Answer:
58 miles per hour
Step-by-step explanation:
First you need to divide 80 by 10 to see how many miles she was over the speed limit.
80/10 = 8 miles over the speed limit.
The speed limit was 50, so 50 + 8 = 58 miles.
So Cathy was driving at 58 miles per hour
Answer:
58mph
Step-by-step explanation:
Given:
Each mph over the speed limit gets fined $10
or mathematically, rate of fine = $10/mph
also, total fine was $80.
Number of mph over the speed limit,
= total fine ÷ rate of fine
= $80 ÷ $10/mph
= 8 mph.
Given that the speed limit was 50 mph, Cathy's final speed,
= speed limit + number of mph over speed limit
= 50 + 8
= 58 mph
The most common source of income is employment.
true or false?
Answer:
The most common source of income is business ownership. A. True.
Step-by-step explanation:
The most common source of income is employment. Other sources of income may include investments, business profits, or government assistance.
Explanation:The statement "The most common source of income is employment" is true.
Employment is the main source of income for the majority of people worldwide. It refers to a person's work for which they receive financial compensation in the form of wages or salary. Other sources of income may include investments, business profits, or government assistance, but employment is the most common and reliable.
Examples of employment include working in various sectors such as healthcare, technology, education, manufacturing, and services.
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Use the following net to find the surface area of the solid figure it represents.
For this case we have that by definition, the surface area of a cylinder is given by:[tex]SA = LA + 2B[/tex]
Where:
LA: It is the lateral area of the cylinder
B: It is the area of the base
We have as data that:
[tex]LA = 75.36 \ cm ^ 2\\B = 28.26 \ cm ^ 2[/tex]
Substituting:
[tex]SA = 75.36 + 2 (28.26)\\SA = 75.36 + 56.52\\SA = 131.88[/tex]
Finally, the surface area is:
[tex]131.88 \ cm ^ 2[/tex]
Answer:
Option D
Answer:
The solid formed is a cylinder
The total surface area is [tex]131.88cm^2[/tex]
Step-by-step explanation:
The given net is made up of a rectangle and two circles.
The total surface area is the area of the rectangle plus the area of the two circles.
This implies that:
[tex]S.A=75.36+2(28.26)[/tex]
[tex]\implies S.A=75.36+56.52[/tex]
[tex]\implies S.A=131.88cm^2[/tex]
The rectangular surface can be folded into the curved surface of a cylinder with the two circles becoming the lid.
NEED HELP WITH A MATH QUESTION
Answer:
33π square units
Step-by-step explanation:
The area of a sector is given by this formula. The larger sector angle is 2π-π/6 = 11π/6 radians.
A = (1/2)r²θ = (1/2)6²(11π/6) = 33π . . . . square units
Answer:
Area of larger sector = 33π units²
Step-by-step explanation:
Points to remember
Area of circle = πr²
Where 'r' is the radius of circle
To find the area of circle
Here r = 6 units
Area = πr²
= π * 6²
= 36π units²
To find area of large sector
The central angle of larger sector = 360 - 30 = 330
Area of larger circle = (330/360) * area of circle
= (330/360) * 36π
= 33π units²
draw a diagram for this statement
eight percent of the 320 students like sports
use your diagram to determine the number of students who do not like sports
Approximately 26 out of 320 students like sports. Therefore, about 294 students do not like sports.
Explanation:To draw a diagram for the given statement, we begin with understanding that the total of 320 students represents 100%. Therefore, if 8% of the students like sports, we would multiply 320 by 0.08 (or 8%).
The calculation would be:
320 * 0.08 = 25.6
However, because we cannot have a fractional student, we round this figure to 26. This implies that about 26 students like sports.
To calculate the number of students who do not like sports, subtract the number that do from the total, which is 320. That calculation would be:
320 - 26 = 294
Therefore, approximately 294 students do not like sports.
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Given the geometric sequence where a1 = 4 and the common ratio is 3, what is the domain for n?
A) All integers where n ≥ 1
B) All integers where > 1
C) All integers where n ≥ 4
D) All real numbers
Answer:
The correct option is A.
Step-by-step explanation:
According to statement a1 = 4 and r = 3. This shows that r is greater than 1.
If r is greater than 1 than it includes integers greater than 1 or equal to 1. It does not include all the real numbers because real numbers include negative numbers also.
If starting value is 4,if we put n=0, then we get 4, but if we put a negative value than we would get a number which is not a part of our sequence. Thus the correct option is All integers where n ≥ 1....
Answer:
The answer is A. All integers where n > 1
Step-by-step explanation:
The domian for n is restricted and cannot be less than 1 and the domain is the x value while 4 would be a y value.
PLEASE HELP!!!!!
Mario sold concessions during the hockey tournament at the high school. He sold bottled water for $2.50 each and hamburgers for $5.50 each. By the end of the tournament, Mario’s sold 350 items for a total of $1,325. Which statements about the concession sales are true? Check all that apply.
A-The variable x could represent the number of bottles of water sold.
B-The variable x could represent the total sales amount for the bottled water.
C-The variable y could represent the total sales amount for the hamburgers.
D-The variable y could represent the number of hamburgers sold.
E-The system of equations that could represent the concession sales is
2.50x + 5.50y = 1,325
x+y=350
F-The system of equations that could represent this situation is
x+y=1,325
Answer:
A, D, E (probably preferred)
B, C, F (also true)
Step-by-step explanation:
"This situation" problems are almost always ambiguous. The first problem is to figure out what it is about "this situation" that you want to model.
__
If we want to model concession stand revenue in a general way, then statements B, C, and F could represent "this situation." No specific values can be determined from this model.
__
More likely, we want to model the details of sales and revenue, so we want to know the exact numbers of water bottles and hamburgers that were sold. For "this situation," we can assign variables to the numbers of items of each type, and write equations for the total number of items and for the revenue their sales generates. Appropriate statements about this interpretation of the problem are those of A, D, and E:
A: x could represent bottles sold
D: y could represent hamburgers sold
E: The system of equations could be 2.50x +5.50y = 1325; x +y = 350.
_____
The solution to the last model is 200 bottles were sold for revenue of $500, and 150 hamburgers were sold for revenue of $825.
Answer:
A-The variable x could represent the number of bottles of water sold.
D-The variable y could represent the number of hamburgers sold.
E-The system of equations that could represent the concession sales is
2.50x + 5.50y = 1,325
x+y=350
Step-by-step explanation:
When doing a system of equations you need variables and constants, in this case it´s easy to know what are the constants, since they are given directly to you by the problem, the constan 1 is the cost of the bottled water, the cost of each hamburger, the number of items sold and the total sum of the sells.
The only variables that we have are the number of items sold, we are going to express them with X and Y, the cost of the number of bottles of water sold will be expressed with the letter X and the number of hamburgers sold will be expressed by the letter Y.
find the outlier in the data:46, 65, 38, 42, 45, 46, 48, 42. how does the outlier affect the mean? if necessary, round to the nearest tenth?
pls help lol
Answer:
65
Step-by-step explanation:
The outlier made the mean bigger/greater. Rounded to the nearest tenth it would be 40.8.
Proportions in Triangles (8)
Answer:
not really sure maybe 12
Answer:
8 / 12 = x / 18
8 * 18 / 12 = x
x = 12
Step-by-step explanation:
The Taieri Plain in New Zealand is 6 feet below sea level (or –6 feet). If you are standing 3 feet above sea level, is your elevation the opposite of the elevation of the plain? Describe the steps you would follow with a vertical number line to find the answer.
Answer:
no
Step-by-step explanation:
Opposite numbers are the same distance from 0 on the number line, but in opposite directions. Steps I would follow:
first, check the directions to make sure they are opposite, then read the digits, or count the tick marks or compare lengths with dividers or ruler or marks on a piece of paper to see if the distances are the same.3 is not the opposite of -6
__
6 is the opposite of -6
Answer:
Sample Response: Although 6 and 3 are on opposite sides of sea level, or 0, they are not opposites because they are unequal distances from 0.
Step-by-step explanation:
I got the answer correct
Could someone check that I did this correctly? It's about complex numbers. Thank you!
Answer:
All your steps are correct. Well done!
*HEY YALL I NEED HELP ASAP PLEASE*
Given the vectors u = <−3, 7> and v = <5,1>, find -½ u
<-1, -4>
<-4, -1>
<3/2, -7/2>
<-3/2, 7/2>
Step-by-step explanation:
given that u=<-3,7>
-1/2u=<-1/2(-3),-1/2(7)>
-1/2u=<3/2,-7/2>
In formulating hypotheses for a statistical test of significance, the null hypothesis is often
A) A statement of “no effect” or “no difference.
B) The probability of observing the data you actually obtained.
C) A statement that the data are all
D) 0. 0.05.
Answer:
A) A statement of “no effect” or “no difference.
Each cone of the hourglass has a height of 15 millimeters. The total height of the sand within the top portion of the hourglass is 45 millimeters. The radius of both cylinder and cone is 6 millimeters. Sand drips from the top of the hourglass to the bottom at a rate of 10π cubic millimeters per second. How many seconds will it take until all of the sand has dripped to the bottom of the hourglass?
Answer:
The answer is 126 seconds.
Step-by-step explanation:
Volume of the cone is given as:
[tex]\frac{1}{3} \pi r^{2} h[/tex]
Volume of cylinder is given as:
[tex]\pi r^{2} h[/tex]
We can find the total volume of the sand by adding volume of cone and volume of cylinder.
Height for cylinder is 30 mm (as we will subtract the cone height from 45mm that is 45-15=30)
Total volume of sand = [tex]\pi /3*(6^{2})*(15)[/tex] + [tex]\pi *(6)^{2}*(30)[/tex] = 1260π mm³
Given is - Sand drips from the top of the hourglass to the bottom at a rate of 10π cubic millimeters per second.
So, for all the sand to drip down, it will take [tex]\frac{1260\pi }{10\pi }[/tex]= 126 seconds.
I really need this answer
Answer:
D
Step-by-step explanation:
If the lines are parallel, the slope of both of them are going to be the same. So if one line is 3, the other one will be too.
The answer is:
If the red line has a slope of 3, the slope of the red line will also be 3.
So, the correct option is, D. 3
Why?We need to remember that if two or more lines are parallel, they will share the same slope, no matter where are located their x-intercepts and y-intercepts, the only condition needed for them to be parallel, is to have the same slope.
So, if two lines are parallel, and one of them (the red line) has a slope of 3, the slope of the other line (the green line) will also be 3.
Have a nice day!
An airplane needs to head due north, but there is a wind blowing from the northeast at 50 km/hr. The plane flies at an airspeed of 700 km/hr, To end up due north, the pilot will need to fly the plane Preview degrees east of north.
To solve the problem of the airplane needing to head due north while compensating for the wind blowing from the northeast, we'll need to use vector addition to determine the angle at which the pilot needs to fly.
First, we'll represent the airplane's velocity and the wind's velocity as vectors. Since the wind is blowing from the northeast, it has both a southward component and a westward component relative to due north.
Let's define our axes such that the north direction is positive y, and east is positive x. The airplane needs to end up flying due north, which is along the positive y-axis.
We'll denote:
- \( V_p \) = Velocity of the plane with respect to the air (airspeed) = 700 km/hr (directed at an angle we need to find, east of north),
- \( V_w \) = Velocity of the wind = 50 km/hr (from the northeast, so it has equal components to the south and west, at a -45-degree angle to the axes),
- \( V_r \) = Resultant velocity of the plane with respect to the ground (due north).
To cancel out the wind's effect and ensure that the plane ends up flying due north, the eastward (x) component of the plane's velocity must be equal in magnitude and opposite in direction to the eastward component of the wind's velocity.
Given that the wind velocity \( V_w \) is at a -45-degree angle, its components can be found using trigonometry:
\[ V_{wx} = V_w \cos(-45^\circ) \]
\[ V_{wy} = V_w \sin(-45^\circ) \]
Since \( \cos(-45^\circ) = \sin(-45^\circ) = \frac{\sqrt{2}}{2} \), and we're looking for the eastward component, \( V_{wx} \) will be positive and \( V_{wy} \) negative because it's to the south:
\[ V_{wx} = 50 \cdot \frac{\sqrt{2}}{2} \]
\[ V_{wx} = 25\sqrt{2} \]
Similarly, \( V_{wy} = -25\sqrt{2} \) but this component doesn't factor into our calculation for the required angle, since it affects only the north/south direction.
Now, to counteract this eastward wind component, the eastward component of the plane's velocity \( V_{px} \) must be equal to \( -V_{wx} \):
\[ V_{px} = -V_{wx} \]
\[ V_{px} = -25\sqrt{2} \] km/hr
The plane's airspeed is \( V_p = 700 \) km/hr, so using trigonometry with \( V_{px} \) and \( V_p \), we can find the angle \( \theta \) east of north that the plane should head:
\[ \sin(\theta) = \frac{V_{px}}{V_p} \]
\[ \sin(\theta) = \frac{-25\sqrt{2}}{700} \]
\[ \sin(\theta) = \frac{-25\sqrt{2}}{700} \approx -0.05071 \]
Taking the inverse sine (arcsin) to solve for \( \theta \):
\[ \theta = \arcsin(-0.05071) \]
The value of \( \theta \) obtained will be negative, indicating the angle west of north, but we want the angle east of north, so we take the absolute value:
\[ |\theta| \approx \arcsin(0.05071) \]
Using a calculator to find \( \theta \) in degrees:
\[ |\theta| \approx 2.905 \] degrees
Therefore, the pilot will have to fly approximately 2.905 degrees east of north to compensate for the northeast wind and ensure the resultant path is due north.
The pilot needs to fly approximately 4.28 degrees east of north to compensate for the wind and reach due north.
To calculate the angle the plane needs to fly east of north to compensate for the wind, we can use trigonometry. Here are the steps:
Step 1:
Determine the components of the wind.
The wind blowing from the northeast forms a right triangle with its northward and eastward components. The eastward component can be found using the sine function:
[tex]\( \sin(\theta) = \frac{\text{opposite}}{\text{hypotenuse}} \).[/tex]
[tex]\[ \sin(\theta) = \frac{50}{700} \][/tex]
Step 2:
Solve for the angle [tex]\( \theta \).[/tex]
[tex]\[ \theta = \arcsin\left(\frac{50}{700}\right) \][/tex]
Step 3:
Calculate the angle in degrees.
[tex]\[ \theta \approx 4.28^\circ \][/tex]
So, the pilot needs to fly approximately [tex]\( 4.28^\circ \)[/tex] east of north to compensate for the wind and end up due north.
Two sides of an isosceles triangle have lengths of 3 and 6. What is the length of the third side?
A.) 5
B.) 6
C.) 9
D.) 3
an isosceles triangle has always two twin sides, so if one side is 3 and another is 6, there's another twin that's either 3 or 6.
now, let's take a peek at a caveat, if the twin angle missing is say 3, then the triangle has sides 3, 3 and 6, but but but, if the two slanted sides are 3 each, and the base or bottom is 6, the only way the bottom can be 6 is if the other sides lie flat on top of it, in which case we no longer have a triangle, since it'll be just 3 pancaked flat-lines, so it can't be 3, it must be 6.
The length of the third side is 6.
What is the Isosceles triangle?An isosceles triangle is a triangle that has two sides of equal length.As the two sides of an isosceles triangle contain lengths 3 and 6, the length of the third side exists 6.Note that as the triangle exists isosceles the third side would be equivalent to either of them i.e. 3 or 6.But a sum of two sides in any triangle should be greater than the third, you cannot form a triangle if the third side exists 3.Hence, the third side can just be 6.Therefore, the correct answer is option B) 6.
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Find the sum of the geometric series
48 + 120 + . . . + 1875
a. 3093
b. 7780.5
c. 1218
d. 24037.5
Answer:
a. 3093
Step-by-step explanation:
The missing two terms in the 5-term sequence are ... 300 + 750.
You can add up these 5 terms directly, or you can recognize that the sum will be more than the last term (not C), but cannot be more than double the last term (not B or D). The sum must be 3093, choice A.
_____
If you use the formula for the general term of the series, you can find the number of terms.
The common ratio is 120/48 = 2.5
The general term is ...
an = a1·r^(n -1)
Solving for n, we get ...
n = log(an/a1)/log(r) +1 = log(1875/48)/log(2.5) +1 = 5 . . . . the number of terms
Then the sum is given by ...
Sn = a1(r^n -1)/(r -1) . . . . . using a1=48, r=2.5, n=5
S5 = 48(2.5^5 -1)/(2.5 -1) = 48(96.65625/1.5)
S5 = 3093
_____
The sum of a geometric sequence with a common ratio of 2 is double the last term, less the first term. When the common ratio gets larger, the sum gets smaller than double the last term.
Sn = a1(r^n -1)/(r -1) = (a1·r^n -a1)/(r -1) = (r·an -a1)/(r -1)
Sn = (r/(r -1))an -a1/(r -1) . . . . . . verifies the above comment
In our case, this evaluates to ...
S5 = (2.5/1.5)(1875) -48/1.5 = (5/3)(1875) -(2/3)(48)
= 3125 -32 = 3093
Using the first and last terms this way, we only need the common ratio and don't need to know the number of terms.
Half of the students in a freshman class are 14 years old one third are 15 and the rest are 13 . Is the mean age greater than or less than the median age
Answer:
the mean age is greater
Step-by-step explanation:
The mean age is ...
(1/2)14 + (1/3)15 + (1/6)13 = 14 1/6
The median age is 14. (half the students are 14 or younger)
The mean age is greater.
_____
1 -1/2 -1/3 = 6/6 -3/6 -2/6 = 1/6 . . . . . 1/6 of the students are 13.
Answer:
Step-by-step explanation:
Given that half of the students in a freshman class are 14 years old one third are 15 and the rest are 13
If no of students are n, then we have
n/2 have ages as 14, n/3 as 15 and remaining n/6 as 13.
Average would be total/n
= [tex]\frac{\frac{14n}{2}+\frac{15n}{3} +\frac{13n}{6} }{n} \\=7+5+\frac{13}{6} =14.67[/tex]
Median would be middle entry when arranged in ascending order hence = 14
Mean > median
The name of the lesson is "Using Trigonometric Laws" The two non-parallel sides of an isosceles trapezoid are each 7 feet long. The longer of the two bases measures 22 feet long. The sum of the base angles is 140°. a. Find the length of the diagonal. b. Find the length of the shorter base. Round your answers to the nearest hundredth.
Answer:
diagonal is 20.68 ft; shorter base is 17.21 ft
Step-by-step explanation:
If base angles add up to 140, then each is 70 since this is an isosceles trapezoid. We can use the Law of Cosines now to find the length of the diagonal which I will call d:
[tex]d^2=7^2+22^2-2(7)(22)cos(70)[/tex] and
[tex]d^2=533-308cos(70)[/tex] and
[tex]d^2=533-105.3422041[/tex],
[tex]d^2=427.6577959[/tex]
so the length of the diagonal is
d = 20.68 ft
The length of the shorter base is a little more tedious. First drop an altitude from each of the upper vertices to the base measuring 22 ft. We have 2 smaller right triangles now, each with unknown height (we need to find this), each with unknown base measures (we need to find this, too!), each with a base angle of 70 degrees, and each with a hypotenuse of 7. We need only work with one of these since they are both the same.
We will first find h, the height of each of these right triangles. Using the sin ratio:
[tex]sin(70)=\frac{h}{7}[/tex] and
[tex]7 sin(70)=h[/tex] so
h = 6.577848
Now we can use that along with the hypotenuse measure to find the base measure, b:
[tex]7^2-6.577848^2=b^2[/tex],
[tex]b^2=5.731911137[/tex] so
b = 2.394141002
Because we have 2 identical small right triangles with base measures of 2.394141002 each, we can subtract 2(2.394141002) from 22 to get the measure of the shorter base, which I will call x:
22 - 2(2.394141002) = x so
x = 17.21 ft
Find the equation for the line below
Answer:
y = (-4/3)(x +4) +4
Step-by-step explanation:
Between the given points, the "rise" is -8 and the "run" is 6. The rise/run ratio is then -8/6 = -4/3. So, a version of the point-slope equation can be written:
y = m(x -h) +k . . . . . . . line with slope m through point (h, k)
y = (-4/3)(x +4) +4
_____
Comment on the answer
The image asks for "an equation", which seems to allow for any equation format. The equation shown above can be put into other forms.
y -4 = -4/3(x +4) . . . . different point-slope form
y = -4/3x -4/3 . . . . . . slope-intercept form
4x +3y = -4 . . . . . . . . standard form
4x +3y +4 = 0 . . . . . . general form
x/(-1) +y/(-4/3) = 1 . . . . intercept form
Amanda's family has a swimming pool that is 4 feet deep in their backyard. If the diameter is nearly 25 feet, what is the circumference of the pool?
Express your answer to the nearest whole foot.
Answer:
79 ft
Step-by-step explanation:
The formula for the circumference of a circle is
C = 2πr. If it's the diameter that is known, then C = πd. We will use the latter formula to find the circumference of this pool:
C = π(25 ft) = 78.54 ft, approx., which, to the nearest foot, is 79 ft
Please help, i have tsi
Step-by-step explanation:
hi I have answered ur question
Simplify 4/25 divided by 5/7
Answer: 28/125
Step-by-step explanation: To divide two fractions, flip the second fraction and multiply. The equation will be:
4/25 x 7/5
Multiply the numerators by the numerators and the denominators by the denominators.
4 x 7 = 28 (numerator)
25 x 5 = 125 (denominator)
Put into a fraction.
28/125
What is the equation of the line with m = 2.5 and b = 7? A. y = −2.5x − 7 B. y = 2.5x −7 C. y = −2.5x + 7 D. y = 2.5x + 7
Answer:
y=2.5x+7
Step-by-step explanation:
You are basically being asked to use slope-intercept form for linear equations. It says y=mx+b where m is the slope and b is the y-intercept.
Plug in 2.5 for m and 7 for b giving you y=2.5x+7.
The equation is: y = mx + b
y = 2.5x + 7
so it's option D.
This question might be confusing to me because it talks about Unknown angle problems with Algebra and I may need help on this, please.
Answer:
40 = x
Step-by-step explanation:
They reflect each other like a mirror, so set 120 equal to 3x, then simply divide by 3 to get your answer.
I SEE YALL LOOKING BUT NOT HELPING PLEASE SOMEONE
Answer:
the pitcure isnt clear.
The students in Class A and Class B were asked how many pets they each have. The dot plots below show the results. What is the difference between the ranges in the dot plots?
Answer:
2
Step-by-step explanation:
The range of class A is 5-0 = 5
The range of class B is 3-0 = 3
the difference between 3 and 5 is 2.
The mean can be calculated by adding all of the values and dividing that sum by the number of values you added. To take advantage of the way data is being collected, I am grouping the addends as, for example, 5(1), instead of writing out 1 + 1 + 1 + 1 + 1.
\A CLASS mean is:
B CLASS mean is:
Based on these findings, we can conclude that the mean for Mrs. Ramos' class is about 2 more than the mean for Mr. McIntyre's class.
Name the similar triangles.
triangles CBA and FDE with angle D congruent to angle B and angle E congruent to angle A
A. ΔABC ~ ΔDEF
B. ΔABC ~ ΔEDF
C. ΔABC ~ ΔDFE
D. ΔABC ~ ΔFED
Answer:
ABC ~ FED
Step-by-step explanation:
A ~ F
B~E
C~D
If you're still confused, look at the angles. No lines match to A and F, 1 line matches to B and E, and 2 lines match to C and D.
The correct answer is ΔABC ~ ΔDEF, where the corresponding congruent angles are matched to affirm triangle similarity, making option A correct.
Explanation:To determine which triangles are similar, we need to match the angles from ΔCBA to ΔFDE. Since angle D is congruent to angle B and angle E is congruent to angle A, we need to ensure that the order of the vertices corresponds to the congruent angles in the similar triangles. Therefore, the correct order that names the similar triangles is ΔABC ~ ΔDEF, which makes option A correct. In ΔABC, angle A corresponds to angle E in ΔDEF, and angle B corresponds to angle D. This order maintains the sequence of corresponding congruent angles in both triangles.
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YO PLZ HELP ASAP!!! MARKIN BRAINIEST!!!
Answer:
My estimate would be D, if you view 0, -23 as the vertex and compare the other values, the values on D show the most similarities.
Definitely not B since it's exponential.
A country has 50 million people, 30 million of whom are adults. Of the adults, 5 million are not interested in working, another 5 million are interested in working but have given up looking for work, and 5 million are still looking for work. Of those who do have jobs, 5 million are working part time but would like to work full time, and the remaining 10 million are working full time. What is this country's labor force participation rate?
Answer:
66.7% is the answer.
Step-by-step explanation:
A country has 50 million people, 30 million of whom are adults.
Of the adults, 5 million are not interested in working.
5 million are interested in working but have given up looking for work.
5 million are still looking for work.
Of those who do have jobs, 5 million are working part time but would like to work full time, and the remaining 10 million are working full time.
Total labor force = Employed people + Unemployed people
=> 15 million+ 5 million = 20 million
The labor force participation rate is [tex]\frac{20million}{30million} \times100[/tex]
= 66.66% ≈ 66.7%.
The labor force participation rate of the country is 66.7%, calculated by dividing the number of employed and actively seeking employment individuals (20 million) by the total adult population (30 million) and multiplying by 100.
To calculate the labor force participation rate, we include only those adults who are either employed or actively seeking employment. In the given scenario, the country has 30 million adults. Out of these, 5 million are not interested in working, 5 million have given up looking for work, and there are 15 million employed (10 million full-time and 5 million part-time). Therefore, the labor force includes those employed full-time, employed part-time, and those actively looking for work, adding up to 20 million.
The labor force participation rate is calculated by dividing the number of people in the labor force (20 million) by the total adult population (30 million) and multiplying the result by 100 to convert it into a percentage:
Labor Force Participation Rate = (Number in labor force ÷ Total adult population) x 100
Labor Force Participation Rate = (20 million ÷ 30 million) x 100
Labor Force Participation Rate = (2÷3) x 100
Labor Force Participation Rate = 66.7%