bianca runs a fruit store.she startied thursday with 14 pear brainlys in stock.duriiiing th eday,she sold 11 pears and goat a shipment contained 4 times as many pears as she started the day with

a) The initial percentage in 1990 is 30%, and the percentage increases by approximately 0.6 per year.

b) If the trend continues, in the year 1990 + 30 = 2020, approximately 48% of babies will be born out of wedlock.

a. To express the percentage of babies born out of wedlock, P, as a function of the number of years after 1990, x, we can use the equation:

P(x) = 30 + 0.6x

Here, P(x) represents the percentage of babies born out of wedlock after x years since 1990. The initial percentage in 1990 is 30%, and the percentage increases by approximately 0.6 per year.

b. To find the year when 48% of babies will be born out of wedlock, we need to solve the equation P(x) = 48 for x.

48 = 30 + 0.6x

Subtracting 30 from both sides:

18 = 0.6x

Dividing both sides by 0.6:

x = 30

Therefore, if the trend continues, in the year 1990 + 30 = 2020, approximately 48% of babies will be born out of wedlock.

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Answer:

j = 1

Step-by-step explanation:

calculate the slope m between the 2 points and equate to - \(\frac{7}{10}\)

m = \(\frac{y_{2}-y_{1} }{x_{2}-x_{1} }\)

with (x₁, y₁ ) = (- 5, j ) and (x₂, y₂ ) = (5, - 6 )

m = \(\frac{-6-j}{5-(-5)}\) = \(\frac{-6-j}{5+5}\) = \(\frac{-6-j}{10}\)

then equating gives

\(\frac{-6-j}{10}\) = - \(\frac{7}{10}\) ( cross- multiply )

10(- 6 - j) = - 70 ( divide both sides by 10 )

- 6 - j = - 7 ( add 6 to both sides )

- j = - 1 ( multiply both sides by - 1 )

j = 1

The horizon is about 1,027 miles away if a person is in the international space station about 240 miles above the surface of the earth.

As a general rule, the horizon is located 2.9 miles away from an observer on the Earth's surface, and it is because of the planet's curvature. If a person moves up in the sky, the horizon line will also move up because the person's line of sight is increasing in distance.

In other words, if a person moves to a higher altitude, they will be able to see farther. The calculation to determine the distance of the horizon is based on the following formula:
D = √[(2Rh) + h²]

D is the distance to the horizon

R is the radius of the earth

h is the height above sea level of the observer in meters.

The radius of the Earth is about 6,371 kilometers, and it can be converted to meters by multiplying it by 1,000. The altitude of the International Space Station (ISS) is approximately 408 kilometers above the Earth's surface or 240 miles.

Using this information, we can calculate the distance to the horizon.
D = √[(2 * 6,371,000) + (408,000)²]D = √[(12,742,000) + (166,464,000,000)]D = √[166,476,742,000]D ≈ 408,216 meters
≈ 1,338,381.8 feet ≈ 403.6 km ≈ 252 miles

Therefore, if a person is on the International Space Station about 240 miles above the Earth's surface, the horizon will be around 1,027 miles away.

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The speed of the airplane is the ratio of the distance to the time

The initial average speed of the airplane is approximately 110.8 mph

Reason:

Given parameters are;

The distance between Portland Oregon and Seattle Washington = 145 miles

The decrease in travel time when the speed is increase by 20 mph =  minutes

The initial speed of the airplane, v = Required;

Solution;

\(t = \dfrac{145}{v}\)

\(t - \dfrac{12}{60} = \dfrac{145}{v + 20}\)

Therefore;

\(\dfrac{145}{v} - \dfrac{12}{60} = \dfrac{145}{v + 20}\)

Which gives;

\(\dfrac{145}{v + 20} - \dfrac{145}{v} + \dfrac{12}{60} = 0\)

Therefore

0.2·v² + 4·v - 2,900 = 0

v ≈ ±110.8 mph

The initial average speed of the airplane, v≈ ± 110.8 mph

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Answer: Choice #2

Step-by-step explanation: The slope of -1/4 means that the line is ascending to the left, which rules out the first and last choice. The y-intercept of -3 means that it crosses the y-axis at (0,-3). This is why it is #2.

Brainliest please?

Answer:

The area of the trapezoid you have provided is 24.6

Step-by-step explanation:

The area of a trapezoid is :

\(0.5h(b_1 + b_2)\)

Just do some substitution:

\(0.5 * 6 * (2 + 6.2) = 3 * 8.2 = 24.6\)

Answer:

sin^2α

Step-by-step explanation:

I will just  pose  x instead  of alpha  here to make things simpler

\(\tan ^2\left(x\right)\left(2\cos ^2\left(x\right)+\sin ^2\left(x\right)-1\right)\\\\\)

we know that sin^2x = 1 -  cos^2x so...

\(=\left(-1+1-\cos ^2\left(x\right)+2\cos ^2\left(x\right)\right)\tan ^2\left(x\right)\)

\(=\cos ^2\left(x\right)\tan ^2\left(x\right)\)

we can rewrite using trigonometric identities (tan = sin/cos)...

\(=\left(\frac{\sin \left(x\right)}{\cos \left(x\right)}\right)^2\cos ^2\left(x\right)\\= \sin ^2\left(x\right)\)

Answer: A

Step-by-step explanation:

We are given the function: f(x) = 4x + 5

To find f(-2), we substitute the value of x with -2 to get:

f(-2) = 4(-2) + 5

f(-2) = -8 + 5

f(-2) = -3

OPTION C

MacPherson company is being faced with a situation of tight capacity at the Stratford plant which is currently at 13,000 units per month. There are two recommendations on how the company can mitigate the problem. The first recommendation is that the company should change its workforce level several times in a year while the second recommendation is that MacPherson invests $0.5M to increase the production capacity to 15,000 units per month. The labor union and some managers insist that the company should invest in increasing the production capacity instead of implementing the first option as it would lead to disruptive hiring and layoff.The recommendation to increase the production capacity to 15,000 units per month with a $0.5M investment will pay itself off within one year with the reduction in headcounts, new hires, and layoffs. Yes, I agree with the recommendation. Here is a detailed explanation:Investment in production capacity will reduce the per-unit cost of production which will allow the company to make more profits on each unit produced. With the increase in production capacity, the company will be able to produce more goods with the same amount of resources, and this will lead to a reduction in production costs. The reduction in production costs means that the company will be able to sell its goods at a lower price which will, in turn, increase demand for the products.With the increased demand for the product, the company will sell more and make more profits. The company will be able to meet the market demand for the product without any interruption which means there will be no need for hiring or layoffs. This reduction in hiring and layoffs will reduce the disruption that may be caused in the production process. The reduction in hiring and layoffs will also lead to a reduction in the cost of recruitment and training of new staff.The investment of $0.5M will pay for itself within one year because the reduction in the cost of production, hiring, and layoffs will offset the initial investment.

Answer: 193.3125

Step-by-step explanation:

It deleted my entire explanation um-

Anyways, calculate the area of the rectangle, length x width (7 * 15) and the semicircle (i did pi times radius squared and halved it to get the semicircle)

Basically, 105 plus the semicircle is 193.

Answer:(d)

Step-by-step explanation:

Given

AB=AC

\(\therefore\) We can write

\(\angle ABC=\angle ACB\ \quad \text{[angles corresponding to equal sides are equal]}\)

\(\angle ABC=\angle BCA=\angle ACB=65^{\circ}\)

Answer:

16. 45,000

17. 1,000

18. 4,000

19. 35,000

20. 1,000

21. 17,000

22. 10,000

23. 60,000

25. 1,000

26. 146,000

24. 100,000

27. 14,000

Hope this helps!

This in my mobile account

Answer:

P = a + b + c

P = (8x + 2) + (5x - 4) + (9x + 3)

P = 8x + 5x + 9x + 2 - 4 + 3

P = 22x + 1

I hope this helps.

We can use the polar equation r = f(θ) to sketch the curve. However, since you have only provided the value of θ as −π/6, we cannot determine the shape of the curve without knowing the equation of the function f(θ).

In order to sketch the curve, we need to plot at least three points on the polar coordinate plane. We can do this by selecting three different values of θ, plugging them into the polar equation, and finding the corresponding values of r. We can then plot these points and connect them to form the curve.

Answer:
1. First, recall that in polar coordinates, a point is represented by (r, θ), where r is the distance from the origin, and θ is the angle measured counter-clockwise from the positive x-axis.
2. In this case, the polar equation is given as θ = -π/6, which means the angle is fixed at -π/6 radians, or -30 degrees.
3. Since r can take any value, this curve is a straight line consisting of all points that are located at a -30-degree angle from the positive x-axis. To visualize this, imagine a ray starting at the origin and rotating -30 degrees in the clockwise direction.

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After plotting the inequalities, we see that the second set satisfies the graph provided.

How can we graph inequalities?

A linear or quadratic inequality can be graphed in a manner similar to that of an equation. The distinction is that an inequality displays a range of values greater than or less than, thus your graph will display more than just a dot on a number line or a line on a coordinate plane. You can figure out which numbers are part of an inequality solution by utilizing algebra and evaluating the inequality sign.

Let the first inequality be  \(3x+5y\leq 10\).

When we plot the equality, we see that it covers the portion including the origin.

Next inequality is \(-x+y > -5\).

When plotting this one, we again see that it covers the portion including the origin.

The last equality is \(y-6 > -5x\).

While plotting it, we see that this line overlaps the other 2 lines making a common space of the triangle that is shown in the figure.

Hence the second set of inequalities represent the graph.

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After plotting the inequalities, we see that the second set satisfies the graph provided.

How can we graph inequalities?

To graph inequalities, you can use a number line or a coordinate plane. Here's an example of how to graph an inequality on a number line:

First, determine the inequality symbol: >, <, ≥, or ≤.

Next, determine the value of the inequality.

Plot the value on the number line, using an open circle for > or <, and a closed circle for ≥ or ≤.

Shade in the region on one side of the plotted point, according to the inequality symbol. For example, if the inequality is x > 3, then you would shade in the region to the right of 3, since values greater than 3 satisfy the inequality.

Here's an example of how to graph an inequality on a coordinate plane:

First, determine the inequality symbol: >, <, ≥, or ≤.

Next, rewrite the inequality in the form "y > f(x)" or "y < f(x)" by isolating the y term on one side of the inequality.

Plot the function f(x) on the coordinate plane.

Shade in the region above or below the plotted function, depending on the inequality symbol. For example, if the inequality is y > f(x), then you would shade in the region above the plotted function, since values of y greater than f(x) satisfy the inequality.

Let the first inequality be \(3x+5y\leq 10\)

When we plot the equality, we see that it covers the portion including the origin.

Next equality is \(-x+y > -5\)

When plotting this one, we again see that it covers the portion including the origin.

The last equality is \(y-6 > -5x\)

While plotting it, we see that this line overlaps the other 2 lines making a common space of the triangle that is shown in the figure.

Hence the second set of inequalities represent the graph.

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Answer:

The answer should be y = -\(\frac{3}{2}\)\(x\) + 8, but its not one of the answers, so check the question again.

Step-by-step explanation:

If the second line is parallel, then the gradient will be the same:

y = -\(\frac{3}{2}\)\(x\) + c

Find what c is (y-intercept) by inputting the given point into the equation (4,2):

2 =  (-\(\frac{3}{2}\) x 4) + c

2 = -6 + c

c = 8

The equation for the relationship between units of white paint, w, and units of black paint, b is 3w + b = 4g

The given parameters;

number of white paints, w = 3

number of black paint, b = 1

Let the number of gray paint = g

the total number of gray paint formed = 4 units

The equation that show the relationship between the two paints is given as;

3w:b = 4g

3w + b = 4g

Thus, the equation for the relationship between units of white paint, w, and units of black paint, b is 3w + b = 4g

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Answer:

175

Step-by-step explanation:

7(2x-3y)

Let x = 8 and y = -3

7(2*8-3 (-3))

Inside parentheses first

7(16+9)

Add inside the parentheses

7(25)

Multiply

175

Answer:

(A

Step-by-step explanation:

The model shows 1/2 because half of the rectangle is colored. Think about it. 5/10 is also 1/2 because 5 is half of 10.

So, 1/2 is equivalent to 5/10.

-kiniwih426

Thy answer shall be:

A. 1/2 = 5/10

Thy answer tis A for:

In this problem, we have two fraction models. The top fraction model is split up into 10 parts. The bottom fraction model is split up into 2 parts. In order to find the fractions for both models, we simply have to count the number of shaded parts, which will be our numerator, and put that over the total number of parts in the fraction model, which will be our denominator.

The reason that the denominator is the total number of parts in the fraction model is because the denominator is made to represent the total number of parts in/of something. In this case, that would be the total number of parts in a fraction model. The reason that the numerator is the total number of shaded parts in the fraction model is because the numerator represents the parts of the whole that are being counted, or that are currently there. The shaded parts count as said parts that are currently present; therefore, the shaded parts should be the numerator.

In the top fraction model, 5 out of the 10 total parts are shaded blue. This means that, for the first fraction model, 5 is our numerator and 10 is our denominator. Putting these together will create the fraction 5/10.

In the bottom fraction model, 1 out of the 2 total parts are shaded blue. This means that, for the second fraction model, 1 is our numerator and 2 is our denominator. Putting these together will create the fraction 1/2.

Now, we have our two fractions: 5/10 and 1/2. These fractions are equivalent fractions. We know this because, when we look at the two fraction models above and below one another, they are both the same length and appear to have the same amount of blue shaded in as the other. Additionally, if one simplifies 5/10 by dividing both the numerator and denominator by 5, they shall get 1/2, which is the second fraction (also 1/2). With this being said, A. 1/2 = 5/10 perfectly describes what we need to explain the relationship between these two fractions/fraction models.

Therefore, the equation that the models show is A. 1/2 = 5/10.

Answer:

G) AC = 12

Step-by-step explanation:

5/10 = (x + 5)/(3x + 3)

15x + 15 = 10x + 50

5x = 35

x = 7

AC = 7 + 5 = 12

Answer: 122°

Step-by-step explanation:

Because angles on a straight line are supplementary (add up to 180°), then:

m∠2 = 180° - 58°

        = 122°

Answer:

25

Step-by-step explanation:

Answer:

51

Step-by-step explanation:

Answer:

The second method is correct because in the first method she eliminates a solution by dividing through by x and assuming she graphed correctly, the solutions she gave are correct.

Step-by-step explanation:

Answer:

Yes she's correct

Step-by-step explanation:

Let's check

Cancel one x

Another root is 0

So as a quadratic equation it's correct

Answer: an=8+(n-1)(-6) .

Step-by-step explanation:

To evaluate the iterated integral ∫[2, -2] ∫[0, √(4 - x^2)] sin(x^2 + y^2) dy dx using polar coordinates, we make the following substitutions:

x = r cosθ

y = r sinθ

The limits of integration for x and y need to be expressed in terms of r and θ.

For the limits of x:

When y = 0, we have x = √(4 - x^2) and solving for x, we get x = 2.

When y = √(4 - x^2), we have x = 0.

So, the limits for x in polar coordinates are θ = 0 to θ = π.

For the limits of y:

The region of integration lies within the circle of radius 2 centered at the origin. So, the limits for y in polar coordinates are r = 0 to r = 2.

Now, we need to express the differential element dy dx in terms of polar coordinates.

dy dx = |Jacobian| dr dθ

where |Jacobian| is the determinant of the Jacobian matrix.

The Jacobian matrix is given by:

[∂y/∂r ∂y/∂θ]

[∂x/∂r ∂x/∂θ]

Calculating the partial derivatives:

∂y/∂r = sinθ

∂y/∂θ = r cosθ

∂x/∂r = cosθ

∂x/∂θ = -r sinθ

Taking the determinant of the Jacobian matrix, we have:

|Jacobian| = (∂y/∂r)(∂x/∂θ) - (∂y/∂θ)(∂x/∂r) = (sinθ)(-r sinθ) - (r cosθ)(cosθ) = -r

Now, we can rewrite the integral in polar coordinates:

∫[2, -2] ∫[0, √(4 - x^2)] sin(x^2 + y^2) dy dx

= ∫[0, π] ∫[0, 2] r sin(r^2) |Jacobian| dr dθ

= ∫[0, π] ∫[0, 2] -r^2 sin(r^2) dr dθ

Integrating with respect to r first:

∫[-r^2 sin(r^2)] [0, 2] dr = [-cos(r^2)] [0, 2] = -cos(4) + 1

Now, we can integrate the result with respect to θ:

∫[-cos(4) + 1] [0, π] dθ = [θ - cos(4)θ] [0, π] = π - πcos(4)

Therefore, the value of the iterated integral ∫[2, -2] ∫[0, √(4 - x^2)] sin(x^2 + y^2) dy dx in polar coordinates is π - πcos(4).

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Answer:think its A

Step-by-step explanation:

Answer:

$60

Step-by-step explanation:

because 20 percent of 80 is 20 so 80-20 = 60.

Answer:

$60

Step-by-step explanation:

because 20 percent of 80 is 20 so 80-20 = 60.