5) You can buy 5 cans for green beans at the Village Market for $2.60. You can buy 10
of the same cans of beans at Sam's Club for $5.70. Which place is the better buy?


Help please !

Answer:

120

Step-by-step explanation:

Remember, always round sample size up, regardless of the decimal part. Answer: To find a 95% CI with a margin of error no more than ±3.5 percentage points, where the true population proportion is around 42%, you must survey at least 764 people. 10×764 = 7640; presumably the electorate is larger than that. So, then 10 × 12 = 120

There are several possible reasons why per capita per day water consumption could be higher than the wastewater generated:

Non-domestic water use: Per capita water usage includes not only water used in households but also water used for commercial, industrial, and agricultural purposes. Wastewater, on the other hand, only includes water that has been used in households and is discharged into the sewer system. Therefore, if there is significant non-domestic water use in the area, per capita water usage could be higher than wastewater generated.

Inefficient water use: Even though per capita water usage is high, some of the water used may not end up in the wastewater stream. For example, water may be used for landscaping or irrigation, and much of it could evaporate or soak into the ground before it reaches the sewer system. This would result in higher water usage than wastewater generated.

Water loss: The water distribution system may experience leaks or other losses, resulting in some of the water being lost before it reaches households or other water users. This would result in higher water usage than wastewater generated.

Infiltration and inflow: In some cases, rainwater or groundwater can infiltrate into the sewer system or inflow into wastewater treatment plants, increasing the volume of wastewater generated. This could result in lower wastewater generated than per capita water usage.

Time lag: There may be a time lag between water usage and wastewater generated, especially in areas with septic systems. It is possible that some of the water used today may not be discharged into the sewer system for several days or even weeks, resulting in higher per capita water usage than wastewater generated on any given day.

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Answer:

hope this is correct

Answer:

108

Step-by-step explanation:

Answer: height = 1.91 m

Step-by-step explanation: Using the formula

V=πr2h

Solving for h

h=V

πr2=37.5

π·2.52≈1.90986m

The triangles are similar by Angle-Angle similarity since they are congruent.

According to the Angle-Angle Similarity Theorem, if two angles in one triangle are equal to two angles in another triangle, the triangles are similar. The triangles are similar if two pairs of corresponding angles in a pair of triangles are congruent. We know this because if two angle pairs are equal, then the third pair must be equal as well.

Two triangles with two angles, starting with Triangle 1, one measuring 47 degrees and the other measuring 53 degrees, are congruent to two angles in Triangle 2. Following the AA similarity theorem, it is assumed that Triangle 1 is similar to Triangle 2.

In this case, angle MNP = angle QPL (corresponding angles, //lines) (A)

angle QLP is common angle (A)

By AA, the 2 triangles are similar.

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Answer:

50%

Step-by-step explanation:

1 / 2 = 0.5

to turn a decimal to a percent you multiply it by 100

0.5 x 100 = 50%

um ok.........................

To solve this we must be knowing each and every concept related to arithmetic sequence and its calculations. Therefore, arithmetic sequence can be defined as below.

An arithmetic sequence is a collection of integers that follow a specific pattern. It's an arithmetic sequence if you pick any number inside the sequence and subtract it from the preceding one, and the outcome remains the same or constant.

an = a₁ + (n-1) d

The common difference, indicated by the letter d, is the constant difference between all pairs of subsequent or succeeding integers in a series. To transition from one phrase to another, we employ the common difference.

Therefore, arithmetic sequence can be defined as above.

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Answer:

(5x+7)(25x^2-35x+49)

Step-by-step explanation:

Not really an explanation for factoring, but I'm sure it's right.

Answer:

D)

Step-by-step explanation:

5x5+5=30

8x9+7=79

24x3+28=100

Answer:

9.225 < x \(\leq\) 9.235

Step-by-step explanation:

The equations of the tangent lines at the points (1, 12) and (2, 13) are:

\((i) y(x) = (10a - 6a^2)x + (6a^2 - 10a + 12)\\(ii) y(x) = (10a - 6a^2)x + (12a^2 - 20a + 13)\)

To find the slope of the tangent line to the curve at a specific point, we need to take the derivative of the curve equation with respect to x and evaluate it at that point.

Let's calculate the slope of the tangent line when x = a for the curve equation \(y = 9 + 5x^2 - 2x^3.\)

(a) Find the slope m of the tangent to the curve at the point where x = a:

First, we take the derivative of y with respect to x:

dy/dx = d/dx (\(9 + 5x^2 - 2x^3\))

= 0 + 10x - 6\(x^2\)

\(= 10x - 6x^2\)

To find the slope at x = a, substitute a into the derivative:

\(m = 10a - 6a^2\)

(b) Find equations of the tangent lines at the points (1, 12) and (2, 13):

(i) For the point (1, 12):

We already have the slope m from part (a) as \(m = 10a - 6a^2.\) Now we can substitute x = 1, y = 12, and solve for the y-intercept (b) using the point-slope form of a line:

y - y_1 = m(x - x_1)

y - 12 = (\(10a - 6a^2\))(x - 1)

Since x_1 = 1 and y_1 = 12:

\(y - 12 = (10a - 6a^2)(x - 1)\\y - 12 = (10a - 6a^2)x - (10a - 6a^2)\\y = (10a - 6a^2)x - (10a - 6a^2) + 12\\y = (10a - 6a^2)x + (6a^2 - 10a + 12)\)

(ii) For the point (2, 13):

Similarly, we substitute x = 2, y = 13 into the equation \(m = 10a - 6a^2\), and solve for the y-intercept (b):

\(y - y_1 = m(x - x_1)\\y - 13 = (10a - 6a^2)(x - 2)\)

Since x_1 = 2 and y_1 = 13:

\(y - 13 = (10a - 6a^2)(x - 2)\\y - 13 = (10a - 6a^2)x - 2(10a - 6a^2)\\y = (10a - 6a^2)x - 20a + 12a^2 + 13\\y = (10a - 6a^2)x + (12a^2 - 20a + 13)\)

Thus, the equations of the tangent lines at the points (1, 12) and (2, 13) are:

\((i) y(x) = (10a - 6a^2)x + (6a^2 - 10a + 12)\\(ii) y(x) = (10a - 6a^2)x + (12a^2 - 20a + 13)\)

These equations are specific to the given points (1, 12) and (2, 13) and depend on the value of a.

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Answer:

y=0.5x+8

Step-by-step explanation:

The slope is 0.5 so y=0.5x. We can plug in the point to the equation and we get 8=0(0.5)+b or 8=0+b. b=8 so the equation is y=0.5x+8

The square mil area for a 2 inch wide by 1/4 inch thick copper busbar is 500 square mils.

To find the square mil area for a 2 inch wide by 1/4 inch thick copper busbar, we need to multiply the width and thickness of the busbar in mils.

1 inch = 1000 mils

So, the width of the busbar in mils = 2 inches x 1000 mils/inch = 2000 mils

And, the thickness of the busbar in mils = 1/4 inch x 1000 mils/inch = 250 mils

Therefore, the square mil area of the copper busbar = width x thickness = 2000 mils x 250 mils = 500,000 square mils.

Hence, the square mil area for a 2 inch wide by 1/4 inch thick copper busbar is 500,000 square mils.

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Answer:

5/6 is he answer there isn't any other way for it to be improper

hope this helps

have a good day :)

Step-by-step explanation:

Answer:

∠C = 132°

Step-by-step explanation:

∠B and ∠C form supplementary angles meaning they add up to 180°.

180 - 48 = 132

Therefore, m∠C = 132°.

Answer:

Option B: Only (-2, 9)

Step-by-step explanation:

Given the linear equation, y = -2x + 5:

We'll plug in the given options to see which of the ordered pairs will satisfy the equation:

Substitute option  A: (2, -9) into the equation:

y = -2x + 5

-9 = -2(2) + 5

-9 = -4 + 5

-9 = 1 (False statement). Therefore, (2, -9) is not a solution.

Substitute option B: (-2, 9) into the equation:

y = -2x + 5

9 = -2(-2) + 5

9 = 4 + 5

9 = 9 (True statement). Therefore, the ordered pair, (-2, 9) is a solution.

The other two options are irrelevant at this point since we've proven that option B is the correct answer.

Please mark my answers as the Brainliest if you find my explanations helpful :)

The sum of the angles in a triangle is 180°, If I remember correctly.

Answer: graph A

Step-by-step explanation:

Answer:

The second one, or Graph A.

Step-by-step explanation:

3/4 is the slope and 3 is the y-intercept.

The intercept is -3 because there is a subtraction sign instead of an addition sign.

I hope this helped and if it did I would appreciate it if you marked me Brainliest. Thank you and have a nice day!

Answer:

The amount of giftwrap needed to cover a box that is 5in x 7in x 3in is 210 square inches.

The amount of giftwrap that LeAnn would need to completely wrap the box is 142 square inches. This is calculated using the formula for the surface area of a rectangular box.

LeAnn is trying to find the total area to be covered by giftwrap, which can be calculated using the formula for the surface area of a rectangular box. The formula is 2*(lw + lh + wh), where l is length, w is width and h is height. Given the dimensions of the box as 5in x 7in x 3in, we plug these values into the formula which gives: 2*((5*7) + (5*3) + (7*3)) = 2*(35 + 15 + 21) = 2 * 71 = 142 square inches. Therefore, LeAnn will need 142 square inches of giftwrap to cover the box entirely.

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The area is equal to 324π square units.

To find the area of a circle with radius 18 units, we can use the formula for the area of a circle, which is given by A = πr^(2), where r is the radius.

Given that the radius is 18 units, we can plug this value into the formula:

A = π(18)^2

Now, square the radius:

A = π(324)

Next, multiply 324 by π:

A = 324π

Therefore, the area of the circle with radius 18 units is 324π square units.

Now, let's compare the options with the given options:

a) 18π units^(2)- This is incorrect, as we calculated the area to be 324π square units.

b) 36π units^(2)- This is also incorrect, as our calculated area is 324π square units.

c) 9π units^(2)- This is incorrect, as our calculated area is 324π square units.

d) 324π units^(2)- This is the correct option , as we calculated the area to be 324π square units.

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The correct answer for the question given is option (H) 8.

Inequality is a mathematical concept that describes a relationship between two values or expressions that are not equal.

An inequality is represented by one of the symbols: < (less than), > (greater than), ≤ (less than or equal to), or ≥ (greater than or equal to).

Inequality is a mathematical concept that describes a relationship between two values or expressions that are not equal. An inequality is represented by one of the symbols: < (less than), > (greater than), ≤ (less than or equal to), or ≥ (greater than or equal to).

For example, the inequality 5 < 10 means that 5 is less than 10. Similarly, the inequality x > 2 means that x is greater than 2.

Inequalities are used to compare two values or expressions in various mathematical and real-world situations, such as in solving equations, finding the range of a function, or determining the conditions for a particular situation to occur.

The statement 25 ≥ C > -30 + D can be rewritten as C ≤ 25 and C > -30 + D. Substituting D = 5, we get C > -25.

Looking at the chart, we can see that there are 8 wind chill factors that are greater than -25, which means that the statement is true for all 8 of these wind chill factors.

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Applying the exterior angle theorem, the measure of the exterior angle to angle X is: B 112.55°.

In other to find the measure of the exterior angle to angle X, we have to recall the theorem known as the exterior angle theorem, which states that the measure of an exterior angle is equal to the two interior remote angles that are opposite to it.

In triangle XYZ, angle Y and Z are the remote interior angles. We are given the following:

Measure of angle Y = 38.25°

Measure of angle Z = 74.3°

Therefore:

The measure of the exterior angle to angle X = measure of angle Y + measure of angle Z

Substitute

The measure of the exterior angle to angle X = 38.25° + 74.3°

The measure of the exterior angle to angle X = 112.55°

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Answer:

x<4

Step-by-step explanation:

I HOPE YOU DO WELL ON YOUR TEST!!

Answer:

x>4

Step-by-step explanation:

4>3+x/4

dividing through by 4

16>12+x

16-12>x

x>4

Answer: See explanation

Step-by-step explanation:

Total marks = 60

Kate = 40 marks = 40/60 × 100 = 66.7%

Kate gets a bronze medal.

Priya = 46 marks = 46/60 × 100 = 76.7%

Priya gets a silver medal

Nora = 49 marks = 49/60 × 100 = 81.7%

Nora gets a good medal.

Answer:

y = x^4

Step-by-step explanation:

First, swap the variables y = x^(1/4) becomes x = y^(1/4).

Therefore, x^4 = y

The rate of return of approximately 17.95% in the third year would produce a cumulative gain of 7% after two consecutive years of 6% losses.


To solve the problem completely, let's calculate the rate of return required in the third year to achieve a cumulative gain of 7% after two consecutive years of 6% losses.

1. Calculate the total loss over the two years:

  Total loss = (1 - 0.06) * (1 - 0.06) = 0.9416

2. Calculate the target cumulative gain:

  Cumulative gain = 1 + 0.07 = 1.07

3. Set up the equation to solve for the rate of return:

  1 + Rate of return = Cumulative gain / (1 - Total loss)

4. Substitute the values into the equation:

  1 + Rate of return = 1.07 / (1 - 0.9416)

  1 + Rate of return = 1.07 / 0.0584

5. Solve for the rate of return:

  Rate of return = (1.07 / 0.0584) - 1

  Rate of return ≈ 17.95%

Therefore, a rate of return of approximately 17.95% in the third year would be needed to achieve a cumulative gain of 7% after two consecutive years of 6% losses.

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Here, x = 6 is a vertical asymptote of f, so the function approaches infinity as x approaches 6 from both sides.

Let's start by integrating f'(x) to get f(x). We have:

f'(x) = 16(x+2)(6-x)³ - 32(x+6)

Integrating both sides with respect to x:

f(x) = ∫[16(x+2)(6-x)³ - 32(x+6)] dx

Simplifying the integral, we get:

f(x) = -2(x+2)²(6-x)⁴ + 16(x+6) + C

where C is the constant of integration.

Next, we can find the critical points of f(x) by setting f'(x) = 0:

f'(x) = 16(x+2)(6-x)³ - 32(x+6) = 0

Solving for x, we get x = -2 and x = 6 as critical points.

Now, we can use the second derivative f''(x) to determine the concavity of the function. We have:

f''(x) = (6x-x)⁴ = x⁴

Since the second derivative is always positive for x > 0, the function is concave up on the interval (6, ∞).

Similarly, since the second derivative is always negative for x < 0, the function is concave down on the interval (-∞, -2).

At x = -2 and x = 6, the function has an inflection point.

Finally, we know that x = 6 is a vertical asymptote of f, so the function approaches infinity as x approaches 6 from both sides.

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