The school store has 2000 pencils in stock and sells an average of 50 pencils per day. The manager reorders when the the number of pencils in stock is 950 let d= the number of days

commutative property is an example of the blank property.

What in mathematics is a commutative property?

What is a commutative property example?

2(x+3) = 2x+6

Commutative Property used in this function.

4x-3

put x=2

4(2)-3 =  Commutative Property used in this function.

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Answer: 58

Step-by-step explanation: you divide 290 into 5

2+2 a very complicated math question 2+2 = 6 because there's two 2's so that gives us an extra 2 so the actual question is "what is 2 + 2 + 2"

so the answer to your question is 6

Answer:

Step-by-step explanation:

Triangle ABC has two given angles: 105 degrees and 47 degrees. Because a triangle has a total of 180 degrees, then angle BCA has angle 180 - 105 - 47 = 28

Angle BCA and Angle CAE are alternative interior angles, meaning they are equal. Thus angle CAE should be 28 degrees

Answer:

92F

Step-by-step explanation:

the record high January temperature in Austin, Texas, is 90F. the record low January temperature is -2F. Find the difference between the high and low temperatures.

= 90 - (-2)

= 90 + 2

= 92F

Helena came to the right conclusion because the transition of quadrilaterals is accurately depicted.

Given,

Two quadrilaterals = QRST and XYZW

Helena came to the right conclusion because the transition of quadrilaterals is accurately depicted.

How should the facts be explained?

According to the information provided, Helena was interested to know whether the quadrilaterals were congruent.

The quadrilaterals in this instance cannot be mapped into one another via a series of stiff transformations, hence they are not congruent.

As a result, no mistakes are made.

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Answer:

Area of circle is 9π cm²

Step-by-step explanation:

- If area of the area of the square is 36 cm², the length of one side of a square can be found;

[tex]{ \rm{area \: of \: square = side \times side}} \\ { \rm{36 = {x}^{2} }} \\ { \rm{x = \sqrt{36} }} \\ { \rm{x = 6 \: cm}}[/tex]

- If you make a clear observation from the figure, length of a square corresponds to the diameter of a circle;

[tex]{ \rm{radius = \frac{1}{2} \times length \: of \: square }} \\ \\ { \rm{r = \frac{1}{2} x}} \\ \\ { \rm{r = \frac{1}{2} \times 6 }} \\ \\ { \rm{r = 3 \: cm}}[/tex]

- Therefore, let's find the area;

[tex]{ \rm{area = \pi {r}^{2} }} \\ { \rm{area = \pi {(3)}^{2} }} \\ { \rm{area = 9\pi \: {cm}^{2} }}[/tex]

[tex]{ \boxed{ \red{ \delta}}}{ \underline{ \mathfrak{ \: creed \: ...}}}[/tex]

Answer: n<= -2.25

Step-by-step explanation:

1) Lay the equation out

[tex]\frac{-n}{3} \geq 0.75[/tex]

2) Multiply 3 on both sides to leave n by itself.

[tex]-n \geq 0.75*3\\-n \geq 2.25\\\\[/tex]

3) Multiply -1 on both sides.

Note: Multiplying -1 will flip the sign.

[tex]n \leq 2.25*-1\\n\leq -2.25[/tex]

4) Answer

n<= -2.25

The number of cookies that she has when she reaches home is given by the following algebraic expression:

n = 15 + c.

The initial number of cookies that she has is given by:

30.

(as stated in the problem).

She gives half of that amount to her students, hence the number of cookies that she has remaining is:

0.5 x 30 = 15 cookies remaining.

(to find the half of an amount, we can either divide by 2 or multiply by 0.5).

Then, on her way home, she purchases c cookies, hence the total number of cookies that she has when she reaches home is given by the following expression:

15 + c.

(she had 15, and then c was added to that amount).

The problem is incomplete, hence we suppose that is asks for how many cookies she has when she reaches home.

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The solution to the expression | a − 5 | − 1 is 2

Expressions are mathematical statements that are represented by variables, coefficients and operators

The expression is given as

| a − 5 | − 1

Also, we have the values to be

a = 2 , b = − 3 , c = − 4 , h = 6 , y = 4 , and z = − 1

Substitute these values in the given equation

So, we have the following equation

| a − 5 | − 1 = | 2 − 5 | − 1

Evaluate the difference

So, we have the following equation

| a − 5 | − 1 = | −3 | − 1

This gives

| a − 5 | − 1 = 3 − 1

Evaluate the difference

| a − 5 | − 1 = 2

Hence, the value is 2

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The square root of 10 will be greater than 3.

The square root of a number is the value which when multiplied by itself results into the number. Mathematically -

n = x²

then -

x = [tex]\sqrt{n}[/tex]

Given are two numbers as -

[tex]\sqrt{10}[/tex] and 3.

Now, the square root of 10 will be 3.16 (approx.)

On comparing the square root of 10 with 3, we can clearly see that the square root of 10 will be greater than 3. Mathematically -

[tex]\sqrt{10}[/tex] > 3.

Therefore, we can conclude that the square root of 10 will be greater than 3.

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The allegation that the proportion has increased from that of earlier studies is not supported by enough data.

Hypothesis test: A statistical hypothesis test is a method of statistical inference used to decide whether the data at hand sufficiently support a particular hypothesis. Hypothesis testing allows us to make probabilistic statements about population parameters

Let p represent the population percentage.

Then, Null hypothesis  : H₀:p=0.79

Alternative hypothesis : H₀:p>0.79

The hypothesis test is a right-tailed test because the alternative hypothesis is right-tailed.

Out of 200 high school seniors in this city, 162 intend to enroll in college, according to a random sampling.

Because n = 200 > 30 we must employ the z-test (otherwise we use t-test.)

p`=162/200=0.81

Population percentage test statistic:

[tex]z=(p`-p)/[/tex][tex]\sqrt{p`(1-p)/n[/tex]

[tex]z=(0.81-0.79)/\sqrt{0.81(1-0.81)/200}[/tex] =0.720984093915≈0.72

Consequently, the sample test statistic's z-value is 0.72.

Right-tailed test P-value:

[tex]p(z > 0.72)=1-p(\leq 0.72)[/tex]

≈[tex]1-0.7642375[/tex]

≈[tex]0.2357625[/tex]

≈[tex]0.2358[/tex]

We are unable to reject the null hypothesis since the p-value is higher than the threshold for significance (0.05).

Therefore, we draw the conclusion that the allegation that the proportion has increased from that of earlier studies is not supported by enough data.

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Answer:

x < 10

set builder notation: (-∞ , 10)

Step-by-step explanation:

2(x - 4) < 12

multiply left side out:

2x - 8 < 12

add 8 to both sides:

2x - 8 + 8 < 12 + 8

2x < 20

divide both sides by 2:

2x/2 < 20/2

x < 10

in set builder notation: (-∞ , 10)

Answer:

I'm pretty sure the answer is 191/30 when simplified

Step-by-step explanation:

Yup

The equation of the function in standard form is  3x + y = 25.

What is a quadratic function?

f(x) = ax2 + bx + c, where a, b, and c are numbers and an is not equal to zero, is a quadratic function. A parabola is the shape of a quadratic function's graph. Although the "width" or "steepness" of a parabola can vary as well as its direction of opening, they all share the same fundamental "U" form.

From the given table we can get the dy/dx which is the slope (m) ,

Therefore,

dy/dx = (7 - 10 ) / ( 4 - 3 )

dy/dx = -3

Now,

( y - y1 ) = m ( x - x1 )

Putting the value from the table,

( y - 10 )  = -3 ( x -5 )

=> y - 10 = -3x + 15

=> 3x + y = 25

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Answer:

Y=3/4x-2

Step-by-step explanation:

Atleast I think so

Answer:

y=3/4x-2

Step-by-step explanation:

y=mx+b

Y= 3/4x-2 because you rise 3 run 4 and the line crosses the y-axis at the point (0, -2)

The bracelet price on which company get its maximum profit  is 8 thousand dollar

A rule or law that define an relationship between one variable to another variable

The company's annual profit (in thousands of dollars) as a function of the price of a bracelet (in dollars) is modeled by: P(x)=-2x^2+16x-24

To find maximum profit , we need to find out the vertex

x coordinate of vertex formula is -b/2a

P(x)= -2x^2 +16 x-24

a=-2  and b = 16

x= -b/2a= -16/2 x -2 = 4

Now we plug in 4 for x  and find out P(4)

P (x) = -2 x (4)^2 + 16 x 4 - 24 = 8

So the maximum profit the company can earn is 8 thousand dollars when price = $4

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C that's because the angles are vertically opposite

Answer:

Minimum 7 early morning hours

Maximum 13 regular hours

Step-by-step explanation:

x: number of regular hours

y: number of early morning hours

i) x + y = 20

ii) 7x + 8.5y = 150

ii - 7i

1.5y = 10 --> y = 10/1.5 = 20/3 = 6 2/3

x + 20/3 = 20 --> x = 40/3 = 13 1/3

She could work a minimum of 7 hours in the early morning and a maximum of 13 regular hours.

Answer:

24°

Step-by-step explanation:

the interior angle of a triangle is 180°

therefore Let <ACB =x

128°+28°+x=180°

156°+x=180°

make x the subject

x=180°-156°

x=24°

D(ex) = ex = 1.ex + 0.xex + 0.x2ex

D(xex) = ex + x.ex = 1.ex + 1.xex + 0.x2ex

D(x2ex) = x2ex + 2x.ex = 0.ex + 2.xex + 1.x2ex

So the matrix is:

          1    0    0

A =     1     1    0

          0    2    1

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Volume of boxes as per condition given:

a. Volume of fish food cube=(1/64) ft³

b. Volume of big box=(1/32)ft³

c. Volume of shipping box=(585/16) ft³

As given,

Dimensions of fish food cubes:

Length=1/4 ft

Width=1/4 ft

Height=1/4ft

a. Volume of fishing food cube=Length ×width ×height

                                                     =(1/4)×(1/4)×(1/4)

                                                     =(1/64)ft³

b. Volume of big box

=(Number of boxes) ×(volume of fishing food cubes)

=2×(1/64)

=(1/32)ft³

c. Dimensions of shipping box

Length=3ft

Width=3 3/4 ft

         =15/4 ft

height=3 1/4 ft

          =13/4 ft

Volume of shipping box=3 × (15/4) ×(13/4)

                                              =(585/16) ft³

Therefore, volume of boxes as per condition given:

a. Volume of fish food cube=(1/64) ft³

b. Volume of big box=(1/32)ft³

c. Volume of shipping box=(585/16) ft³

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Answer:

[tex] \frac{54}{n {}^{11} } [/tex]

Step-by-step explanation:

[tex](3n {}^{ - 3} ) \times (3 {n}^{ - 3} )[/tex]

[tex]6 {n}^{ - 5} \times 9n {}^{ - 6} [/tex]

[tex]54 {n}^{ - 11} [/tex]

[tex] \frac{54}{n {}^{11} } [/tex]

The graph on the right to locate points D, E, and G is, 5.D(0, 3), 6.  E(0, 2),  7. G(0, -3).

What is graph?
In mathematics, a graph is a visual representation or diagram that shows facts or values in an ordered way.

Here, for instance, we can plot a graph showing the type and quantity of school supplies used by pupils in a class based on the data provided below.

Rectangle: Rectangles have parallel opposite sides; therefore, D must be positioned such that CD is parallel to AB and AD is parallel to BC. This necessitates that point D be.
D(0, 3)

Trapezoid: A trapezoid has one set of parallel opposed sides. As a result, we must select point E such that either AE or CD are parallel to AB.
We have picked point E in the accompanying picture so that AE and BC are parallel.
E(0, 2)

Keep in mind that point E might be somewhere left of point C on line y=3 or above point A on line x=0. Point D and point E cannot be in the same place.
E(0, p) or E(q, 3) where p > 0, q < 8, and p≠3, q≠0

Parallelogram: The middle of each parallelogram is where its diagonals connect. As a result, the midway of AB and CG must coincide. We need to have... in order for that to occur.
A + B = C + G
G = A + B - C = (0, 0) +(8, 0) -(8, 3) = (0+8-8, 0+0-3) = (0, -3) (0, -3)
Point G is located where...
G(0, -3)

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Answer:[tex]75m^{2}[/tex]

Step-by-step explanation: Just have to square root 5625m2 to get each side length

The government levies a consumption tax known as a sales tax on the purchase of goods and services.At the point of sale, a standard sales tax is imposed, collected by the shop, and paid to the government.

Calculate sales tax ?

   equation sales tax = purchase price x sales tax rate.

   Sales tax = $800*7.5%

         = $60

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Answer:

Step-by-step explanation:

Jan 15, 2020 — this line also pass through 0,8 and 2,2. slope is -3. the equation is y-2= -3(x-2). heart outlined. Thanks 10.

2 answers

·

10 votes:

Answer:this line also pass through 0,8 and 2,2. slope is -3. the equation is y-2= -3(x-2)

Missing: OY ‎| Must include: OY

Answer:

B

Explanation:

x = 5

2x + y = 10

Substitute x = 5 into 2x + y = 10

2(5) + y = 10

10 + y = 10

y = 0

Hence, coordinates are (5,0).

Answer:

3(h + 6)

Step-by-step explanation:

Since we are starting with

h•3 + 6•3, try to see that there are two terms here h•3 and 6•3. In both of these terms is the factor 3. We can factor out the 3. This leaves behind (h + 6).

h•3 + 6•3

= 3(h + 6)

Its like "un-distributive" property. (this is not a technical term)