A store pays $49.14 for an easel. The Store markes up the price by %50. What is the amount the make-up
Answer:
$56.51
Step-by-step explanation:
Given parameters:
Cost price by the store = $49.14
Amount of mark up = 50%
Unknown:
Make- up price = ?
Solution:
Since the price was increased by 50% more, to find the mark up price, we can find 50% of the cost price and add the value to the cost price.
Also;
Make-up price =( 1 + [tex]\frac{50}{100}[/tex] ) x $49.14
= 1.15 x $49.14
= $56.51
Which step is the most efficient way to find the solution of p + 5 > -13
Answer:
subtracting 5 from both sides
Step-by-step explanation:
please mark brainliest lol :)
Answer:
p>-18
Step-by-step explanation:
The most efficient way to find the solution of p+5>-13 is to subtract 5 from both sides, getting p>-18
50pesos de 100 cuánto es el porciento
Answer:
50%
Step-by-step explanation:
El 100% es 100
Y X es 50
Entonces si 50 es la mitad de 100
Seria 50%
URGENT WILL GIVE BRAINLIEST——-Which of the following functions is quadratic?
Answer:
D
Step-by-step explanation:
(3x-15)(2x+7) what is x
Answer:
The chosen topic is not meant for use with this type of problem. Try the examples below.
2 = |3x|
−4/5x + 1/25 = 0
3x = 4 − x
Answer
Step-by-step explanation:
This has to be equal to something in order to solve it. I'm going to guess that it is equal to 0
(3x-15)(2x+7) = 0
That means that
3x - 15 = 0
3x = 15
x = 15/3
x = 5
or
2x + 7 = 0
2x = - 7
x = -7/2
x = - 3.5
The only other thing I can think of that this could equal is multiplying the two binomials together.
3x * 2x = 6x^2
3x*7 = 21x
-15*2x = - 30x
-15 * 7 = - 105
6x^2 - 7x - 105
But that does not solve for x.
Find the least common multiple of 7,9 and 21
Write each set of numbers in set-builder and interval notation
X>50
Answer:
[tex]\{x\ E\ Z\ |\ x > 50\}[/tex] ---- Set Builder
(50, ∞) ---- Interval Notation
Step-by-step explanation:
Given
x > 50
Required
Write as a
- Set builder
- Interval notation
As Set Builder:
x > 50 means that x is an integer and x is greater than 50.
In set builder notation, integers are represented with z.
So, the above can be represented as:
[tex]\{x\ E\ Z\ |\ x > 50\}[/tex]
This translates to:
x is a member of the set of integers such that x is greater than 50
As Interval Notation:
In interval notation, we make use of brackets to represent the intervals.
In this case > is represented by (a,b)
Where a and b are the intervals of the notation
Since x > 50, then a = 50 and b = ∞ because we only know the starting point and not the end point.
Hence: x > 50 in interval notation is (50, ∞)
The difference between five halves of a number and 17 is 48
Answer:
let the number be X
it's five Half's = 5/2×x
by the condition
5/2x-17 =48
X = 48×-85/2
X = 24 × -85
If the difference between five halves of a number and 17 is 48 then the number is 26.
What is a numerical expression?A numerical expression is a mathematical statement written in the form of numbers and unknown variables. We can form numerical expressions from statements.
Given, The difference between five halves of a number and 17 is 48.
Assuming the number to be 'n'.
∴ (5/2)x - 17 = 48.
5x - 34 = 96.
5x = 130.
x = 26.
learn more about numerical expressions here :
https://brainly.com/question/29199574
#SPJ5
Liam solved the equation 72=8⋅b. His work is shown. What error did Liam make?
Find the slope of the line graphed below.
Answer:
(rise/run) 5/4
decimal ver: 1.25
Answer:
[tex]\frac{5}{4}[/tex]
Step-by-step explanation:
The line passes trough the points (2, 2) and (-2, -3).
[tex]m=\frac{rise}{run}=\frac{-3-2}{-2-2}=\frac{-5}{-4} =\boxed{\frac{5}{4}}[/tex]
Hope this helps.
a snail crawls 3/4 inches in 1/5 of a minute how long will it take the snail to crawl 1/2 in?
Answer:
15/4
Step-by-step explanation:
Whenever you are working with a question of rate where two different quantities are being compared, the required units will indicate which quantity is to be divided by which.
3/4 divided by 1/5
3/4 times 5/1 (multiply reciprocal)
=15/4
I havent done this in a while so im not entirely sure.
Question 1
2 (4x - 1) + 6
Equivalent to what
Answer:
2 (4x - 1) + 6 = 8x + 4 = 4(2x+1)
Step-by-step explanation:
2 (4x - 1) + 6
= (2*4x + 2*-1) + 6
= 8x - 2 + 6
= 8x + 4
= 4/(2x+1)
Answer:
4(2x+1)
Step-by-step explanation:
First, factor it out:
2(4x-1+3)
Then calculate:
2(4x+2)
Factor out 2:
2 • 2(2x+1)
Then finally multiply:
4(2x+1)
please some help me with this.
The first term of a sequence is 9 and the common difference is 5. Which of the following is the fifth term of the sequence?
Answer:
29
Step-by-step explanation:
9+5=14+5=19+5=24+5=29
help me please I don't understand
Step-by-step explanation:
Option 3 must be correct.
we cannot survive without water give reason why
Answer:
Because we don't have life without water it is precious
please help me ig :/
Answer:
either A&C of B&C
Step-by-step explanation:
why i think that is because perpendicular lines are defined as two lines that meet or intersect each other at right angles (90°). and both A&C of B&C are (90°).
can someone teach me how to isolate variables in algebra
Consider the function shown on the graph. Complete the statements to make them true
Answer:
Domain: x ≥ -5
Range: y ≥ -2
Step-by-step explanation:
The domain are the set of x-values of the function that are plotted on the x-axis. The domain of the graph given are x-values that are equal to or greater than -5.
Therefore:
✅Domain: x ≥ -5
The range from the graph given the y-values plotted on the y-axis against their corresponding x-values that are equal to or greater than -2.
Therefore:
✅Range: y ≥ -2
anyone know thisssss
Please help me thanks.
y=(-2x)+5
Step-by-step explanation:
what is the decimal multiplier to decrease by 8.4
Answer:0.916
The decimal multiplier to decrease by 8.4% is 0.916.
Step-by-step explanation:
simplify the like terms
-2x\:+\:3y\:-\:3xy\:+2yz\:-\:3x^2y\:+5x\:-\:4y+3xy
Answer:
[tex]-2x+3y-3xy+2yz-3x^2y+5x-4y+3xy = 3x-y+2yz-3x^2y[/tex]
Step-by-step explanation:
Given
[tex]-2x+3y-3xy+2yz-3x^2y+5x-4y+3xy[/tex]
Required
Simplify
[tex]-2x+3y-3xy+2yz-3x^2y+5x-4y+3xy[/tex]
We start by collecting like terms
[tex]-2x+5x-4y+3y+3xy-3xy+2yz-3x^2y[/tex]
Then simplify like terms:
[tex]3x-y+0+2yz-3x^2y[/tex]
[tex]3x-y+2yz-3x^2y[/tex]
Conclusively, when [tex]-2x+3y-3xy+2yz-3x^2y+5x-4y+3xy[/tex] is simplified, the result is [tex]3x-y+2yz-3x^2y[/tex]
Hence:
[tex]-2x+3y-3xy+2yz-3x^2y+5x-4y+3xy = 3x-y+2yz-3x^2y[/tex]
Assume that SAT scores are normally distributed with mean 1518 and standard deviation 325. Round your answers to 4 decimal placesa. If 100 SAT scores are randomly selected, find the probability that they have a mean less than 1500.b. If 64 SAT scores are randomly selected, find the probability that they have a mean greater than 1600c. If 25 SAT scores are randomly selected, find the probability that they have a mean between 1550 and 1575d. If 16 SAT scores are randomly selected, find the probability that they have a mean between 1440 and 1480.e. In part c and part d, why can the central limit theorem be used even though the sample size does not exceed 30?
Answer:
a. 0.2898
b. 0.0218
c. 0.1210
d. 0.1515
e. This is because the population is normally distributed.
Step-by-step explanation:
Assume that SAT scores are normally distributed with mean 1518 and standard deviation 325. Round your answers to 4 decimal places
We are using the z score formula when random samples
This is given as:
z = (x-μ)/σ/√n
where x is the raw score
μ is the population mean
σ is the population standard deviation.
n is the random number of samples
a.If 100 SAT scores are randomly selected, find the probability that they have a mean less than 1500.
For x = 1500, n = 100
z = 1500 - 1518/325/√100
z = -18/325/10
z = -18/32.5
z = -0.55385
Probability value from Z-Table:
P(x<1500) = 0.28984
Approximately = 0.2898
b. If 64 SAT scores are randomly selected, find the probability that they have a mean greater than 1600
For x = 1600, n = 64
= z = 1600 - 1518/325/√64.
z= 1600 - 1518 /325/8
z = 2.01846
Probability value from Z-Table:
P(x<1600) = 0.97823
P(x>1600) = 1 - P(x<1600) = 0.021772
Approximately = 0.0218
c. If 25 SAT scores are randomly selected, find the probability that they have a mean between 1550 and 1575
For x = 1550, n = 25
z = 1550 - 1518/325/√25
z = 1550 - 1518/325/5
z = 1550 - 1518/65
= 0.49231
Probability value from Z-Table:
P(x = 1550) = 0.68875
For x = 1575 , n = 25
z = 1575 - 1518/325/√25
z = 1575 - 1518/325/5
z = 1575 - 1518/65
z = 0.87692
Probability value from Z-Table:
P(x=1575) = 0.80974
The probability that they have a mean between 1550 and 1575
P(x = 1575) - P(x = 1550)
= 0.80974 - 0.68875
= 0.12099
Approximately = 0.1210
d. If 16 SAT scores are randomly selected, find the probability that they have a mean between 1440 and 1480
For x = 1440, n = 16
z = 1440 - 1518/325/√16
= -0.96
Probability value from Z-Table:
P(x = 1440) = 0.16853
For x = 1480, n = 16
z = 1480 - 1518/325/√16
=-0.46769
Probability value from Z-Table:
P(x = 1480) = 0.32
The probability that they have a mean between 1440 and 1480
P(x = 1480) - P(x = 1440)
= 0.32 - 0.16853
= 0.15147
Approximately = 0.1515
e. In part c and part d, why can the central limit theorem be used even though the sample size does not exceed 30?
The central theorem can be used even though the sample size does not exceed 30 because the population is normally distributed.
The problems in this lesson review basic arithmetic skills.
Answer:
false
Step-by-step explanation:
A nursery owner buys 9 panes of glass to fix some damage to her greenhouse. The 9 panes cost
$25.65. Unfortunately, she breaks 2 more panes while repairing the damage. What is the cost of
another 2 panes of glass?
Another 2 panes of glass cost $____
Step-by-step explanation:
so first you would ave to find the unit rate,so 25.65/9=$2.85 then you would multiply 2.85*2 for the other 2 that she broke. You would get $5.70 add that to the 25.65 you would get $31.35. the two panes of glass=$5.70 and altoger with the two pans of glass you would get $31.35
A school eams S70 from selling 50 tickets for the school play. Each ticket costs the same amount
How much does the school eam for 1 ticket?
Enter your answer in the box below.
Answer:
$1.40
Step-by-step explanation:
I used a unit rate to understand it.
$70/50
70÷ 50= 1.4
50÷50=1
1.4/1 = 1.4 OR $1.40, adding a zero doesn't change it amount, it just places a filler, so the final answer is, one dollar and forty cents.
A tailor charge $560 for a suit of clothes and gives a discount of 12% for cash. Calculate the discounted price for a suit of clothes.
Answer:
$492.80
Step-by-step explanation:
The discount= 12%*$560/100%
= $67.20
The discounted= Selling price- discount
= $560 - $67.20
= $492.80
There are 40 students in a class.
Each student walks to school or cycles to school or gets the bus to school
There are 22 girls in the class.
9 of the girls walk to school.
7 of the boys cycle to school.
6 of the 10 students who get the bus to school are boys.
Find the number of these students who walk to school.
Step-by-step explanation:
Total no. of students = 40
Total no. of girls = 22
Total no. of boys = 40 - 22 = 18
No. of girls walking to school = 9
No. of girls who cycle to school = 22 - 9
No. of boys who cycle to school = 7
No. of students who take the bus = 10
(6 boys and 4 girls)
No. of boys who walk to school = 18 - (7 + 6) = 5
Total no. of students who walk to school = 9 + 5 = 14
The number of students who walked to school was 14 students
What is an Equation?
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.
Coefficients, variables, operators, constants, terms, expressions, and the equal to sign are some of the components of an equation. The "=" sign and terms on both sides must always be present when writing an equation.
Given data ,
The equations will be ,
Let the total number of students in the class be A = 40 students
The number of girls in the class = 22 students
The number of boys in class = total number of students - number of girls
= 40 - 22
= 18 students
Now ,
The number of girls who walked to school = 9 students
The number of boys who cycled to school = 7
So , remaining boys = 18 - 7
= 11 students
The number of boys who take bus to school = 6 students
So , remaining boys = 11 - 6
= 5 students
Therefore , the remaining boys in the class walks to school = 5 students
So , the equation will be
And , the total number of students who walked to school =
number of boys in the class that walks to school + number of girls who walked to school
Total number of students who walked to school = 9 + 5
= 14 students
Hence , The number of students who walked to school was 14 students
To learn more about equations click :
https://brainly.com/question/10413253
#SPJ2
Factor the algebraic expression 18a + 14 18a + 14 = (Factor completely.)
Answer:
You cannot factor that any more.
Step-by-step explanation:
The equation is as simple as it can be.