Answer:
I think the graph that best matches the discription is option D (so the last one)
A graph representing this coffee shop chain's sales would likely resemble a 'W', with two significant turning points, never declining below $250,000, and a general upward trend indicating sales are expected to increase.
Explanation:In Mathematics, when we discuss turning points, we generally refer to the points on a graph where the curve changes direction. If sales are increasing in the long run and there have been two 'turning points' this year, the graph should generally showcase a positive upward trend, dips at the points of turning, and then subsequent increases. Given that the least amount of sales during the year is about $250,000, the graph should never fall below this point.
In this context, the turning points would reflect changes in sales - a drop followed by a rise. It’s important to note that without the exact data or the graph, I cannot definitively identify it. However, considering the given descriptive data, we can deduce that the graph might look somewhat like a 'W', with the middle point not declining below $250,000 and a general upward trend.
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Mr. Morrison and Ms. Johnson are teaching their classes how to write in cursive. Mr. Morrison has already taught his class 12 letters. The students in Ms. Johnson's class, who started the unit later, currently know how to write 7 letters. Mr. Morrison plans to teach his class 2 new letters per week, and Ms. Johnson intends to cover 3 new letters per week. Eventually, the students in both classes will know how to write the same number of letters. How long will that take? How many letters will the students know?
In
weeks, the students in both classes will know how to write
letters in cursive.
In a class of 150 students, 95 are taking Math, 75 are taking Science and 55 are taking both.What is the probability that a student is taking neither Math or science?
Answer:
[tex] \frac{7}{30} [/tex]
Step-by-step explanation:
In a class of 150 students, 95 are taking Math, 75 are taking Science and 55 are taking both.
We want to determine the probability that a student is taking neither Math or science.
The number taking only Math is
[tex] = 95 - 55 = 40[/tex]
The number taking only Science
[tex] = 75 - 55 = 20[/tex]
The number of students taking Math, Science, or both
[tex] = 40 + 55 + 20 = 115[/tex]
The number taking neither Mathematics or Science
[tex] = 150 - 115 = 35[/tex]
The probability that a student is taking neither Math or science
[tex] = \frac{35}{150} [/tex]
[tex] = \frac{7}{30} [/tex]
Can someone pls help me
Simplify:
[tex] \frac{21x {}^{6} {y}^{5} }{ {14x}^{2} {y}^{9} }[/tex]
Look at the attached picture ⤴
Hope it will help u...
a²+6²=C²
72+10º=122
Does this work?
Explain
[tex] {10}^{2} + {7}^{2} = {c}^{2} \\ \sqrt{100 + 49} = c \\ c = \sqrt{149} [/tex]
but c=12. 12^2=144
Answer: It isnt a right triangle
Order the following from greatest to least -12, 12, -19, 1 1/2(BTW this is a mixed number ;-; ) , 5
PLEASE HELP ME!!!!!
Answer:
12, 5, 1 1/2, -12, -19
Step-by-step explanation:
hope this helped!
Tim's piggy bank contains dimes and nickels worth $5.50. He has 70 coins in all. Use substitution to solve the system of equations to find out how many of each coin Tim has.
Tim has a total of 30 nickels and 40 dimes.
What is Linear Equation?Linear equations are the equations which consist of two or more variables having the exponent of the variable equals 1.
Total number of coins in the Tim's piggy bank = 70 coins
Let d be the number of dime coins and n be the number of nickel coins.
So d + n = 70
Total dollars = $5.50
10 dimes = 1 dollar
1 dime = 1/10 dollar = 0.1 dollar
20 nickels = 1 dollar
1 nickel = 1/20 dollar = 0.05 dollar
0.1 d + 0.05 n = 5.50
So we have two linear equations here : d + n = 70 and 0.1 d + 0.05 n = 5.50.
d + n = 70 ⇒ d = 70 - n
Substituting d = 70 - n in the equation 0.1 d + 0.05 n = 5.50,
0.1 (70 - n) + 0.05 n = 5.50
(0.1 × 70) - 0.1n + 0.05n = 5.50
7 - 0.05n = 5.50
-0.05n = -1.5
n = 30
So d = 70 - n = 70 - 30 = 40
Hence the number of nickel coins is 30 and number of dime coins is 40.
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Solve the equation
8 + 10 = 14
Answer:
4
Step-by-step explanation:
8+10
= 18
18-14
=4
Answer:
Step-by-step explanation:
8+10=14? 8-10= 2 2+8=10 8+10=18.....This is what I am think....
I am not sure..
Which statements can be represented by this equation? Select three options.
2n-9.2 =n+4/5
Answer:
1, 3, 5
Step-by-step explanation:
Let the number be n
1.Twice a number minus nine and two tenths is the same as the number plus four fifths.
Twice a number is 2n. nine and two tenth = 9.2. Therefore twice a number minus nine and two tenths = 2n - 9.2. the number plus four fifths = n + 4/5
The resulting equation is 2n-9.2 =n+4/5
2.Nine point two decreased by double a number is the same as the number added to four fifths.
Nine point two = 9.2, double a number = 2n. Therefore, Nine point two decreased by double a number is 9.2 - 2n
The resulting equation gives 9.2 - 2n = n + 4/5
3.Nine point two less than twice a number is equal to the number added to four fifths.
Nine point two = 9.2, twice a number = 2n. Therefore Nine point two less than twice a number = 2n - 9.2
The resulting equation is 2n-9.2 =n+4/5
4.Two times the difference of a number and nine and two tenths is equal to the number plus four fifths.
The difference of a number and nine and two tenths is given by n - 9.2. Therefore, Two times the difference of a number and nine and two tenths is 2(n - 9.2).
The resulting equation is 2(n - 9.2) = n + 4/5
5.Double a number decreased by nine and two tenths is the same as the sum of four fifths and the number.
Double a number decreased by nine and two tenths is 2n - 9.2
The resulting equation is 2n-9.2 =n+4/5
Answer:
1 Twice a number minus nine and two-tenths is the same as the number plus four-fifths.
3 Nine point two less than twice a number is equal to the number added to four-fifths.
5 Double a number decreased by nine and two-tenths is the same as the sum of four-fifths and the number.
Step-by-step explanation:
4 strips of paneling 40cm long and 4cm wide are arranged to form a square. What is the area of the inner square in cm
The area of the square will be 640 sq cm.
Step-by-step explanation:
Given,
Number of strip = 4
Length (l) of each strip = 40 cm
Width (b) of each strip = 4 cm
To find the area of the inner square.
Formula
The area of rectangle = l×b
If the area of a square is A, each side will be √A
Now,
Area of each strip = 40×4 sq cm = 160 sq cm
Area of 4 strips = 160×4 sq cm = 640 sq cm
Hence,
The area of the square will be 640 sq cm.
A number is selected at random from the set (2, 3, 4, ... 10). Which eventby definition, covers the entire sample space of this experiment?
A.
The number is greater than 2.
OB.
The number is not divisible by 5.
C.
The number is even or less than 12.
OD. The number is neither prime nor composite.
E.
The square root of the number is less than 3.
Answer:
C
Step-by-step explanation:
A doesn't include the term "2"
B doesn't include "5" or "10"
D doesn't include "10"
SO... it's C
how do I simplify this? -4k - 13 + 6k +23
-4k + 6k -13 +23
2k +10
you can even write it like this:
2 ( k+ 5)
Amber is on a family cell phone plan with the other 3 members of her family. The family gets 840 shared cell phone minutes a month, and each family member is limited to his or her equal share of the minutes. The only free calls are calls between family members.
How many minutes per day can Amber talk on her cell phone with her friends during a 30-day month, without going over her share of the minutes?
Minutes per day can Amber talk on her cell phone with her friends during a 30-day month, without going over her share of the minutes will be 7 minutes
ConceptFirst of all we will find the total minutes per family member will get by dividing the total minutes of cell phone plan to total family memberAfter finding total minutes each family member will get we will divide it by 30 to get how many minutes per day Amber will get to talk on her cell phone with her friend.How to solve this problem?The steps are as follow:
Given, there are total 4 family members including Amber.Also the family gets 840 minutes shared cell phone minutes for a monthTo find total minutes per family member we will using following formula:total minutes per family member = total minutes / number of family member
total minutes per family member = 840 / 4
total minutes per family member = 210 minutes
To find the minutes per day Amber will get we will use following formula:Minutes per day Amber will get = total minutes per family member / total days in month
Minutes per day Amber will get = 210 / 30 = 7 minutes per day
So Amber will get 7 minutes per day to talk on her cell phone with her friends during a 30-day month, without going over her share of the minutes
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The hypotenuse of a right triangle is 10m and the length of one of the legs is 8m , find the length of the other leg of the triangle
Answer:
6 m
Step-by-step explanation:
a squared + b squared = c squared
8 squared plus ? squared = 10 squared
64 + ? = 100
100 - 64 = 36
the square root of 36 is 6
Final answer:
Using the Pythagorean theorem, the length of the other leg of the right triangle is found to be 6 meters.
Explanation:
The student is asking to find the length of the other leg of a right triangle, given the lengths of the hypotenuse (10m) and one leg (8m). To solve this problem, we use the Pythagorean theorem, which relates the lengths of the sides of a right triangle: a² + b² = c², where c is the hypotenuse and a and b are the legs of the triangle. Since the hypotenuse length (c) is 10m and one leg (a) is 8m, we can solve for the length of the other leg (b) using the equation 8² + b² = 10².
First, square the known length of one leg: 8² = 64.
Next, square the hypotenuse: 10² = 100.
Now, subtract the squared length of the known leg from the squared hypotenuse to find b²: 100 - 64 = 36.
Finally, take the square root of 36 to find b: √36 = 6m. So, the length of the other leg is 6 meters.
Question 2 and 3, if u just feel like answering one that’s okay
Answer:
[tex]w^{20}[/tex]; [tex]y^7[/tex]
Step-by-step explanation:
[tex](w^4)^5=\\w^{4*5}=\\w^{20}\\\\\frac{y^9}{y^2}=\\ y^{9-2}=\\y^7[/tex]
Answer:
1) =W20
2=Y7
Both 20 and 7 are exponents but i cannot type them in that format since I am on a computer. Hope this helps!
Step-by-step explanation:
What is the arithmetic mean of the following numbers? 3, 5, 6, 2, 9
Answer:
5
Step-by-step explanation:
3+5+6+2+9=25
25/5=5
Answer:
5
Step-by-step explanation:
The mean of a set of numbers is (sum of numbers)/(number of values)
The sum of the values is 3 + 5 + 6 + 2 + 9 = 25
The number of values is 5
25/5 = 5
two lines meet at a point that is also the endpoint of two rays. setup and solve the appropriate equations to solve for the values of angles x and y. show the steps you followed to find the unknown angles.
Answer:
x = 19°
y = 53°
Step-by-step explanation:
First we can find the value of x, then the value of y.
For x, we can observe from the figure that x is complementary to the angle of 71°, that is, they both summed have 90°.
So, we have that:
x + 71 = 90
x = 19°
Now we can solve for y.
From the figure we have that y is supplementary to the angle (37° + 71° + x°), that is, they summed form a angle of 180°.
So we have that:
y + 37 + 71 + 19 = 180
y = 180 - 37 - 71 - 19 = 53°
The angles x and y lie on a straight line at the intersection point of two lines and are therefore supplementary. Therefore, they add up to 180 degrees. Without further information, it's impossible to find the exact values of X or Y.
Explanation:Given that two lines intersect at a common point, and this point is also the end point of two rays, we create four angles around the intersecting point. Let's denote the angles formed by the intersecting lines as angle x and angle y. According to the properties of intersecting lines, adjacent angles are supplementary. Therefore, the measures of x and y add up to 180 degrees. We set up the equation as x + y = 180. Without any additional information, we cannot find the specific values of x and y. However, we can say that whatever the value of x is, y will be 180 - x, and vice versa.
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Consider the original complex figure and the reduction.
Figures not drawn to scale.
What is the scale factor of the reduction?
1/8
1/5
5
9
Answer:
1/8
Step-by-step explanation:
I'm going to try to explain this as easy as possible. What I did was take the original shape and divide it by the new shape. For this question, I solved it by dividing 32(the original base) by 4(the new base) and got 8. So the scale factor of the reduction was 1/8.
Answer:
1/8
Step-by-step explanation:
The only one that makes sense
What is the value of h in the equation 3h-4=15+2?
Answer:
The value of h is 7.
Step-by-step explanation:
3h - 4 = 15 + 2
15 + 2 = 17
3h - 4 = 17
Add 4 to each side
3h = 21
Divide each side by 3
h = 7
Use a calculator to solve for xin the equation 2e^3x = 400. Round your answer to
three decimals.
To solve the equation 2e^3x = 400, we isolate e^3x and then use the natural logarithm to solve for x, which gives x ≈ 2.995 when rounded to three decimals.
Explanation:The question asks us to solve the equation 2e^3x = 400 for the variable x. First, we isolate e^3x by dividing both sides of the equation by 2. We get: e^3x = 400/2 which is e^3x = 200. Finding x means solving for 'x' in an exponential equation, which involves using the natural logarithm.
So, our equation becomes: x = ln(200)/3. Using a calculator, x ≈ 2.995 when rounded to three decimals.
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Answer:
d. 84.5
Step-by-step explanation:
You will have to put the numbers in order than cross out one from each side;
70x
80x
83
86
88x
88x
In doing this you have taken out B,E, and F. The answer would have to be somewhere in between 83 and 86, which would be around 84 and 85, so therefore the answer would be 84.5
Find the area of each trapezoid.
Which statement is true?
N is a point of tangency on circle P.
PT is a secant of circle P.
Line S R is a secant of circle P.
VU is a tangent of circle P.
Answer:
c: line sr is a secant of circle p
Step-by-step explanation:
The true statement is (c) line SR is a secant of circle P
From the diagram, we can see that line SR passes through the circle, without passing through the center (i.e. point P) of the circle
This indicates that line SR is a secant
Given that the center of the circle is point P
Hence, the true statement is (c) line SR is a secant of circle P
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geometric mean between 1/4 and 80 please answer
Answer:
Geometric mean: 6.8399037867068
Step-by-step explanation:
Joseph opens a checking account with $400. each month he adds $150 to the account wright an equation representing the total amount A in the account at the end of any given month M
Answer:
[tex]A=400+150m[/tex]
Step-by-step explanation:
since 'A' is the final amount it acts as the 'y' value, and if it's 150 per month then you would multiply the number of months (m) by 150 plus the 400 that was already there.
V= u + at
u = 2 a = -5 t = 1/2
Work out the value of v.
Answer:
-0.5
Step-by-step explanation:
2+-5x1/2
-5x1/2=-2.5
2+-2.5=-0.5
Answer:
-1/2
Step-by-step explanation:
u=2
a=-5
t=1/2
Using
v=u+at
v= 2+(-5×1/2)
v=2+(-5/2)
v=2-5/2
v= -1/2
How does the risk of needing insurance impact the cost of premiums?
A. In some cases, higher risk results in lower costs.
B. Higher risk always results in lower costs.
C. Higher risk always results in higher costs.
D. In some cases, higher risk results in higher costs.
Answer:
D
Step-by-step explanation:
Answer:
D
Step-by-step explanation:
because when you go to get health insurance, they never want to have to pay alot. for instance, when you smoke, do risky activities, etc. that ups the risks, making your health insurance cost much more to cover for the costs of the doctors appointments, screenings, and tests that come along with those risks. this is the answer on PLATO. please make me brainliest !
Given a+b=7 and a–b=3, find:
3^a/3^b
Answer:
A=-2 and B=3
Step-by-step explanation:
Step 1) Solve the first equation for A:
a+3b=7
a+3b-3b=7-3b
a+0=7-3b
a=7-3b
Step 2) Substitute (7-3b) for a in the second equation and solve for b:
2a=b-7 becomes:
2(7-3b)=b-7
(2*7)-(2*3b)=b-7
14-6b=b-7
14+7-6b+6b=b+6b-7+7
21-0=1b+6b-0
21=(1+6)b
21=7b
7b/7=21/7
=3
a=7-3b becomes:
a=7-(3*3)
a=7-9
a=-2
Answer:
27
Step-by-step explanation:
Find numbers that add up to 7.
0, 1, 2, 3, 4, 5, 6, 7
Which of those could subtract to get 3?
5 and 2
5 - 2 = 3
a = 5
b = 2
3^5 = 243
3^2 = 9
243 / 9 = 27
CAN SOMEONE PLEASE SOLVE THIS?????????? NEED HELP!!!!!!!!!!!!!!!!!!!
Answer:
x = 9, GH = 21, CD = 17
Step-by-step explanation:
Quadrilateral CDEF is a trapezoid in which G and H are mid points of the sides CF and DE respectively.
In a trapezoid, segment joining the mid points is equal to the half of the sum of the parallel sides.
[tex] \therefore \: GH = \frac{1}{2} (CD + FE) \\ \\ \therefore \:3x - 6 =\frac{1}{2} (2x - 1 + 25) \\ \\ \therefore \:3x - 6 =\frac{1}{2} (2x + 24) \\ \\ \therefore \:3x - 6 =\frac{1}{2} \times 2 (x + 12) \\ \\ \therefore \:3x - 6 = x + 12 \\ \\ \therefore \:3x - x = 12 + 6 \\ \\ \therefore \:2x = 18 \\ \\ \therefore \:x = \frac{18}{2} \\ \\ \huge\red{ \boxed{\therefore \:x = 9}} \\\\ \because \overline{GH} = 3x - 6 \\ \\\therefore \:\overline{GH} =3 \times 9 - 6 \\ \\ \therefore \:\overline{GH} =27 - 6 \\ \\ \huge\purple{ \boxed{\therefore \:\overline{GH} =21}} \\ \\ \because\overline{CD} = 2x - 1 \\\\ \therefore \:\overline{CD} =2 \times 9 - 1 \\ \\ \therefore \:\overline{CD} =18 - 1 \\ \\ \huge\pink{ \boxed{\therefore \:\overline{CD} =17}} \\ \\ [/tex]
the vertices of figure QRST and translation 3 units left and 11 units down to form Q'R'S'T'. Explain the similarities and differences between two figures
Answer:
Similarities: same size, and same orientation
Differences: different location, and different points
Step-by-step explanation:
When your doing a translation, the only thing that changes is the location. For example if you for your pencil, the location changes not size.
Thank you :D
I Hope This Helps You And Stay Safe!
The sum of the angle measures in a 50-gon is
Answer:
Interior: 8640°
Exterior: 360° (Every shapes' exterior angle sum is 360°)
Step-by-step explanation:
Formula: 180(Sides - 2)
180(50-2) = 180(48) = 8640