Suppose the average yearly salary of an individual whose final degree is a master's is $49 thousand less than twice that of an individual whose final degree is a
bachelor's. Combined, two people with each of these educational attainments earn $116 thousand. Find the average yearly salary of an individual with each of
these final degrees.

Answer:

91.4%

Step-by-step explanation:

First do: 32,000/35,000 = X/100

Then multiply 32,000 by 100 which is 3,200,000

Then divide 3,200,000 by 35,000

You will get 91.42857142857143

Answer: 15 years old

Step-by-step explanation:

maria is 15 , selena is 17 , and sophia is 12

Answer:

Around 217 pounds

Step-by-step explanation:

Let's convert the height into inches.

5 feet 8 = \(5\cdot12 + 8 = 60 + 8 = 68\)

6 feet \(= 6\cdot12 = 72\).

We can set up a proportion

\(\frac{205}{68} = \frac{x}{72}\)

We can use the cross products property to find x.

\(205\cdot72=14760\\\\\\14760\div68\approx217\)

Hope this helped!

Answer:

217.0588235 lbs

Step-by-step explanation:

Convert ft inches to inches

5 ft = 5*12 = 60 inches

5 ft 8 inches = 68 inches

6 ft = 6*12 = 72 inches

We can use ratios to solve

205 lbs        x lbs

------------- = ----------------

68 inches     72 inches

Using cross products

205 * 72 = 68x

Divide by 68

205 *72/68 = x

217.0588235 lbs

Step-by-step explanation:

70 to 85 % of his maximum

Maximum is estimated to be 220 - age  = 220 - 42 = 178

70% of this is 125

85 % is 89  151  

I believe I would go with the third choice  116-160 bpm

The line is a vertical line, then the correct option is D, the slope is undefined.

A general linear equation can be written as:

y = a*x + b

Where a is the slope, b is the y-intercept, and x is the variable.

If the line passes through two points (x₁, y₁) and (x₂, y₂), then the slope of that line is given by the formula:

a = (y₂ - y₁)/(x₂ - x₁)

Here we know that the two points are (2, -4) and (2, 4)

Replacing that we would have a problem, that is because we have the same x-value in both points.

Then we have a vertical line at x = 2.

That line has no defined slope, thus, the correct option is D.

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Answer:

no you are not you are using 5 points!

Step-by-step explanation:

Answer:

did u forget to add an attachment

Answer:

D. is √3/2 s^2

The area of the given triangle is (√3/6) s² so option (C) will be correct.

A triangle is a 3-sided shape that is occasionally referred to as a triangle. There are three sides and three angles in every triangle, some of which may be the same.

The sum of all three angles inside a triangle will be 180° and the area of a triangle is given as (1/2) × base × height.

There are many types of triangles such that right-angle triangles, equilateral triangles, and much more.

Area of right angle triangle ;

A = (1/2) × Base × Hight

Tan 30° = height/s

1/√3 = height/s

height = s/√3

Now,

A = (1/2) × s × s/√3

A = 1/(2√3)  × s²

Multiply √3 on numerator and denominator

A = √3/6 × s²

Hence "The area of the given triangle is (√3/6) s²".

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Answer:

  HM = 3   or   HM = 15

Step-by-step explanation:

The product of segment lengths is the same for both chords.

  FM·EM = GM·HM

  GM +HM = 18

Substituting for GM, we have ...

  FM·EM = (18 -HM)·HM

  5·9 = (18 -HM)·HM

Effectively, we want two factors of 45 that have a total of 18. Looking at the factors of 45, we have ...

  45 = 1·45 = 3·15 = 5·9

The totals of these pairs are 46, 18, 14. The factor pair we're looking for is 3·15.

Either of these factors could be HM. The other will be GM.

There is nothing in the problem description that suggests the length of HM relative to other lengths on the diagram. (We know the diagram is not to scale.) So, there are two possible solutions:

  HM = 3   or   HM = 15

Answer: 4

Step-by-step explanation:

19 - 3 = 16

16/4 = 4

Answer: 4 apples

Step-by-step explanation:

19 - 3 = 16.

16 ÷ 4 = 4.

She will put 4 apples into each bag.

The table can be summarized as follows:

|          | Has a dog | Does not have a dog |

|----------|-----------|---------------------|

| Has a cat     | 2         | 3                   |

| Does not have a cat | 12        | 10                  |

To find the probability that a student chosen randomly from the class has a cat, we need to find the total number of students who have a cat (regardless of whether or not they have a dog), and divide it by the total number of students in the class.

The number of students who have a cat is 2 (those who have a dog and a cat) + 3 (those who have a cat but do not have a dog) = 5.

The total number of students in the class is the sum of all four categories: 2 (has a cat and a dog) + 3 (has a cat, does not have a dog) + 12 (does not have a cat, has a dog) + 10 (does not have a cat, does not have a dog) = 27.

So, the probability that a student chosen randomly from the class has a cat is 5/27.

Answer:

26/5

Step-by-step explanation:

an=a1+(n-1)d

d is common difference

so,

2/5- (-2)=12/5

putting values in above formula

 =-2+(4-1)(12/5)

=-2+3(12/5)

=-2+(36/5)

=26/5

Answer:

9

Step-by-step explanation:

-3^3 +5*(3)^2 +3*-3

-27+5*9+(-9)

-27+45-9

=9

Answer:

Step-by-step explanation:

Wherever you see an x, put in -3

y=(-3)^3 + 5(-3)^2 + 3(-3)

y = - 27 + 5 * 9 +  -9

y = -27 + 45 - 9

y = 9

Answer:

0.715

Step-by-step explanation:

Answer:

1.3986013986

Step-by-step explanation:

just use standered notation not hard trust me

I believe it is 275$ but not certain

(C) Both (A) and (B)

Explanation

Step 1

a function where y is a function of x is given by:

isolating y in (A)

then, A is a function

Step 2

isolating y in (B)

then, (B) is an equation that represents y as a function on x

I hope this helps you.

The required value of trigonometric ratios is,

sin 45° = 1/\(\sqrt{2}\)

cos 30 = \(\sqrt{3}\)/2

tan 60 = 1/  √3

We know that,

Trigonometric ratios are based on the value of the ratio of sides of a right-angled triangle and contain the values of all trigonometric functions. The trigonometric ratios of a given acute angle are the ratios of the sides of a right-angled triangle with respect to that angle.

Therefore,

sin 45° = 1/\(\sqrt{2}\)

cos 30 = \(\sqrt{3}\)/2

tan 60 = 1/  √3

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Answer:

C. (310 − 10) ÷ 15 = s

Step-by-step explanation:

The correct answer is C. (310 − 10) ÷ 15 = s. This is because we can use the following steps to find the equation:

First, we need to find how many pieces of candy were given out in total. Since there are 10 pieces left over in the bag, and the bag originally contained 310 pieces, we can subtract 10 from 310 to get 300 pieces given out.

Next, we need to find how many pieces of candy each student received. Since 15 pieces of candy were given to s students, we can divide 300 by 15 to get the number of students. This gives us 20 students.

Finally, we need to write an equation that relates the number of students (s) to the number of pieces of candy given out (300) and the number of pieces of candy per student (15). We can do this by using the inverse operations of subtraction and division. We can multiply both sides by 15 and then add 10 to both sides to get the equation:

(310 − 10) ÷ 15 = s

This equation can be used to find the number of students if we know the number of pieces of candy in the bag, the number of pieces left over, and the number of pieces per student.

But wait, there's more! If you act now, you can also get a bonus question for free! Here it is:

If s students each received 15 pieces of candy, and there are 10 pieces left over in the bag, how many cavities will they have after eating all the candy?

There are a few possible ways to approach this question, but here is one:

- First, we need to find how many pieces of candy each student ate. Since they received 15 pieces each, and there are no leftovers, we can assume they ate all of them. So each student ate 15 pieces.

- Next, we need to find how many cavities each piece of candy causes. This may vary depending on the type and quality of the candy, but let's assume that each piece causes 0.1 cavities on average. This means that for every 10 pieces of candy, one cavity is formed.

- Finally, we need to multiply the number of pieces each student ate by the number of cavities each piece causes, and then add up all the results for all the students. This will give us the total number of cavities for the whole group. We can use this formula:

c = (15 × 0.1) × s

where c is the number of cavities and s is the number of students.

Using this formula, we can plug in the value of s that we found

c = 1.5 × 20

c = 30

✧☆*: .｡. That's all folks, have fun with math! (✧ω✧) .｡.:*☆✧

The height of the kite from the ground when the angle is 50 degrees is 232 feet.

The study of the correlations between triangles' sides and angles is the focus of the mathematic branch known as trigonometry. To link the angles of a right triangle to the lengths of its sides, it makes use of trigonometric functions like sine, cosine, and tangent.

Numerous industries, including physics, engineering, and navigation, use trigonometry. It can be used, for instance, to determine a building's height or the separation between two locations on a map, as well as to examine how waves and oscillations behave.

To find the height of the kite above the ground we use the trigonometric identity of tangent.

Thus, we have:

tan(50°) = h/200

Now, using cross multiplication:

h = 200 tan(50°) ≈ 232 feet

Hence, the height of the kite from the ground when the angle is 50 degrees is 232 feet.

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Answer:23x^9-12x^4+19

Step-by-step explanation:

Answer:

Coefficients: 2 4 1 6

(these are the non-variable number but can be followed by a variable. if no number is written before a variable it is an unwritten 1)

Degrees: 9

(this is the sum of all exponents of the variables. If there is no exponent there is (again) an unwritten 1)

Hope this helps

Answer: 803.84cm3

Step-by-step explanation:
The formula for finding the volume of a cylinder is πr2h.
In other words, the area of the top face's circle times the height.

To find the circle's area, we first find the radius of the circle. Since the diameter is 8cm, we divide by 2 to get the radius, which is 4cm.

4cm squared is 4cm x 4cm, which is 16cm. 16cm times 3.14 is 50.24cm squared.

Now, we have the area of the circle. 50.24cm squared!

The height is 16cm, so to find the cylinder, we times the area of the circle by the height of the cylinder! So,

16cm x 50.24cm squared = 803.84cm cubed.

The volume of the can of soup is 803.84cm cubed.

Answer: 1. 1/15

              2. 3/10

              3. 1/6

              4. 3/10

Step-by-step explanation:

Ann should have switched the inequality symbol to not include 16 as a possible choice. The correct answer would be an option (C).

Inequality is defined as mathematical statements that have a minimum of two terms containing variables or numbers that are not equal.

As per the question, we have been given that Ed's birthday is less than 16 days

away and that Ann writes the inequality

d ≤ 16, where d equals the number of days, to represent this.

Thus, He should have switched the inequality symbol to not include 16 as a possible choice.

Hence, the correct answer would be an option (C).

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Sally will supply 3 quilts at $500.00 per quilt according to the market supply schedule she constructed.

The market supply schedule only takes into account the price per quilt and the quantity supplied per month. Other factors such as production costs, availability of raw materials, competition, and changes in technology are not taken into account in this supply schedule.

a. If Sally purchases a new sewing machine that helps her produce quilts in less time, her production efficiency will increase. This will enable her to produce more quilts in a shorter period of time, which will result in an increase in the supply of quilts.

b. If Sally anticipates an increase in prices for quilts in three months, she may increase the quantity supplied per month in order to take advantage of the higher prices. This may result in a temporary increase in the supply of quilts.

Lastly, c. If there are twice as many quilt suppliers as there were one year ago, Sally will likely face increased competition. This may result in a decrease in sales for Sally and a decrease in the price of quilts. In order to remain competitive, Sally may need to reduce the quantity supplied per month or find ways to differentiate her quilts from those of her competitors.

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See full question below

Part One

Sally Thomas is an entrepreneur. She makes hand-made quilts and sells them at craft shows and at her home studio. Below is a market supply schedule she constructed. Answer the questions that appear below it.

Price per quilt

Quantity Supplied Per Month

$300.00

1

$400.00

2

$500.00

3

$600.00

4

$700.00

5

1. How many quilts will Sally supply at $500.00 per quilt?

3

2. Are any other factors besides price taken into account with the market supply schedule she has constructed?

Supply

3. Several situations are listed below that Sally has encountered in her business. Explain how each of these situations might alter the supply of quilts. a. Sally purchases a new sewing machine that helps her produce quilts in less time.

Sally will be able to produce more quilts in less time, increasing the supply of quilts.

b. Sally anticipates an increase in prices for quilts in three months.

Sally will increase the quantity supplied per month for three months.

c. There are twice as many quilt suppliers as there were one year ago.

Sally will likely experience a decrease in sales which in turn will result in a decrease of supply and price.

If over what interval does f(x) = 2x increase faster than g (X): A. 1

To determine over what interval f(x) = 2x increases faster than g(x) = x^2, we need to compare their derivatives. The derivative of f(x) is 2, which is a constant, and the derivative of g(x) is 2x. Therefore, f(x) increases at a constant rate of 2, while g(x) increases at a rate that depends on x.

To find the interval where f(x) increases faster than g(x), we need to find where the derivative of g(x) is less than 2. Setting 2x < 2 and solving for x, we get x < 1.

So, over the interval x < 1, f(x) = 2x increases faster than g(x) = x^2.

Therefore, the answer is A. 1.

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Answer:

B

Step-by-step explanation:

....................

The hοle needs tο be 39 inches deeper.

A cοnversiοn factοr is a number used tο change οne set οf units tο anοther, by multiplying οr dividing. When a cοnversiοn is necessary, the apprοpriate cοnversiοn factοr tο an equal value must be used. Fοr example, tο cοnvert inches tο feet, the apprοpriate cοnversiοn value is 12 inches equals 1 fοοt.

The current depth οf the hοle is 2 feet 9 inches, which is the same as 2 + 9/12 = 2.75 feet (since there are 12 inches in 1 fοοt).

Tο find οut hοw much deeper the hοle needs tο be, we need tο subtract the current depth frοm the required depth:

6 feet - 2.75 feet = 3.25 feet

Hοwever, we are asked tο express the answer in inches, sο we need tο cοnvert the 3.25 feet tο inches using the given cοnversiοn factοr:

3.25 feet x 12 inches/1 fοοt = 39 inches

Therefοre, the hοle needs tο be 39 inches deeper.

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Roland's percent error is approximately 3.889%.

This means that his measured value differs from the actual value by 3.889% or 0.03889 in decimal form.

The positive sign indicates that Roland's measured value is slightly lower than the actual value.

To calculate Roland's percent error, we can use the formula:

Percent Error = (|Measured Value - Actual Value| / Actual Value) \(\times\) 100

Given that Roland measured a current of 0.173 amps while expecting a current of 0.180 amps, we can substitute these values into the formula:

Percent Error = (|0.173 - 0.180| / 0.180) \(\times\) 100

Simplifying the expression within the absolute value:

Percent Error = (|-0.007| / 0.180) \(\times\) 100

Since the absolute value of -0.007 is 0.007, we have:

Percent Error = (0.007 / 0.180) \(\times\) 100

Calculating the division:

Percent Error = 0.03889 \(\times\) 100

Percent Error = 3.889%.

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