The sales tax in Mike's home city is 8.25%. Mike buys a sweater for $49.95, two pair of slacks for $68.59 each, and a suit for $429.99. How much sales tax does Mike owe?

Answer:

x+5

Step-by-step explanation:

h(x/2) = 2(x/2) + 5 = x+5

Answer:

h(x/2 = x + 5

Step-by-step explanation:

In the given function h(x)=2x+5, replace x with x/2 to find h(x/2):

h(x/2) = 2(x/2) + 5, or

h(x/2 = x + 5

Answer:

                                                          (10 hours 11 minutes)

Step-by-step explanation:

\(3\frac13+4\frac34+2\frac1{10}=3+4+2+\frac13+\frac34+\frac1{10}=9+\frac{20}{60}+\frac{45}{60}+\frac6{60}=9+\frac{71}{60}=\\\\=9+1\frac{11}{60}=10\frac{11}{60}\)

Answer:

Step-by-step explanation:

Distributive property: a(b +c) = (a*b) + (a*c)

45 = 40 + 5

5* 45 = 5* (40 + 5)

         = 5*40 + 5*5

         = 200 + 25

         = 225

The equation of a line that passes through the point (4, 3) and has a slope of 1 / 2 is y = 1 / 2 x + 1.

The equation of a line that passes through a point can be describe as follows:

y = mx + b

where

Therefore, the line passes through (4, 3) and the slope is 1 / 2.

Hence, let's find the y-intercept using (4, 3)

y = 1 / 2 x + b

3 = 1 / 2 (4) + b

3 = 2 + b

b = 3 - 2

b = 1

Therefore, the equation of the line is y = 1 / 2 x + 1.

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To solve graphically this set of equations, we should first draw both lines and see the value of x at which the lines crosses

Both graphs can be drawn as follows

We can see that both graphs intersect at a negative value of x. With a more accurate graph, we can determine that both lines intersect at x=-2.

So the solution for this system of equation is x=-2.

Answer:

3 hours

Step-by-step explanation:

divide the time value by 60

Answer:

Leslie worked for 3 hours

Step-by-step explanation:

There are 60 minutes in an hour, so simply divide 180 by 60, and you will get your answer, which is 3

Hope that helps

The second part of the question involves the use of alphabet map that

links to the results of the question.

Correct response;

The formula for the distance between two points, (x₁, y₁), and (x₂, y₂) on

a coordinate plane is presented as follows;

\(Distance =\mathbf{ \sqrt{(x_2 - x_1)^2 + (y_2 - y_1)^2 } }\)

1. \(Distance = \sqrt{(-2 - (-2))^2 + (4 - (-3))^2} = \sqrt{7^2} =\mathbf{ 7}\)

2. \(Distance = \sqrt{(1 - (-7))^2 + (-1 - 5)^2} = \sqrt{100} = \mathbf{10}\)

3. \(Distance = \sqrt{(3 - (-2))^2 + (-2 - 3)^2} = \sqrt{50} = \mathbf{5 \cdot \sqrt{2} }\)

4. \(Distance = \sqrt{(-7 - (-6))^2 + (-5 - (-2))^2} = \mathbf{\sqrt{10} }\)

5. \(Distance = \sqrt{(-5 - (-2))^2 + (-5 - (-1))^2} =\sqrt{25} = \mathbf{5}\)

6. The possible correct coordinate points as obtained from an online source are;

(-2, 6) and (-10 -9)

\(Distance = \sqrt{(-10 - (-2))^2 + (-9 - 6)^2} = \sqrt{8^2 + 15^2} = \sqrt{289} = \mathbf{ 17}\)

7. \(Distance = \sqrt{(7 - 2)^2 + (0 - (-12))^2} = \mathbf{ 13}\)

8. \(Distance = \sqrt{(5 -3)^2 + (-3 - (-2))^2} = \mathbf{ \sqrt{5} }\)

9. \(Distance = \sqrt{(8 - (-4))^2 + (-4 - 5)^2} = \sqrt{225} = \mathbf{ 15}\)

The alphabet map obtained from a similar question, used for finding the

distance from the pitcher's rubber to the home plate in baseball is

presented as follows;

\(\begin{array}{|c|c|c|c|c|c|c|c|c|}7&\sqrt{5} &13&15&5&\sqrt{10} &17&10&5 \cdot \sqrt{2} \\C&E&F&H&I&N&S&T&X\end{array}\right] \)

The question number code to be used for finding the distance from the

pitcher's rubber obtained online and completed is presented as follows;

\(\begin{array}{ccccccccccc}Corresponding \ letter& S&I&X&&F&E&E&T\\Response \ value&17&5&5\cdot \sqrt{2}&&13 &\sqrt{5} &\sqrt{5}&10 \\Question \ number &6&5&3&&7&8&8&2\\\\\\Corresponding \ letter & S&I&X&&I&N&C&H&E&S\\Response \ value & 17&5&5 \cdot \sqrt{2} &&5&\sqrt{10} &7&15&\sqrt{5}&17 \\Question \ number &6&5&3&&5&4&1&9&8&6\end{array}\right] \)

Therefore;

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Answer:

112 Degrees

Step-by-step explanation:

46+90=136

360-136=224

224/2=112

112 Degrees

Answer:

122

Step-by-step explanation:

46 + 90 = 136

360 - 136 = 224

224 ÷ 2 = 122

The function values.

To evaluate the function g(x) = 8 - x / 8 + 7 at the indicated values, we need to substitute the values into the function and simplify.

g(2) = 8 - 2 / 8 + 7 = 6 / 15 = 2 / 5

g(-8) = 8 - (-8) / 8 + 7 = 16 / 15 = 16 / 15

g(1/2) = 8 - (1/2) / 8 + 7 = (15.5) / 15 = 31 / 30

g(a) = 8 - a / 8 + 7 = (15 - a) / 15

g(a - 8) = 8 - (a - 8) / 8 + 7 = (16 - a) / 15

g(x^2 - 8) = 8 - (x^2 - 8) / 8 + 7 = (16 - x^2) / 15

So, the function values are:
g(2) = 2 / 5
g(-8) = 16 / 15
g(1/2) = 31 / 30
g(a) = (15 - a) / 15
g(a - 8) = (16 - a) / 15
g(x^2 - 8) = (16 - x^2) / 15

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Yes, a hole in a function is considered a type of discontinuity. A hole occurs when a point is missing from the graph of a function, which causes the graph to have a break in it.

A discontinuity is a break or jump in the graph of a function. A hole in a function is a type of discontinuity where a point is missing from the graph, causing the graph to have a break in it. This type of discontinuity is usually caused by a function having a denominator that is equal to zero, as this creates an undefined point on the graph. This can also occur when two parts of the function are not connected, causing an open gap in the graph. In both cases, the graph is not continuous and has a discontinuity at the point where the hole is present.

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Yes, the function has a hole in discontinuity.

The term function in math is called as a rule that gives value of a dependent variable that corresponds to specified values of one or more independent variables.

Here we to identify is a hole in a function a discontinuity.

the term discontinuity is defined as is discontinuous at a point if it becomes undefined or the limit at that point does not exist. And whether this point is known as the point of discontinuity.

While we looking the hole on a graph looks like a hollow circle. And which  represents the fact that the function approaches the point, here it is not actually defined on that precise value. Where the major reason why this function is not defined at is because is not in the domain of the function.

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You need to buy 3.625 yards of fabric to have enough for your project.

To find out how many yards of fabric you need to buy, you can subtract the amount of fabric you already have from the total amount of fabric needed for the project.

Total amount of fabric needed - Fabric you already have = Fabric you need to buy

6.5 yards - 2.875 yards = 3.625 yards

so we can say that:

You need to buy 3.625 yards of fabric to have enough for your project.

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The value of x is 111°

Arc angle theorem states that If two chords intersect inside a circle, then the measure of each angle is one-half the sum of the measures of the arcs intercepted by the angle and its vertical angle.

Representing the arc angle of x by y

y = 180-137( angle on straight line)

y = 43°

Therefore;

y = 1/2 ( x-25)

43 = 1/2 ( x-25)

86 = x-25

x = 86+25

x = 111

therefore the value of x is 111°

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By understanding the properties of each shape, Omar can gain a better understanding of how they are related to one another and avoid making incorrect statements in the future.

(a) Omar made two incorrect statements about squares. Firstly, he claimed that rectangles are always squares, which is not true. Rectangles are quadrilaterals with four right angles, but they do not necessarily have equal sides like squares do. Secondly, he claimed that rhombuses are never squares, which is also not true. A square is a special case of a rhombus where all sides are equal, so all squares are rhombuses.

(b) To explain the relationships among rectangles, squares, rhombuses, and trapezoids, we need to understand their properties and how they are related to one another.

A rectangle is a quadrilateral with four right angles. It has opposite sides that are parallel and equal in length. All squares are rectangles, but not all rectangles are squares.

A square is a special type of rectangle where all sides are equal in length. It has four right angles, and opposite sides are parallel.

A rhombus is a quadrilateral with all sides equal in length. It does not necessarily have right angles, but opposite sides are parallel like a rectangle. All squares are rhombuses, but not all rhombuses are squares.

A trapezoid is a quadrilateral with one pair of opposite sides parallel. It can have two right angles, but it does not necessarily have any right angles. A trapezoid can be a square if its non-parallel sides are also equal in length.

We can illustrate the relationships among these shapes in a Venn diagram. All squares are rectangles and rhombuses, but not all rectangles and rhombuses are squares. Some trapezoids can also be squares, but not all trapezoids are squares.

To explain this to Omar, we could start by pointing out that squares are a special type of both rectangles and rhombuses, but not all rectangles or rhombuses are squares. We could use examples of each shape to illustrate their properties and how they differ from one another. We could also demonstrate how a trapezoid can be a square if its non-parallel sides are also equal in length.

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Answer:

1st one, 4th one, and 5th one

Step-by-step explanation:

Answer:

red, blue and purple

hey There!

for the first one

2*2=4

4*2=8

8*2= 16 so blue is correct

8*8=64 so cyan is not correct

2^8=256 so yellow is not correct

4*4=16 so red is correct

2^4 is the same as 2*2*2*2 which equals 16 so purple is also correct

Jill should expect an additional 30 to 45 hours of homework each week.

As a general rule of thumb, students can expect to spend 2-3 hours of homework for each hour spent in class. This means that for a 15 credit hour course load, Jill can expect to spend an additional 30 to 45 hours on homework each week.

However, this is just a rough estimate and the actual amount of time required will depend on the difficulty of the courses, the teaching style of the instructors, and the individual study habits and ability of the student. Additionally, some courses may require more time spent on projects, reading, or other assignments that are not factored into this estimate.

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The appropriate test statistic for each problem is given as follows:

1. z-distribution: \(z = \frac{\overline{x} - \mu}{\frac{\sigma}{\sqrt{n}}}\)

2. t-distribution: \(t = \frac{\overline{x} - \mu}{\frac{s}{\sqrt{n}}}\)

3. t-distribution: \(t = \frac{\overline{x} - \mu}{\frac{s}{\sqrt{n}}}\)

4. t-distribution: \(t = \frac{\overline{x} - \mu}{\frac{s}{\sqrt{n}}}\)

5. z-distribution: \(z = \frac{\overline{x} - \mu}{\frac{\sigma}{\sqrt{n}}}\)

The choice of which distribution to use depends if we have the sample or the population standard deviation, as follows:

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Answer: 0.113636364

Step-by-step explanation:

4.5 / 39.6 = 0.113636364

Or do you mean 39.6 ÷ 4.5?

39.6 ÷ 4.5 = 8.8

Answer: 39.6 divide by 4.5 = 8.8

Step-by-step explanation:

------

Answer: C

Step-by-step explanation:

Answer:

its B

Step-by-step explanation:

took the test on ap ex

The given population is growing exponentially at a rate of 15.53% per year, and we are required to calculate how long it will take the population to quadruple.

Let's denote the initial population as P₀ and the time it takes to quadruple as t, the final population is four times the initial population. That is, P = 4P₀.Therefore, the formula for population growth is as follows:P = P₀ert,where P is the final population,P₀ is the initial population, e is the Euler number (the base of the natural logarithm), r is the annual growth rate (as a decimal), and t is the number of years.So, let's plug in the provided values:4P₀ = P₀e0.1553tt = (ln 4)/0.1553. Let's simplify the above formula of exponential growth to find the value of t that we need to use.4 = e0.1553t(ln 4) = 0.1553t(ln e) = t/6.75t = 6.75(ln 4)/0.1553 ≈ 17.43Therefore, the population will take approximately 17.43 years to quadruple.

In conclusion, the population will take around 17.43 years to quadruple.

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Answer: 20.8

Step-by-step explanation:

Since it is an equilateral triangle, we know the bottom is also 24. We also know that line E is bisecting the base. So using the smaller right triangle we know that the hypotenuse is 24 and one leg is 12. So use the Pythagorean theorem.

\(a^{2} +b^{2} =c^{2} \\12^{2} +b^{2} =24^{2} \\144+b^{2} =576\\b^{2} = 432\\b= 20.8\)

True , Every matrix transformation is a linear transformation.

Is there a linear transformation for every matrix operation?

Despite the fact that every linear transformation is a matrix transformation, not all linear transformations are matrix transformations.      

                                    Because of this, it's possible that we'll encounter a linear transformation in which we're unable to locate a matrix to carry out the mapping.

What alteration does matrix entail?

In a two-dimensional or three-dimensional space, the transformation matrix converts one vector into another vector, which may be comprehended geometrically.

                                    Stretching, squeezing, rotation, reflection, and orthogonal projection are some of the often utilized transformations.

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Here, we want to know the percentage that is 1 standard deviation above the mean and 1 standard deviation below the mean

The expression that is equivilant to (3d^4)^2 is 9d^8

From the question, we have the following parameters that can be used in our computation:

(3d^4)^2

Remove the bracket

So, we have the following representation

3^2 * d^(4*2)

Evaluate the exponents

9 * d^8

So, we have

9d^8

Hence, the expression is 9d^8

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Answer:

1) B

2) B

Step-by-step explanation:

The only two factors of 17 are 1 and 17

and a multiple of 8 is 48 (6x8)

have a great day, also can I please be brianliest :)

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Explanation:

I recommend drawing it out to see what's going on. See the drawing below.

In the diagram, both angles are in the northeast corner of their four-corner configurations. They are both congruent corresponding angles. So that's why the second angle is also 95 degrees.

Side note: we could replace "northeast" with any of the other directions on the compass (such as southwest). All that matters is that they are in the same configuration.

Given, a sequence of transformations is described below.1. A horizontal stretch about a vertical line PQ.2. A translation.3. Another horizontal stretch about PQ.4. A reflection over PQ.A horizontal stretch about a vertical line PQ stretches an object in the horizontal direction, but does not change its height.

If the point P(2, 3) is the left end of a horizontal line segment and Q(2, 8) is the right end, then the line segment can be stretched horizontally by multiplying the x-coordinates of all its points by some number k greater than 1 (or less than -1, if the segment is to be stretched to the left). So, a horizontal stretch about the vertical line PQ can be defined by mapping point P to P', where P' is k times the horizontal distance from P to PQ, and similarly for all other points. In other words, the transformation can be written as: (x,y)→(k(x-xP)+xP,y) Here, k is the scale factor of the stretch, and xP is the x-coordinate of point P.

For example, if k = 2, then the segment will be stretched horizontally by a factor of 2.The translation of an object in a plane means moving it from one place to another, so that all its points are shifted by the same amount. A translation can be described by a vector (a,b), which represents the amount and direction of the shift. For example, if the vector is (3,4), then each point (x,y) of the object will be shifted to a new point (x+3,y+4). The second horizontal stretch about PQ will be same as the first one, but with different scale factor. A reflection over PQ will flip all points of the object over PQ.

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