A pair of jeans is on sale 20% off. The sale price is $32. What is the regular price?
Answers
Saved amount: $8.00
Related Questions
A 2 meter television camera at ground level is filming the lift-off of a space shuttle at a point 750 meters from the launch pad. The camera’s angle of elevation to the shuttle is 32° at this specific time . Find the height of the shuttle.
Answers
To find the height of the shuttle, we can use trigonometry and the concept of similar triangles. The height of the shuttle is approximately 468.675 meters.
Let's assume that the height of the shuttle is represented by 'h' meters. From the information given, we know that the distance between the camera and the launch pad is 750 meters, and the angle of elevation from the camera to the shuttle is 32 degrees.
Using trigonometry, we can set up the following equation:
tan(32°) = h / 750
To find the value of h, we can rearrange the equation:
h = tan(32°) * 750
Using a calculator, we can find the value of tan(32°) ≈ 0.6249.
Now we can calculate the height of the shuttle:
h ≈ 0.6249 * 750
h ≈ 468.675 meters
Therefore, the height of the shuttle is approximately 468.675 meters.
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Two different students decide to compare their businesses. Scooter makes his own t-shirts,
while Karissa does computer repairs. For both models, x represents the number of sales made
each month and f(x) represents total money for each individual. The two functions below model
their respective businesses:
Scooter: f(x) = 200 + 15x
Karissa: f(x) = 80 + 35x
a. Describe what the slope and y intercept represent for both models based on the context.
Compare the two functions. What is one statement you could say about each?
b.
C.
In one month, Scooter sells 20 shirts. That same month, Karissa does 12 repairs. Who had
the better month?
Answers
a) Comparing the two functions, Scooter's business has a lower slope of 15 compared to Karissa's business with a slope of 35. b) Both Scooter and Karissa earned a total of $500 in that month. Therefore, they had an equal month in terms of total money earned.
How to Describe what the slope and y intercept represent for both models based on the contexta) In the context of Scooter's business, the slope of the function f(x) = 200 + 15x represents the rate at which the total money earned increases with each additional sale. Each unit increase in x (number of sales) results in an increase of $15 in total money earned. The y-intercept of 200 represents the initial amount of money Scooter already had before making any sales.
In the context of Karissa's business, the slope of the function f(x) = 80 + 35x represents the rate at which the total money earned increases with each additional repair job. Each unit increase in x (number of repairs) results in an increase of $35 in total money earned. The y-intercept of 80 represents the initial amount of money Karissa already had before doing any repair jobs.
Comparing the two functions, Scooter's business has a lower slope of 15 compared to Karissa's business with a slope of 35. This means that Karissa's business earns more money per repair job compared to Scooter's business per t-shirt sale.
b) To determine who had the better month, we need to calculate the total money earned by each individual based on the given sales/repairs.
For Scooter, with x = 20 (number of shirts sold):
f(x) = 200 + 15x
f(20) = 200 + 15 * 20
f(20) = 200 + 300
f(20) = 500
For Karissa, with x = 12 (number of repairs):
f(x) = 80 + 35x
f(12) = 80 + 35 * 12
f(12) = 80 + 420
f(12) = 500
Both Scooter and Karissa earned a total of $500 in that month. Therefore, they had an equal month in terms of total money earned.
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please tell me where i have to graph this!! also please tell me if i open the dot or not. (NO FILE ANSWERS!!)
Answers
Answer:
Graph at 0 with open circle and arrow pointing right. Right now, all you need to do is open circle
Step-by-step explanation:
Dot at 0 bc 0 is only number in equation
Open circle because there is no "or equal to", so it doesn't include zero
pointing right because right is greater than
Write the expression. Then, check all that apply. six times the sum of nine and a number Replace "a number with the variable, n The two operations are multiplication and addition The two operations are multiplication and subtraction Key Words Replace With six 6 The constants are 6 and 9 times The expression is written as 6n + 9 The expression is written as 6/9 + n) the sum of nine 9 a number
Answers
Answer: A,B,D,F
A. Replace "a number with the variable, n
B. The two operations are multiplication and addition
C. NO
D. The constants are 6 and 9
E. NO
F. The expression is written as 6(9 + n)
Step-by-step explanation:
Proper way to complete this mathematical operation is A, B, D, F.
What are mathematical operations?The term "operation" in mathematics refers to the process of computing a value utilizing operands and a math operator. For the specified operands or integers, the math operator's symbol has predetermined rules that must be followed. In mathematics, there are five basic operations: addition, subtraction, multiplication, division, and modular forms.
The question is itself self-explanatory.
a. Replace "a number" with the variable, n.
b. The two operations are multiplication and addition.
d. The constants are 6 and 9.
f. The expression is written as 6(9 + n).
Therefore, expression is written as 6(9 + n).
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Complete question:
Write the expression. Then, check all that apply.
six times the sum of nine and a number
A 2-column table with 5 rows. Column 1 is labeled Key Words with entries six, times, the sum of, nine, a number. Column 2 is labeled Replace with entries 6, times, (+), 9, n.
Replace “a number” with the variable, n.The two operations are multiplication and addition.The two operations are multiplication and subtraction.The constants are 6 and 9.The expression is written as 6n + 9.The expression is written as 6(9 + n).Find the equation of a straight line cutting off the y-intercept 4 from the axis of y and inclined to 60° with the positive direction of X-axis.
Answers
The linear function is given as follows:
\(y = \sqrt{x} + 4\)
How to define a linear function?The slope-intercept equation for a linear function is presented as follows:
y = mx + b
In which:
m is the slope.b is the intercept.The y-intercept is of 4, hence the parameter b is given as follows:
b = 4.
The line is inclined to 60° with the positive direction of X-axis, hence the slope m is given as follows:
m = tan(60º)
\(m = \sqrt{3}\)
Thus the function is given as follows:
\(y = \sqrt{x} + 4\)
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The diameter
of the Earth is 1.3 × 10 km.
The diameter of the Moon is 3.5 × 10 km.
The diameter of the Sun is 400 times greater
than the diameter of the Moon.
How many times smaller is the diameter of
the Earth than the diameter of the Sun
Answers
Earth's diameter is 0.0092 times less than the sun's diameter.
Ratio, in math, is a time period this is used to examine or greater numbers. It is used to indicate how large or small a sum is in comparison to another.In a ratio, portions are as compared the use of division. Here the dividend is referred to as the `antecedent' and the divisor is referred to as the 'consequent'. For example, in a collection of 30 people, 17 of them opt for to stroll within side the morning and thirteen of them favor to cycle. We use the ratio formulation whilst evaluating the connection among numbers or portions. The popular shape of representing a ratio of among portions say 'a' and 'b' is a: b, that's examine as 'a is to b'.The Diameter of Earth = 1.3 * 10⁴ km
The Diameter of Moon = 3.5 * 10³ km
Let the diameter of sun be x km
According to the question
The diameter of the sun is 400 times that of the moon.
x = 400 * 3.5 * 10³ km
= 14 * 10⁵ km
The Diameter of earth / diameter of sun
= 1.3 * 10⁴ / 14 * 10⁵
= 0.0092
Hence, The diameter of the Earth is 0.0092 times that of the Sun.
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three sides of triangle is x cm y cm z cm its perimeter and semi perimeter
Answers
Answer:
Step-by-step explanation:
Perimeter:
\(P=(x+y+z) \ cm\)
Semi-perimeter:
\(SP=\frac{1}{2} (x+y+z) \ cm\)
15
Select the correct answer.
If A and B are dependent events, which of these conditions must be true?
O A.
P(A and B) = P(A) + P(B)
OB.
P(A and B)
P(A)
P(B)
Oc.
P(B|A) = P(B)
D.
P(AB) = P(A)
O E
P(BA) + P(B)
Reset
Next
Answers
Answer:
P(B|A) = P(B)
Step-by-step explanation:
For dependent events the outcome of first event affects the outcome of the second event.
If B is a dependent event on A, then the conditional probability of B is given by P(B|A).
P(B|A) = P(B)
Hence, the correct option is (c).
identify each function as linear or exponential. explain. prompt 1f(x) equals the number of boxes in row x of a stack in which each row increases by 2 boxes answer for prompt 1 f(x) equals the number of boxes in row x of a stack in which each row increases by 2 boxes prompt 2f(x) equals the number of branches at level x in a tree diagram, where at each level each branch extends into 4 branches.
Answers
\(f(x) = 2x is linear.f(x) = 4^x is exponential.\) This is where at each level, each branch extends into 4 branches.
In the first prompt, the number of boxes in each row is increasing by a constant amount, so the function is linear. In the second prompt, the number of branches is increasing by a factor of 4 with each level, so the function is exponential.
A linear function is defined as one where the output increases by a constant amount for each increase in the input. An exponential function is defined as one where the output increases by a constant factor for each increase in the input. The first prompt corresponds to a linear function, while the second prompt corresponds to an exponential function.
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The complete question is-
Is the function f(x) = 4^x, where x is the number of branches at level x in a tree diagram, linear or exponential? Explain your answer.
You baked a total of 270 cookies for your school using three shapes:
stars, circles, and hearts. You have four times as many stars as
circles. The number of hearts is ten less than five times the number
of circles. How many hearts are there?
Answers
Answer: They are only 5 heart remaining.
Step-by-step explanation:
These 3 please!!! Properties of Kites and Trapzoids exercises 1-3
Answers
Answer:
area = 1/2(AC)(BD)yes; BE can be found using the Pythagorean theoremyesStep-by-step explanation:
1.Triangles ADB and CDB are congruent, so each is half the total area. The area of ADB is ...
A = 1/2bh
A = 1/2(DB)(1/2AC) = 1/4(DB)(AC)
The area of the kite is twice this value:
A = 1/2(DB)(AC)
__
2.In order to use the formula derived in part 1, we need to know the length of BE. That can be found using the Pythagorean theorem:
BE² +AE² = AB²
We know that AE = 1/2AC, so the desired dimension is ...
BE = √(AB² -(1/4)AC²)
Then the area of the kite is ...
area = 1/2(DB)(AC)
area = (1/2)(AC)(ED +√(AB² -(1/4)AC²)
__
3.Given three sides of a triangle, the area of it can be found using Heron's formula. If you have not yet seen that in your geometry class, you can always use the Pythagorean theorem and some algebra.
As before, we need to know the lengths of the diagonals. One is given. The other can be found considering the Pythagorean relations:
AD² = AE² +DE²
AB² = AE² +BE²
BE +DE = BD . . . . the sum of the horizontal diagonal lengths
Subtracting the second equation from the first gives ...
AD² -AB² = DE² -BE²
Using the third to write an expression for DE, we get an equation for BE:
AD² -AB² = (BD -BE)² -BE²
AD² -AB² = BD² -2BD·BE +BE² -BE²
(AB² +BD² -AD²)/(2BD) = BE
Substituting this into the original second equation, we can find AE, hence the area of the kite.
AE² = AB² -((AB² +BD² -AD²)/(2BD))²
Which means the kite area is ...
area = BD·AE = BD√(AB² -((AB² +BD² -AD²)/(2BD))²)
area = (1/2)√(4·AB²·BD² -(AB² +BD² -AD²)²
This area formula demonstrates it is possible to find the area of the kite given the three lengths AB, BD, DA.
_____
Additional comment
We have no doubt that the area formula of Part 3 can be rearranged to match Heron's formula. Here, we're interested in demonstrating area can be found.
Mr.Johnson leaves on a trip planning to travel 24 mph
Answers
PLEASE HELP IM SO CONFUSED
Answers
Answer:
4<a-b<8
Step-by-step explanation:
possible values of a - 4,5,6
possible values of b - 6,7,8
4 < a - b < 8
Find the volume of a pyramid with a square base, where the side length of the base is
10.6
in
10.6 in and the height of the pyramid is
12.3
in
12.3 in. Round your answer to the nearest tenth of a cubic inch.
Answers
Answer:
V = 460.68
Step-by-step explanation:
V=(lwh)/3
Volume = (1/3) * base area * height
In this case, the base of the pyramid is a square with a side length of 10.6 inches, so the base area can be calculated as:
Base area = side length * side length
Let's calculate the base area first:
Base area = 10.6 in * 10.6 in
Next, we'll substitute the values into the volume formula:
Volume = (1/3) * (10.6 in * 10.6 in) * 12.3 in
Calculating this expression will give us the volume of the pyramid. Rounding the answer to the nearest tenth of a cubic inch will provide the final result.
In a certain animal species, the probability that a healthy adult female will have no offspring in a given year is 0.24, while the probabilities of 1, 2, 3, or 4 offspring are respectively 0.25, 0.19, 0.17, and 0.15. Find the expected number of offspring.
Answers
Answer:
The expected number of offspring is 2
Step-by-step explanation:
The given parameters can be represented as:
\(\begin{array}{cccccc}x & {0} & {1} & {2} & {3} & {4} \ \\ P(x) & {0.24} & {0.25} & {0.19} & {0.17} & {0.15} \ \end{array}\)
Required
The expected number of offspring
This implies that we calculate the expected value of the function.
So, we have:
\(E(x) = \sum x * P(x)\)
Substitute known values
\(E(x) = 0 * 0.24 + 1 * 0.25 + 2 * 0.19+ 3 * 0.17 + 4 * 0.15\)
Using a calculator, we have:
\(E(x) = 1.74\)
\(E(x) = 2\) --- approximated
Susie is visiting Germany from the U.S. One day she stopped by a market and found a stall selling tomatoes for 1.74 euro per kilogram. If 1 euro was worth 1.09
dollars that day, how much did the tomatoes cost in dollars per pound?
First fill in the two blanks on the left side of the equation using two of the ratios. Then write your answer rounded to the nearest hundredth on the right side of
the equation.
Answers
The cost of the tomatoes, in dollars per pound, using proportions, is of:
$0.86 per lb.
What is a proportion?A proportion represents a fraction relative to a total amount, which is combined with the basic arithmetic operations, especially multiplication and division, to find the desired amounts in whichever context of a problem.
In this problem, the costs is obtained as follows:
Cost: 1.74 euros per kilogram.Exchange ratio: 1 euro = 1.09 dollars.Hence the cost in dollars per kg of the tomatoes is obtained as follows:
1.74 x 1.09 = $1.8966 per kg.
The relationship between kg and pounds is given as follows:
1 kg = 2.20 lb.
Hence the cost is written as follows:
$1.8966 per 2.20 lb.
The cost per pound of the tomatoes is of:
1.8966/2.20 = $0.86 per lb.
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I need to find the Quadratic equation!!!!!
Answers
Answer: in attached
Step-by-step explanation:
See image
To one decimal place, 93 must lie between
and
Answers
Answer:
9.3
Step-by-step explanation:
To move one decimal you move one digit left.
Suppose the composition of the 107th Senate is 45 Republicans, 50 Democrats, and 5 Independents. A new committee is being formed to study ways to benefit the arts in education. If 3 senators are selected at random to head the committee, find the probability of the following:
Part 1. The group of 3 consists of all Republicans.
Part 2. The group of 3 consists of all Democrats.
Part 3. The group of 3 consists of 1 from each party, including the Independent.
Answers
Answer:
1 : 0.088
2 : 0.12
3 : 0.07
Step-by-step explanation:
45 Rebullicans
50 Democrats
5 independents
Total = 100
Selection = 3
Part 1:
(45 C 3) / (100 C 3) = 0.088
Part 2:
(50 C 3) / (100 C 3) = 0.12
Part 3:
(45 C 1) x (50 C 1) x (5 C 1) / (100 C 3) = 0.07
What set of numbers do -5 belong to?
Answers
The set of integers is denoted by the symbol Z and is a subset of the set of real numbers.
The set of integers is infinite in both directions, meaning that it extends infinitely both to the left and to the right on the number line.
Each integer is separated from its neighbors by a distance of 1 unit on the number line.
The set of integers is closed under addition, subtraction, and multiplication, which means that if you add, subtract or multiply any two integers, you will always get another integer.
However, division is not always closed under the set of integers, and may result in a fraction or decimal.
The integers are also closed under the operations of negation and absolute value.
The absolute value of an integer is always a non-negative integer.
The set of integers is countably infinite, which means that the integers can be listed in a sequence that includes every integer exactly once.
The set of integers is an important concept in many areas of mathematics, including algebra, number theory, and analysis.
The integers are used to represent quantities that can be counted, such as the number of apples in a basket or the number of students in a classroom.
Negative integers are used to represent quantities that have a direction opposite to that of positive integers.
The concept of integers is also used in computer science, where integers are used to represent data and perform calculations.
The set of integers is also used in many real-life situations, such as calculating distances between two points, measuring changes in temperature, or counting money.
The set of integers can be represented using set-builder notation, which uses braces to enclose the elements of the set and a vertical bar to separate the elements from the condition that defines them.
For example, the set of integers less than or equal to 5 can be represented as {…, -3, -2, -1, 0, 1, 2, 3, 4, 5}.
The set of integers can also be represented using interval notation, which uses brackets or parentheses to indicate whether the endpoints are included or excluded.
For example, the set of integers less than or equal to 5 can be represented as (-∞, 5].
The set of integers is an important concept for understanding more advanced mathematical concepts such as rational numbers, which are fractions that can be
Todd is traveling to Mexico and needs to exchange $400, in US dollars, into Mexican pesos. If each dollar is worth 12.29 pesos how many pesos will he get for his trip. I dont understand this proportion because its dealing with currency
Answers
Answer:
4916 pesos
Step-by-step explanation:
What we can do is set up a proportion.
1/12.29=400/x
This works because both of these fractions are dollars/pesos.
There are other proportions we could set up too.
For example:
12.29/1=x/400
12.29/x=1/400
x/12.29=400/1
However, using our orignial proportion we can simplify it.
Cross multiply.
1*x=12.29*400
x=4916
He will get 4916 pesos for his trip.
Mike bought 1/3 of a pound of cashews and 1/5 of a pound of
peanuts. How much money did he spend?
peanuts
$5.00
cashews
$12.00
pecans
$7.00
Answers
Answer:
5.00 +12.00=17.00
Step-by-step explanation:
specify whether the money is in pounds like $12 for a pound of cashews I can't tell what you need
Is 83.77 an integer?
Answers
Answer:
It is not a integer, it is a rational number
Answer: No, this isn't. An integer is any whole number, positive or negative. Having extraneous digits to the right of the decimal other than zero, radicals or any fractions are excluded from being considered an integer. Integers, for example, are 2, 85, -923, etc. Hope this helps!
Step-by-step explanation:
Which graph shows the line
Y = -3 x + 1
Answers
Answer:
What the question is asking you to do is to solve for x. This means that you will need to get x on one side of the equation and everything else on the other side.
.
Notice that within the parentheses you have the quantity x - 1. This entire quantity is multiplied by y.
.
Suppose that you begin by dividing both sides of the equation by y to get rid of the y on the left side. When you do this division you get:
.
x-1+=+z%2Fy
.
Now get rid of the -1 on the left side by adding +1 to both sides and you have the answer of:
.
x+=+z%2Fy%2B1
.
You could also have begun the problem by multiplying out the left side ... multiplying y times (x-1). If you do that, the equation becomes:
.
yx+-+y+=+z
.
Next get rid of the -y term on the left side by adding +y to both sides. The result is:
.
yx+=+z%2By
.
Now get rid of the y on the left side by dividing both sides by y to get:
.
x+=+%28z%2By%29%2Fy
.
Simplify the right by dividing both terms in the numerator by y:
.
x+=+z%2Fy%2By%2Fy
.
And finally, recognize that y%2Fy=1. Substitute this equivalent value into the right side of the equation and you have:
.
x+=+z%2Fy%2B1
.
And this is the same answer that we got the first time. It just took a little more work.
.
Hope this helps you to understand the problem better, Kevin.
New! FREE algebra solver that shows work:
3x-x+2=4
Step-by-step explanation:
Therefore the answer would be Graph B!
Wood Products has two production departments: cutting and assembly. The company has been using a plantwide cost driver rate computed by dividing plantwide overhead costs by total plantwide direct labor hours. The estimates for overhead costs and practical capacity quantities of cost drivers for the current year follow: LOADING...(Click the icon to view the data.) Requirements (a) Compute the plantwide cost driver rate. (b) Determine departmental cost driver rates based on direct labor hours for assembly and machine hours for cutting. (c) Provide reasons why EasternEastern Wood might use the method in part a or the one in part b.
Answers
a) Plantwide Cost Driver Rate = $120/Hour
b) Cost Driver Rate for Assembly Department = $100/Hour
Cost Driver Rate for Cutting Department = $175/Hour
c) Eastern Wood might use the method in part a or the one in part b depending on their production process and cost allocation needs.
(a) The plantwide cost driver rate is calculated by dividing the total plantwide direct labour hours by the plantwide overhead expenditures.
Plantwide Cost Driver Rate = Plantwide Overhead Costs / Total Plantwide Direct Labor Hours
= $2,400,000 / 20,000 hours
= $120/hour
(b) Departmental cost driver rates can be determined based on direct labor hours for assembly and machine hours for cutting.
Cost Driver Rate for Assembly Department = Assembly Overhead Costs / Total Assembly Direct Labor Hours
= $1,000,000 / 10,000 hours
= $100/hour
Cost Driver Rate for Cutting Department = Cutting Overhead Costs / Total Cutting Machine Hours
= $1,400,000 / 8,000 hours
= $175/hour
(c) Eastern Wood might use the method in part a or the one in part b depending on their production process and cost allocation needs. The plantwide cost driver rate is appropriate when overhead costs are relatively proportional to direct labor hours. On the other hand, departmental cost driver rates are more accurate for allocating costs when overhead costs are directly related to a specific department's activities and production process.
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-2(x + 6) = -36 .........
Answers
Answer:
x=12
Step-by-step explanation:
\( - 2x - 12 = - 36\)
\( - 2x = - 36 + 12\)
\( - 2x = - 24\)
\(x = - 24 \div - 2\)
\(x = 12\)
Answer:
The answer is x=12
Step-by-step explanation:
-2(x+6)= -36
-2x+-12=-36
-2x+-12+12=-36+12
-2x=-24
Divide both sides by -2
-2x/2=-24/-2
x=12
is {(3,-2), (4,-2), (5,-2), (6,-2) a function
Answers
Answer:
yes
Step-by-step explanation:
This function is y=-2 which is a line that doesn't overlap.
Answer: Yes
Step-by-step explanation:
When you have these problems, you can know the answer by seeing if any of the x values are the same. If there are, it will only be a function if the y value is the same.
For example:
{(1,-2),(2,3),(1,-2),(3,4) would be a function because the x values of "1" have the same y value.
Another example:
{(1,-2),(1,3),(3,4),(4,5) would not be a function because the x values of "1" does not have the same y value
Hope this helps!
PLEASE HELP FAST!! IT IS URGENT!!
A school guidance counselor is concerned that a greater proportion of high school students are working part-time jobs during the school year than a decade ago. A decade ago, 28% of high school students worked a part-time job during the school year. To investigate whether the proportion is greater today, a random sample of 80 high school students is selected. It is discovered that 37.5% of them work part-time jobs during the school year. The guidance counselor would like to know if the data provide convincing evidence that the true proportion of all high school students who work a part- time job during the school year is greater than 0.28. The guidance counselor tests the hypotheses H0: P = 0.28 versus Ha: p > 0.28, where p = the true proportion of all high school students who work a part-time job during the school year. The conditions for inference are met. The standardized test statistic is z = 1.89 and the P-value is 0.0294. What conclusion should be made using the a = 0.05 significance level?
O Because the P-value is less than a = 0.05, there is convincing evidence that the true proportion of all high school students who work a part-time job during the school year is greater than 0.28.
Because the P-value is less than a 0.05, there is not convincing evidence that the true proportion of all high school students who work a part-time job during the school year is greater than 0.28.
O Because the P-value is less than a = 0.05, there is convincing evidence that the proportion of high school students in this sample who work a part-time job during the school year is greater than 0.28.
O Because the P-value is less than a = 0,05, there is not convincing evidence that the proportion of high school students in this sample who work a part-time job during the school year is greater than 0.28.
Answers
Answer:
The correct answer is: Because the P-value is less than a = 0.05, there is convincing evidence that the true proportion of all high school students who work a part-time job during the school year is greater than 0.28.
$8 is what percent of $8?
Answers
Answer:
100%?
Step-by-step explanation:
f(y)=3y^2-2Write a equation for the inverse above
Answers
Given
\(f(y)=3y^2-2\)Find
Equation for the inverse
Explanation
Let f(y)= x
so ,.
\(x=3y^2-2\)solve for y in terms of x.
\(\begin{gathered} x=3y^2-2 \\ x+2=3y^2 \\ \frac{x+2}{3}=x^2 \\ \sqrt{\frac{x+2}{3}}=x \end{gathered}\)