does someone mind helping me with this problem? thank you!

Answer:

-60

Step-by-step explanation:

(-3 x \(10^{4}\)) x (2 x \(10^{-3}\))

(-30,000) x (.002) = -60

Answer:

Style A shoes sold : 152

Style B shoes sold : 88

Step-by-step explanation:

Let :

Forming equations :

Substitute the value of x from 1 in 2.

Finding x :

Solution :

The relative frequency is solved and the table of values is plotted

Given data ,

The lunch order is given by the 2 sets of dishes as

A = { Sandwich , Pastas }

Now , the sports activities are given by 2 sets as

B = { Volleyball , Swimming }

From the table of values , we get

The relative frequency is solved as

Relative Frequency = Subgroup frequency / Total frequency

The percentage of Swimming ( sandwich ) = 26/36

Swimming ( sandwich ) = 72 %

And , the percentage of Swimming ( pasta ) = 10/36

Swimming ( pasta ) = 28 %

Now , the percentage of total sandwich = 45/70 = 64 %

And , the percentage of total pasta = 25/70 = 36 %

Hence , the relative frequency is solved

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Answer:

7

Step-by-step explanation:

42/6=7

Given 3 ( 3 + 4k ) = 45

So, divide both sides by 3

3 + 4k = 45/3

3 + 4k = 15

subtract 3 from both sides

3 + 4k - 3 = 15 - 3

4k = 12

divide both sides by 4

k = 12/4 = 3

So, the value of k = 3

Answer:b

Step-by-step explanation:

The teacher can use a combination of these methods to help the students understand that a triangle is equivalent to half a square.

In order to help the students understand that the triangle is equivalent to half a square, the teacher can adopt different methods, including the following:

1. Drawing diagrams of the triangle and the square to show the comparison. The teacher can draw diagrams of a triangle and a square on the board and label the different parts.

They can then show the students that a triangle can be created by halving the square diagonally. This way, the students will be able to visualize the comparison and understand it better.

2. Demonstrating the concept practically. The teacher can also demonstrate the concept by using physical objects such as paper or cardboard.

They can show the students how to create a triangle by folding a square diagonally and cutting it along the fold. This way, the students will be able to see the practical application of the concept.

3. Using real-world examples. The teacher can also use real-world examples to help the students understand the concept better.

For example, they can show the students pictures of tents or rooftops that are shaped like triangles and explain how they are related to squares.

4. Conducting group discussions. The teacher can conduct group discussions where the students can share their understanding of the concept and ask questions.

This way, the students will be able to learn from each other and clarify any doubts they may have.

Overall, the teacher can use a combination of these methods to help the students understand that a triangle is equivalent to half a square.

The key is to use different approaches that cater to different learning styles and to encourage the students to participate actively in the learning process.

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A number is, 31 that could be added to this data set that would change the range.

We have to given that,

A data set contains,

⇒ 4, 6, 8, 8, 10, 12, 12, 15, 16, 16, 17, 21, 22, 25, 26, 26, 29, 30, 30, 31.

Now, We know that,

Range of data set is difference between the highest and lowest terms of the data set.

Here, Highest term = 31

Lowest term = 4

So, We can add any number greater than 31 or less than 4 that would change the range.

Hence, Let us assume that,

A number is,

⇒ 31

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Answer:

Make all of the +/-2 values into -3,+4

Step-by-step explanation:

This is because the x intercept values for a parabola are where the equation equals zero, by making the equations -3 and +4, the equations will give zero values at -4 and plus 3 when they are set equal to zero, I can specify further if need be.

Step-by-step explanation:

you use your big brain

The circumcenter of a triangle is the point in the plane equidistant from the three vertices of the triangle.

In geometry, the circumscribed circle or circumcircle of a polygon is a circle that passes through all the vertices of the polygon. The center of this circle is called the circumcenter and its radius is called the circumradius.

Not every polygon has a circumscribed circle. A polygon that does have one is called a cyclic polygon, or sometimes a concyclic polygon because its vertices are concyclic. All triangles, all regular simple polygons, all rectangles, all isosceles trapezoids, and all right kites are cyclic.

A related notion is the one of a minimum bounding circle, which is the smallest circle that completely contains the polygon within it, if the circle's center is within the polygon. Every polygon has a unique minimum bounding circle, which may be constructed by a linear time algorithm.

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Answer:

B. (1, -2)

Step-by-step explanation:

In order to for it to be a function, the inputs need to have only one output.

The table shows:

(-1, 2), (0, -4), (1, -2), (1, 5), (2, 0), (3, 2), (4, 9)

If a x-value is repeating it is not a function.

The electric field (E-field) associated with the given potential function V(x, z) = 4bx^2 + 4az^3 - 3cz^3 is E = -8bx i - (12az^2 - 9cz^2)j.

To find the electric field (E-field) associated with the given potential function, we need to calculate the negative gradient of the potential. The E-field is given by the following formula:

E = -∇V

Where ∇ is the gradient operator. In this case, the potential function V(x, z) is defined as:

V(x, z) = 4bx^2 + 4az^3 - 3cz^3

To calculate the E-field, we need to take the partial derivatives of V with respect to x and z and then apply the negative sign. Let's calculate each component separately:

Partial derivative with respect to x (dV/dx):

dV/dx = 8bx

Partial derivative with respect to z (dV/dz):

dV/dz = 12az^2 - 9cz^2

Now, we can write the E-field vector as:

E = -∇V = -(dV/dx)i - (dV/dz)j

Substituting the calculated partial derivatives, we have:

E = -8bx i - (12az^2 - 9cz^2)j

Therefore, the electric field (E-field) associated with the given potential function V(x, z) = 4bx^2 + 4az^3 - 3cz^3 is:

E = -8bx i - (12az^2 - 9cz^2)j

Note that the positive constants b and c are included in the E-field expression.

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Answer:

undefined

Step-by-step explanation:

Answer: A

Step-by-step explanation:

Answer:

x=8

Step-by-step explanation:

180-71=109

360-109=251

251=10x+6+13x-2+8x-1

251=31x+3

251-3=

248/31=8

Hope this helps

Answer:

(43\(x^{2}\) - 26x) \(ft^{2}\)

Step-by-step explanation:

Area of the yard that is not pat of the sandbox = Area of the yard - Area of the sandbox

Since both the yard and the sandbox has a rectangular shape, then;

Area of a rectangle = length x width

So that,

Area of the yard = length x width

                            = (6x+7) x 8x

                            = (48\(x^{2}\) + 56x) \(ft^{2}\)

Area of the sandbox = length x width

                                  = (x+6) x 5x

                                  = (5\(x^{2}\) + 30x) \(ft^{2}\)

Thus,

Area of the yard that is not pat of the sandbox = (48\(x^{2}\) + 56x) - (5\(x^{2}\) + 30x)

                                = 48\(x^{2}\) + 56x - 5\(x^{2}\) - 30x

                                = (43\(x^{2}\) - 26x) \(ft^{2}\)

Area of the yard that is not pat of the sandbox is (43\(x^{2}\) - 26x) \(ft^{2}\).

Answer:i think its 115 degres

Step-by-step explanation:

Answer:

5 + (x * 10) = y

Step-by-step explanation:

The list starts off as 5

Then every hour(X), 10 dollars is being added to the total cost(Y).

Answer:no

Step-by-step explanation:

Answer:

Step-by-step explanation:

the answer is YES.

equation 1 is equal to equation 2 in a system. by this we have :

3x+3=4x+1 ⇒ x=2

let's put the value of 2 for x in one of the equations :

equation 1: (3×2)+3=6+3=9 ⇒ y=9 ⇒ correct

equation 2: (4×2)+1=8+1=9 ⇒ y=9 ⇒ correct

so (x,y)=(2,9) is the answer of the system.

The mean is 1625, The median is 1810, The mode is 1950

It should be noted that to accurately discover the mean, median, and mode of this set of data, we must make sure to arrange the numbers in ascending order:

1540, 1660, 1760, 1860, 1940, 1940, 2100, 1820

Mean: In order to calculate the mean of the data provided, we will need to add all the numbers together and divide it by the total amount of values. In this particular case there are 8 figures; therefore, we can compute the following equation:

Mean = (1540 + 1660 + 1760 + 1860 + 1940 + 1940 + 2100 + 1820) / 8

Mean = 1625

Therefore, the final mean for the data is 1625.

Median: We can define the median as the middle value when sorting the data set in an ascending order. Since we have an even number of values, we must take the average between the two center most figures:

Median = (1760 + 1860) / 2

Median = 1810

The median of the data is 1810.

Mode: Lastly, we can identify the mode of the given data set as the numerical figure that appears most frequently; here, the number 1940 appears twice while al1940l the other entries appear once:

Mode = 1940

As such, the mode of our data is 1940.

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An MIS differs from a TPS in that it creates databases is True.

An MIS (Management Information System) does indeed differ from a TPS (Transaction Processing System) in that it creates databases. The main purpose of an MIS is to collect, process, store, and disseminate information to support managerial decision-making within an organization. It involves the use of technology and various information systems to manage and analyze data for strategic planning, monitoring, and control.

One of the key components of an MIS is the creation and management of databases. Databases are structured collections of data that are organized, stored, and accessed in a systematic way. They serve as a central repository for storing relevant information that can be utilized by the MIS. These databases can contain data from various sources within the organization, such as sales records, customer information, inventory data, financial data, and more.

On the other hand, a TPS focuses primarily on the processing of transactions. It is designed to capture, process, and record day-to-day operational transactions, such as sales transactions, inventory updates, customer orders, and so on. While a TPS may store and retrieve data related to these transactions, its main focus is on efficiently processing and ensuring the accuracy and integrity of transactional data.

In summary, an MIS goes beyond the functionalities of a TPS by not only processing transactions but also creating and managing databases to support the informational needs of managers.

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Answer:

3

Step-by-step explanation:

15-2x=3x

or,3x+2x=15

or,5x=15

or,x=15/5

Therefore, x=3.

There are 4 vertices with degree 3, and 2 vertices with degree 4. So, there are a total of 6 vertices in this graph.

In a simple undirected graph with 10 edges, 2 vertices have a degree of 4 and the rest have a degree of 3. To determine the number of vertices in this graph, use the formula:

Sum of degrees = 2 * number of edges

Let x be the number of vertices with degree 3. Then:

(2 * 4) + (3 * x) = 2 * 10

8 + 3x = 20

3x = 12

x = 4

We also know that two of the vertices have a degree of 4, which means that together they contribute 8 to the sum of all vertex degrees. This leaves us with 20 - 8 = 12 degrees left to distribute among the other vertices. Since the remaining vertices all have a degree of 3, we can set up the equation 3x = 12, where x is the number of remaining vertices. Solving for x, we get x = 4. Therefore, the graph has a total of 6 vertices - two with a degree of 4 and four with a degree of 3.

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In the school 224 boys can swim, 96 boys cannot swim; 336 girls can swim, 144 girls cannot swim.

A ratio is an ordered pair of numbers a and b, written a / b where b is not equal 0. Ratios are set equal to each other. For example, if there is 2 boys and 3 girls, you could write the ratio as: 2: 3.

In this case, 2/5 of 800 students are boys:

number of boys = 2/5 × 800

= 320.

The number of girls = 800 - 320

= 480

70% of 480 girls can swim

= 70/100 × 480

=336

The number of girls that cannot swim

= 480-336

=144

The ratio of boys that cannot swim to girls that cannot swim is 2:3 = 2/3

Therefore the number of boys that cannot swim = 144×2/3= 96

The number of boys that can swim = 320- 96=224

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The difference between square units and cubic units lies in the dimensionality of the objects being measured.

Square units are used to measure the area of a two-dimensional shape, such as a square or rectangle. The unit for square units is typically written as "square" followed by the abbreviation for the unit being used. For example, square inches (in²), square meters (m²), or square centimeters (cm²).

To find the area of a shape, you multiply the length of one side by the length of another side. For example, if you have a square with side length of 4 units, the area would be 4 units multiplied by 4 units, which equals 16 square units.

On the other hand, cubic units are used to measure the volume of a three-dimensional object, such as a cube or rectangular prism. The unit for cubic units is typically written as the abbreviation for the unit being used cubed. For example, cubic inches (in³), cubic meters (m³), or cubic centimeters (cm³).

To find the volume of a shape, you multiply the length, width, and height of the object. For instance, if you have a cube with a side length of 3 units, the volume would be 3 units multiplied by 3 units multiplied by 3 units, which equals 27 cubic units.

In summary, square units measure the area of a two-dimensional shape, while cubic units measure the volume of a three-dimensional object. It's important to pay attention to the dimensionality of the object being measured in order to use the appropriate units.

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Explain the difference between 9 square units and 9 cubic units?

Answer:

What to do next?

Step-by-step explanation:

You must substract it with something

The journal entry for ''Ram settled his account and allowed him Rs 500 discount journal entry​" is given.

Any concession made to customers at the moment of sale or cash receipt is referred to as a discount that is allowed.

Given:

Ram settled his account and allowed him Rs 500 discount journal entry​.

A journal entry is the act of recording any transaction, whether one that is commercial or not. An accounting diary that displays the debit and credit balances of a corporation lists transactions. Multiple recordings, each of which is either a debit or a credit, may be included in the journal entry.

A credit entry reflects a value transfer from the account, whereas a debit entry represents a transfer of value to the account. Each transaction involves the movement of money from credited to debited accounts.

Journal entry is given in the attached image.

Therefore, the journal entry 2 is the required journal entry.

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The complete question:

What is the journal entry for ''Ram settled his account and allowed him Rs 500 discount journal entry​"?

To find the next two terms of the sequence, we need to first find the common difference between consecutive terms:

52 - 44 = 8

64 - 52 = 12

80 - 64 = 16

We notice that the common difference is increasing by 4 for each term. Therefore, the next two terms of the sequence are:

80 + 20 = 100

100 + 24 = 124

To determine the nth term of the quadratic sequence, we can use the formula:

an = a1 + (n-1)d + bn^2

where a1 is the first term, d is the common difference, b is the coefficient of n^2, and n is the term number.

Using the first four terms of the sequence, we can form a system of equations:

44 = a1 + b

52 = a1 + d + b

64 = a1 + 2d + b

80 = a1 + 3d + b

Solving for a1 and b, we get:

a1 = 20

b = 24

Substituting these values into the formula for an, we get:

an = 20 + (n-1)4 + 24n^2

an = 24n^2 + 4n - 4

To find the 30th term of the sequence, we simply substitute n = 30 into the formula we just derived:

a30 = 24(30)^2 + 4(30) - 4

a30 = 21,596

To prove that the quadratic sequence will always have even terms, we notice that the first term is even (44 = 2 x 22), and the common difference is even (8 = 2 x 4). Therefore, every term of the sequence can be expressed as an even number plus an even multiple of n^2, which is always even. Hence, the quadratic sequence will always have even terms.

Step-by-step explanation:

Sequence is 44;52;64;80;.....44;52;64;80;.....

General formula is Tn=2n2+2n+40

Answer:

The answer is 1 9/19

Step-by-step explanation: