What are the two methods of finding unit rate

The percentage of customers who do not purchase clubs or balls is 0.66 or 66%.

Ten percent of customers who walk into a golf store purchase a golf club and 30% of customers purchase golf balls. Six percent of customers purchase both clubs and balls. The percentage of customers who do not purchase clubs or balls is 0.66.

Given that, The percentage of customers who purchase golf clubs = 10%The percentage of customers who purchase golf balls = 30%The percentage of customers who purchase both clubs and balls = 6%To find out the percentage of customers who do not purchase clubs or balls, we have to subtract the percentage of customers who purchase either clubs or balls or both from 100%.

Percentage of customers who purchase either clubs or balls or both = 10% + 30% - 6% = 34% Percentage of customers who do not purchase clubs or balls = 100% - 34% = 66%.

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Answer:

C

Step-by-step explanation:

(4/3)/(2/5) =(1/x)

(4/3x) = 2/5

x = (2/5)(3/4)

x= 6/20 or 3/10

Answer:

2

Step-by-step explanation:

Answer:

0 and 1

Step-by-step explanation:

x² = 3

take the square root of both sides

x = {-√3, √3}

x ≈ {-1.73, 1.75}

Two consecutive integers between 1.73 and 1.75

0 and 1

In the rectangle, the sides are the same due to congruence theorem.

Given ABCD is a rectangle.

DAB = ABC

AB Isa common side to both ABC and ABD.

AB is the base of ABC and ABD.

Hence, BA = DC. This is due to the similar side of congruence.

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Answer:

-250

Step-by-step explanation:

\( - 2(5)^{ \frac{(9)}{3} } \\ - 2(5)^{3} \\ - 2(125) \\ - 250\)

hope that makes sense

Answer:

.06

Step-by-step explanation:

.9 is the tenths, .06 is the hundredths, .005 is the thousandths, .0002 is the ten thousandths.

Answer:

6

Step-by-step explanation:

The hundreths place is the second spot behind the decimal point, so it would be 6.

The probability that the roots of the equation 4x² + 4Yx + Y + 2 = 0 are both real is 3/5.

To find the probability that the roots of the equation 4x² + 4Yx + Y + 2 = 0 are both real, we need to determine the range of values for Y that satisfy this condition.

For a quadratic equation ax² + bx + c = 0, the discriminant Δ is given by Δ = b² - 4ac. If the discriminant is greater than or equal to zero (Δ ≥ 0), then the roots are real.

In this case, the quadratic equation is 4x² + 4Yx + Y + 2 = 0. Comparing it with the general form, we have a = 4, b = 4Y, and c = Y + 2.

The discriminant Δ is given by Δ = (4Y)² - 4(4)(Y + 2).

To find the range of Y values for which the roots are real, we need Δ ≥ 0:

(4Y)² - 4(4)(Y + 2) ≥ 0

16Y² - 16Y - 32 ≥ 0

Dividing both sides by 16, we get:

Y² - Y - 2 ≥ 0

Now, we can solve this quadratic inequality. Factoring the left side, we have:

(Y - 2)(Y + 1) ≥ 0

The critical points are Y = -1 and Y = 2. Testing intervals around these points, we find:

For Y < -1, both factors are negative, so the inequality is not satisfied.

For -1 < Y < 2, (Y - 2) is negative and (Y + 1) is positive, so the inequality is satisfied.

For Y > 2, both factors are positive, so the inequality is satisfied.

Therefore, the range of Y values for which the roots are real is -1 < Y < 2.

Since Y is uniformly distributed on the interval (0, 5), the probability that Y falls within the range -1 < Y < 2 is:

P(-1 < Y < 2) = (2 - (-1)) / (5 - 0) = 3 / 5

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Value of equation T - 40 = 3 T equals to 43.

Equation is a declaration that two expressions with variables or integers are equal. In essence, equations are questions, and attempts to systematically identify the solutions to these questions have been the driving forces behind the creation of mathematics. Simple algebraic equations with merely addition or multiplication to differential equations, exponential equations with exponential expressions, and integral equations are examples of different types of equations. They are employed to represent a number of physics laws. also see equation system. Equations are mathematical statements with two algebraic expressions flanking the equals (=) sign on either side. It demonstrates the equality of the relationship between the expressions printed on the left and right sides.

Given

Equation

T - 40 = 3

Adding 40 on both sides,

T = 40 + 3

T = 43

Value of equation T - 40 = 3 is 43.

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X is not a real number.

Hence, x cannot be found.

Thus, the correct option is, " x cannot be found."

Given :Triangle ABC is right-angled at A, and AD is the altitude from A to the hypotenuse BC.

To Find: We have to find

In right triangle ABC,

by Pythagoras theorem

AC² = AB² + BC²

4x² = 9² + (3x)²

4x² = 81 + 9x²

4x² - 9x² = 81

-5x² = 81

x² = -81/5

There is no real number solution to x² = -81/5.

Therefore, x is not a real number.

Hence, x cannot be found.

Thus, the correct option is, " x cannot be found."

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The bottom of the ladder is 9 feet from the wall.

Using the Pythagorean Theorem, we can calculate the distance from the wall. The Pythagorean Theorem states that for a right triangle, the sum of the squares of the sides is equal to the square of the hypotenuse. In this case, the hypotenuse is 15 feet and the side adjacent to the wall is 12 feet.

The formula for the Pythagorean Theorem is a^2 + b^2 = c^2.

We can solve for the distance from the wall (a). a^2 = c^2 - b^2, so a^2 = 15^2 - 12^2, which equals a^2 = 225 - 144, so a^2 = 81. Taking the square root of both sides, a = 9 feet.

Therefore, the bottom of the ladder is 9 feet from the wall.

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when the cake is cut into \(2\) ounce pieces instead of \(3\) pieces it yields \(180\) pieces.

How to find large cake pieces ?

Given in the question when cake cuts into piece that each weight is \(3\) ounce it yields \(120\)

So original large cake weight is

\(w=120*3\\\\w=360\)

So we can find cake pieces when cake cuts into weight \(2\) each piece

\(pieces=\frac{360}{2}\\=180\)

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Answer: No

Correct answer: 4 and -2

Step-by-step explanation:

The zeros can be found by solving each of the equations in the parenthesis

equal to zero

x-4=0

x+2=0

Based on the calculations, Lainie's total earnings is equal to $323.7975.

Based on the information provided about the number of days that Lainie worked, we have:

Total number of days = 4 1/2 days.

Total number of days = 9/2 days.

Total number of days = 4.5 days.

For the number of days that Lainie worked, we have:

Total number of hours = 5 1/3 hours.

Total number of hours = 16/3 hours.

Total number of hours = 5.33 hours.

Now, we can calculate the amount of money that was earned by Lainie for her work during this period of time:

Total earnings = Hourly rate × Total number of hours × Total number of days

Substituting the given parameters into the formula, we have;

Total earnings = $13.50 × 5.33 × 4.5

Total earnings = $323.7975.

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The dimensions of the rectangular building lot can be found using the formula for the area of a rectangle, which is
Area = Length x Width. We can then rearrange the formula to solve for either Length or Width.

In this case, we want to find both the Length and Width, so we can rearrange the formula and solve for both:
Length = Area / Width
and
Width = Area / Length
We know that the Area = 2160 ft2 and we are told that the Length is 3 ft longer than the Width, so we can substitute 3 into the formula for Length:
Length = 2160 / (Width + 3)
From here, we can solve for the Width by substituting 2160 and 3 into the formula and solving for Width:
Width = 2160 / (Length - 3)
Substituting 2160 and 3 in, we get:
Width = 2160 / (2160/Width + 3)
Solving for Width, we get:
Width = 540 ft
Finally, to find the Length, we can substitute 540 and 3 into the formula for Length and solve for Length:
Length = 2160 / (540 + 3)
Substituting 540 and 3 in, we get:
Length = 2160 / 543
Solving for Length, we get:
Length = 540 + 3 = 543 ft
Therefore, the dimensions of the rectangular building lot are 540 ft by 543 ft.

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Step-by-step explanation:

side side angle is the best answer

Trigonometric expression has been simplified to:
-cos(t)(cos(t) - 1)/(sin(t)(1 - cos(t)))

Follow these steps:

Step 1: Rewrite csc(t) as 1/sin(t)
The expression becomes: sin(t)/(1 - cos(t)) - 1/sin(t)

Step 2: Find a common denominator for the two fractions
The common denominator is sin(t)(1 - cos(t))

Step 3: Rewrite both fractions with the common denominator
The expression becomes: sin(t)²/(sin(t)(1 - cos(t))) - (1 - cos(t))/(sin(t)(1 - cos(t)))

Step 4: Combine the fractions by subtracting the numerators
The expression becomes: [sin(t)² - (1 - cos(t))]/(sin(t)(1 - cos(t)))

Step 5: Distribute the negative sign in the numerator
The expression becomes: [sin(t)² - 1 + cos(t)]/(sin(t)(1 - cos(t)))

Step 6: Recognize that sin(t)² - 1 = -cos(t)² (using the Pythagorean identity sin²(t) + cos²(t) = 1)
The expression becomes: [-cos(t)² + cos(t)]/(sin(t)(1 - cos(t)))

Now, the trigonometric expression has been simplified to:
-cos(t)(cos(t) - 1)/(sin(t)(1 - cos(t)))

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There are n different values that the remainder r can take on when \(n^2\) is divided by n 4.

We can use the Remainder Theorem to solve this problem. The Remainder Theorem states that when a polynomial f(x) is divided by (x-a), the remainder is f(a).

Using this theorem, we can see that \(n^2\) divided by n 4 leaves a remainder of \(n^2 - kn 4\), where k is some integer. We want to find how many different values r can take on, which is the same as finding how many different values \($n^2 - kn 4$\) can take on.

Let's rewrite \(n^2 - kn 4 as n(n - k 4)\). This expression tells us that n and n - k 4 have the same remainder when divided by n 4. Therefore, n - k 4 can only take on n different values, namely \(0, n, 2n, \ldots, (n-1)n.\)

For each of these n values, we can find a corresponding value of k that satisfies\($n^2 - kn 4 \equiv r \pmod{n 4}$\), namely \(k = (n^2 - r)/(n 4).\) Therefore, there are exactly n different values that r can take on.

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a) The predictor variable is Drop in units of feet and the response variable is duration in units of seconds.

b) The units of the slope is seconds per foot.

c) The slope is probably negative because a taller drop height typically leads to a longer ride duration.

a) The predictor variable in this regression is Drop, which represents the drop height in feet of the roller coasters, and its units are feet. The response variable is Duration, which represents the duration of the ride in seconds, and its units are seconds.

b) The units of the slope in this regression are seconds per foot. This means that for every one unit increase in the drop height in feet, the duration of the ride increases or decreases by the value of the slope, measured in seconds per foot.

c) The slope is probably negative because a taller drop height typically leads to a longer ride duration, and the Tower of Terror coaster, with its unusually short duration despite a large drop height, has been removed from the analysis.

Therefore, the remaining 90 coasters in the dataset would likely exhibit a negative relationship between drop height and duration, meaning that as the drop height increases, the duration of the ride decreases.

The low R-squared value of 29.4% suggests that there is a lot of variability in the relationship between drop height and ride duration among the roller coasters in the dataset, but the negative slope indicates a generally decreasing trend.

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The equations \(dx^{2} - g = 0\) and \(dx^{2} + fx + g = 0\) could have non-real solutions, while\(x^{2} = fx\) and \((dx + g)(fx + h) = 0\) will only have real solutions.

The equation \(dx^{2} - g = 0\)could have non-real solutions if the discriminant, which is the expression inside the square root of the quadratic formula, is negative. If d and g are real numbers and the discriminant is negative, then the solutions will involve imaginary numbers.

The equation \(dx^{2} + fx + g = 0\) could also have non-real solutions if the discriminant is negative. Again, if d, f, and g are real numbers and the discriminant is negative, the solutions will involve imaginary numbers.

The equation \(x^{2} = fx\) represents a quadratic equation in standard form. Since there are no coefficients or constants involving imaginary numbers, the solutions will only be real numbers.

The equation \((dx + g)(fx + h) = 0\)is a product of two linear factors. In order for this equation to have non-real solutions, either \(dx + g = 0\) or \(fx + h = 0\) needs to have non-real solutions. However, since d, f, g, and h are assumed to be real numbers, the solutions will only be real numbers.

The equations\(dx^{2} - g = 0\)and \(dx^{2} + fx + g = 0\) could have non-real solutions, while \(x^{2} = fx\) and \((dx + g)(fx + h) = 0\)will only have real solutions.

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The probability of a student doing well on an exam given that they spend time reading is approximately 0.983 or 98.3%.

To calculate the probability of a student doing well on an exam given that the student spends time reading, we need to use conditional probability.

Let's denote:

P(R) as the probability of a student spending time reading (P(R) = 0.59),

P(E) as the probability of a student doing well on an exam (P(E)),

P(E|R) as the probability of a student doing well on an exam given that they spend time reading (P(E|R) = 0.58).

The formula for conditional probability is:

P(E|R) = P(E and R) / P(R).

Given that P(E and R) = 0.58 (the probability of a student doing well on an exam and spending time reading) and P(R) = 0.59 (the probability of a student spending time reading), we can substitute these values into the formula:

P(E|R) = 0.58 / 0.59 = 0.983.

Therefore, the probability of a student doing well on an exam given that the student spends time reading is approximately 0.983 or 98.3%.

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There were 13 small boxes shipped and 6 large boxes shipped.

Let's denote the number of small boxes as 's' and the number of large boxes as 'l'.

According to the given information, the volume of each small box is 6 cubic feet, so the total volume of all small boxes can be calculated as 6s cubic feet.

Similarly, the volume of each large box is 13 cubic feet, so the total volume of all large boxes can be calculated as 13l cubic feet.

We are also given that the combined volume of all the boxes is 156 cubic feet, so we can write the equation:

6s + 13l = 156 ...(1)

Additionally, we know that a total of 19 boxes were shipped, so we can write another equation:

s + l = 19 ...(2)

Now, we have a system of equations (equation 1 and equation 2) that we can solve simultaneously to find the values of 's' and 'l'.

To solve this system of equations, we can use substitution or elimination method. Let's use the substitution method here.

From equation 2, we can rewrite it as s = 19 - l.

Substituting this value of s into equation 1, we get:

6(19 - l) + 13l = 156

Simplifying the equation:

114 - 6l + 13l = 156

Combining like terms:

7l = 42

Dividing both sides by 7:

l = 6

Now, we can substitute this value of l back into equation 2 to find the value of s:

s + 6 = 19

s = 13

The number of small boxes shipped is 13, and the number of large boxes shipped is 6.

There were 13 small boxes shipped and 6 large boxes shipped.

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Answer:

\(2 \times { (- 2)}^{n - 1} \)

Carolyn made an error in her work because she did not correctly distribute the negative in Step 3.

A system of equations is the given term math for two or more equations with the same variables. The solution of these equations represents the point of the intersection.

You can solve a system of equations by the adding or substitution methods. In the addition method, you eliminate a variable, on the other hand, in the substitution method you replace a variable for the other.

The question gives:3x-2y=7 (1)y=x+2The question shows that Carolyn applies the substitution method because she replaces the variable y (equation 2) in equation 1. See the given step 2.

3x – 2y = 7

3x – 2(x + 2) = 7

3x – 2x - 4 = 7 - here it is the mistake. (Carolyn did not correctly distribute the negative).

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Answer:

Step-by-step explanation:

can you send a much clear image its to blurry I can not read it.

The [product of 4 and 100, that is;

4 x 100 = 400

Its pretty much staright forward. When multiplying a number by another with zeros after it, the zeros dont carry any value but simply remain at the back, while the othernumbers with a value stays at the front of the digits (when writing out your answer). Since the number of zeros is just two, the answer then becomes 4 times 1, and you add two zeros after your answer.

Therefore, the produ

The estimated standard error for the sample is 6

Given,

Sample size, n = 36

Sample variance, \(s^{2}\) = 1296

Standard deviation, s = √1296

                                   = 36

Standard error, SE = \(\frac{s}{\sqrt{n} }\)

                              = \(\frac{36}{\sqrt{36} }\)

                              = \(\frac{36}{6}\)

                              = 6

Concept

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Answer:

\(23\)

Step-by-step explanation:

\(g+\frac{h}{7}\)

First, divide 36 by 7:

Add 14 and 9:

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