Please Help I Don't Understand.

The amount of money that Suzie will make over the four weeks is; $1856

Suzie will make a profit of:

The first week =  $300

The second week =  (300 * 30%) + 300 = $390

The third week = 390 * (1430%) = $507

The fourth week: 507 × (1430%) = $659.1

Thus, Sum of profit = $300 + $390 + $507 + $659.1

Sum of Profit = $1856.1 ≈ $1856

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Given the dimensions of the composite figure, formed by two concentric circles, we conclude that the radius of the smaller circle is approximately 3.728 centimeters.

In this situation we have a composite figure formed by two concentric circles, whose area ratio is presented below, in which the area is directly proportional to the square of radius:

[tex]\frac{A'}{A} = \frac{(R-r)^{2}}{r^{2}}[/tex]

2 · r² = (9-r)²

2 · r² = 81 - 18 · r + r²

r² + 18 · r - 81 = 0

The roots of the second order polynomial are r₁ = -9 + 9√2 and r₂ = -9 - 9√2. As radius is a non-negative number, the only root that is reasonable is r₁ = -9 + 9√2 (r₁ ≈ 3.728).

Given the dimensions of the composite figure, formed by two concentric circles, we conclude that the radius of the smaller circle is approximately 3.728 centimeters.

The image is missing and is thus included in the figure attached below.

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The valid solution for the positive demand is (6,3)

The equation of the function is given as:

[tex]C(t) = -\sqrt{t^2 - 4t - 12} + 3[/tex]

Next, we test the options::

Option (a): (t, C(t)) = (2,3)

This gives

[tex]-\sqrt{2^2 - 4*2 - 12} + 3 = 3[/tex]

Evaluate the radicand

[tex]-\sqrt{-16} + 3 = 3[/tex] ---- this is not true (square root of -16 is a complex number)

Option (b): (t, C(t)) = (6,3)

This gives

[tex]-\sqrt{6^2 - 4*6 - 12} + 3 = 3[/tex]

Evaluate the radicand

[tex]-\sqrt{0} + 3 = 3[/tex]

Evaluate the root

0 + 3 = 3

Evaluate the sum

3 = 3 ---- this is true

Hence, the valid solution for the positive demand is (6,3)

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The area of the rectangle is 64.8 square .inch

A rectangle is a polygon with four sides , opposite sides are parallel and equal.

It is given that

A rectangle is divided into exactly 20 congruent squares

If they are lined up the Length is 36 inches

Therefore the length of each square or the side of the square = 36/20

= 1.8 inch

The area of the rectangle will be

20* Side of square * Side of square

=20*1.8*1.8

= 64.8 square inch

The area of the rectangle is 64.8 square .inch

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1. 20,000×10%=2,000

2. 20,000×14%=2,800

3. 20,000×5%=1,000

4. Business Marketing

5. 20,000×30%=6,000

Answer:

see explanation

Step-by-step explanation:

the centroid is where the medians intersect.

On each median the distance from the vertex to the centroid is twice as long as the distance from the centroid to the midpoint.

(3)

GF = [tex]\frac{1}{2}[/tex] CG = [tex]\frac{1}{2}[/tex] × 14 = 7

CF = CG + GF = 14 + 7 = 21

(4)

GD = [tex]\frac{1}{3}[/tex]  AD = [tex]\frac{1}{3}[/tex] × 45 = 15

AG = 2 × GD = 2 × 15 = 30

(5)

GE = 2 × BG , that is

9x = 2(3x + 6) = 6x + 12 ( subtract 6x from both sides )

3x = 12 ( divide both sides by 3 )

x = 4

Answer:

x = 200

Step-by-step explanation:

Given equation:

[tex]\sf \dfrac{1}{5}x-\dfrac{2}{3}y=30[/tex]

Steps:

1. Substitute 15 as the value of y in the equation:

[tex]\sf \dfrac{1}{5}x-\dfrac{2}{3}(15)=30\ \textsf{[ multiply ]}\\\\\Rightarrow \dfrac{1}{5}x-\dfrac{30}{3}=30\ \textsf{[ simplify ]}\\\\\Rightarrow \dfrac{1}{5}x-10=30[/tex]

2. Add 10 to both sides:

[tex]\sf \dfrac{1}{5}x-10+10=30+10\\\\\Rightarrow \dfrac{1}{5}x=40[/tex]

3. Multiply both sides by 5 to isolate x:

[tex]\sf 5\left(\dfrac{1}{5}\right)x=5(40)\\\\\Rightarrow x=200[/tex]

4. Check your work:

[tex]\sf \dfrac{1}{5}x-\dfrac{2}{3}y=30\ \textsf{[ substitute 200 for x, and 15 for y ]}\\\\\dfrac{1}{5}(200)-\dfrac{2}{3}(15)=30\ \textsf{[ multiply ]}\\\\\dfrac{200}{5}-\dfrac{30}{3}=30\ \textsf{[ divide ]}\\\\40-10=30\ \textsf{[ subtract ]}\\\\30=30\ \checkmark[/tex]

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Hey there!

[tex] \boxed{\bold{\green{ x = 200}}} [/tex]

[tex] \\ [/tex]

Given expression :

[tex] \sf{ \frac{1}{5} \green{x} - \frac{2}{3} \orange{y} = 30 } [/tex]

1) Substitue 15 for [tex] \sf{\orange{y}} [/tex] :

[tex] \sf{ \frac{1}{5} \green{x} - \frac{2}{3} \orange{ \times 15} = 30 } \\ \\ \implies\sf{ \frac{1}{5} \green{x} - \frac{30}{3} = 30 } \\ \\ \implies\sf{ \frac{1}{5} \green{x} - 10= 30 } [/tex]

[tex] \\ [/tex]

2) Solve for x :

[tex]\sf{ \frac{1}{5} \green{x} - 10= 30 } [/tex]

⇢Add 10 to both sides of the equation :

[tex]\sf{ \frac{1}{5} \green{x} - 10 \: \bold{+ \: 10}= 30 \: \bold{+ \: 10 }} \\ \\ \implies \sf{\frac{1}{5} \green{x} \: = 40 } \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: [/tex]

⇢Multiply both sides of the equation by 5:

[tex] \Big( \dfrac{1}{5} \green{x}\Big) \: \bold{ \times \: 5}=40 \: \bold{ \times \: 5} \\ \\ \implies \sf{\dfrac{5}{5} \green{x} \: = 200} \\ \\ \implies \green{ \boxed{\sf{x = 200}}}[/tex]

[tex] \\ [/tex]

3) Let's check our answer by replacing [tex] \green{x} [/tex] with 200 and [tex] \orange{y} [/tex] with 15 :

[tex] \sf{\dfrac{1}{5}\overbrace{\green{\times \: 200}}^{\green{x}} - \dfrac{2}{3}\underbrace{\orange{\times \:15}}_{\orange{y}}= \dfrac{200}{5} - \dfrac{30}{30} = 40 - 10 = \boxed{ 30} } [/tex]

[tex] \\ \\ [/tex]

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Answer:

132°

Step-by-step explanation:

We use the circle theorem which states that :

Opposite angles in a cyclic quadrilateral add up to 180 .

Now we know that angles ADC and ABC add up to 180. So :

We make an equation and solve for x :

x+(3x-12) = 180

4x-12 = 180

4x = 192

x = 48

Now we substitute the value of x into Angle B :

3(48) -12 =

144 - 12 = 132

Angle B = 132 °

Hope this helped and have a good day

The proportion of sophomores that do not own a car is equal to 0.93.

Ratio is a mathematical expression that is used to denote the proportion of two (2) or more quantities with respect to one another and the total quantities.

The proportion of sophomores that do not own a car is given by:

Therefore, proportion = 398/427 = 0.93.

The proportion of all students who are seniors who own cars is given by:

Therefore, proportion = 123/1192 = 0.10.

The proportion of non-car owners who are juniors is given by:

Therefore, proportion = 339/976 = 0.35.

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Complete Question:

At Central High School, there are 398 sophomores who do not own a car and 29 who do. There are 64 juniors who own a car and 339 who do not. There are 123 seniors who own a car, compared to 239 who do not. The above is a two-way table depicting this situation. Complete the following statements below by finding the ratio, then converting to a decimal. Round to the nearest hundredth.

The proportion of sophomores that do not own a car is?

The proportion of all students who are seniors who own cars is?

The proportion of non-car owners who are juniors is?

The correct true statement is: b.  The swimmer comes back up 9 seconds after the timer was started.

Given:

h(t)=t^2−12t+27

Let velocity of the function= 0

h(t) = 2t - 12

0 = 2t - 12

2t = 12

Divide both side by 2t

t=12/2

t = 6secs

Substitution

h(6) = 6²-12(6)+27

h(6) = 36 - 72 + 27

h(6) = -36 + 27

h(6) = -9 feet

The correct statement is b.

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What completes the proof are:

1. LC ≅ CU; CU ≅ UK

2. Given

3. Unequal angle theorem (Aa → Ss)

The unequal angle theorem states that the longer side of a triangle will always be directly opposite the largest angle measure. This implies that, if an angle that is opposite a side is greater than another another, the side it is opposite will also be longer than the side opposite the other angle (Aa → Ss).

From the image given, statement 1 was given as well as statement 2.

Statement 1 would be: LC ≅ CU; CU ≅ UK.

The reason for statement 2 will also be "given".

Then, UL > CK using the unequal angle theorem (Aa → Ss).

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Answer:

Answer:11

Step-by-Step Answer:

When we multiply 11 with 1\2 then thier answer will be 11\2

Answer:

30.34 degree

Step-by-step explanation:

Apply sine formula

[tex]\frac{sin\left(A\right)}{a}=\frac{sin\left(B\right)}{b}[/tex]

[tex]\frac{\sin \left(45^{\circ \:}\right)}{7}=\frac{\sin \left(b\right)}{5}[/tex]

->simplify

[tex]\frac{\sin \left(b\right)}{5}=\frac{\frac{\sqrt{2}}{2}}{7}[/tex]

you will get

[tex]\sin \left(b\right)=\frac{5\sqrt{2}}{14}[/tex]

which
sin b is about 0.50507

[tex]sin^{-1}\left(0.50507\right)[/tex]

->arc sine in degree mode

the answer is 30.34

Answer:

the answer is in picture

Step-by-step explanation:

hope it will help you

Answer:

h=8.0

Step-by-step explanation:

law of sines

sinA/a=sinB/b

b/a=sinB/sinA

b = a times sinB/sinA

b = 10 times sin53/sin90

on a calculator type sin53 in degrees

b = 10 times 0.7986/1

b = 7.986

well that's Economics not Mathematics

Answer: x = log₃₇(12)

Step - by - step explanation:

1. Remove the variable from the exponent using logarithms

37^x=12

Take the common logarithm of both sides of the equation:

log₁₀(37^x)=log₁₀12)

Use the log rule:  log_a(x^y)=y*log_a(x) to move the exponent outside the logarithm:

x*log₁₀(37)=log₁₀(12)

2. Isolate the x-variable

x*log₁₀(37)=log₁₀(12)

Divide both sides of the equation log₁₀(37) by:

x = log₁₀(12) / log₁₀(37)

Use the formula  [tex]log_{b}(x)/log_{b}(a) = log_{a} (x)[/tex]

to combine the logarithms into one:

x=log₃₇(12)

Decimal form:

x=0.6881648129099501

Hope this helps!

Answer:

60:31

Step-by-step explanation:

Unit conversion is a way of converting some common units into another without changing their real value. The value of (3π/4) radian converted to a degree is 135°.

Unit conversion is a way of converting some common units into another without changing their real value. for, example, 1 centimeter is equal to 10 mm, though the real measurement is still the same the units and numerical values have been changed.

Since π radian is equal to 180°. Therefore, the value of (3π/4) radian is equal to,

1 radian = 180°/π

(3π/4) radian = (3π/4) × (180°/π) = 135°

Hence, the value of (3π/4) radian converted to a degree is 135°.

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Answer:

option 2

Step-by-step explanation:

Answer:

2x^3 - 3x^2 + 7x - 3

Step-by-step explanation:

Area = length * width

= (2x - 1)(x^2 - x + 3)

= 2x(x^2 - x + 3) - 1(x^2 - x + 3)

= 2x^3 - 2x^2 + 6x - x^2 + x - 3

= 2x^3 - 3x^2 + 7x - 3

[tex]\text{Given that,}~\\\\f(x) =a^x\\\\\text{L.H.S}\\\\=f(m+n+p)\\\\=a^{m+n+p}\\\\\text{R.H.S}\\\\=f(m) \cdot f(n) \cdot f(p)\\\\=a^m \cdot a^n \cdot a^p\\\\=a^{m+n+p}\\\\ \text{L.H.S} = \text{R.H.S}\\\\\text{Proved.}[/tex]

assuming is simple interest

[tex]~~~~~~ \textit{Simple Interest Earned} \\\\ I = Prt\qquad \begin{cases} I=\textit{interest earned}\dotfill & \$960\\ P=\textit{original amount deposited}\dotfill & \$3840\\ r=rate\to 5\%\to \frac{5}{100}\dotfill &0.05\\ t=years \end{cases} \\\\\\ 960 = (3840)(0.05)(t)\implies \cfrac{960}{(3840)(0.05)}=t\implies 5=t[/tex]

Using a calculator, it is found that the equation of linear regression that fits the data is given by:

C. y=-0.295x+20.667

To find the equation, we need to insert the points (x,y) in the calculator.

In this problem, the points are given as follows: (1, 20.71), (2, 19.69), (3, 19.61), (4, 19.64), (5, 19.26). Hence the equation is:

Doing this, the equation is:

y = -0.295x + 20.667.

Hence option C is correct.

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Answer:

The answer is (0.5, 0)

Step-by-step explanation:

The inequality x + 10(5) ≤ 1000 shows how much money you can spend on the booth if  you have $1000 and need to buy 10 chairs worth $5.

An equation is an expression that shows the relationship between two or more numbers and variables.

Let us assume that you have $1000 and need to buy 10 chairs worth $5. Let x represent the money that can be spent on the booth, hence:

x + 10(5) ≤ 1000

The inequality x + 10(5) ≤ 1000 shows how much money you can spend on the booth, if you have $1000 and need to buy 10 chairs worth $5.

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Answer:

6.5

Step-by-step explanation:

Median is always the middle number of the set of data, so lets re order the numbers least to greatest

1,2,4,5,6,7,8,8,9,12

Since there's an even amount there wont be an exact middle number, however we know its in-between 6 and 7. So we can do 6+7 = 13 and then 13/2 = 6.5 to get the middle number or median.

Answer:

Rational numbers is a ratio (i.e., P/Q and Q≠0)

Irrational numbers cannot be expressed as a fraction.

so a

Rational numbers can show a Fraction

Irrational numbers can not show a Fraction

Hope This Helped

Answer:

Rational numbers are any infinite number or ratio that goes on and on and represents such mathematical values, e.g five-over-twelve is a rational number because it is a fraction.

Irrational numbers are squares of a number or any number that does not include a comparison(e.g division, fraction, ratio, etcetera) of a value. For instance, the square root of 2 is an irrational number because it does not go on indefinitely.

Answer:

the term that best describes 3 is a coefficient because a

Step-by-step explanation:

Coefficient is a number that is being multiplied by the variable.

Answer:

(-4, -6)

Step-by-step explanation:

(x,y) = ((x1+x2)/2 , (y1+y2)/2)

[substitute the values given]

(x,y) = ((-4+-4)/2 , (-4+-8)/2)

[solve]

(x,y) = (-8/2 , -12/2)

[simplify]

(x,y) = (-4, -6)

THE ANSWER IS (-4, -6) HOPE IT HALP'S MARK IT AS BRAILY.