You ordered from an online company. The original price of the item is $65. The item is on sale for 10%, and you have a coupon for an additional 15%. Applying one discount at a time, what is the final price?
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Answer:

yes Bro it is correct ar u writing an exam

Answer:

y = - x + 6

Step-by-step explanation:

\( point \: slope: y - y_{1} = m(x - x_{1})\)

as y is the y coordinate of the final point , y1 is the y coordinate of the initial point, m is the slope or gradient of the line, x is the x coordinate of the final point, and x1 is the x coordinate of the initial point.

given (-1,7) and (2,4). 7 = y1, 4 = y, -1 = x1, 2 = x.

when substituted into the equation the unknown variable is the slope which we are solving for.

y-y1=m(x-x1) ; y = 4, y1 = 7, x = 2, x1 = -1

(given)

4-7 = m(2--1)

(substitution property of equality)

-3 = m(2--1)

(subtraction property of equality)

-3 = m(3)

(subtraction property of equality)

-3 = 3m

(multiplication property)

-1 = m.

(division property of equality)

m = -1

(symmetric property of equality)

_____________________________

once m is solved you just need the initial values to solve for the actual equation.

y - y1 = m (x - x1) ; y1 = 7, m = -1, x1 = -1

(given)

y - 7 = -1 (x - -1)

(substitution property of equality)

y - 7 = -1 (x + 1)

(subtraction property if equality)

y - 7 = -x - 1

(distributive property of equality)

y = -x - 1 + 7

(addition property of equality)

y = -x + 6

(addition property of equality)

Answer:

get from (4,1) to (2,9) go up 8 and over 2 left (-2) - (4 - 2, 1 + 8), do this again (2 - 2, 9+8) and end up at (0,17) which is the y how do you change 7x+3y=3 into slope intercept form.

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11. Angle KEF = 40°, Angle KEJ = 50°

12. Angle HEF = 115°, Angle KED = 140°

13. Angle JEF = 90°, Angle KEF = 90°

14.   Angle DEF = 180°

The study of points, lines, and shapes in two and three dimensions, as well as their properties and relationships, is the focus of the mathematical discipline known as geometry.

11.  Acute angles: Those angles are less than 90 degree angles.

     Angle KEF = 40°

     Angle KEJ = 50°

     Angle KEH = 75°

     Angle JEH = 25°

     Angle HED = 65°

12. Obtuse angles: Those angles are more than 90 degree angles.

     Angle HEF = 115°

     Angle KED = 140°

13. Right angle: Those angles are 90 degree angle.

     Angle JEF = 90°

     Angle KEF = 90°

14. Straight angle: Those angles make 180 degree angle.

     Angle DEF = 180°

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When is a standard normal random variable, the probability of P(–1.20 ≤ z ≤ 1.50) is 0.8181.

The probability illustrates the likelihood of events.

From the information, it's important to note that P(–1.20 ≤ z ≤ 1.50) will be:

= P(Z ≤ 1.50) - P(Z ≤ -1.20)

= P(Z ≤ 1.50) - [1 - P(Z ≤ -1.20)]

It should be noted that by using the normal z table, the probability of the corresponding z score will be 0.9332 and 0.8849.

This will be:

= 0.9332 - (1 - 0.8849)

= 0.8181

Therefore, the probability is 0.8181.

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Answer:

The percentage of 18 people out of 50 is 36 %

Step-by-step explanation:

The percentage refers to the per hundred or hundredths and is ended with the symbol %.  By dividing two amounts, ratios and percentages are both used to compare the two amounts.

so,

Therefore the percentage of 18 people out of 50 people is 36 %.

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The width of the cooling tower at the base of the structure is 40 meters.

Given equation

x²/400 -(y-90)²/1600=1

Solving for the width

Cooling tower width =2√400

Cooling tower width=2×20

Cooling tower width=40 meters

Therefore the correct option is D. 40 meters.

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Answer:

40

Step-by-step explanation:

There is evidence to suggest that high-income individuals have higher credit scores than the general population.

In order to test if high-income individuals have higher credit scores, do a one-sample t-test with the following hypotheses:

Null hypothesis: The true mean credit score of high-income individuals is not higher than 700.

Alternative hypothesis: The true mean credit score of high-income individuals is higher than 700.

Choose a one-sided alternative hypothesis because of the interest in whether the mean credit score is higher for high-income individuals.

The test statistic for the one-sample t-test is calculated as:

t = (x bar - μ) / (s / √n)

where x bar is the sample mean, μ is the hypothesized population mean, s is the sample standard deviation, and n is the sample size.

Plugging in the values:

t = (720.3 - 700) / (82.3 / √37) = 2.16

The degrees of freedom for the t-distribution is n - 1 = 36. Using a t-table or calculator, it is deduced that the p-value for this test is 0.019, which is less than the significance level of 0.05.

Therefore, we reject the null hypothesis and conclude that there is evidence to suggest that high-income individuals have higher credit scores than the general population.

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Integers are whole numbers. They have no fractional part. The difference is that integers include negative numbers while whole numbers count from 0 upwards. It means that whole numbers are positive

Therefore,

a. 6 is a whole number and also an integer

b. - 208 is an integer

c. 0 is a whole number and an integer

d. 10/11 is neither a whole number nor an integer

f. -1 is an integer

g. 15.01 is neither a whole number nor an integer

h. 53 is an integer and a whole number

i. 9/19 is neither a whole number nor an integer

j. 91 is an integer and a whole number

Answer: 21

Step-by-step explanation:  im not guessing im a certified expert at calculus and have a masters degree in mathmatics so yeah

Answer:

21

Step-by-step explanation:

I did the test

Hope this helps :)

Answer: It is a function because they are.

Step-by-step explanation:

Answer:

940.8 N

1254.4 N

Step-by-step explanation:

I would think the questions would be to calculate the forces at the top of the cube and at the sides. Thus:

On the top:

F = pressure * area

P = density * gravity * height

the height would be:

1m - 0.4m = 0.6m

replacing:

P = 1000 * 9.8 * 0.6 = 5880

A = (0.4) ^ 2 = 0.16

F = 5880 * 0.16

F = 940.8 N

On the sides:

dF = d * g * h * dA

dA = 0.4 * dh replacing

dF = 1000 * 9.8 * h * 0.4 * dh

dF = 3920 * h * dh

We integrate both sides and we have:

F = 3920 * (h ^ 2/2), h = 0.6 up to h = 1

F = (3920/2) * (1 ^ 2 - 0.6 ^ 2)

F = 1254.4 N

Answer:

\(x=\frac{3-\sqrt{-11} }{2}\) and \(x=\frac{3+\sqrt{-11} }{2}\)

Step-by-step explanation:

Answer:

Step-by-step explanation:

a) 2x-6 is equivalent to 1) -6+2x

b) 5/3-x+1/3 is equivalent to 4) x-3+x

c) 2x-3 is equivalent to 3) -6.9++4.9

d) 3x+0 is equivalent to 2) 3x

e) 3/5-13/5 is equivalent to 5) 3/2x+2+1/2x

Rounded to the nearest tenth, the acceleration in inches per second squared is approximately 15222.8 in/s².

To convert the acceleration from meters per second squared (m/s²) to inches per second squared (in/s²), we need to use the conversion factor between the two units.

1 meter is equal to 39.37 inches.

To convert the units, we can set up the following conversion factor:

1 m/s² = (39.37 in/m)^2 = 1550.0031 in/s²

Now, we can multiply the given acceleration in m/s² by the conversion factor to obtain the acceleration in in/s²:

Acceleration in in/s² = 9.81 m/s² * 1550.0031 in/s²

Acceleration in in/s² ≈ 15222.7568 in/s²

Rounded to the nearest tenth, the acceleration in inches per second squared is approximately 15222.8 in/s².

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Answer:

3 chairs

Step-by-step explanation:

how many 1/6 are in 1/2

1/2 ÷ 1/6  ⇒  1/2 × 6/1  ⇒  6/2 or 3

The vector product axb has a magnitude of 3.62 cm^2 and points in the negative z-direction.

To find the vector product of axb, we first need to find the cross product of the two vectors, which is given by the following formula: axb = |a| |b| sin(theta) n,

where |a| and |b| are the magnitudes of vectors a and b, respectively, theta is the angle between the two vectors (which is 120 degrees in this case), and n is a unit vector perpendicular to both a and b, given by the right-hand rule.

Using this formula, we can calculate the magnitude of the vector product as follows:

|axb| = |a| |b| sin(theta) = (2.80 cm) (1.90 cm) sin(120 degrees) = 3.62 cm^2

Next, we need to determine the direction of the vector product. Since the two vectors are in different quadrants, we can use the right-hand rule to determine the direction of n. If we point our right thumb in the direction of a and our right index finger in the direction of b, then the direction of n is given by the direction of our right middle finger.

In this case, since a is in the first quadrant and b is in the fourth quadrant, n points in the negative z-direction.

In summary, the magnitude of the vector product axb is 3.62 cm^2 and it points in the negative z-direction. The vector product represents the area of a parallelogram formed by the two vectors a and b, with the direction of the vector product given by the right-hand rule.

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The value of diameter and radius of circle is 7 cm and 3.5cm.

According to the statement

we have given that the a figure of circle and we have to find the radius and the diameter of the circle.

So, We know that the

The radius of a circle runs from its center to its edge, the diameter runs from edge to edge and cuts through the center.

Here from the figure it is clear that the

Diameter of circle = 7cm

and the radius of circle we have to find

So,

Radius of circle = Diameter /2

Substitute the values in it then

Radius of circle = 7cm /2

Radius of circle = 3.5 cm.

So, The value of diameter and radius of circle is 7 cm and 3.5cm.

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Given:

To find V:

Taking cube root on both sides we get,

Thus, the value of V is,

The range of the equation f(x) = 3ˣ ⁻ ¹ - 2 is  y > -2

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

f(x) = 3ˣ ⁻ ¹ - 2

The above equation is an exponential function

The rule of an exponential function is that

In this case, it is -2

So, the range is y > -2

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Answer:

B) 8\(^{15}\)

Step-by-step explanation:

8³ × 8\(^{12}\)

When multiplying numbers with indices, you add the indices

3+12 = 15

so 8\(^{15}\)

Answer:

Step-by-step explanation:

To determine if the graphs of two linear equations are parallel, we need to compare their slopes. If the slopes are equal, then the lines are parallel. If the slopes are not equal, then the lines are not parallel.

In case (a), the two equations are y = x + 3 and y = x + 6. Both equations have a slope of 1, which means the lines have the same steepness. However, the y-intercepts are different (3 and 6), which means the lines are shifted up or down relative to each other. Since the slopes are equal, but the y-intercepts are different, the lines are parallel.

In case (b), the two equations are y = 4x - 1 and y = 1 - 4x. Both equations have a slope of -4, which means the lines have the same steepness. However, the y-intercepts are different (-1 and 1), which means the lines are shifted up or down relative to each other. Since the slopes are equal, but the y-intercepts are different, the lines are not parallel.

In case (c), the two equations are y = 2x - 3 and y = -2x + 3. The slopes of the two equations are 2 and -2, which are negative reciprocals of each other. This means the lines are perpendicular, not parallel.

In case (d), the two equations are 3y = x - 12 and 6y = 2x + 12. We can rewrite these equations in slope-intercept form by solving for y. The first equation becomes y = (1/3)x - 4 and the second equation becomes y = (1/2)x + 2. The slopes of the two equations are 1/3 and 1/2, which are not equal. Therefore, the lines are not parallel.

Answer:

22. Parallel

23. Not parallel

24. Not parallel

25. Parallel

Step-by-step explanation:

The slope equation form of a line is

y = mx + b

where

m = slope

b = y-intercept

If two lines are parallel their slopes, the value of m will be the same, in slope-intercept form

Q22

y = x + 33 → slope = 1
y = x + 6 →  slope = 1

Slopes are the same with = 1
Hence  the lines are parallel

Q23
y = 2x - 3  →  slope m = 2
y = -2x + 3  →  slope m = -2
Slopes not equal hence not parallel

Q24
y = 4x - 1 →  slope = 4
y = 1 --4x or y = - 4x + 1  → slope = - 4  

Slopes are different, hence not parallel

Q25
3y = x - 12
6y = 2x + 12

Divide the first equation by 3
=> 3y/3 = x/3 - 12/3
=> y = x/3 -4    →   slope = 1/3

Divide the second equation by 6
6y/6 = 2x/6 + 12/6
y = x/3 + 2  →   slope = 1/3

Slopes are same, hence parallel

Answer:

a) \(P(X=2)=(4C2)(0.375)^2 (1-0.375)^{4-2}=0.330\)  

b) \(P(X\geq 2)=1-P(X< 2)=1-[P(X=0)+P(X=1)]\)

\(P(X=0)=(4C0)(0.375)^0 (1-0.375)^{4-0}=0.153\)  

\(P(X=1)=(4C1)(0.375)^1 (1-0.375)^{4-1}=0.366\)  

And replacing we got:

\(P(X\geq 2)=1-P(X< 2)=1-[0.153+0.366]=0.481\)

Step-by-step explanation:

Let X the random variable of interest, on this case we now that:  

\(X \sim Binom(n=4, p=0.375)\)  

The probability mass function for the Binomial distribution is given as:  

\(P(X)=(nCx)(p)^x (1-p)^{n-x}\)  

Where (nCx) means combinatory and it's given by this formula:  

\(nCx=\frac{n!}{(n-x)! x!}\)  

Part a

\(P(X=2)=(4C2)(0.375)^2 (1-0.375)^{4-2}=0.330\)  

Part b

\(P(X\geq 2)=1-P(X< 2)=1-[P(X=0)+P(X=1)]\)

\(P(X=0)=(4C0)(0.375)^0 (1-0.375)^{4-0}=0.153\)  

\(P(X=1)=(4C1)(0.375)^1 (1-0.375)^{4-1}=0.366\)  

And replacing we got:

\(P(X\geq 2)=1-P(X< 2)=1-[0.153+0.366]=0.481\)

During the exponential phase, e.coli bacteria in a culture increase in number at a rate proportional to the current population. If growth rate is 1.9% per minute and the current population is 172.0 million, the population 7.2 minutes from now can be calculated using the following formula:

P(t) = P ₀e^(rt)where ,P₀ = initial population r = growth rate (as a decimal) andt = time (in minutes)Substituting the given values, P₀ = 172.0 million r = 1.9% per minute = 0.019 per minute (as a decimal)t = 7.2 minutes

The population after 7.2 minutes will be:P(7.2) = 172.0 million * e^(0.019*7.2)≈ 234.0 million (rounded to the nearest tenth)Therefore, the population of e.coli bacteria 7.2 minutes from now will be approximately 234.0 million.

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Answer:

12x+18=78

Step-by-step explanation:

12x+18=78

     -18   -18

12x=60

x=5

Using the binomial distribution, it is found that there is a 0.3154 = 31.54% probability that among the students in the sample at least 6 are female.

The formula is:

\(P(X = x) = C_{n,x}.p^{x}.(1-p)^{n-x}\)

\(C_{n,x} = \frac{n!}{x!(n-x)!}\)

The parameters are:

In this problem:

The probability that among the students in the sample at least 6 are female is given by:

\(P(X \geq 6) = P(X = 6) + P(X = 7) + P(X = 8)\)

In which:

\(P(X = x) = C_{n,x}.p^{x}.(1-p)^{n-x}\)

\(P(X = 6) = C_{8,6}.(0.6)^{6}.(0.4)^{2} = 0.2090\)

\(P(X = 7) = C_{8,7}.(0.6)^{7}.(0.4)^{1} = 0.0896\)

\(P(X = 8) = C_{8,8}.(0.6)^{8}.(0.4)^{0} = 0.0168\)

Then:

\(P(X \geq 6) = P(X = 6) + P(X = 7) + P(X = 8) = 0.2090 + 0.0896 + 0.0168 = 0.3154\)

0.3154 = 31.54% probability that among the students in the sample at least 6 are female.

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The number of quilt they need to make is 182.

We are given that;

Scores they made= 118

Measure=4inch

Now,

we need to convert the dimensions of the quilt from feet and inches to inches only. To do this, we multiply 5 by 12 to get 60 inches for the length, and we multiply 6 2/3 by 12 to get 80 inches for the width.

Multiply 60 by 80 to get 4800 square inches for the area.

Also we multiply 4 by 4 to get 16 square inches for the area of one square.

we divide 4800 by 16 to get 300 squares for the total number of squares.

To find how many more they need to make. we subtract 118 from 300 to get 182 squares for the remaining number of squares.

Therefore, by area the answer will be 182 more squares.

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