Would greatly appreciate if any of you can answer the question in the attached image with full explanation including a strategy for solving it. Thanks in advance!

Walton's actual check average is $9.52

The actual food cost is lower than the flexible budget by $5020

We have ,

Net income considered a vital financial metric of an organization, delineates the earned sum after deducting expenses and taxes from total revenue.

The measure is indicative of the profitability status of an entity, portraying cash flow left over subsequent to settling all obligations. To uncover net income, business expenditures spanning across areas such as salaries, interest payments and rents alongside taxations are subtracted from entire receipts.

Ascertaining net income facilitates assessing the fiscal robustness and future prospects of a company for interested investors.

Hence, Walton's actual check average is $9.52

The actual food cost is lower than the flexible budget by $5020

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complete question:

A. What was Watson’s actual check average? Was this higher or lower than the original budget and flexible budget check average?

b. Were Watson’s actual food sales higher or lower than the flexible budget? By how much? Was this favorable or unfavorable?

c. Was Watson’s actual food cost higher or lower than the original budget? Why do you think this is so?

d. Was Watson’s actual food cost higher or lower than the flexible budget? By how much? Was this favorable or unfavorable? How can Watson use this information in his report to his general manager?

e. Were Watson’s variable salaries, wages, and benefits higher or lower than the original budget?

f. Were Watson’s variable salaries, wages, and benefits higher or lower than the flexible budget? By looking at both the original budget and the flexible budget, what conclusion can you draw about Watson’s ability to control his labor costs?

g. Was Watson’s actual net income higher or lower than the flexible budget? By how much? Was this favorable or unfavorable?

h. Overall, how do you think Watson is doing at meeting the budget goals set by the general manager? How should he respond to his general manager’s claim that his department is operating at a “sub-par” performance level?

The length of the side of the square is given as follows:

20 cm.

In the figure, there are two expressions used to give the side length to each square, as follows:

In a square, all the four side lengths have the same length, hence the value of x is obtained as follows:

6x - 1 = 4x + 6

2x = 7

x = 3.5 cm.

Then the side length of the square is obtained as follows:

6(3.5) - 1 = 20 cm.

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Answer:

x = -4, 7

Step-by-step explanation:

We are given the graph of the function f(x), and we want to find the values that make the statement f(x) = 0.

f(x) = 0 means that there are certain values that make the value of f(x) (which can be considered as y) equal to 0.

We can look to the graph to help us - we should look at where y is equal to 0, which is the x-axis.

On the x-axis, we can see that the function passes through both -4 and 7 (the graph goes up by 1) on that line.

This means that when either -4 or 7 are substituted into the function (i.e. when they are equal to x), they will make the function equal 0.

So,  it means that x = -4, 7.

Answer:

x=1y−56.263959

Step-by-step explanation:

y=55.42+0.985x

Step 1: Flip the equation.

0.985x+55.42=y

Step 2: Add -55.42 to both sides.

0.985x+55.42+−55.42=y+−55.42

0.985x=y−55.42

Step 3: Divide both sides by 0.985.

0.985x/0.985 = y−55.42/0.985

x=1.015228y−56.263959

An order-preserving function is one where x < y implies f(x) < f(y). An isomorphism is a one-to-one order-preserving function between two partially ordered sets, while an automorphism is an isomorphism of a set to itself.

In the given excerpt, it explains the concepts of order-preserving functions, isomorphisms, and automorphisms in the context of partially ordered sets.

Order-Preserving Function:

A function f: P -> Q, where P and Q are partially ordered sets, is said to be order-preserving if for any elements x and y in P, if x < y, then f(x) < f(y). In other words, the function preserves the order relation between elements in P when mapped to elements in Q.

Increasing Function:

If P and Q are linearly ordered sets, then an order-preserving function is also referred to as an increasing function. It means that for any elements x and y in P, if x < y, then f(x) < f(y).

Isomorphism:

A one-to-one function f: P -> Q is called an isomorphism of P and Q if it satisfies two conditions:

a. f is order-preserving: For any elements x and y in P, if x < y, then f(x) < f(y).

b. f is onto (surjective): Every element in Q has a pre-image in P.

When an isomorphism exists between (P, <) and (Q, <), it means that the two partially ordered sets have a structure that is preserved under the isomorphism. In other words, they have the same ordering relationships.

Automorphism:

An automorphism of a partially ordered set (P, <) is an isomorphism from P to itself. It means that the function f: P -> P is both order-preserving and bijective (one-to-one and onto). Essentially, an automorphism preserves the structure and order relationships within the same partially ordered set.

These concepts are fundamental in understanding the relationships and mappings between partially ordered sets, particularly in terms of preserving order, finding correspondences, and exploring the symmetry within a set.

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The method of counting seeds by touching each can be more effective in enhancing strong number sense in children as it allows them to experience each number physically and helps them in developing a strong sense of numbers.

In order to enhance strong number sense in children, there are various methods that can be used.

In the given scenario, Mme Potatana asked the children to count as a whole class from 1 to 20 while Ntate Mafodi asked the children in his class to count seeds from the school's ground in a pile by touching each as they count.

Both methods have their own benefits, but the method of counting seeds by touching each can be more effective in enhancing strong number sense in children.

The method of counting seeds by touching each can be more effective in enhancing strong number sense in children because it allows them to experience each number physically.

This helps them in developing a strong sense of numbers. By touching each seed as they count, children can feel and see each number, which helps them in understanding numbers better. Additionally, it helps in developing the concept of one-to-one correspondence and counting by rote.

Here are some appropriate examples for enhancing strong number sense using the method of counting seeds by touching each:

1. Use counters: Provide children with counters such as small objects, blocks, or toys. Ask them to count the number of counters by touching each as they count.

2. Counting on fingers: Encourage children to count on their fingers. This helps them in developing a strong sense of numbers and helps them in understanding the concept of one-to-one correspondence.

3. Counting objects in a pile: Ask children to count objects in a pile by touching each as they count. This helps in developing the concept of counting by rote and helps in enhancing strong number sense.

Overall, the method of counting seeds by touching each can be more effective in enhancing strong number sense in children as it allows them to experience each number physically and helps them in developing a strong sense of numbers.

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Answer: y3+3y2z+3yz2+z3

Step-by-step explanation:

(y+z)3

=(y+z)*(y+z)*(y+z)

=(y+z)(y2+2yz+z2)

=(y)(y2)+(y)(2yz)+(y)(z2)+(z)(y2)+(z)(2yz)+(z)(z2)

=y3+2y2z+yz2+y2z+2yz2+z3

=y3+3y2z+3yz2+z3

The image of the original figure after the translation and reflection is congruent to the original figure.

A particular type of transformation on the coordinate plane called translation keeps the size of the point or geometrical shape constant while only changing the position. Along the x-axis and y-axis in the coordinate system, the point or the figure can be moved in any direction, including up, down, right, left, and multiple directions.

1. By taking away 4 from the x-coordinate and adding 8 to the y-coordinate, we can translate a point 4 units left and 8 units up.

2. Point A after translation is situated at (-2, 9).

3. We negate the x-coordinate and leave the y-coordinate unaltered to indicate a point over the y-axis.

4. Point B is obtained by reflecting point A over the y-axis (2, 9).

5. Indeed, the resulting representation is consistent with the original figure since the rigid transformations of translation and reflection maintain angles and distances. As a result, the original figure's picture after translation and reflection corresponds to the original figure.

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The first hour there will be 18 costumers that will order Turkey sandwiches

Probability

First, we want to find the probability of having a costumer who choose Turkey sandwich.

In order to find it, we calculate the ratio of turkey sandwiches over the total number of orders.

Turkey sandwiches: 180

Total number of orders: 160 + 100 + 180 + 60 = 500

Ratio = turkey / total

Ratio = 180 / 500 = 0.36

Then, the probability of having a costumer who choose Turkey sanwich is

P(T) = 0.36 = 36%

Secondly, in order to find the 36% of 50, we just multiply 0.36 by 50:

Hence , the first hour there will be 18 costumers that will order Turkey sandwiches

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Answer:

See below

Step-by-step explanation:

Answer:

8 1/10

Step-by-step explanation:

mark brainliest if correct

Answer:

X=4

Step-by-step explanation:

The solution is in the file

Answer:

19  

Use the given functions to set up and simplify

Answer:

d is answer i 100% sure for first

Answer:

A

Step-by-step explanation:

Answer:

C. 846 in.^2

Step-by-step explanation:

Look at the net.

There is one rectangle that is (21 + 3 + 21 + 3) inches long. Its length is 48 inches long. Its width is 15 inches.

There there are two small rectangles. Both are 3 inches wide and 21 inches long. The total length is (21 + 21) inches = 42 inches

total area = 48 in. * 15 in. + 42 in. * 3 in.

total area = 720 in.^2 + 126 in. * 3 in.

total area = 846 in.^2

Answer:

5

Step-by-step explanation:

This is Pythagorean triple 3-4-5 or you can verify by plugging into Pythagorean Theorem:

\(3^2 + 4^2 = c^2\)

c = 5

Answer:

22.164

Step-by-step explanation:

Answer:

22.1635

Step-by-step explanation:

Find the ten thousandth place and the look at the next number over. If it is 4 and below then keep the ten thousandth number the same and take off the hundred thousandth place. If it it is 5 or above then round the number up 1 place.

Therefore the measure of angle 1 is 36°

Answer:

B

Step-by-step explanation:

The effect on the graph of f(x)=x² when it is transformed to h(x)=2x²+15 is the graph of f(x) is vertically streched by 2 and moved up by 15 unit.

The transformation of a function may involve any change.

Usually, these can be shifted horizontally (by transforming inputs) or vertically (by transforming output), stretched (multiplying outputs or inputs) etc.

If the original function is y = f(x), assuming the horizontal axis is the input axis and the vertical is for outputs, then:

Horizontal shift (also called phase shift):

Left shift by c units, y=f(x+c) (same output, but c units earlier)

Right shift by c units, y=f(x-c)(same output, but c units late)

Vertical shift

Up by d units: y = f(x) + d

Down by d units: y = f(x) - d

Stretching:

Vertical stretch by a factor k: y = k × f(x)

Horizontal stretch by a factor k: y = f(x/k)

Given two functions, f(x) and h(x). Also, the function f(x) = x² is transformed to form h(x) = 2x² + 15. Therefore, we can write the transformation as,

f(x) vertically streched by a factor of2  first, Therefore,

g(x) = 2f(x)

      = 2x²

Now, the function g(x) is moved up by 15 units, therefore,

h(x) = g(x) + 15

      = 2x² + 15

Hence, the effect on the graph of f(x)=x² when it is transformed to h(x)=2x²+15 is the graph of f(x) is vertically streched by 2 and moved up by 15 unit.

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Answer:

\(P(X<13.28)=P(\frac{X-\mu}{\sigma}<\frac{13.28-\mu}{\sigma})=P(Z<\frac{13.28-13}{0.2})=P(z<1.4)\)

And we can find this probability using the normal standard distribution table and we got:

\(P(z<1.4) =0.919\)

And the percentage faster than 13.28 seconds would be 91.9%

Step-by-step explanation:

Let X the random variable that represent the runtimes of a population, and for this case we know the distribution for X is given by:

\(X \sim N(13,0.2)\)  

Where \(\mu=13\) and \(\sigma=0.2\)

We want to find this probability:

\(P(X<13.28)\)

And we can use the z score formula given by:

\(z=\frac{x-\mu}{\sigma}\)

Using this formula we have:

\(P(X<13.28)=P(\frac{X-\mu}{\sigma}<\frac{13.28-\mu}{\sigma})=P(Z<\frac{13.28-13}{0.2})=P(z<1.4)\)

And we can find this probability using the normal standard distribution table and we got:

\(P(z<1.4) =0.919\)

And the percentage faster than 13.28 seconds would be 91.9%

number one take the second

We conclude that the image of (-8, -8), after a dilation by a scale factor of 1/4, is (-2, -2).

For a point (x, y), a dilation by a scale factor of k gives the point (k*x, k*y).

Now, in this case, we have the point (-8, -8) and the scale factor is k = 1/4.

Then, using the above relation, we can write the coordinates of the image after the dilation as:

(-8*(1/4), -8*(1/4)) = (-2, -2).

We conclude that the image of (-8, -8), after a dilation by a scale factor of 1/4, is (-2, -2).

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\(\\ \rm\longmapsto \dfrac{x-3}{4}=\dfrac{x}{2}\)

\(\\ \rm\longmapsto 2(x-3)=4x\)

\(\\ \rm\longmapsto x-3=\dfrac{4x}{2}\)

\(\\ \rm\longmapsto x-3=2x\)

\(\\ \rm\longmapsto x-2x=3\)

\(\\ \rm\longmapsto -x=3\)

\(\\ \sf\longmapsto x=-3\)

Answer:

MORE

Step-by-step explanation:

hope this helps can I have brainliest

\(\bf\huge Question:\)

\(4c-3x=2y - 3\)

We need to find the value of c in the given Equation.

\(\bf\huge \: Solution:\)

\( \sf \longmapsto \: 4c-3x=2y - 3\)

\( \boxed{\bf Add \: 3x \: to \: both \: sides:}\)

\(\sf \longmapsto \: 4c - 3x + \red{ 3x} = 2y - 3 + \red{ 3x}\)

\( \underline{\bf \: \bf On \:Simplification :}\)

\(\sf \longmapsto \: 4c = 2y - 3 + 3x\)

\(\sf \longmapsto4c = 3x + 2y - 3\)

\( \boxed{\bf \: Divide \: both \: side s \: by \: 4 :} \)

\(\sf \longmapsto \: \dfrac{4c}{ \red4} = \dfrac{3x + 2y - 3}{ \red4} \)

\(\underline{ \bf \: \bf On \:Simplification :}\)

\( \sf \longmapsto \: c = \dfrac{3}{4} x + \dfrac{1}{2} y + \dfrac{ - 3}{4} \)

______________________________________

\( \underline{\bf \: Henceforth, The \: value \: of \: c \: is :} \)

\( \boxed{\red{\huge \tt{{c}}= \dfrac{3}{4} x + \dfrac{1}{2} y + \dfrac{ - 3}{4} }}\)

Or it can also be rewritten as :

\( \boxed{\red{\huge \tt \: c = \dfrac{1}{2} y - \dfrac{3}{4} + \dfrac{3}{4} x}}\)

Answer:

its B

Step-by-step explanation: its the only "division" thing. and 15-14 is 1 not 2 so its B

The solution is, the simplification of the expression is:

{16 - 9x^2 + 14x}

Here, we have,

given that,

the expression:

{√49 + [√81 - x (9x - 14)]}

now, we have to simplify this expression:

{√49 + [√81 - x (9x - 14)]}

={7 + [9 - x (9x - 14)]}

={7 + [9 - 9x^2 + 14x]}

={7 +9 - 9x^2 + 14x}

={16 - 9x^2 + 14x}

Hence, The solution is, the simplification of the expression is:

{16 - 9x^2 + 14x}

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Answer:

7z + 17

Step-by-step explanation:

Like terms

All the numbers without letters are like terms

All the numbers with letters are like terms

Since we have 2 numbers without letters, we'll combine those.

15 + 2 = 17

Since there's only one number with letters, we can keep it the same since there's no others to combine it with

7z + 17