Pls explain the how you got the answer for me: On a random Monday in the spring, 95% of students are present at school. If there are 589 students present, then how many total students are enrolled answers: A. 620
B. 589
C. 58909
D. 560​

Step-by-step explanation:

\( \frac{5}{7} + \frac{1}{3} \\ \\ = \frac{5 \times 3}{7 \times 3} + \frac{7}{3 \times 7} \\ calculate \: the \: product \: or \: quotient \\ \\ = \frac{15}{21} + \frac{17}{21} \\ write \: the \: numberators \: over \: \\ common \: denominator \\ \\ = \frac{15 + 7}{21} \\ \\ = \frac{22}{21} \)

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In order to sum up any two fractions, you need both fractions to have the same denominator.

The denominator is the number under the fractional bar. The denominator of the first fraction is 7. The denominator of the second fraction is what ? It's 3.

7 is different from 3 : 7 ≠ 3

So in order to sum these two numbers, we need their denominator to be the same. How ?

A solution that always work, is simply to multiply each other : 7 * 3

\(\frac{5*3}{7*3} + \frac{1*7}{3*7} = \frac{15}{21} +\frac{7}{21} = \frac{15+7}{21} = \frac{22}{21}\)

we need to multiply this number by 100 to get the  as a percentage:

0.1806 * 100 = 18.06%

The probability of choosing a senior can be calculated using the formula:

P(senior) = (102/562) * 100

P(senior) = 18.06%

This means that there is an 18.06% chance of choosing a senior if a student is randomly selected from the school.

First, we need to calculate the total number of students in the school by adding together the number of students in each class:

Total = 165 + 145 + 114 + 102 = 562

Next, we need to calculate the probability of choosing a senior by taking the number of seniors enrolled in the school (102) and dividing it by the total number of students in the school (562).

102/562 = 0.1806

Finally, we need to multiply this number by 100 to get the probability as a percentage:

0.1806 * 100 = 18.06%

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The area of each part of the figure and the whole figure is Rectangle A = 15 square units
Triangle B = 6 square units
Rectangle C = 8 square units
Whole figure = 29 square units

To find the area of each part of the figure, we need to use the formula for the area of a rectangle and the area of a triangle.

Let's start with Rectangle A. We can see from the figure that its length is 5 units and its width is 3 units. To find its area, we use the formula A = l x w, where A represents the area, l represents the length, and w represents the width. So, for Rectangle A, we have:

A = 5 x 3 = 15 square units

Next, let's move on to Triangle B. We can see from the figure that the base of the triangle is 4 units and the height is 3 units. To find its area, we use the formula A = (1/2) x b x h, where A represents the area, b represents the base, and h represents the height. So, for Triangle B, we have:

A = (1/2) x 4 x 3 = 6 square units

Finally, let's find the area of Rectangle C. We can see from the figure that its length is 4 units and its width is 2 units. To find its area, we use the same formula as for Rectangle A:

A = 4 x 2 = 8 square units

Now that we have the area of each part, we can add them up to find the whole figure. So, we have:

Whole figure = Rectangle A + Triangle B + Rectangle C
Whole figure = 15 + 6 + 8
Whole figure = 29 square units

Therefore, The area of each part of the figure and the whole figure are as follows:
Rectangle A = 15 square units
Triangle B = 6 square units
Rectangle C = 8 square units
Whole figure = 29 square units

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The better buy is given by the following brand:

Brand A.

The better buy is obtained applying the proportions in the context of the problem.

A proportion is applied as the cost per ounce is given dividing the total cost by the number of ounces.

Then the better buy is given by the option with the lowest cost per ounce.

The cost per ounce for each brand is given as follows:

$8 per ounce is a lesser cost than $9.3 per ounce, hence the better buy is given by Brand A.

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Answer:

A student has passed 60 percent of the 20 quizzes he has written so far successfully mean:

successfully quizzes = 60 % of 20 quizzes = ( 60 / 100 ) * 20 = 60 * 20 / 100 = 1200 / 100 = 12

The remaining quizzes = 50 - 20 = 30 quizzes

80 percent of the remaining quizzes successfully mean:

The remaining successfully quizzes = 80 % of 30 = ( 80 / 100 ) * 30 = 80 * 30 / 100 = 2400 / 100 = 24

Total successfully quizzes = 12 + 24 = 36

Average = ( 36 / 50 ) * 100 % = 0.72 * 100 % = 72 %

Pls rate Brainliest!

Answer:73%

Step-by-step explanation:A student has passed 60 percent of the 20 quizzes he has written so far successfully mean:

successfully quizzes = 60 % of 20 quizzes = ( 60 / 100 ) * 20 = 60 * 20 / 100 = 1200 / 100 = 12

The remaining quizzes = 50 - 20 = 30 quizzes

80 percent of the remaining quizzes successfully mean:

The remaining successfully quizzes = 80 % of 30 = ( 80 / 100 ) * 30 = 80 * 30 / 100 = 2400 / 100 = 24

Total successfully quizzes = 12 + 24 = 36

Average = ( 36 / 50 ) * 100 % = 0.72 * 100 % = 72 %

You will pay back $100.00

We know that the formula for the compound ineterst:

\(A = P(1 +\frac{r}{n})^{nt}\)

where, A = Accrued amount

P = Principal amount

r = interest rate as a decimal

R = interest rate as a percent

r = R/100

n = number of compounding periods

t = time in years

First, convert R as a percent to r as a decimal

r = 5.2/100

r = 0.052 rate per year,

Now we solve the equation for A

\(A = P(1 +\frac{r}{n})^{nt}\)

\(A = 95\times (1 +\frac{0.052}{2})^{2\times 1}\)

A = 95.00 × (1 + 0.026)²

A = 100.004

A ≈ 100

Therefore, the total amount accrued with compound interest on a principal of $95.00 at a rate of 5.2% per year compounded semi annually is $100.00.

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Answer: D) Intersecting, but not perpendicular lines

===============================================================

Explanation:

Let's solve the second equation for y

2x - 12y = 24

-12y = 24-2x ................... subtract 2x from both sides

-12y = -2x+24

y = (-2x+24)/(-12) ............ divide both sides by -12

y = (-2x)/(-12) + 24/(-12)

y = (1/6)x - 2

The slope here is 1/6 since the last equation is in y = mx+b form.

The slope of y = 6x-2 is 6

Multiplying the two slopes leads to (1/6)*(6) = 1. Since the result is not -1, this means the lines are not perpendicular.

The lines aren't parallel either because we would need to have the two slopes be equal. Parallel lines have equal slopes but different y intercepts.

Therefore, we consider these lines to be intersecting, but not perpendicular.  The single point they intersect at is the solution to the system.

The length of the base of the rectangle with an area of 21 m and height of 2 m is 10.5 meters.

A rectangle is a 2-dimensional shape with parallel opposite sides equal to each other and four angles are right angles.

Area of a rectangle is expressed as;

A = length × breadth

Given that the area of the rectangle is 21 square meters and the height is 2 meters, we can substitute these values into the formula and find the base length:

A = length × breadth

21 = length × 2

To solve for the length, we divide both sides of the equation by 2:

Length = 21 / 2

Length = 10.5 m

Therefore, the length of the rectangle is 10.5 m.

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Temperature of refrigerators - Cannot determine. Horsepower of race car engines - Ratio. Marital status of school board members - Nominal. Ratings of television programs - Ordinal. Ages of children enrolled in a daycare - Interval

The level of measurement for the temperature of refrigerators cannot be determined based on the given information. The temperature could potentially be measured on a nominal scale if the refrigerators were categorized into different temperature ranges. However, without further context, it is not possible to determine the specific level of measurement.

The horsepower of race car engines can be measured on a ratio scale. Ratio scales have a meaningful zero point and allow for meaningful comparisons of values, such as determining that one engine has twice the horsepower of another.

The marital status of school board members can be measured on a nominal scale. Nominal scales are used for categorical data without any inherent order or ranking. Marital status categories, such as "married," "single," "divorced," etc., can be assigned to school board members.

The ratings of television programs, such as "poor," "fair," "good," and "excellent," can be measured on an ordinal scale. Ordinal scales represent data with ordered categories or ranks, but the differences between categories may not be equal or measurable.

The ages of children enrolled in a daycare can be measured on an interval scale. Interval scales have equal intervals between values, allowing for meaningful differences and comparisons. Age, measured in years or months, can be represented on an interval scale.

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P(strawberry or cherry) = P (strawberry) + P (cherry) = 1/2 + 1/2 = 1

The probability that Kadeesha reaches in without looking and pulls out a strawberry or a cherry chew is the same and is equal to 50%. This is because there are an equal number of strawberry chews (10) and cherry chews (10) in the bag of candy. Therefore, the probability of her selecting one of either is 1/2 = 0.5 = 50%.
The word or phrase that describes the probability that Kadeesha reaches in without looking and pulls out a strawberry or a cherry chew is "either/or probability".Explanation:The candy bag of Kadeesha contains 10 strawberry chews and 10 cherry chews. This means there are two flavors of candies in the bag. The probability that she picks a strawberry chew at random without looking will be 10/20, which can be simplified to 1/2. Similarly, the probability of picking a cherry chew at random without looking will be 10/20, which can also be simplified to 1/2. When considering either of the probabilities, it implies that the probability that she reaches in without looking and pulls out a strawberry or a cherry chew is the sum of the probability of picking a strawberry chew and the probability of picking a cherry chew.i.e. P (strawberry or cherry) = P (strawberry) + P (cherry) = 1/2 + 1/2 = 1Therefore, the probability that Kadeesha reaches in without looking and pulls out a strawberry or a cherry chew is 1, which implies that it is a sure event. Hence, the word or phrase that describes the probability that she reaches in without looking and pulls out a strawberry or a cherry chew is "either/or probability".

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Ok so the Markup is how much money you will add on the price so it's 15% of $18 and you don't need to add it onto $18

The Retail Price is the entire price so the retail would be the Markup + Price.

15% of $18 is is $2.7 and $18 + $2.7 is $20.7

True. Since the square matrix that represents the DCT coefficient is an orthogonal matrix, its inverse and transpose are the same. This property is a fundamental characteristic of orthogonal matrices and holds true for all orthogonal matrices.

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False While it is true that the square matrix that represents the DCT coefficient is orthogonal, it does not mean that its inverse and transpose are the same.

the inverse of an orthogonal matrix is its transpose. However, the transpose of the matrix does not necessarily mean that it is the same as the inverse of the matrix. In the statement is false because the inverse and transpose of an orthogonal matrix are not always the same.


The Discrete Cosine Transform (DCT) coefficient matrix is an orthogonal matrix. In the case of orthogonal matrices, the inverse matrix is indeed equal to the transpose of the original matrix. This is because the product of an orthogonal matrix and its transpose results in the identity matrix.

Since the square matrix representing the DCT coefficient is an orthogonal matrix, its inverse and transpose are the same.

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Answer:

x = 20, y = 6

Step-by-step explanation:

Δ ACB and Δ DCE are similar, so the ratios of corresponding sides are equal, that is

\(\frac{AB}{DE}\) = \(\frac{AC}{DC}\) , substitute values

\(\frac{x}{12}\) = \(\frac{25}{15}\) ( cross- multiply )

15x = 300 ( divide both sides by 15 )

x = 20

and

\(\frac{CE}{CB}\) = \(\frac{DC}{AC}\) , substitute values

\(\frac{y}{10}\) = \(\frac{15}{25}\) ( cross- multiply )

25y = 150 ( divide both sides by 25 )

y = 6

Given problem:

 Solve using the property of equality;

               -7 + x = 12

The properties of equality are;

     Addition. Definition. If x = y, then x + c = y + c. ...

     Subtraction. Definition. If x = y, then x – c = y – c. ...

      Multiplication. Definition. If x = y, then xc = yc. ...

     Division. Definition. If x = y and c is not equal to 0, then x / c = y / c

Now;

        - 7 + x = 12;

  base on the properties of equality, to eliminate -7, add +7 to both sides;

        -7 + 7 + x  = 12 + 7

                    x = 19

Based on the properties of equality, the solution is 19

The new coordinates are M'(-1, -7), N'(-8, -5), O'(-4, -2), and P'(3, -4)

A 180 degrees rotation denoted by R(180, 0) is a rotation that has the same effect as the 180 degrees counterclockwise of a figure.

And it has the algebraic rule of its rotation to be changed from (x, y) to (-x, -y) i.e  (x, y) ⇒ (-x, -y)

The coordinates of the parallelogram are given as

M(1, 7), N(8, 5), O(4, 2), and P(-3, 4)

The rotation is given as 180° rotation

As mentioned above,

We have (x, y) ⇒ (-x, -y)

Substitute M(1, 7), N(8, 5), O(4, 2), and P(-3, 4) in (x, y) ⇒ (-x, -y)

So, we have

M'(-1, -7), N'(-8, -5), O'(-4, -2), and P'(3, -4)

Hence, the coordinates of the image are M'(-1, -7), N'(-8, -5), O'(-4, -2), and P'(3, -4)

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"Purposive sampling" is the method employed when a researcher needs to identify a small number of important people who can provide pertinent information.

Purposive sampling, also referred as judgmental, selecting, or subjective sampling, is a type of non-probability sampling wherein the researchers pick individuals from the public to take part in their surveys based on their own judgment.

Thus, Purposive sampling is the method employed when a researcher needs to identify a small number of important people who can provide pertinent information.

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Answer:

x=25

x=47

y=25 x=10

y=20

Step-by-step explanation:

2x+10=60

-10 -10

2x=50

2x/2=50/2

x=25

2x+6=100

-6 -6

2x=94

2x/2=94/2

x=47

5y-25=100

+25 +25

5y=125

5y/5=125/5

y=25

11x-30+100=180

11x+70=180

-70 -70

11x=110

11x/11=110/11

x=10

7y-10=3y+70

+10 +10

7y=3y+80

-3y-3y

4y=80

4y/4=80/4

y=20

hopefully this helps :)

Answer:

-3

Step-by-step explanation:

f(x)= x²+3x-1

f(-1)= (-1)²+3(-1)-1

= 1-3-1

= -2-1

= -3

Answer: X=19

Step-by-step explanation:

Add up everything and set it to 180 degrees so (5x+4)+(x-2)+(3x+7)=180

next 9x+9=180

then 9x=171

x=19

If you want to check by pluggin in value for x for all angles and it should equal 180 added up

Angle POS= 99

Angle SOR= 17

Angle ROQ= 64

99+17+64=180 degrees

Answer:

i have made it in above picture

hope it helps

Answer:

True

Step-by-step explanation:

You need a place holder in both the dividend and the divisor when dividing polynomials.

Answer:

same

Step-by-step explanation:

hello, good afternoon-

Answer:

First is b; because [B1] is [A1] multiplied by -4

Second is c; because [C2] = 7[B1] + [B2]

Answer:

the answer is A

Step-by-step explanation:

It is an acute angle but is larger than 40

Answer:

Therefore, the book value of the equipment at the end of year four (including year four) is $2,880.

Step-by-step explanation:

To calculate the book value of the equipment at the end of year four using the MACRS method with GDS recovery period of five years, we can use the following steps in Excel:

1. Open a new Excel spreadsheet and create the following headers in row 1: Year, Cost, Depreciation Rate, Annual Depreciation, Cumulative Depreciation, and Book Value.

2. Fill in the Year column with the years 1 through 6 (since the truck has a life of six years).

3. Enter the cost of the truck, $12,000, in cell B2.

4. Use the following formula in cell C2 to calculate the depreciation rate for each year:

=MACRS.VDB(B2, 5, 5, 1, C1)

This formula uses the MACRS.VDB function to calculate the depreciation rate for each year based on the cost of the truck (B2), the GDS recovery period of five years, the useful life of six years, the salvage value of $2,000, and the year (C1).

5. Copy the formula in cell C2 and paste it into cells C3 through C7 to calculate the depreciation rate for each year.

6. Use the following formula in cell D2 to calculate the annual depreciation for each year:

=B2*C2

This formula multiplies the cost of the truck (B2) by the depreciation rate for each year (C2) to get the annual depreciation.

7. Copy the formula in cell D2 and paste it into cells D3 through D7 to calculate the annual depreciation for each year.

8. Use the following formula in cell E2 to calculate the cumulative depreciation for each year:

=SUM(D$2:D2)

This formula adds up the annual depreciation for each year from D2 to the current row to get the cumulative depreciation.

9. Copy the formula in cell E2 and paste it into cells E3 through E7 to calculate the cumulative depreciation for each year.

10. Use the following formula in cell F2 to calculate the book value of the equipment for each year:

=B2-E2

This formula subtracts the cumulative depreciation for each year (E2) from the cost of the truck (B2) to get the book value.

11. Copy the formula in cell F2 and paste it into cells F3 through F7 to calculate the book value for each year.

12. The book value of the equipment at the end of year four (including year four) is the value in cell F5, which should be $2,880.

Step-by-step explanation:

Not sure ...it probably means  'measure'   ( like in geometry or trig)

   but in a different context like physics it means 'mass/

Answer:  250

Step-by-step explanation:

The government's purchase of new weapons systems has a ripple effect that stimulates economic growth. When the government buys weapons systems from manufacturers, it injects money into the industry, enabling manufacturers to pay their employees.

These employees then spend their earnings on various goods and services, which benefits other businesses. As a result, those businesses can hire more employees and contribute to the expansion of the local economy.

This process can be understood through the concept of the multiplier effect. The initial government spending on weapons systems creates a chain reaction of increased economic activity. The manufacturers, upon receiving payment, allocate those funds to employee salaries, thereby boosting the income and purchasing power of their workers.

These employees, in turn, utilize their income to make purchases from different firms, such as grocery stores, restaurants, or service providers. Consequently, these businesses experience a rise in demand, allowing them to hire more employees to meet the increased consumer needs. This cycle continues, leading to a broader expansion of the local economy as money circulates and creates additional income and employment opportunities.

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