Answer:
a. $500
b. $250
Step-by-step explanation:
a. For zero items produced, cost will be-
[tex]C(0) = 10(0) + 500 = 0 + 500 = 500[/tex]
b. For zero items produced, cost will be-
[tex]C(25) = 10(25) + 500 = 250 + 500 = 750[/tex]
c. If [tex]C(x)_{max} = 1500[/tex]
[tex]10x + 500 = 1500\\10x = 1000\\x = 100[/tex]
∴ domain for cost function will be [tex][0,100][/tex] and range will be 100
Answer: A) fixed cost is $500
B) Cost of making 25 items is $750
C) Domain: [0,100]
Range :[500,1500]
I got 100% on test with these answers
Sophie and $18 for working 2 1/4 hours how much did she earn per hour
Answer:
8 dollars per hour
Step-by-step explanation:
2 1/4=2.25
18/2.25=8
(Sorry I read the question wrong at first above answer should be able to help you. I apologize)
Answer:
hi i need help please
Rewrite the radical expression with a rational exponent
3✔️ x7.
A. X21
B. X4
C. X 7/3
D. 3/7
Answer:
[tex]x^{\frac{7}{3} }[/tex]
Step-by-step explanation:
The given expression is
[tex]\sqrt[3]{x^{7} }[/tex]
There's a exponent which relates fractional exponents and roots, that is
[tex]\sqrt[n]{x^{m} } = x^{\frac{m}{n} }[/tex]
So, if we apply this property, the results would be
[tex]\sqrt[3]{x^{7} }=x^{\frac{7}{3} }[/tex]
Therefore, the right answer is the third choice [tex]x^{\frac{7}{3} }[/tex]
Answer:
c
Step-by-step explanation:
i took the test
-1/4 in decimal form
Answer:
-0.25
Step-by-step explanation:
Write an equation for the description.
Ten times the sum of half a number x and 5 is 8.
10(1/2X + 5) = 8
Happy to help! Please mark me as the brainliest!
The statement 'Ten times the sum of half a number x and 5 is 8' can be translated into a mathematical equation as: 10 * (0.5x+5) = 8.
Explanation:To write the equation for the given description, we first need to translate the statement into mathematical terms.
The description is 'Ten times the sum of half a number x and 5 is 8'. In mathematics:
'The sum of' is represented by a plus '
So, translating the statement into an equation we get:
10 * (0.5x+5) = 8
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if y varies direrectly as x and inversely as the square of z. y=52 when x=16 and z=2. find y when x=18 and z=3.
Answer:
y = 26
Step-by-step explanation:
Given y varies directly as x and inversely as the square of z then the equation relating them is
y = [tex]\frac{kx}{z^2}[/tex] ← k is the constant of variation
To find k use the condition y = 52, x = 16, z = 2
k = [tex]\frac{yz^2}{x}[/tex] = [tex]\frac{52(4)}{16}[/tex] = 13
y = [tex]\frac{13x}{z^2}[/tex] ← equation of variation
When x = 18 and z = 3, then
y = [tex]\frac{13(18)}{9}[/tex] = 26
Sketch and prove the following for the two congruent triangles ∆ABC and ∆DEF.
The medians drawn from vertex A and D are congruent.
Label medians MA and ND ; then △ABM≅△
by reason
Answer:
See explanation
Step-by-step explanation:
Given: ΔABC ≅ ΔDEF
AM, DN - medians
Prove: AM ≅ DN
Proof:
1. Congruent triangles ABC and DEF have congruent corresponding parts:
AB ≅ DE;BC ≅ EF;∠ABC ≅ ∠DEF.2. BM ≅ MC - definition of the median AM;
3. EN ≅ NF - definition of the median DN;
4. AB ≅ 2BM, EF ≅ 2EN
BM ≅ 1/2 AB,
EN ≅ 1/2 EF,
thus, BM ≅ EN
5. Consider two triangles ABM and DEN. In these triangles \:
AB ≅ DE (see 1));BM ≅ EN (see 4));∠ABM ≅ ∠DEN (see 1).So, ΔABM ≅ ΔDEN by SAS postulate.
6. Congruent triangles ABM and DEN have congruent corresponding sides BM and DN.
Round the following numbers to the nearest 10. 13-21-29
Answer:
13 --> 10
21 --> 20
29 --> 30
Answer:
The correct answer is: 10-20-30
Step-by-step explanation:
13 is between 10 and 20. The closest 10 for 13 is 10, because it's only 3 away (13 the other option would be 20 but it's 7 away, so way more.)
21 is between 20 and 30. The closest 10 for 21 is 20 ( it's only 1 away from 20, the other option would be 30 but it's 9 away, so way more.)
29 is between 20 and 30. The closest 10 for 29 is 30 (it's only 1 away from 30, the other option would be 20 but it's 9 away, so way more.)
what is the smallest number that rounds to 40
Answer: 2
Step-by-step explanation:
Answer:35
Step-by-step explanation: the reason this is true is because 5is the smallest number that can round up to ten
Miguel says that to create rectangle F' he reflected rectangle F across the y-axis, dilated the reflection by a scale factor of 3, and translated the dilated figure to the right 2 units.
What mistake did Miguel make in describing the steps of his transformation?
A. He gave the incorrect scale factor.
B. He named the incorrect axis of reflection.
C. He gave the incorrect direction of translation.
D. He gave the incorrect number of units of translation.
Answer:
A. He gave the incorrect scale factor.
Step-by-step explanation:
The scale factor is the Multiplicative Inverse of 3, which is ⅓:
F → 12 × 6
F' → 4 × 2
This is a genuine statement because according to the graph, each block is worth 2, and ⅓ of 6 is 2, and ⅓ of 12 is 4.
I am delighted to assist you anytime my friend.
Answer:
the answer is A
Step-by-step explanation:
Miguel gave an incorrect scale factor. The shape decreased in size meaning it would have a scale factor under 1 but he put 3 meaning the shape got larger when really it shrunk. This means A is the correct answer
The school is taking students on a field trip. Each bus holds 32 students. If 140 students have RSVP'd, what is the fewest number of buses that can be used?
a) 5
b) 6
c) 7
Answer:
5
Step-by-step explanation:
because in 5 buses there could fit 160 students which is more than have rsvpd
Answer:
(a)
Step-by-step explanation:
Basically we're trying to figure out how many groups of 32 students are needed to have more than 140.
To do this, we take 140/32 (*BIG NOTE!! No matter what our answer is, we round up. If we rounded down, we'd be leaving some students behind, and we don't want that.)
140/32 = 4.375 (but remember, we round up no matter what)
so the answer is 5, which is A.
Randy's football team had the ball on the zero yard line.On their first play they gained 6 yards.On the second play they lost 4 yards.On what yard line is the ball now?
Answer:
2 yard line
Step-by-step explanation:
It starts at the 0 yard line then goes up to the 6 yard line
0 + 6 = 6
After, from the 6 yard line they go back 4 yards
6 - 4 = 2
Now they're at the 2 yard line.
write down the coordinates of the point 5 units to the left of the y axis and 3 units above the x axis
The coordinates of the point is (-5,3)
How to determine the coordinates?Let the initial coordinate be:
Initial = (0,0)
5 units to the left of the x-axis represents a horizontal translation left by 5 units.
So, we have:
New = (0 - 5,0)
3 units above the y-axis represents a vertical translation up by 3 units.
So, we have:
New = (0 - 5, 0 + 3)
Evaluate
New = (-5, 3)
Hence, the coordinates is (-5,3)
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BRAINLIEST FIRST TO ANSWER! Which property is shown in this example? (8.1+7.9)+5.4=8.1+(7.9+5.4)
Identity/ Commutative/ Associative/ Distributive/
Answer: Associative
Associative says it doesn't matter what is added or multiplied first, and this question shows this
Hope this helps!
Answer: Associative
Step-by-step explanation:
What is the solution to the following equation?
|3x - 6| = 10
Answer:
B
Step-by-step explanation:
1) Set up the following two equations, because of the absolute value:
3x-6=10
3x-6=-10
2) Solve both equations:
3x=16
3x=-4
3) Divide both sides by 3:
x=16/3
x=-4/3
4) Make fractions proper:
x=5 1/3
x=-1 1/3
The amount of money,
A
(
t
)
A(t)
in a savings account that pays 3% interest, compounded quarterly for
t
t
yesrs, when an initial investment of $2000 is made, is given by
A
(
t
)
=
2000
(
1.0075
)
4
t
A(t)=2000(1.0075)4t
.
good luck man i hate having to do this kind of thing in class
The formula [tex]\(A(t) = 2000(1.0075)^{4t}\)[/tex] represents the amount of money in a savings account with quarterly compounding interest over time.
The formula [tex]\(A(t) = 2000(1.0075)^{4t}\)[/tex] describes the amount of money, [tex]\(A(t)\),[/tex] in a savings account over time, where [tex]\(t\)[/tex] represents the number of years. The initial investment is $2000, and the account earns interest at a rate of 3%, compounded quarterly.
The term [tex]\((1.0075)^{4t}\)[/tex] represents the growth factor of the investment over time.
The base, [tex]\(1.0075\),[/tex] represents the factor by which the investment grows each quarter, considering the 3% annual interest rate.
Since the interest is compounded quarterly, it is raised to the power of [tex]\(4t\)[/tex] to account for the total number of quarters over [tex]\(t\)[/tex] years.
Multiplying the initial investment by this growth factor yields the total amount of money in the account after[tex]\(t\)[/tex]years.
As time increases, the exponential term increases, leading to exponential growth in the account balance.
This formula provides a mathematical model for calculating compound interest and understanding how investments grow over time.
During the first year it is in business, another candy company sells
100 times as many boxes as the Cricket Candy Company. How
many boxes are sold by both companies during that first year?
As of the 2010 census, there were 3,669 people living in Marlboro, New York. Brooklyn, New York, has 681 times as many people. How many more people live in Brooklyn than in Marlboro?
Answer:
2,494,920
Step-by-step explanation:
We have been given that in 2010 census, there were 3,669 people living in Marlboro, New York. Brooklyn, New York, has 681 times as many people.
[tex]\text{People live in Brooklyn}=681\times 3,669[/tex]
[tex]\text{People live in Brooklyn}=2,498,589[/tex]
Now, we will subtract 3,669 from 2,498,589 to find the number of people more in Brooklyn than Marlboro.
[tex]\text{People more in Brooklyn than Marlboro}=2,498,589-3,669[/tex]
[tex]\text{People more in Brooklyn than Marlboro}=2,494,920[/tex]
Therefore, there are 2,494,920 more people live in Brooklyn than in Marlboro that is 680 times the people in Marlboro.
-15= z/-2 answer please?
Answer:
30
Step-by-step explanation:
[tex]-15=\frac{z}{-2}\\\\(-15)(-2)=z\\\\30=z[/tex]
My first number is -2 my fifth number is 26 what’s my third number
Answer:
Answer:
12
Step-by-step explanation:
28 / 4 = 7
1) -2
2) -2+7=5
3) 5+7=12
4) 12+7=19
5)19+7=26
My first number is -2 my fifth number is 26
My third number is 12
Given :
My first number is -2 my fifth number is 26
Lets assume the given numbers are in arithmetic sequence
First term is -2 and fifth term is 26
[tex]a_1=-2\\a_5=26[/tex]
Formula for nth term is
[tex]a_n=a_1+(n-1)d[/tex]
where d is the difference and n is the number of terms
[tex]a_5=a_1+(5-1)d\\a_5=-2+4d\\26=-2+4d\\26+2=4d\\28=4d\\divide \; by \;4 \\d=7[/tex]
Common difference is 7
First term is -2
second term is [tex]-2+7=5[/tex]
Third term is [tex]5+7=12[/tex]
So , the third number is 12
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What is the area of the trapezoid?
13 m
16 m
19 m
232 m2
256 m2
328 m2
352 m2
Answer:
256m2.
Step-by-step explanation:
Answer:
256m^2
Step-by-step explanation:
last week at the business where you work,you sold 120 items.the business paid $1 per item and sold them for $3 each.what profit did the business make from selling the 120 items?
Answer:
The business would get 240$
Step-by-step explanation:
120$ is the amount you would of made for the the 120 items. The business gets 3$ per item. 120 x 3 would be 360, subtracted by 120 which is what they give you. The business would end up with 240$, or 2/3rds of the money.
Answer:
240
Step-by-step explanation:
since you get the items for 1 dollar and sell them for 2 you need to subtract 3-1 to get your profit which is 2. since you sold 120 items, multiply 120x2 to get your profit of 240.
Is the number 4.333..... rational or irrational?
Answer:
Irrational number
The number 4.333.... is a rational number because it can be expressed as the fraction 13/3. An irrational number, like Pi, cannot be expressed as a fraction of two integers.
Explanation:The number 4.333..... is an example of a rational number. Rational numbers can be expressed as a fraction of two integers, and in this case, 4.333.... can be expressed as 13/3. In contrast, an irrational number cannot be expressed as a fraction of two integers. For example, the number Pi is an irrational number because it can not be accurately expressed as a fraction.
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The equation y-5=6(x+1) is written in point-slope form. What is the equation written in slope-intercept form?
A)y = 6x + 11
B)y = 6x – 1
C)y = 6x – 4
D)y = 6x + 6
Answer:
a. y = 6x + 11
Step-by-step explanation:
distribute and rearrange into slope-intercept form.
y - 5 = 6x + 6
add 5 to both sides
y = 6x + 6 + 5 ⇒ y = 6x + 11
Answer: Hello mate!
our equation is y - 5 = 6(x + 1), and we want to rewrite it in the slope-intercept form.
First lets distribute the parenthesis.
y - 5 = 6(x+1) = 6x + 6
now let's add 5 in both sides.
y-5 + 5 = 6x + 6 + 5
y = 6x + 11
Then the correct answer is the option A.
I need help!!! Please help me
Answer:
5 ≥ 0
Step-by-step explanation:
9w - 4w +6 ≥ 1 + 5w.
Subtract 9w - 4w = 5w.
5w + 6 ≥ 1 + 5w.
Subtract 1 from each side.
5w + 6 - 1 ≥ 1 - 1 + 5w
5w + 5 ≥ 5w
Subtract 5w from each side
5w - 5w + 5 ≥ 5w -5w
5 ≥ 0
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8 5/8 + 8 7/8 ????????
Answer:
17 1/2
Step-by-step explanation:
8 5/8 + 8 7/8
=17 1/2
Answer:
17 1/2
Step-by-step explanation:
8 5/8+8 7/8=...
So, let's take away the fractions for now.
What's 8+8?
Well, 8+8=16.
Now, let's take a look at the fractions.
5/8+7/8=...
Well, when we are adding fractions, the denominator will stay the same. So let's pretend that we are adding 5+7.
5+7= 12. So our answer is 16 12/8 Right?
wrong.
you will simplify the 12/8. Since the numerator is more than eight, we will subtract 8 from 12.
12-8=4
we will make the 8/8 a 1 and add it to the 16 to make it 17 4/8. We can still simplify this. The 4/8 becomes 1/2 making the answer: 17 1/2
Hope this helps!!!
how do you solve the following equation:
6(3x-5)=21
Answer:
17/6
2 5/6
Step-by-step explanation:
18x-30=21
18x=51
x=51/18
x=17/6
@ 4x +(2x - 1) = x +5+x-6
Answer:
I believe the answer is 4 but im not sure because I skipped the @ but I didnt know what it meant
Step-by-step explanation:
4x +(2x - 1) = x +5+x-6
pretend that there is a 1 in front of the bracket
4x+1(2x-1)= x+5+x-6
Mutiply the bracket by 1
(1)(2x)= 2x
(1)(-1)= -1
4x+2x-1=x+x+5-6( combine like terms)
6x-1= 2x-1
move 2x to the other side
sign changes from +2x to -2x
6x-2x-1= 2x-2x-1
4x-1=-1
move -1 to the other side
4x-1+1= -1+1
4x= 0
divide by 4 for both sides to get x by itself
4x/4= 0/4
Cross out 4 and 4, divide by 4 and then becomes 1*1*x= x
x= 0/4
Answer: x= 0
9 divided by 4/9 in simplest form
Answer:
The answer is [tex]\frac{81}{4}[/tex]
Step-by-step explanation:
The formula is: [tex]\frac{a}{b} \div \frac{c}{d} = \frac{ad}{bc}[/tex]
In this case we have: [tex]\frac{9}{1} \div \frac{4}{9} = \frac{9\times 9}{1\times 4} = \frac{81}{4}[/tex]
Since 81 y 4 do not have common divisors. The fraction [tex]\frac{81}{4}[/tex]
is in its simplest form.
Final answer:
9 divided by 4/9 equals 81/4 or 20.25. This is done by multiplying 9 by the reciprocal of 4/9, resulting in 81/4, which is already in simplest form.
Explanation:
To calculate 9 divided by 4/9, we can rewrite the division as a multiplication by the reciprocal of 4/9. Here's the step-by-step explanation:
First, identify the reciprocal of 4/9, which is 9/4.Next, multiply 9 by the reciprocal of 4/9: 9 × (9/4).Perform the multiplication: 9 × 9 = 81 and keep the denominator 4.Now you have the fraction 81/4.Therefore, 9 divided by 4/9 equals 81/4 or 20.25 in decimal form. Since the problem asks for the simplest form, 81/4 is the final answer and cannot be simplified further because 81 and 4 have no common factors other than 1.
A car used 1/64 of a gallon of gas to drive 1/4 of a mile. at this rate, how many miles can the car travel using 1 gallon of gas?
HELP ! SHOW WORK AND I WILL MAKE YOU THE BRAINIEST ANSWER .
Answer: 4/64
Step-by-step explanation:
Since 1/4 * 4 = 1
We just have to multiply 1/64 times 4 to get the answer
1/64 * 4 = 4/64
Answer:
Car will cover 16 miles in 1 gallon of the gas.
Step-by-step explanation:
We can solve this question by unitary method.
∵ A car used [tex]\frac{1}{64}[/tex] gallons of gas to drive the distance = [tex]\frac{1}{4}[/tex] miles
∴ Car used 1 gallons to drive the distance = [tex]\frac{\frac{1}{4} }{\frac{1}{64} }[/tex]
= [tex]\frac{64}{1}\times \frac{1}{4}[/tex]
= [tex]\frac{64}{4}[/tex]
= 16 miles
Therefore, car will cover 16 miles in 1 gallon of the gas.