A jacket costing £30 increased in price by 10% and then by a further
15%. How much did it cost after the increases?

Answer:

-93

Step-by-step explanation:

-35-490 ÷7+12
= -35-(490 ÷7)+12
= (-35-70)+12
= -105 + 12
= -93

The measure of the angle ∠ABD will be 66°.

Given that:

Angle, ∠FEG = 48°

The central angle is double the angle at the periphery that was subtended by the same chords.

The line AC is perpendicular to EF and the line DC is perpendicular to EG. So, the equation is given as,

∠FEG + ∠HCI = 180°

48° + ∠HCI = 180°

∠HCI = 132°

By the above theorem, the equation is given as,

∠ABD = 1/2 ∠HCI

∠ABD = 1/2 x 132°

∠ABD = 66°

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The predicted selling price of a home that is 1,900 square feet is $191,500, and the predicted selling price of a home that is 2,400 square feet is $215,400. The coefficient of determination is 0.64, indicating a positive correlation between the square footage of a home and its selling price.

To predict the selling price of a home with 1,900 square feet using the given model Y = 35,000 + 85X, we substitute X = 1,900 into the equation:

Y = 35,000 + 85(1,900)

= 35,000 + 161,500

= $191,500

Therefore, the predicted selling price of a home that is 1,900 square feet is $191,500.

Similarly, to predict the selling price of a home with 2,400 square feet, we substitute X = 2,400 into the equation:

Y = 35,000 + 85(2,400)

= 35,000 + 204,000

= $215,400

Therefore, the predicted selling price of a home that is 2,400 square feet is $215,400.

The coefficient of determination, denoted as R^2, is a measure of the strength and direction of the linear relationship between two variables. It represents the proportion of the variation in the dependent variable (Y) that can be explained by the independent variable (X).

In this case, the coefficient of determination is given as 0.64, which means that 64% of the variation in the selling prices (Y) can be explained by the square footage (X) of the home.

The correlation, denoted as r, is the square root of the coefficient of determination. So, to calculate the correlation, we take the square root of 0.64:

r = √(0.64) = 0.8

Since the coefficient of determination is positive (0.64), the correlation is also positive. This indicates a positive linear relationship between the square footage of a home and its selling price.

The predicted selling price of a home that is 1,900 square feet is $191,500, and the predicted selling price of a home that is 2,400 square feet is $215,400. The coefficient of determination is 0.64, indicating a positive correlation between the square footage of a home and its selling price.

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Answer:

The answer is 2

p³ = 8

p = ³√8

p = 2.

Answer: (d) 0

we have:

\(y=9^{b}=(3^{2})^{b}=3^{2b}\\\\z=27^{c}=(3^{3})^{c}=3^{3c}\\\\\\x^{bc}.y^{ca}.z^{ab}=1\\\\<=>(3^{a})^{bc}.(3^{2b})^{ca}.(3^{3c})^{ab}=1\\\\\\<=>3^{abc}.3^{2abc}.3^{3abc}=1\\\\\\<=>3^{6abc}=3^{0}\\\\\\=>6abc=0\\\\\\<=>abc=0\)

Step-by-step explanation:

Answer:

abc = 0

Step-by-step explanation:

\(x = {3}^{a} \\ y = {9}^{b} = {3}^{2b} \\ z = {27}^{c} = {3}^{3c} \\ \\ \because \: {x}^{bc} {y}^{ca} {z}^{ab} = 1 \\ \\ \therefore \: ( {3}^{a} )^{bc} ( {3}^{2b} )^{ca} ( {3}^{3c} )^{ab} = 1 \\ \\ {3}^{abc} .{3}^{2abc} .{3}^{3abc} = 1 \\ \\ {3}^{abc + 2abc + 3abc} = 1 \\ \\ {3}^{6abc} = {3}^{0} \: \\ ( \because \: {3}^{0} = 1) \\ \\ \because \: bases \: are \: equal \\ \therefore \: exponents \: will \: also \: be \: equal \\ \\ \implies \: 6abc = 0 \\ \\ \implies \: \red{ \bold{abc = 0 }}\)

we are given a ring homomorphism f: R → R' between commutative rings R and R'. We need to show that if P is a prime ideal of R' and f^(-1)(P) ≠ R, then the ideal f^(-1)(P) is a prime ideal of R.

To prove this, we first note that f^(-1)(P) is an ideal of R since it is the preimage of an ideal under a ring homomorphism. We need to show two properties of this ideal: (1) it is non-empty, and (2) it is closed under multiplication.

Since f^(-1)(P) ≠ R, there exists an element a in R such that f(a) is not in P. This means that a is in f^(-1)(P), satisfying the non-empty property.

Now, let x and y be elements in R such that their product xy is in f^(-1)(P). We want to show that at least one of x or y is in f^(-1)(P). Since xy is in f^(-1)(P), we have f(xy) = f(x)f(y) in P. Since P is a prime ideal, this implies that either f(x) or f(y) is in P.

Without loss of generality, assume f(x) is in P. Then, x is in f^(-1)(P), satisfying the closure under multiplication property.

Hence, we have shown that f^(-1)(P) is a prime ideal of R, as desired.

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Maryam received a 71% overall exam percentage score due to her performance on Paper 1, which is worth more points than Paper 2.

We must determine the weighted average of Maryam's results on each paper in order to determine her overall exam % score. We may weight Maryam's results appropriately since Paper 1 accounts for 60% of the total marks and Paper 2 for 40% of the total marks:

Overall percentage score: (65%) = 0.6; (80%) = 0.4.

= 0.6 × 0.65 + 0.4 × 0.80 (converting percentages to decimals) (converting percentages to decimals)

= 0.39 + 0.32

= 0.71

Maryam received a 71% overall exam percentage score as a result. Thus, she performed 71 out of 100 in the test. Given that Paper 1 is worth more points than Paper 2, Maryam's performance on Paper 1 will have a bigger impact on her final score because of the weightings utilized in this computation.

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Complete question is:

An exam is made of two papers that score differently.

Paper 1 has 120 marks.

Paper 2 has 80 marks.

Maryam scores:

65% on Paper 1

80% on Paper 2

Work out Maryam TOTAL percentage score for the exam. You must show your working

The net force acting on the object is 3456 N, the objective with an acceleration.

The net force applied to an object is equal to the product of its mass and acceleration, according to Newton's second law of motion. Mathematically, this can be represented as:

Fnet = ma

Where Fnet is the net force, m is the mass, and a is the acceleration. In your scenario, the net force applied to the object is 125 N, and its acceleration is 24.0 m/s2. Therefore, we can rearrange the formula and solve for the mass of the object as follows:

m = Fnet / a
m = 125 N / 24.0 m/s2
m = 5.21 kg

However, this answer does not match the given mass of the object, which is 144 kg. This suggests that there may be an error in one of the values provided. Assuming the mass of the object is actually 144 kg, we can use the same formula to solve for the net force acting on it as follows:

Fnet = ma
Fnet = 144 kg * 24.0 m/s2
Fnet = 3456 N

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The mass of an object with net force value = 125 Newton and acceleration of 24.0 m/s² is equals to the 5.208 kg. So, option(c) is right one.

The force formula is derived by Newton's second law of motion. The basic formula force applied on object is F = ma, which implies that net force is equals to product of mass and acceleration of an object. We have an object with the following information, Net applied force on object, F = 125 N

Acceleration of an object, a = 24.0 m/s²

We have to determine mass of object. Using the above force formula, F = M× a

where M --> mass in kilograms

a --> Acceleration in m/s²

F --> net force in Newton

Substitute all known values in above formula, 125 N = M × 24.0 m/s²

=> M = = \(\frac{125}{24}\)

=> M = 5.208 kg

Hence, required value is 5.208 kg.

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Complete question:

A net force of 125 N is applied to a certain object. As a result, the object accelerates with an acceleration of 24.0 m/s^2. The mass of the object is ?

a) 144 kg

b) 236 kg

c) 5.208 kg

d) 459 kg

The inequailty y < m + 4 would be true when m = -4 and all values of y are less than 0

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

The statement that m = -4

The above value implies that we substitute -4 for m in an inequality and solve for the other variable (say y)

Take for instance, we have

y < m + 4

Substitute the known values in the above equation, so, we have the following representation

y < -4 + 4

Evaluate

y < 0

This means that the inequailty y < m + 4 would be true when m = -4 and all values of y are less than 0

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Answer:

\(x < 7\)

Step-by-step explanation:

\(3x - 6 < 15 \\ 3x < 21 \\ x < 7\)

Given statement solution is :- The function or not correct response would be:

C. No, because it fails the vertical line test.

The vertical line test checks whether there are any vertical lines that intersect the graph at more than one point.

To determine whether the given graph represents a function or not, we need to understand the concept of a function and apply the vertical line test.

A function is a relation between a set of inputs (the domain) and a set of outputs (the range) where each input is associated with exactly one output. In other words, for every input, there can only be one corresponding output.

The vertical line test is a method used to determine whether a graph represents a function or not. According to the vertical line test, if any vertical line intersects the graph at more than one point, then the graph does not represent a function. On the other hand, if every vertical line intersects the graph at most once, then the graph represents a function.

Based on the information provided in the question, we cannot conclusively determine whether the graph represents a function or not. The options provided are insufficient to make a determination. However, the correct response would be:

C. No, because it fails the vertical line test.

The vertical line test checks whether there are any vertical lines that intersect the graph at more than one point. If the graph fails this test, it means that there exists an input value (x-coordinate) that corresponds to multiple output values (y-coordinate), violating the definition of a function.

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Answer:

A) 555

Step-by-step explanation:

555/3 = 185

Check and make sure; 185 x 3 = 555

Hope this helps!

-Jerc

Answer:

A)555 becuse 555/3=185

Answer:

The answer is option D, 50. :)

Answer:c)38 units

Step-by-step explanation:

edge

The equation in standard form is 0.15x + 0.55y = 99

From the question, we have the following parameters:

This means that:

The unit cost of a stamp is

Unit cost (stamp) = 11/20

Evaluate

Unit cost (stamp) = 0.55

The unit cost of an envelope is

Unit cost (envelope) = 7.50/50

Evaluate

Unit cost (envelope) = 0.15

Represent the envelope with x and the stamps with y

So, we have the following equation

0.15x + 0.55y = 99

The above represents the linear equation in standard form

See attachment for the graph, where the intercepts are (0, 180) and (660, 0)

These values make sense, because the intercepts are whole numbers

Also, you cannot use the money to buy the same amount of stamps and envelopes because of the decimal points in (141.429, 141.429)

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It's is b cause it is and yeah

Answer:

a

Step-by-step explanation:

Answer:

36

Step-by-step explanation:

12 x 3 =36

Answer:

36 kilometers or 22.4 miles

Step-by-step explanation:

12 kmh times 3 equals 36

Answer:

a) exponential decay

b) $1000

c)not sure

Step-by-step explanation:

a) depreciates means disapprovel so its going down

b) 20000×0.05=1000

The angle bisector from a vertex to the opposite side of a triangle is unique. We get AD = BE by subtracting BD from both sides of AB + BD = BE.

Proposition 4.4 states that in every triangle, there exists an angle bisector from a vertex to the opposite side and the angle bisector is unique.

Proof:

Let ΔABC be the given triangle and suppose AD is the angle bisector from A to BC. To prove that AD is unique, suppose BE is another angle bisector from B to AC.

We need to show that AD = BE.

Construct the incenter I of ΔABC. Draw lines AI and BI. AI bisects ∠A and BI bisects ∠B.

So, ∠AIB = 90° + ½ ∠C (proved in proposition 4.3).

Again, ∠AIB = ∠AID + ∠BIE [angle addition property of equality]

Therefore, ∠AID + ∠BIE = 90° + ½ ∠C...(1)

Since AD is the angle bisector from A to BC, we have

∠BAD = ∠CAD

Also, BE is the angle bisector from B to AC, so

∠EB = ∠EC

Adding these two equations, we get

∠BAD + ∠EB = ∠CAD + ∠EC...(2)

Since ∠A + ∠B + ∠C = 180° (angle sum property of a triangle),

∠C/2 + ∠B/2 + ∠A/2 = 180° (angle bisector property)

Therefore, ∠A/2 + ∠B/2 = 90° - ∠C/2

So, 2∠A/2 + 2∠B/2 = 180° - ∠C...(3)

Adding equations (1), (2), and (3), we get

∠AID + ∠BIE + ∠BAD + ∠EB + 2∠A/2 + 2∠B/2 = 360° - ∠C/2 + 180° + ∠C/2 + 180° - ∠C

∠AID + ∠BIE + ∠BAD + ∠EB + ∠A + ∠B = 360°(simplifying)

Therefore,

∠AID + ∠BIE + ∠BAD + ∠EB = 180°...(4)

Now, consider ΔABD and ΔEBD.

∠ABD = ∠EBD (∵ AD and BE are angle bisectors)

∠BAD = ∠BED [from equation (2)]

Therefore, ΔABD ≅ ΔEBD (∵ SAS congruence criterion)

So, BD = BD [by CPCTC]

Thus, we get AD = BE [by subtracting BD from both sides of AB + BD = BE]

Hence, the angle bisector from a vertex to the opposite side of a triangle is unique.

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Answer:

This is in the simplest form already.

Step-by-step explanation:

The simplified form of the given expression 4x5p would be equal to 20xp.

Polynomials are those algebraic expressions that consist of variables, coefficients, and constants. The standard form of polynomials has mathematical operations such as addition, subtraction, and multiplication.

The given expression is 4x5p. we need to simplify the expression.

but the given expression has unlike terms 4x and 5p so, the, unlike a variable, could not be multiplied.

Now, the simplified form will be

4x5p

= 20xp

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Answer:

7-(-3)

Step-by-step explanation:

Since two negatives make it positive, 7-(-3) would be same as 7+3

Answer:

7-(-3)

Step-by-step explanation:

Using the equations c = 2b - 1 and a = b - 2, along with the perimeter equation a + b + c = 73, we find that the length of the shortest side is 23 units.

Let's denote the lengths of the shortest, middle, and longest sides as a, b, and c, respectively. Based on the given conditions, we have the following relationships:

c = 2b - 1

a = b - 2

We also know that the perimeter of the triangle is 73 units. The perimeter equation is:

a + b + c = 73

Substituting the expressions for a and c from the earlier equations into the perimeter equation, we get:

(b - 2) + b + (2b - 1) = 73

Simplifying the equation, we combine like terms:

4b - 3 = 73

Adding 3 to both sides of the equation, we have:

4b = 76

Dividing both sides by 4, we find:

b = 19

Now that we know the length of the middle side (b), we can substitute it back into the equation for the shortest side (a = b - 2) to find its length:

a = 19 - 2 = 17

Therefore, the length of the shortest side is 17 units.

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Answer:

x = -2

-2(-2^2) + 4(-2)

-2(4) + -8

The probability of drawing a second black bead, given that the first bead is black, is 1/3 or 0.33.

The probability of drawing two black beads from a bag without replacement is given as 335. The probability of drawing one black bead is also given as 310. To calculate the probability of drawing a second black bead, given that the first bead is black, we can use the formula P(B2|B1) = P(B1 and B2) / P(B1). The probability of drawing one black bead is P(B1) = 310. The probability of drawing the two black beads is P(B1 and B2) = 335. Therefore, P(B2|B1) = 335 / 310 = 1/3 = 0.33.

The probability of drawing two black beads from a bag without replacement is given as P(B1 and B2) = 335. This means that, out of all the possible combinations of beads in the bag, 335 of them contain two black beads. The probability of drawing one black bead is given as P(B1) = 310. This means that, out of all the possible combinations of beads in the bag, 310 of them contain one black bead. To calculate the probability of drawing a second black bead, given that the first bead is black, we can use the formula P(B2|B1) = P(B1 and B2) / P(B1). The probability of drawing one black bead is P(B1) = 310. The probability of drawing two black beads is P(B1 and B2) = 335. Therefore, P(B2|B1) = 335 / 310 = 1/3 = 0.33. This means that the probability of drawing a second black bead, given that the first bead is black, is 1/3 or 0.33.

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Answer:

y< 4 - x/6

Step-by-step explanation:

1. x+6y<24

-x -x

2. 6y<24-x

/6 /6 /6

3. y<4-x/6

The probability of getting at least one nun in three spins of a dreidel is approximately 0.578

The probability is the ratio of number of favorable outcomes to the total number of outcomes

The probability of getting no nuns in a single spin is 3/4, since there are three non-nun letters (Gimel, Hei, Shin) and four total letters.

The probability of getting no nuns in three spins is then (3/4)^3, since the spins are independent and we can multiply probabilities of independent events.

So the probability of getting at least one nun in three spins is

= 1 - (3/4)^3

= 1 - 0.421875

= 0.578125

Therefore, the probability of getting at least one nun is 0.578

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The given question is incomplete, the complete question is:

A dreidel is a four-sided spinning top with the Hebrew letters nun, gimel, hei, and shin, one on each side. Each side is equally likely to come up in a single spin of the dreidel. Suppose you spin a dreidel three times. Calculate the probability of getting (a) at least one nun?

Answer:

Step-by-step explanation:

There are 25 numbers between and including 1-25, so there are 25 possibilities. The possible outcomes are:

1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25

When the class were split exactly in equal parts to form 3 be classes each class would have no more than 14 students, the expression is s / 3 <= 14.

It should be noted that an expression is simply used to illustrate the relationship between the variables that are given.

From the mr. Jones algebra class has too many students in it and each class were split exactly in equal parts to form 3 be classes each class would have no more than 14 students.

The expression will be let the total students be represented by s. This will be:

s / 3 <= 14

The expression is s / 3 <= 14.

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Write a mathematical sentence that expresses the information below use s as your variable mr.jones algebra class has too many students in it. if each class were split exactly in equal parts to form 3 be classes each class would have no ore than 14 students

1. Affordably presented by objects or environments, such as a ball providing the opportunity to practice grasping, throwing, and catching.
2. Individuals perceive these affordances and decide to engage with them, based on their current motor abilities and developmental stage.
3. Through interacting with affordances, individuals practice and develop their motor skills by attempting, refining, and mastering the actions associated with affordance.

Affordably is a term used to describe the relationship between an individual's perception of their environment and their ability to interact with it. In terms of motor development, affordances refer to the opportunities for movement that the environment presents. These opportunities can be both physical and social and can include objects to manipulate, spaces to explore, and people to interact with.

The concept of affordance is important for motor development because it provides children with opportunities to practice and refine their motor skills. As children explore their environment, they are able to perceive the various affordances that it presents, and they can use these affordances to develop their motor skills.

For example, a child may perceive that a box can be used as a stepping stool, and they may use this affordance to climb up onto a table. In doing so, they are developing their balance, coordination, and strength. Similarly, a child may perceive that a ball can be thrown, caught, and bounced, and they can use these affordances to develop their hand-eye coordination, spatial awareness, and timing.

Overall, affordance plays an important role in motor development by providing children with opportunities to explore and interact with their environment and to develop their motor skills in the process.
Affordance contributes to motor development by providing opportunities for individuals to interact with their environment, which in turn helps them develop and refine their motor skills. Affordance refers to the potential actions or uses that an object or environment provides to an individual. In the context of motor development, affordances can be seen as opportunities for practicing and enhancing motor abilities.


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This criterion can be defined based on the desired level of accuracy or when the change in the estimated parameters falls below a certain threshold.

When implementing a program for a nonlinear problem using the least square adjustment technique, it is essential to determine a termination condition. This condition dictates when the program should stop iterating and provide the final estimated parameters. A common approach is to set a convergence criterion, which measures the change in the estimated parameters between iterations.

One possible criterion is to check if the change in the estimated parameters falls below a predetermined threshold. This implies that the adjustment process has reached a point where further iterations yield minimal improvements. The threshold value can be defined based on the desired level of accuracy or the specific requirements of the problem at hand.

Alternatively, convergence can also be determined based on the objective function. If the objective function decreases below a certain tolerance or stabilizes within a defined range, it can indicate that the solution has converged.

Considering the chosen termination condition is crucial to ensure that the program terminates effectively and efficiently, providing reliable results for the nonlinear problem.

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