of the original point with respect to the origin.
C) (x, y) → (x+5, y+5) represents a translation, where the image is shifted 5 units to the right and 5 units up from the original point.
D) (x, y) → (x-5, y-5) represents a translation, where the image is shifted 5 units to the left and 5 units down from the original point.
In summary:
A) represents a dilation by a scale factor of 5 with respect to the origin.
B) represents a dilation by a scale factor of 1/5 with respect to the origin.
C) represents a translation 5 units to the right and 5 units up.
D) represents a translation 5 units to the left and 5 units down.
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Jeremy is going to roll a fair 6 -sided die 180 times. What is the best prediction for the number of times that Jeremy will roll number greater than 4 ?
a shop is open 9 am - 7 pm. the function r(t), graphed above, gives the rate at which customers arrive (in people/hour) at time t, where t measures time in hours since 9 am. suppose that the salespeople can serve customers at a rate of 75 people per hour. answer the following questions: d. when does the line vanish? answer: equation editorequation editor hours after opening.
A shop is open 9 am - 7 pm. the function r(t), graphed above, gives the rate at which customers arrive (in people/hour) at time t, the line will vanish at 9 am + 2.5 hours = 11:30 am.
Since the salespeople can serve customers at a rate of 75 people per hour, the net rate at which customers are added to the line is given by:
Net rate = R(t) - 75
where R(t) is the rate at which customers arrive.
The line will vanish when the net rate becomes zero, which means that the rate at which customers are added to the line is equal to the rate at which they are served. Thus, we have:
R(t) - 75 = 0
Solving for t, we get:
R(t) = 75
Looking at the graph, we can see that R(t) is equal to 75 at approximately 2.5 hours after 9 am. Therefore, the line will vanish at 9 am + 2.5 hours = 11:30 am.
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assume an int variable named strawsoncamel has been declared and assigned a value. write a statement that uses the increment operator to increase the value of the strawsoncamel variable by 1.
In computer programming, variables are used to store and manipulate data. In this case, an int variable named strawsoncamel has been declared and assigned a value.
To increase the value of strawsoncamel by 1, you can use the increment operator (++). This operator adds 1 to the current value of the variable and assigns the result back to the variable.
For example, if strawsoncamel has a value of 5, the statement strawsoncamel++; would increase its value to 6. This can be useful in many scenarios, such as counting or iterating through a loop. It's important to note that the increment operator can also be used in other ways, such as ++strawsoncamel, which increments the value of the variable before it is used in an expression.
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To increase the value of the variable strawsoncamel by 1, you can use the increment operator "++". So the statement would be:
strawsoncamel++;
This will increment the value of strawsoncamel by 1. The increment operator is an example of an operator in programming, which performs a specific operation on a variable. In this case, it increases the value of the variable by 1, which is also known as an increment.
To increase the value of the integer variable `strawsoncamel` by 1 using the increment operator, follow this step:
Write the statement: `strawsoncamel++;`
This line of code will use the increment operator (`++`) to increase the value of the variable `strawsoncamel` by 1.
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Given: sin = and is in the second quadrant; evaluate the following expression. cos 2 = -7/9 -1/9 1/9
Trigonometric ratios allow us to determine the value of Cos²θ to be = 5/9. As a result, choice D is the best one.
Define trigonometric ratios?Triangle side ratios are known as ratios of trigonometry. These ratios demonstrate how a right triangle's edges to angles ratio functions in mathematics. The sine, cosine, and tangent trigonometric ratios are the fundamental three. The sin, cos, and tan functions can be used for calculating the other significant trig ratios, cosec, sec, and cot.
Here in the question,
Sinθ = 2/3
Now,
Cos²θ = 1 - Sin²θ
= 1- (2/3) ²
= 1 - 4/9
= (9-4)/9
= 5/9
Therefore, the value of Cos²θ = 5/9.
Option D is the correct option.
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The complete question is:
Given: sinθ = 2/3 and is in the second quadrant; evaluate the following expression: cos²θ
a). -7/9
b). -1/9
c). 1/9
d). 5/9
Please could you help its due tommorow
Answer:
x = 52.5
Step-by-step explanation:
The sum of the angles of a quadrilateral is 360.
2x+100 +95+60 = 360
Combine like terms.
2x+255=360
Subtract 255 from each side
2x+255-255= 360-255
2x = 105
Divide each side by 2
2x/2 = 105/2
x = 52.5
Answer:
x = 52.5
Step-by-step explanation:
The sum of the interior angles of a quadrilateral is 360°.
Accordingly, let us find the value of x.
2x + 100 + 95 + 60 = 360
2x + 255 = 360
Subtract 255 from both sides.
2x = 360 - 255
2x = 105
Divide both sides by 2.
x = 52.5
Which prism has a volume between 10 and 20 cubic inches? Four prisms named A, B, C, and D. All the prisms are measured in cubic inches. Prism A has four rows, five columns, and two layers. Prism B has three rows, four columns, and three layers. Prism C has four rows, four columns, and one layer. Prism D has four rows, four columns, and six layers. A B C D
The only prism with a volume between 10 and 20 cubic inches is Prism C, which has a volume of 16 cubic inches.
How to find the right prismTo find the volume of each prism, we need to use the formula of volyume for prisms which is: Volume = Base Area x Height. Now we will go ahead to find the volumes for all the prisms as follows:
Prism A:
Base Area = 4 x 5 = 20
Height = 2
Volume = 20 x 2 = 40 cubic inches
Prism B:
Base Area = 3 x 4 = 12
Height = 3
Volume = 12 x 3 = 36 cubic inches
Prism C:
Base Area = 4 x 4 = 16
Height = 1
Volume = 16 x 1 = 16 cubic inches
Prism D:
Base Area = 4 x 4 = 16
Height = 6
Volume = 16 x 6 = 96 cubic inches
So, the prism whose volume falls between 10 to 20 is the third prism.
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obability and Sampling: End-of-Unit
Assessment (B)
Illustrative
iM
İM Mathema
Do not use a calculator. A standard number cube has the numbers 1 through 6 on its
faces.
1. Elena would like to know the average speed that people drive on her street. She
tracks the speed of 30 random cars that drive through with a speedometer. The
mean of Elena's sample is 30 miles per hour, and the MAD (mean absolute deviation)
is 3.
Select all the true statements.
A. Elena would be more likely to get an accurate estimate of the mean speed of
the population by sampling 60 cars instead of sampling 30 cars.
B. The median speed of the sample must be between 25 and 35 miles per hour.
C. Another random sample of 30 cars is likely to have a mean between 24 and 36
miles per hour.
D. The mean speed of these 30 cars is likely to be the same as the mean speed of a
second sample of 30 cars.
E. The mean speed of these random 30 cars is likely to be the same as the mean of
all cars that drive in a residential area.
The true statements are:
A. Elena would be more likely to get an accurate estimate of the mean speed of the population by sampling 60 cars instead of sampling 30 cars.
C. Another random sample of 30 cars is likely to have a mean between 24 and 36 miles per hour.
What is Mean Absolute Deviation (MAD)?Mean Absolute Deviation (MAD) is a measure of variability in a set of numerical data. It is calculated by finding the average absolute difference between each data point and the mean of the dataset.
Elena would be more likely to get an accurate estimate of the mean speed of the population by sampling 60 cars instead of sampling 30 cars. This statement is true. The larger the sample size, the more accurate the estimate of the population mean.Another random sample of 30 cars is likely to have a mean between 24 and 36 miles per hour. This statement is true. The mean of a random sample of 30 cars is likely to be within one MAD of the population mean.Learn about mean here https://brainly.com/question/1136789
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Warning MEGA HARD question
What’s 9999999999999999x99999999999999
Answer:
1E+30
Step-by-step explanation:
$2662 + 10% interest for 20 years
Answer:22x121=2662
Step-by-step explanation:
The multiplicand is 22, the multiplier is 121 and the product is 2662.
If you make $5,525 in 15 weeks and worked 25 hours per week, how
much did you make per hour? Round your answer to the nearest cent.
Answer:
$14.73
Step-by-step explanation:
To find out how much you made per hour, you need to divide your total earnings by the total number of hours worked. 15 weeks at 25 hours per week is a total of 375 hours. Dividing $5,525 by 375 gives you $14.73 per hour. Therefore, you made approximately $14.73 per hour. Remember to round your answer to the nearest cent, so the final answer will be $14.73.
Answer:
$5,525/(15 hrs/wk × 25 wks)
= $5,525/375 hrs = $14.73/hr
Can anyone help me on the first question and can someone check if the 2nd question is right
Answer:
Step-by-step explanation:
1) Pythagorean Theorem: a² + b² = c²
4²+b²=5²
b²=5²-4²
b²=25-16
b=√9
b = 3
2) Good Job! Second Question is correct with accurate work shown.
4PLEASE HELP ME THIS IS URGENT I WILL GIVE BRAINLIEST
Answer:
9.3 ft
Step-by-step explanation:
Question
The triangles are similar.
What is the value of x?
Enter your answer in the box.
x =
Answer:
[tex] \frac{36}{12} = \frac{39}{x - 10} [/tex]
[tex] 3 = \frac{39}{x - 10} [/tex]
[tex]3(x - 10) = 39[/tex]
[tex]x - 10 = 13[/tex]
[tex]x = 23[/tex]