7. Missy Kimble earns $42,000 per year. She is single. Her state tax rate is

3%.

$810.00

$1,200.00

$1,600.00

$1750.00

Answer:

a quadratic function

Step-by-step explanation:

A quadratic function is a second-degree polynomialfunction, and when graphed is called a parabola.

Reason: The line goes downhill when moving to the right, and when we're between x = -1 and x = 1. You can think of it like a roller coaster.

The equation line of the of the road in slope-intercept form is; y = 2·x - 10

The standard form of the equation of a line is Ax + Bx + C, where A, B, and C are constants and A and B are nonzero numbers.

The parameters for the new road are;

The road will be parallel to village way with points (0, 5), and (-4, -3)

The road will pass through the intersection  of Gray Dr and Canon Rd., which is the point with coordinates (3, -4)

Required; The equation of the road

Since the new road is parallel to Village Way, which has slope;

m = (5 - (-3))/(0 - (-4)) = 8/4 = 2

The slope of the new road will also be 2.

Let the equation of the new road be y = m·x + c, where m = 2 is the slope we just found. To find c, we use the fact that the road passes through the point (3, -4);

y - (-4) = 2 × (x - 3)

y = 2·x - 6 - 4 = 2·x - 10

y = 2·x - 10

Therefore, c = -10

Therefore, the equation of the new road in slope-intercept form, therefore is; y = 2·x - 10

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The total cost of materials and labor for the office space, considering a tile unit cost of P300 and labor cost equal to the materials cost, amounts to P63,000.

To calculate the total cost of materials and labor, we first need to determine the cost of the tiles. Given that the unit cost of a certain tile is P300, we can multiply this by the area of the office space to find the total cost of the tiles. The office space has an area of 63 sqm, so the total cost of the tiles is P300 * 63 = P18,900.

Next, we need to calculate the labor cost, which is 100% of the materials cost. Since the materials cost is P18,900, the labor cost will be equal to P18,900. Therefore, the total cost of labor is also P18,900.

To find the total cost of materials and labor, we add the cost of the tiles (P18,900) and the labor cost (P18,900): P18,900 + P18,900 = P37,800.

Therefore, the total cost of materials and labor for the office space is P37,800.

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In regression analysis, if the dependent variable is measured in dollars, the independent variable can be units.

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B $330

Step-by-step explanation:

My quiz said it was b

the Area will be 280 inch².

What is are of triangle?

The territory included by a triangle's sides is referred to as its area. Depending on the length of the sides and the internal angles, a triangle's area changes from one triangle to another. Square units like m2, cm2, and in2 are used to express the area of a triangle.

The base of triangle = 20inch

The height of triangle  = 14inch

Area is = (base * height) =  (20*14)

Area = 280 inch²

Hence the Area will be 280inch²

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The missing side of triangle is 11.66 cm, under the condition that the given triangle is a right angled triangle and the other sides of the triangle are 10cm, 6cm respectively.

In order to evaluate the other side of the triangle, we have to rely on the principles of Pythagorean Theorem which states that in a right triangle, the sum of the square sides are equal to the square of the hypotenuse side.

Then, let us consider that x be the length of the missing side then

x² = 10² + 6²

x² = 100 + 36

x² = 136

x = √(136)

x ≈ 11.66 cm

Then, the missing side of this triangle is approximately 11.66 cm.

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The complete question is

Find the missing siside of the following right triangle in the figure





Answer:

Hypotenuse is always the longer side (Braniest pls :3)

The opposite side is the side that is directly in front of or behind of the hypotenuse

The adjacent side is the side that's adjacent to the opposite side

Step-by-step explanation:

Answer:

\(\Large \boxed{\mathrm{weight \ increases}}\)

Step-by-step explanation:

Taking the formula for weight:

\(\sf Weight = mass \cdot acceleration \ of \ gravity\)

\(W=m \cdot g\)

The mass will remain the same.

\(\upuparrows W=m \ \ \cdot \upuparrows g\)

As the force of gravity increases, the weight increases.

\(\downdownarrows W=m \ \ \cdot \downdownarrows g\)

As the force of gravity decreases, the weight decreases.

Answer:

sorryyyyy

Step-by-step explanation:

___________"__________

uuuuuuuuuuuuuuuuuuuuu

j

The vector v can be written as a linear combination of u1, u2, and u3 as:
v = 3u1 + 2u2 - u3

I) To find the inverse of a matrix using elementary row operations, follow these steps:
1. Write the given matrix, A, augmented with an identity matrix of the same size next to it.
2. Perform elementary row operations on A to convert it into the identity matrix. Apply the same row operations to the identity matrix as well.
3. If A can be converted to the identity matrix, then the augmented matrix will be the inverse of A.

Using these steps, let's find the inverse of matrix A:
A = [13 -2; 11 0; 2 3]

The augmented matrix is:
[13 -2 | 1 0 0]
[11  0 | 0 1 0]
[ 2  3 | 0 0 1]

Perform elementary row operations to convert A into the identity matrix:
- Multiply row 1 by 11/13: [1  -2/13 | 11/13 0 0]
- Multiply row 2 by 13/11: [1  -2/13 | 11/13 0 0]
- Multiply row 3 by 11/2: [1  -2/13 | 11/13 0 0]

- Add (2/13)*row 1 to row 2: [1  0 | 1 0 0]
- Add (2/13)*row 1 to row 3: [1  0 | 1 0 0]

The augmented matrix is now the identity matrix, and the inverse of A is:
A^(-1) = [1  0; 1 0; 1 0]

II) Given matrices A = [-1 9; 2 4] and B = [3 4; -2 5], let's find the following:

(a) 2A + B:
Multiply each element in matrix A by 2 and add it to matrix B.
2A + B = [2(-1) + 3  2(9) + 4; 2(2) + (-2)  2(4) + 5]
      = [1  22; 2  13]

(b) AB:
Multiply matrix A by matrix B.
AB = [-1(3) + 9(-2)  -1(4) + 9(5); 2(3) + 4(-2)  2(4) + 4(5)]
  = [-21  41; 2  28]

III) To solve the system of linear equations using Cramer's rule, let's consider the following equations:

4x1 - x2 - x3 = 12
x1 + 2x2 + 3x3 = 10
5x1 - 2x2 - 2x3 = -1

Cramer's rule involves calculating determinants. Let's find the values of the determinants:

Denominator determinant, D:
D = |4 -1 -1|
   |1  2  3|
   |5 -2 -2|

Numerator determinant for x1, D1:
D1 = |12 -1 -1|
    |10  2  3|
    |-1 -2 -2|

Numerator determinant for x2, D2:
D2 = |4 12 -1|
    |1 10  3|
    |5 -1 -2|

Numerator determinant for x3, D3:
D3 = |4 -1 12|
    |1  2 10|
    |5 -2 -1|

Now, calculate the determinants:

D = (4 * (2 * (-2) - 3 * (-2))) - (-1 * (1 * (-2) - 3 * 5)) - (-1 * (1 * (-2) - 2 * 5))
  = (4 * (-4 + 6)) - (-1 * (-2 - 15)) - (-1 * (-2 - 10))
  = (4 * 2) - (-1 * (-17)) - (-1 * (-12))
  = 8 + 17 - 12
  = 13

D1 = (12 * (2 * (-2) - 3 * (-2))) - (-1 * (10 * (-2) - 3 * (-1))) - (-1 * (-1 * (-2) - 2 * (-1)))
   = (12 * (-4 + 6)) - (-1 * (-20 + 3)) - (-1 * (2 + 2))
   = (12 * 2) - (-1 * (-17)) - (-1 * 4)
   = 24 + 17 - 4
   = 37

D2 = (4 * (10 * (-2) - 3 * (-1))) - (12 * (1 * (-2) - 3 * 5)) - (-1 * (5 * (-2) - 1 * 5))
   = (4 * (-20 + 3)) - (12 * (-2 - 15)) - (-1 * (-10 - 5))
   = (4 * (-17)) - (12 * (-17)) - (-1 * (-15))
   = -68 + 204 + 15
   = 151

D3 = (4 * (2 * 10 - (-2) * (-1))) - (1 * (1 * 10 - (-2) * (-1))) - (5 * (1 * (-2) - 2 * 10))
   = (4 * (20 + 2)) - (1 * (10 + 2)) - (5 * (-2 - 20))
   = (4 * 22) - (1 * 12) - (5 * (-22))
   = 88 - 12 + 110
   = 186

Now, solve for x1, x2, and x3:
x1 = D1 / D
  = 37 / 13
  = 2.846

x2 = D2 / D
  = 151 / 13
  = 11.615

x3 = D3 / D
  = 186 / 13
  = 14.308

Therefore, the solutions to the system of linear equations are:
x1 = 2.846
x2 = 11.615
x3 = 14.308

IV) To write the vector v = (2, 5, 3) as a linear combination of u1 = (1, 1, 0), u2 = (0, 1, 1), and u3 = (1, 0, 1), we need to find coefficients c1, c2, and c3 such that:
v = c1 * u1 + c2 * u2 + c3 * u3

Let's solve for c1, c2, and c3 using a system of linear equations:

2 = c1 + c3
5 = c1 + c2
3 = c2 + c3

Rearranging the equations, we have:
c1 + c3 = 2
c1 + c2 = 5
c2 + c3 = 3

Solving the system of linear equations, we find:
c1 = 3
c2 = 2
c3 = -1

Therefore, the vector v can be written as a linear combination of u1, u2, and u3 as:
v = 3u1 + 2u2 - u3

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The probability that a randomly selected adult does not own shares of stock is 66.84%.

To calculate the probability that a randomly selected adult does not own shares of stock, we need to subtract the probability that the person is a shareholder from the probability that the person has some college education. We can use the formula:

P(A') = 1 - P(A)

where P(A) is the probability that the person is a shareholder, and P(A') is the probability that the person is not a shareholder.

P(A) = 52%

P(A') = 100% - P(A') = 100% - 52% = 48%

Next, we need to calculate the probability that the person has some college education.

We can use the formula:

P(B) = 47%

Now we can use the formula for conditional probability to calculate the probability that the person has some college education given that they are not a shareholder:

P(B|A') = P(A' and B) / P(A')

To calculate P(A' and B), we can use the formula:

P(A' and B) = P(B) - P(A and B)

P(A and B) = P(A) x P(B|A) = 52% x P(B|A)

To calculate P(B|A), we can use Bayes' theorem:

P(B|A) = P(A|B) x P(B) / P(A)P(A|B) = P(A and B) / P(B) = (52% x P(B|A)) / P(B)

Now we can substitute this expression into the formula for P(A' and B):

P(A' and B) = P(B) - P(A) x P(A|B) x P(B) / P(A) = 47% - (52% x P(B|A)) x 47% / P(B)

Now we can substitute these expressions into the formula for P(B|A') and simplify:

P(B|A') = (47% - (52% x P(B|A)) x 47% / P(B)) / 48%

We are given that 16% of all shareholders have some college education, so we can substitute this value for P(B|A):

P(B|A') = (47% - (52% x 16%)) x 47% / P(B) / 48% = 33.16%

Finally, we can substitute this value into the formula for P(A'):

P(A') = 100% - P(A') = 100% - 33.16% = 66.84%

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The linear equation with integer slope representing the situation is

p = 5441 t

An algebraic description of a set of points in a coordinate system that form a line is a line equation. A line's numerous points on the coordinate axis are represented as a set of parameters x, y in order to create an algebraic equation known as a line equation. Each line's equation can be used to determine whether or not a given point is on the lines.

The equation of Line is, in fact, a one-degree linear equation.

Population in 1990 = 123000

Population in 2007 = 215500

Difference in population = 215500-123000 = 92500

Rate (slope ) of change of the population

= 92500÷17

= 5441.176 ...

≈ 5441

Hence the linear equation with integer slope to represent the population growth is given by p = 5441 t .

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Answer:

I think -1.5 -0.1 0.8 1.1

Answer:

-1.5 || -0.1 || 0.8 || 1.1

Explanation:

Since it is from least to greatest, let's compare the 2 negative numbers -1.5 and -0.1.

-1.5 has a 1 in its first place while -0.1 has a 0. This means that -1.5 is smaller because the further a number is on the negative number line the smaller it is.

So, -1.5 is the smallest, then -0.1.

-1.5 || -0.1

Now we compare the 2 positive numbers 0.8 and 1.1.

0.8 has a 0 in its first place and 1.1 has a 1 in its first place. Because the numbers are positive, the number with the biggest digit in in front of the decimal is greater.

So, in this case 1.1 is greater than 0.8.

0.8 || 1.1

In order it is:

-1.5 || -0.1 || 0.8 || 1.1

Answer:

32

Step-by-step explanation:

0.5x = 16, solve for x by dividing both sides by 0.5

\(\frac{0.5x}{0.5} =\frac{16}{0.5}\)

0.5x divided by 0.5 is x, while 16 divided by 0.5 is 32, therefore; x is equal to 32

Answer:

40% increase

Step-by-step explanation:

63/45 = 1.4 = 140%

63 is 140% of 45 meaning it is a 40% increase

The percent increase in Marcus' salary is 40% as per percentage calculation.

"Percentage can be calculated by dividing the value by the total value, and then multiplying the result by 100. The formula used to calculate percentage is: (value/total value)×100%."

Given, Marcus has a current job that pays $45 per day.

From yesterday, he is getting $63 per day.

Therefore, the increase in daily salary = $(63-45) = $18.

Therefore, the percentage increase of his daily salary = (18/45) × 100 = 40%.

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Answer:

The mathematical sentence that describes the inequality 5n - 10 > 26 is: Ten subtracted from 5 times n is greater than 26. I hope this mathematical sentence is what you are looking for,

Step-by-step explanation:

Isolate the variable by dividing each side by factors that don't contain the variable.

Inequality Form:

n

>

36

/5

Interval Notation:

(

36

/5

,

∞

)

Answer:

The Answer is, (A) Ten less than five times a number is greater than twenty-six.

Step-by-step explanation:

Rectangle pqrs is folded along the line pr. The ratio of the area of rectangle pqrs to the new area of the figure is 11:7, the area of rectangle pqrs is 106.8 cm².

Let the area of the rectangle be x

therefore, we already know that x/68 = 11/7 as the area of the shaded part is 68cm and the ratio of the area of rectangle pqrs to the new area of the figure is 11:7.

x = 11/7 × 68

x = 11 × 9.71428

x = 11 × 9.71

x = 106.81 cm² or we can round it off as 106.8 cm²

Rectangle pqrs is folded along the line pr. The ratio of the area of rectangle pqrs to the new area of the figure is 11:7. The area of the shaded part is 68cm, the area of rectangle pqrs is 106.8 cm².

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The centre line of a control chart is calculated by computing the average (mean) of the data for every period.

In control chart analysis, the centre line represents the central tendency or average value of the process being monitored. It is typically obtained by calculating the mean of the data points collected over a specific period. The purpose of the centre line is to provide a reference point against which the process performance can be compared. Any data points falling within acceptable limits around the centre line indicate that the process is stable and under control.

The calculation of the centre line involves summing up the values of the data points and dividing it by the number of data points. This average is then plotted on the control chart as the centre line. By monitoring subsequent data points and their distance from the centre line, deviations and trends in the process can be identified. Deviations beyond the control limits may indicate special causes of variation that require investigation and corrective action. Therefore, the centre line is a critical element in control chart analysis for understanding the baseline performance of a process and detecting any shifts or changes over time.

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The graph of the function f(x) comprising of x-intercepts at x = -8, x = 0, and x = 6, indicates that we get;

(a) Yes, the interval is increasing over the interval -1 < x < 3

(b) The interval of the graph of the function, f(x), where f(x) < 0 is -8 < x < 0

A function is a rule, or law that maps the elements of one set, A, to the elements of another set, B, such that each element of A maps to exactly one element of the set B.

(a) At x = -1, the output of the function, f(x) = -7

At the point x = 3, the output of the function, f(x) = 9

In between the above x-interval, the value of f(x) is increasing, therefore;

The interval -1 < x < 3 is one in which the function f(x) is always increasing

(b) The interval over which the value of the function is zero, can be found by locating the interval between two x-intercepts over which the function f(x) is first decreasing then increasing from left to right.

The function, f(x) is decreasing from the x-intercept (-8, 0), to the point (-1, -7), then f(x) increases to the point (0, 0).

The interval of x where the function, f(x) is less than zero is therefore; -8 < x < 0

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Let x be the number of child tickets sold

Let y be the number of adult tickets sold

Amount received for the child tickets: 5.90x

Amount received for the adult tickets: 9.40y

Total sales of 1001.30:

127 tickets were sold:

Use the two equations above as a system of equations, to solve it:

1. Solve y in the second equation.

2. Use the value you get in step 1 to substitute y in the first equation:

3. Solve x:

The value of x is 55

Answer:

Step-by-step explanation:

21

Answer:

Calculate simple interest on the principal only, I = Prt. Simple interest does not include the effect of compounding.

The value of x is -4.

To find the value of x, we need to set up an equation based on the given information.

The perimeter of a triangle is calculated by adding the lengths of all three sides, while the perimeter of a rectangle is obtained by adding the lengths of all four sides.

In the triangle, the lengths of the sides are 6x ft, 4(2x - 1) ft, and 6x ft.

Therefore, the perimeter of the triangle is:

6x + 4(2x - 1) + 6x = 16x - 4 ft.

In the rectangle, the lengths of the sides are 2(3x + 1) ft and 3x ft.

Thus, the perimeter of the rectangle is:

2(2(3x + 1) + 3x) = 2(6x + 2 + 3x) = 2(9x + 2) = 18x + 4 ft.

Since the perimeter of the triangle is equal to the perimeter of the rectangle, we can set up the equation:

16x - 4 = 18x + 4.

To solve for x, we'll isolate the variable terms on one side of the equation:

16x - 18x = 4 + 4,

-2x = 8,

x = -4.

Therefore, the value of x is -4.

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Answer:

$193.60

Step-by-step explanation:

160x1.21=$193.60

160+21%=$193.60

Answer:

Step-by-step explanation:

A rectangular room must have a perimeter of 20 feet and an area of at least 20 square feet. Describe the possible widths of the room. Round your answers to the nearest tenth of a foot

------------

L + W = 10 --> W = 10 - L

---

L*W >= 20

----

Solve L*W = 20

L*(10 - L) = 20

-L^2 + 10L - 20 = 0

Answer:

none i dont think

Step-by-step explanation:

Answer:

Its complimentary.

Step-by-step explanation:

cause they are aproximatly ( if you use protractor ) 90 degrees but u can tell that they are not suplimentary cause they are not 180 degrees