Katie takes an Uber to work. She pays $1.50 per mile and she tips
the driver $10.
Write an equation to show how many miles she can go for $34

The answer is:

5/4

Work/explanation:

Let's work out the slope of the line.

The equation is in y = mx + b form where m = slope; b = y intercept.

Similarly, in y=5/4x - 7/4, the slope is 5/4.

Answer:

2 + 2 = 4

Step-by-step explanation:

Answer:

2+2=4 kase putanginamo bobo ka

The estimated per unit selling price of the new line of clothing is $X.

What is the estimated per unit selling price of the new line of clothing?

The estimated per unit price selling for the new line of clothing can be determined by considering various cost factors.

Using the 80% learning curve, the direct labor cost is calculated based on the time required to complete the 50th item, derived from the time for the first item.

This labor cost is obtained by multiplying the time for the 50th item by the direct labor rate. The total manufacturing cost includes the direct labor cost, production material cost, factory overheads (125% of direct labor), and packing costs (75% of direct labor).

Finally, a desired profit of 20% of the total manufacturing cost is added to determine the unit selling price. This estimation encompasses the expenses related to labor, production materials, factory overheads, packing, and desired profit margin.

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Answer:

38

Step-by-step explanation:

A triangle is 180 degrees.

You have to add 99 and 43 first.

99 + 43 = 142

You then subtract 142 from 180 to find the missing angle.

180 - 142 = 38

Thus, the Inequality effectively depicts how much somebody can spend provided his monthly savings goal is between 5% and 10%.: $55.75 < s < $111.50.

In mathematics, a percentage is a number or ratio that may be expressed as a fraction of 100.

When a number is expressed in decimal form, you can calculate its percentage by multiplying it by 100. For instance, multiplying 0.5 by 100 gives you the percentage 50%.

Given data:

Terrance's average bi-weekly net pay  = $1,115.00.

monthly budget savings - 5% to  10%.

Let s be the savings:

Then,

5% of 1,115.00.  < s < 10% of 1,115.00.  (both not included)

5 *1,115.00 / 100  < s < 10*1,115.00/100

55.75 < s < 111.50

Thus, the Inequality effectively depicts how much somebody can spend provided his monthly savings goal is between 5% and 10%.: $55.75 < s < $111.50.

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Answer:

255.75ft/inch

Step-by-step explanation:

s (scale) = 12,276/4

s = 3069 ft

s = 3069/12

s = 255.75

answer.)s=255.75

explanation:

•divide 12,276' by 4'

•3069'/1'

• 1'=12"

• 3069' divided by 12"

•255.75

Because domain restrictions apply to this rational expression, x cannot be equal to {-2, 2}.

Domain restrictions are any points in the domain where the function will not have a value. This basically means that there is a point in the function where x will not work.

For the numerator, any value of x will suffice. We can have a value of 0 in the numerator, or a positive, negative, or decimal number.

However, the denominator cannot be equal to zero. This is due to the fact that a fraction bar represents division, and we cannot divide by zero.

Here,

x²-4=0

Add 4 to both sides:

x²-4+4 = 0+4

x² = 4

Take the square root of both sides:

√x² = √4

x = 2 or x = -2

The x cannot be equal to {-2, 2} as domain restrictions apply to this rational expression.

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Based on the fact that Tim forgot to refuel the vehicle and the amount per gallon at the rental place, Tim will have to pay an extra amount of d. $57.88.

According to the conditions, Tim will have to pay for the complete refueling of the car should he forget to refuel. He will also have to pay a $5.00 refueling fee.

The car is almost empty which means he will also pay for the entire capacity of the car.

The amount Tim will pay is:

= (Cost per gallon x Total fuel capacity) + Refueling fee

= (4.50 x 11.75) + 5

= $57.88

In conclusion, option D is correct.

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Answer:

yes, the following is a function

The maximum number of edges in a directed graph without any self-loops, having a total 6 of vertices is 15.

Edge:

In geometry, an edge is a particular type of line segment that connects two vertices of a polygon, polyhedron, or higher-dimensional polyhedron. In polygons, edges are line segments of the boundary and are often called polygon sides. In a polyhedron, or more generally a polytope, an edge is a line segment where two faces (or sides of a polyhedron) meet. A line segment connecting two vertices and passing inside or outside is called a diagonal, not an edge.

Directed graph:

A directed graph is a graph. A series of objects (called nodes or knots) connected together with all edges pointing from one node to another. A directed graph is sometimes called a directed graph or directed network. In contrast, graphs whose edges are bidirectional are called undirected graphs.

The graph containing maximum number of edge in a n node undirected graph without self loop is complete graph.

The number of edges in complete graph with n node, kₙ is

n(n − 1)/ 2

Now, based on the above formula:

   n( n -1) /2

= 6( 6 - 1)/2

= 5× 6/2 = 30/2 = 15

Therefore, The maximum number of edges in a directed graph without any self-loops, having a total 6 of vertices is 15.

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Answer:

x > -18

Step-by-step explanation:

10 ( x - 9 ) > -270

Treat the inequality like an equation,

Distribute first:

10 ( x - 9 ) > - 270

10x - 90 > -270

Inverse operations:

10x - 90 > -270

      +90    +90

10x > -180

/10     /10

x > -18

The grounded ends of the guy wires are 15 meters apart.

Using the Pythagorean theorem, we can calculate the length of the base (distance between the grounded ends of the guy wires).

Let's denote the length of the base as 'x.'

According to the problem, the height of the tower is 20 meters, and the length of each guy wire is 25 meters. Thus, we have a right triangle where the vertical leg is 20 meters and the hypotenuse is 25 meters.

Applying the Pythagorean theorem:

x² + 20² = 25²

x² + 400 = 625

x² = 225

x = √225

x = 15

Therefore, the grounded ends of the guy wires are 15 meters apart.

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The sum of integers is: S = n(a + l)/2

Integer numbers are those without fractional or decimal parts. When there are fewer numbers to add, it is possible to determine the sum of integers using basic mathematics. However, we employ the sum of integers formula if we need to add multiple consecutive integers at once. Our computations are made easier, and the amount of time we spend adding is reduced.

The sum of an arithmetic sequence's n terms is what is meant by the sum of integers formula. The formula for the sum of integers is:

S = n(a + l)/2

where,

S = sum of the consecutive integers

n= number of integers

a= first term

l = last term

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Answer:

NEED BETTER PICTURE

Step-by-step explanation:

Answer:

C is the answers for the question

Step-by-step explanation:

please mark me as brainlest

A. Class 1: {0,1,2}Class 2: {3,4,5}

B.  it is recurrent.

Using the definition of communication classes, we can see that states {0,1,2} form a class since they communicate with each other but not with any other state. Similarly, states {3,4,5} form another class since they communicate with each other but not with any other state.

Therefore, the classes are:

Class 1: {0,1,2}

Class 2: {3,4,5}

(b)

Within Class 1, all states communicate with each other so it is a closed communicating class. Therefore, it is recurrent.

Within Class 2, all states communicate with each other so it is a closed communicating class. Therefore, it is recurrent.

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The values for angle C, and sides a and c in the oblique triangle are:

C ≈ 45°

a ≈ 13.356

c ≈ 7.559

To find the values for angle C and sides a and c in an oblique triangle with given angles A = 115°, B = 20°, and side b = 4, we can use the Law of Sines. According to the Law of Sines, the ratio of the length of a side to the sine of its opposite angle is constant for all sides and angles in a triangle.

Let's proceed with the calculations:

Angle C:

Using the fact that the sum of angles in a triangle is 180°, we can find angle C:

C = 180° - A - B

C = 180° - 115° - 20°

C = 45°

Side a:

Using the Law of Sines:

a / sin(A) = b / sin(B)

a / sin(115°) = 4 / sin(20°)

a = (4 * sin(115°)) / sin(20°)

a ≈ 13.356

Side c:

Using the Law of Sines:

c / sin(C) = b / sin(B)

c / sin(45°) = 4 / sin(20°)

c = (4 * sin(45°)) / sin(20°)

c ≈ 7.559

Therefore, the values for angle C, and sides a and c in the oblique triangle are:

C ≈ 45°

a ≈ 13.356

c ≈ 7.559

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An increasing monotonic sequence is a sequence of numbers in which each term is greater than or equal to the preceding term.

We have,

An increasing monotonic sequence is a sequence of numbers in which each term is greater than or equal to the preceding term.

In other words,

The sequence is monotonically increasing, with no decreasing terms.

For example,

The sequence {1, 3, 5, 7, 9, ...} is an increasing monotonic sequence, as each term is greater than the one before it.

Thus,

An increasing monotonic sequence is a sequence of numbers in which each term is greater than or equal to the preceding term.

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The complete question

Increasing monotonic sequence:

Comparing the means of the two samples, we find that the difference between the means is significant. Therefore, we can reject the claim and conclude that male and female high school students have different exam scores.

To perform the two-sample t-test, we first calculate the standard error of the difference between the means using the formula:

SE = sqrt((s1^2 / n1) + (s2^2 / n2))

Where s1 and s2 are the population standard deviations of the male and female students respectively, and n1 and n2 are the sample sizes. Plugging in the values, we have:

SE = sqrt((47^2 / 49) + (4.3^2 / 53))

Next, we calculate the t-statistic using the formula:

t = (x1 - x2) / SE

Where x1 and x2 are the sample means. Plugging in the values, we have:

t = (239 - 21.1) / SE

We can then compare the t-value to the critical t-value at α = 0.01 with degrees of freedom equal to the sum of the sample sizes minus 2. If the t-value exceeds the critical t-value, we reject the null hypothesis.

In this case, the t-value is calculated and compared to the critical t-value using the provided standard normal distribution table. Since the t-value exceeds the critical t-value, we can reject the claim that male and female high school students have equal exam scores.

Therefore, the correct answer is:

B. Male and female high school students have different exam scores.

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Answer:

24

Step-by-step explanation:

3x-2y

3(6)-2(-3)

18-(-6)

18+6

24

Answer:

The answer is 24.

Step-by-step explanation:

3x-2y if x =6 and y= -3

3 times 6 equals 18

2 times -3 equals -6

18-(-6)=24

Using Lagrange multipliers, we can find the maximum and minimum values of the function f(x,y) = x²y subject to the constraint x² + y² = 1. The number of critical points is 1. The number of distinct values of f at the critical points is also 1. The maximum value of f is 1/2, and the minimum value of f is -1/2.

To use Lagrange multipliers, we first set up the equation:

∇f(x,y) = λ∇g(x,y)

where ∇f(x,y) and ∇g(x,y) are the gradients of the function f and the constraint g, respectively, and λ is the Lagrange multiplier.

We have:

∇f(x,y) = (2xy, x²)

∇g(x,y) = (2x, 2y)

So, the equation becomes:

(2xy, x²) = λ(2x, 2y)

which gives us two equations:

2xy = 2λx

x² = 2λy

From the constraint equation x² + y² = 1, we get:

y² = 1 - x²

Substituting this into the second equation, we get:

x² = 2λ(1 - x²)

Simplifying, we get:

(2λ + 1)x⁴ - 2λx² + 1 = 0

Solving for x² using the quadratic formula, we get:

x² = [2λ ± sqrt(4λ² - 4λ - 4)]/(4λ + 2)

We can simplify this to:

x² = [λ ± sqrt(λ² - λ - 1)]/(λ + 1)

Now, we can find the critical point(s) by setting the gradient of the constraint equal to zero:

∇g(x,y) = (2x, 2y) = (0, 0)

This gives us the point (0,1) or (0,-1).

Next, we evaluate the function at the critical point(s) and compare the values to find the maximum and minimum:

f(0,1) = 0, f(0,-1) = 0

So, we only have one critical point with a single value of f, and that value is 0.

To find the maximum and minimum, we substitute x² = 1 - y² into the equation for f and find the maximum and minimum values of f as y varies from -1 to 1:

f(x,y) = x²y = (1 - y²)y = y - y³

Taking the derivative and setting it equal to zero, we get:

dy/dx = 1 - 3y² = 0

Solving for y, we get y = ±1/sqrt(3).

Substituting this back into the function, we get:

f(1/sqrt(3)) = 1/(2sqrt(3)) = 0.2887 (maximum)

f(-1/sqrt(3)) = -1/(2sqrt(3)) = -0.2887 (minimum)

Therefore, the maximum value of f is 1/2 and the minimum value of f is -1/2.

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Answer:

6px

Step-by-step explanation:

hope this help

Answer:

-3/2

Step-by-step explanation:

The rate of change is the same as slope

Answer:  see proof below

Step-by-step explanation:

\(x^a=y^b=z^c\ =k\\\)

Then   \(x^a=k\qquad \rightarrow \qquad x=k^{\frac{1}{a}}\)

and    \(y^b=k\qquad \rightarrow \qquad y=k^{\frac{1}{b}}\)

and    \(z^c=k\qquad \rightarrow \qquad z=k^{\frac{1}{c}}\)

 y³ = x · z

\((k^{\frac{1}{b}})^3=k^{\frac{1}{a}}\cdot k^{\frac{1}{c}}\\\\k^\frac{3}{b}}=k^{\frac{1}{a}+\frac{1}{c}}\\\\\\\bold{\dfrac{3}{b}=\dfrac{1}{a}+\dfrac{1}{c}}\quad \checkmark\)

The critical region is determined based on the alpha level, which is the probability of making a Type I error (rejecting the null hypothesis when it is true). An alpha level of .01 means that there is a 1% chance of making a Type I error.

If Chastity ran a hypothesis test with an alpha level of .01 and her test statistic fell outside of the critical region, it means that the test statistic does not provide enough evidence to reject the null hypothesis.

In this case, Chastity should fail to reject the null hypothesis and accept it as the plausible explanation. This implies that there is not enough evidence to support the alternative hypothesis.

When a test statistic falls outside of the critical region, it indicates that the observed data is not extreme enough to reject the null hypothesis. The critical region is determined based on the alpha level, which is the probability of making a Type I error (rejecting the null hypothesis when it is true). An alpha level of .01 means that there is a 1% chance of making a Type I error.

In summary, when Chastity's test statistic falls outside of the critical region, she should fail to reject the null hypothesis and accept it as the plausible explanation. This means that there is not enough evidence to support the alternative hypothesis at the given alpha level of .01.

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\( \huge \boxed{ \tt2\dfrac{1}{8}}\)

Step-by-step explanation

\( \sf \rightarrow4 \dfrac{7}{8} - 2 \dfrac{3}{4} \)

\( \\ \\ \)

\( \sf \rightarrow\dfrac{39}{8} - \dfrac{11}{4} \)

\( \\ \\ \)

\( \sf \rightarrow \dfrac{ \frac{39 \times 8}{8} - \frac{11 \times 8}{4} }{8}\)

\( \\ \\ \)

\( \sf \rightarrow \dfrac{39 - 11 \times 2}{8}\)

\( \\ \\ \)

\( \sf \rightarrow \dfrac{39-22}{8}\)

\( \\ \\ \)

\( \sf \rightarrow \dfrac{17}{8}\)

\( \\ \\ \)

\( \sf \rightarrow 2\dfrac{1}{8}\)

Answer:

Step-by-step explanation:

= 18/60 x 100%

= 3/10 x 100%

= 3 x 10%

= 30%

For the given geometric series the value of the common ratio(r) is 3, while the value of a₁  is 1.

A series of numbers whose any two consecutive numbers are always in a common ratio of that series.

Given to us

Series,  1 3 9 27 81

To find the value of the common ratio(r), we will simply find the ratio of any two consecutive numbers, therefore,

\(r = ratio = \dfrac{3}{1} = 3\)

As we can see the common ratio of the given series is 3, therefore, every next number will be thrice the number before.

We need to find the value of a₁ for the given  series, and as we know that a₁ is the first number of the series with which the series is starting, therefore,

a₁  = 1

Hence, for the given geometric series the value of the common ratio(r) is 3, while the value of a₁  is 1.

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Answer: The value of p and q for which the system of equations represent coincident lines is p = 2 and q = 1.

Step-by-step explanation: To represent coincident lines, the two lines must be proportional. Therefore, the slope of the second line must be equal to the slope of the first line.

The slope of the first line is 3/2. The slope of the second line is p + 2q + 2/p + q + 1. Therefore, we set these two equal:

3/2 = p + 2q + 2/p + q + 1.

Cross multiplying, we get:

3(p + q + 1) = 2(p + 2q + 2).

Simplifying, we get:

3p + 3q + 3 = 2p + 4q + 4.

Combining like terms, we get:

p - q = 1.

Therefore, the value of p and q for which the system of equations represents coincident lines is p = 2 and q = 1.