Pay Rate: $10.18/hour

Total hours worked last

week: 45

Answer:

I am pretty sure that it is 4.

Step-by-step explanation: Got it right on edge2020

Answer:

4

Step-by-step explanation:

i took on edge

Answer:

\(Red = \frac{10}{37}\)

Step-by-step explanation:

Given

\(Red:Yellow = 2 : 3\)

\(Yellow: Blue = 5 : 4\)

Required

Determine the fraction of Red

First, we need to link the given ratios.

Since yellow is present in both ratios, we start by making the ratio of yellow equal in both ratios

Multiply this ratio by 5

\(Red:Yellow = 2 : 3\)

This becomes

\(Red:Yellow = 10 :15\)

Similarly, multiply this ratio by 3

\(Yellow: Blue = 5 : 4\)

This becomes

\(Yellow:Blue =15:12\)

At this point, we have:

\(Red:Yellow = 10 :15\) and \(Yellow:Blue =15:12\)

Combine

\(Red:Yellow:Blue = 10:15:12\)

The fraction is then calculated as:

\(Red = \frac{Red}{Red +Yellow + Blue}\)

This gives

\(Red = \frac{10}{10+15+12}\)

\(Red = \frac{10}{37}\)

Answer:

\( - 50 + 8i\)

Step-by-step explanation:

\(1. \: - 35 - 15i + 21i - 9 - (6 - 2i) \\ 2. \: - 35 - 15i + 21i - 9 - 6 + 2i \\ 3. \: ( - 35 - 9 - 6) + ( - 15i + 21i + 2i) \\ 4. \: - 50 + 8i\)

Answer:

Step-by-step explanation:1/3 You can cross multiply or multiply using decimals. 0.5 times 0.6 equals 0.3=1/3. Anything times 1/2 will automatically be half as much!

Answer:

-3y+8z

Step-by-step explanation:

2x-2y+5z-2x-y+3z

you don't need to change their signs just place them accordingly

2x-2x-2y-y+5z+3z

-3y+8z

Answer:

See below

Step-by-step explanation:

Step 1

x^2 – 30x = –125

-30/2 = -15

(-15)^2 = 225

Step 2

x^2 -30x+225 = -125+225

(x-15)^2 = 100

Step 3

Take the square root of each side

sqrt((x-15)^2) = sqrt(100)

Step 4

x-15 = ±10

x-15 =10    x-15 = -10

x= 10+15    x = -10 +15

x = 25      x = 5

Answer:

88 is the average

Step-by-step explanation:

78 + 88 + 98 = 264

264 / 3 = 88  ( you divide by the amount of numbers you have, in this case there are three numbers)

Answer:

Step-by-step explanation:

If I were to solve for x, the answer would be x  ≤  − 5.

Answer:

x ≤ -5

General Formulas and Concepts:

Pre-Algebra

Order of Operations: BPEMDAS

Equality Properties

Step-by-step explanation:

Step 1: Define Inequality

-4x + 10 ≥ 5x + 55

Step 2: Solve for x

Here we see that any value x smaller than or equal to -5 would work as a solution to the inequality.

An obtuse triangle and right angle triangle can always be used as counter examples to the given statement.

What is acute angle?

An angle which is measuring less than 90 degrees is called an acute angle. This angle is smaller than the right angle

What is obtuse angle?

An obtuse angle is a type of angle that is always larger than 90° but less than 180°. In other words, it lies between 90° and 180°.

What is right angle?

A right angle is an angle of exactly 90 degrees or \pi /2 radians corresponding to a quarter turn. If a ray is placed so that its endpoint is on a line and the adjacent angles are equal, then they are right angles..

Hence, an obtuse triangle and right angle triangle can always be used as counterexamples to the given statement " All angles in a triangle are acute".

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The function f(x, y ,z) and u(u1, u2, u3) are unit vectors, then;

Duf = ▽f.u = ∂f/∂x u1 + ∂f/∂y u2 + ∂f/∂z u3

The directional derivative is the rate at which any function changes in a fixed direction at a particular point. It is the vector form of any derivative. It characterizes the instantaneous rate of variation of a function.

Since we know that the gradient is defined for the function f(x, y) is as;

▽f = ▽f(x, y) = ∂f/∂xi + ∂f/∂ yj

It can be calculated by assigning the vector operator r to f(x, y) as a scalar function. This vector field is called gradient vector field.

If we have a function f(x, y ,z) and u(u1, u2, u3) are unit vectors, then;

Duf = ▽f.u = ∂f/∂x u1 + ∂f/∂y u2 + ∂f/∂z u3

It is clear that, if we take a dot product of the gradient and the given unit vector, then we get the directional derivative of the function.

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The formula that describes this function is c = 50t

An equation is an expression that shows the relationship between two or more variables and numbers.

Let c represent the distance travelled at time t.

The cities are 200 miles apart and constant speed of 50mph, hence:

50 = c/t

c = 50t

The formula that describes this function is c = 50t

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Answer:

$300

Step-by-step explanation:

5% of x + 5 kg = 20

0.05 * x + 5 = 20

0.05x + 5 = 20

0.05x = 20 - 5

0.05x = 15

x = 15 / 0.05

x = $300

Antiderivative of f(x) = 1/x is ln|x| + C. Antiderivative of g(x) = 11/x is 11 ln|x| + C. Antiderivative of h(x) = 5 - 4/x is 5x - 4 ln|x| + C.

The antiderivative of f(x) = 1/x can be found using the natural logarithm function:

∫ 1/x dx = ln|x| + C

where C is the constant of integration.

The antiderivative of g(x) = 11/x can be found similarly:

∫ 11/x dx = 11 ln|x| + C

where C is the constant of integration.

The antiderivative of h(x) = 5 - 4/x can be found by integrating each term separately:

∫ 5 dx - ∫ 4/x dx = 5x - 4 ln|x| + C

where C is the constant of integration.

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You can use scatter plots to present bivariate data. The data can be used to create coordinate pairs.

The relationship between the two variables in a bivariate data set is graphically represented by a scatter plot. Consider them to be the graphic depiction of two data sets that have been combined by allocating each axis in the plot to a distinct variable.

Due to the presence of two variables, this type of data is known as bivariate data. Only 1 variable may be displayed on a line plot. You can use scatter plots to present bivariate data. The data can be used to create coordinate pairs.

The standard deviation of each variable and the covariance between them must first be determined in order to calculate the Pearson correlation. Covariance is subtracted from the product of the standard deviations of the two variables to get the correlation coefficient.

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Adding a negative number is the same as subtracting a positive number.

14 + (-11) = 14 - 11

We start at the point 14 on a number line.

Since we are subtracting, we are going to left -11 units on the number line.

We will land on the point "3"

Best of Luck!

Answer:

(4, -5)

Step-by-step explanation:

(4, 5) is 4 units to the right of the y-axis and 5 units above the x-axis.

When you reflect point (4, 5) over the x-axis, the new point is still 4 units to the right of the y-axis, so its x-coordinate is still 4. The distance that was above the x-axis now is below the x-axis, so the y-coordinate is -5.

Answer: (4, -5)

The correct options are:

1) the triangle is isosceles.

2) the leg-to-hypotenuse ratio is 1:√2  

3) the non-right angles are congruent.

4) the ladder represents the longest length in the triangle.

For given question,

the length of the ladder is 12 feet.

the distance from the wall to the base of the ladder is 6√2 feet

Let x be the height of the wall.

Using Pythagoras theorem,

⇒ x² + (6√2)² = 12²

⇒ x² = 72

⇒ x = 8.5 ft

So, the triangle is right triangle.

Here, the hypotenuse = 12 ft

And, the leg-to-hypotenuse ratio is,

6√2 : 12 = 1:√2

We know that the right triangle is an isosceles triangle.

Since the right triangle is an isosceles  triangle, the non-right angles are congruent.

We know that, the hypotenuse is the longest length in the triangle.

So, the ladder represents the longest length in the triangle.

Therefore, the correct options are:

1) the triangle is isosceles.

2) the leg-to-hypotenuse ratio is 1:√2  

3) the non-right angles are congruent.

4) the ladder represents the longest length in the triangle.

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Answer:

1, 2, 4, and 5

Step-by-step explanation:

Edge 2022

To find the probability of the interval (-0.15 < z < 2.67) in a standard normal distribution, we can use the cumulative distribution function (CDF) of the standard normal distribution.

The CDF gives the probability that a standard normal random variable is less than or equal to a given value. In this case, we need to find the probability that z is less than or equal to 2.67 and subtract the probability that z is less than or equal to -0.15.

Using a standard normal distribution table or a statistical calculator, we can find the corresponding probabilities:

P(z < 2.67) ≈ 0.9960

P(z < -0.15) ≈ 0.4404

To find the probability of the interval (-0.15 < z < 2.67), we subtract the probability of z < -0.15 from the probability of z < 2.67:

P(-0.15 < z < 2.67) ≈ P(z < 2.67) - P(z < -0.15)

≈ 0.9960 - 0.4404

≈ 0.5556

Therefore, the probability of the interval (-0.15 < z < 2.67) in a standard normal distribution is approximately 0.5556.

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If a sample size is one-fourth the original size, the margin of error will be affected. Specifically, the margin of error will be affected inversely proportional to the square root of the sample size.

Halving the sample size (from the original) will cause the margin of error to increase by a factor of square root of 2, approximately 1.41.

Doubling the sample size (from the original) will cause the margin of error to decrease by a factor of square root of 2, approximately 0.71.

Quadrupling the sample size (from the original) will cause the margin of error to decrease by a factor of square root of 4, approximately 0.5.

Therefore, if the sample size is reduced to one-fourth the original size, the margin of error will be doubled, because the square root of 4 is 2. Conversely, if the sample size is increased fourfold, the margin of error will be halved, because the square root of 1/4 is 1/2.

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Answer: 6x≥120

x≥20

Step-by-step explanation:

To make an inequality, we have to look at the whole problem. Katherine wants to save $120, so 120 will be on one side of our equation.

We also know that she will be saving for six months.

So, our equation so far is 6x=120, with x being the amount she has to save each month.

But the problem says "the least amount." That means that we will be using the "greater than or equal to" symbol ⇒ "≥"

6x ≥ 120 will be our equation.

To solve this, we would need to isolate x. To do that, we'll divide both sides by 6 to get x≥20.

Hope this helps and all the best on your homework!

Answer: Twenty one meeters!!

Answer:  The area of the path running around the inside edge of the field is  731.2 m²

If the path is across the middle of the field, the area of that path is about 245m²

Step-by-step explanation:

The radius of the field is 35m, subtracting 3.5 from that leaves the radius of the inside edge of the path at 31.5 m

The area of the path will be the difference between the two areas.

π × 35² = 3848.45

π × 31.5² = 3117.25

3848.45 - 3117.45 = 731.2

If the path is across the middle of the field, use the diameter, 70m,  times the width of the path, 3.5m,  to find the area of that path: 245m²

I hope this helps.

To convert 123.60' into centesimal system, we need to first convert minutes to decimal degrees.

FORMULA:   \(decimaldegrees= degrees+ \frac{minutes}{60}+\frac{seconds}{3600}\)

Therefore, the angle 123.60' is approximately equal to 136.68 centesimal degrees.

In summary, there are 6 ways to distribute 9 identical balls into 3 identical boxes. This can be determined by finding the number of ways to write 9 as a sum of 3 integers.

To explain further, let's consider the problem of writing 9 as a sum of 3 integers. We can think of this as distributing 9 identical balls into 3 identical boxes, where each box represents one of the integers. Since the boxes are identical, we only need to consider the number of balls in each box.

To find the number of ways to distribute the balls, we can use a concept called "stars and bars." Imagine 9 stars representing the 9 balls, and we need to place 2 bars to separate them into 3 boxes. The positions of the bars determine the number of balls in each box.

For example, if we place the first bar after the 3rd star and the second bar after the 6th star, we have 3 balls in the first box, 3 balls in the second box, and 3 balls in the third box. This corresponds to one way of writing 9 as a sum of 3 integers (3+3+3).

By using stars and bars, we can determine that there are 6 different arrangements of bars among the 9 stars, resulting in 6 ways to distribute the 9 identical balls into the 3 identical boxes.

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Step-by-step explanation:

the answer is in the above image

use the app DESMOS it helps in drawing graphs like this

To solve for x and y, we need to use the system of equations given in the problem. From the first equation, we can simplify and solve for y in terms of x:

y = 5 - x

Then we substitute this expression for y into the second equation and solve for x:

2x + 3(5 - x) = 13

Simplifying and solving for x, we get:

2x + 15 - 3x = 13

-x = -2

x = 2

Now that we have found x, we can substitute it into the first equation to solve for y:

y = 5 - x

y = 5 - 2

y = 3

Therefore, the values of x and y that satisfy the system of equations are x = 2 and y = 3.

In summary, to solve for x and y, we used the system of equations given in the problem and substituted for y in terms of x. We then solved for x by substituting this expression into the second equation and simplifying. Finally, we found y by substituting the value of x back into the first equation. The solution is x = 2 and y = 3.

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Answer:

$4.75

Step-by-step explanation:

Given:

$25

19%

let x = total amount of tip

x = ($25)(19%)

x = $4.75

Answer: 2/15

Step-by-step explanation:

firstly divide lcm by denominator 1 = 15/5 = 3

then multiply by 3 nominator = 4*3 = 12

then divide lcm by denominator 2 = 15/3= 5

Multiply by 5 nominator = 5*2 = 10

lastly 12-10/15 ( both answer upon lcm)

2/15

An alias cannot be used when a table is required to be joined to itself in a recursive query is false.

The majority of relational database management systems, if not all of them, include the SQL feature known as an alias (RDBMSs). Database administrators and other database users can use aliases to cut down on the amount of coding necessary for a query and to make it easier to understand. Additionally, the real names of database fields can be protected using aliasing as an obfuscation approach.

You can alias tables and columns in SQL. A correlation name is another term for a table alias. [1] For the duration of a SELECT query, a programmer can temporarily give a table or column a different name by using an alias. The column or table are not truly renamed when an alias is assigned.

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A metric can be used to help us determine the extent of how much an outcome is achieved.

A metric is a quantifiable gauge that is employed to assess, scrutinize, and appraise diverse facets of a system, procedure, or outcome. It furnishes a standardized and unbiased approach to gauge and monitor performance or advancement towards particular objectives or goals. Metrics are commonly formulated based on precise criteria or prerequisites and can manifest as numerical or qualitative in essence.

They find application in various domains such as commerce, finance, science, engineering, and myriad others to evaluate performance, facilitate well-informed decisions, and oversee progress over time.

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