AHHHH HELP PLEASE ITS GONNA BE LATE correct answers only please it's for a major grade i think idek (,:

Answer:

18.18%

Step-by-step explanation:

when c.p is greater than s.p it is loss and when s.p is greater than c.p it is profit .

To find out how many students prefer Kiwi when there are 357 total students, we can use the equivalent ratios of 5:12 or 12:5.

The ratio of students who prefer pineapple to students who prefer kiwi is given as 12 to 5, which means that for every 12 students who prefer pineapple, 5 students prefer kiwi. We can represent this ratio as 12:5.

To find out how many students prefer kiwi, we need to determine the proportion of the total number of students that prefer kiwi. Since the total number of students is 357, we can set up a proportion with the ratio of students who prefer Kiwi to the total number of students. Using the equivalent ratio of 5:12, we can set up the proportion as follows:

5/12 = x/357

Here, x represents the number of students who prefer Kiwi. To solve for x, we can cross-multiply and simplify the proportion as follows:

5 * 357 = 12 * x
1785 = 12x
x = 1785/12
x = 148.75

Since we cannot have a fractional number of students, we need to round our answer to the nearest whole number. Therefore, we can conclude that approximately 149 students prefer Kiwi out of a total of 357 students.

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The length of the rectangle is approximately 41.34 inches.

Let's assume the width of the rectangle is represented by the variable w. According to the given information, the length of the rectangle is four less than twice the width, which can be expressed as 2w - 4.

The perimeter of a rectangle is calculated by adding the lengths of all four sides. In this case, the perimeter is given as 128 inches. Since a rectangle has two pairs of equal sides, we can set up the equation:

2w + 2(2w - 4) = 128.

Simplifying the equation, we get:

2w + 4w - 8 = 128,

6w - 8 = 128,

6w = 136,

w = 22.67.

So, the width of the rectangle is approximately 22.67 inches. To find the length, we can substitute this value back into the expression 2w - 4:

2(22.67) - 4 = 41.34.

Therefore, the length of the rectangle is approximately 41.34 inches.

In summary, the length of the rectangle is approximately 41.34 inches. This is determined by setting up a system of equations based on the given information: the perimeter of the rectangle being 128 inches and the length being four less than twice the width.

By solving the system of equations, we find that the width is approximately 22.67 inches, and substituting this value back, we obtain the length of approximately 41.34 inches.

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The sequence can be written as

month     Amt. deposited

   1                  400

    2                 400 + 0.1x400

    3                 400 + 0.1x400 + 0.1(400 + 0.1x400)  etc.

This can be generalized to 400(1 + 0.1)n-1  = 400 x 1.1n-1   amount deposited in the nth month.

This is a geometric sequence for which the sum is

(A). 400 (1 - 1.1n) / (1 - 1.1)  =  8553.71 which is the total saved after 12 months (n).

(B). absolutely

(C). Much more than $8000 was saved.  

I have a feeling there is some information missing as it is obvious that there will be more than enough after only 2 months!  If the first month's deposit was not $400, the formula would still hold except that the initial amount would be substituted for $400.

Answer: B (65%)

Step-by-step explanation:

Let's start with what we know. Since your sister has 80 cupcakes and she gave you 28, that means she kept 52 for herself. So she has 52 of the total 80 which can also be written as:

52/80

This can be simplified to:

13/20

Now when getting percents we need to make the fraction something/100 so to do that with this fraction we can just multiply by 5 to get:

65/100

So the percent is B) 65

Answer:

c. C Both a and b can be solved using this inequality

The age of Michael as of now is 6 years old as the age pf Norman will be 12 years. So option (B) 6 is correct answer.

Let N = Norman’s age now; (N + 6) = Norman’s age in 6 years.

Let M = Michael’s age now; (M + 6) = Michael’s age in 6 years.

Translate the first two sentences into equations. Note that the second equation deals with Norman and Michael’s ages in 6 years:

N=M+12

(N+6)=2(M+6)

The question asks for M, so substitute (M + 12) for N in the second equation:

(M+12)+6=2(M+6)

M+18=2M+12

M=6

Therefore, the age of Michael as of now is 6 years old. So option (B) 6 is correct answer.

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Answer:

4,365,421,006

4,000,000,000  

300,000,000  

60,000,000  

5,000,000  

400,000  

20,000  

1,000  

0  

0  

6

Explanation:

You're basically going from each number starting from left to right and naming out their placements.

After considering the given data we conclude that there truth table is possible and is placed in the given figures concerning every sub question.

A truth table is a overview that projects  the truth-value of one or more compound propositions for each possible combination of truth-values of the propositions starting up the compound ones.
Every row of the table represents a possible combination of truth-values for the component propositions of the compound, and the count of rows is described by the range of possible combinations.
For instance, if the compound has just two component propositions, it comprises  four possibilities and then four rows to the table. The truth-value of the compound is projected on each row comprising the truth functional operator.
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Answer:

7.5

Step-by-step explanation:

QP is 2UT so 10÷2= 5

MQ is 2RU so 15÷2=7.5

B . 7.5

Step-by-step explanation:

QP is 2UT so 10÷2= 5

MQ is 2RU so 15÷2=7.5

Answer:

m = 0

Or Slope intercept form of y = mx+b

y=-5

Step-by-step explanation:

The equation to relate the flow of water from the 8-inch pipe (1600) to the flow of water from the 4-inch pipe (2400) is 2400.

To relate the flow of water from the 8-inch pipe to the flow of water from the 4-inch pipe, we can use the equation of continuity, which states that the product of the cross-sectional area of a pipe and the velocity of the fluid is constant.

Let's assume that the velocity of water flowing through the 8-inch pipe is V1 and the velocity of water flowing through the 4-inch pipe is V2. The cross-sectional area of the 8-inch pipe is A1 = π\((8/2)^2\) = 64π square inches, and the cross-sectional area of the 4-inch pipe is A2 = π\((4/2)^2\) = 4π square inches.

According to the equation of continuity, A1 * V1 = A2 * V2.

Substituting the given values, we have:

64π * V1 = 4π * V2

Simplifying, we get:

16V1 = V2

So, the equation to relate the flow of water from the 8-inch pipe (1600) to the flow of water from the 4-inch pipe (2400) is:

1600 * 16 = 2400

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To convert milligrams per liter (mg/L) to micrograms per fluid ounce (µg/fl oz), we can use the conversion factor of 29.5735.

This conversion factor takes into account the difference in volume between a liter and a fluid ounce.

1 fl oz = 29.5735 mL

1 L = 1000 mL

So, to convert from milligrams per liter to micrograms per fluid ounce, we divide by 29.5735 and multiply by 1000:

(mg/L) * 1000 / 29.5735 = (µg/fl oz)

Therefore, to convert a value x from milligrams per liter to micrograms per fluid ounce:

x (µg/fl oz) = x (mg/L) * 1000 / 29.5735

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Answer:

2 \(\frac{3}{4}\)

Step-by-step explanation:

2 + \(\frac{3}{4}\)

= 2 \(\frac{3}{4}\) ← as a mixed number

The average sum of the digits on a ticket will be 15.78

The first digit can be any number from 0 to 9, so its average value is (0+1+2+3+4+5+6+7+8+9)/10 = 4.5.

For the second digit, we can use the fact that the first digit is equally likely to be any of the numbers from 0 to 9. If the first digit is 0, the second digit can be any number from 0 to 9. So the average value of the second digit is (0+1+2+3+4+5+6+7+8+9)/10 + (0+1+2+3+4)/9 = 4.05.

Similarly, we can calculate the average value of the third digit as (0+1+2+3+4+5+6+7+8+9)/10 + (0+1+2+3+4+5)/9 + (0+1+2+3)/8 = 3.125.

Continuing in this way, we find that the average value of each digit position is:

First digit: 4.5

Second digit: 4.05

Third digit: 3.125

Fourth digit: 2.25

Fifth digit: 1.35

Sixth digit: 0.5

So the average sum of the digits on a ticket is 4.5 + 4.05 + 3.125 + 2.25 + 1.35 + 0.5 = 15.78

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Hobart bus tickets have numbers from 0 to 9. The number on the first ticket for each

bus is random, with subsequent ticket numbers going up by one each time. In the rare event of

going past 9, the next number is 0. A lucky ticket is one where the sum of the digits is

21.

What is the average sum of the digits on a ticket?

Lily would predict the population of mussels to be 58 after one year if the population grows at the same percentage rate each month

The population of mussels increased by 22 - 10 = <<22-10=12>>12 mussels in 3 months. The rate of increase per month is 12 mussels / 3 months = 4 mussels/month.

Therefore, the equation for the population of mussels after one year is y = 4 mussels/month * 12 months + 10 mussels, or y = 48 mussels + 10 mussels.

The final equation is y = 58 mussels.

This means that Lily would predict the population of mussels to be 58 after one year if the population grows at the same percentage rate each month.

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If semi-monthly means every half a month, then my take home pay is 22864.58333

Answer:

548750/12

approximately 45729

The value of the absolute value expression |a - 3| if a = -17 is 20

From the question, we have the following parameters that can be used in our computation:

|a - 3|

Also, we have the value of a to be

a = -17

This means that we substitute -17 for a in the absolute value expression

Substitute the known values in the above equation, so, we have the following representation

|a - 3| = |-17 - 3|

Evaluate

|a - 3| = 20

Hence, the value of the absolute value expression |a - 3| is 20

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The zeros and the multiplicities are x = 0 with a multiplicity of 1, x = 1 with a multiplicity of 6 and x = 2/5 with a multiplicity of 3

The equation from the question is given as

f(x)= 3x(x-1)^6 (5x+2)^3

To calculate the zeros, we set each factor to 0

So, we have

3x = 0

(x - 1)^6 = 0

(5x + 2)^3 = 0

When evaluated, we have

x = 0

x = 1

x = -2/3

The multiplicities are the powers of the factors

So, we have the following results

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Looking at the table,

24 students had 3 chaperones

Thus,

number of students/number of chaperones = 24/3

Dividing the numerator and denominator by 3, it becomes 8/1

ratio of students to chaperone = 8 : 1

Based on this rate, 8 students were assigned to 1 chaperone.

Answer:

1222 ft^2

Step-by-step explanation:

2(13x9) + 2(5x12) + 2(4.5x9) + 2(9x11) + 2(19x11) + (19x9)

Answer:

84%

Step-by-step explanation:

Given that :

Total number of throws = 50

Total throws made = 42

The percentage throws made, x :

x = (number of throws made / total throws) * 100%

x = (42 / 50) * 100%

x = 0.84 * 100%

x = 84%

Data can be classified as quantitative and qualitative.

Quantitative is an adjective that simply means a commodity that can be measured. For illustration, we can count the number of lamb on a ranch or measure the gallons of milk produced by a cow.

The hair colors of players on a football platoon, the color of buses in a parking lot, the letter grades of scholars in a classroom, the types of coins in a jar, and the shape of delicacies in a variety pack are all exemplifications of qualitative data so long as a particular number isn't assigned to any of these descriptions.

Quantitative data are measures of values or counts and are expressed as figures. Quantitative data are data about numeric variables(e.g. how numerous; how important; or how frequently). Qualitative data are measures of' types' and may be represented by a name, symbol, or a number law.

Quantitative data is countable and measurable.

And

Qualitative data is categorical.

Here, Data can be classified as quantitative and qualitative.

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The correct simplification of (5a)(6b) is 30ab

(5 *a )* (6 * b)

= 5*6*a*b

30ab

In Maths, Algebra is one of the important branches. The concept of algebra is used to find unknown variables or unknown quantities. The multiplication of algebraic expressions is a method of multiplying two given expressions consisting of variables and constants. Algebraic expression is an expression that is built by the combination of integer constants and variables. For example, 4xy + 9, in this expression, x and y are variables, whereas 4 and 9 are constants. The value of an algebraic expression changes according to the value chosen for the variables of the expressions.

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Divide your single screen window into four equal quadrants. You can do this by drawing two perpendicular lines that intersect in the center of the window.

To create the following four distinct drawings in a single screen window, with each occupying one quadrant of the window, follow these steps:

. Divide your single screen window into four equal quadrants. You can do this by drawing two perpendicular lines that intersect in the center of the window.

. In the first quadrant, draw a logarithmic spiral with a given value for k. To do this, start at the center of the quadrant and draw the spiral outwards, increasing the distance between the spiral lines as you move away from the center, according to the formula r = a * e^(k * theta), where r is the distance from the center, a is a constant, e is the base of the natural logarithm, k is the given value, and theta is the angle.

. In the second quadrant, create a distinct drawing that is different from the logarithmic spiral. This can be any other type of curve, shape, or pattern that you would like.

. In the third quadrant, create another distinct drawing that is different from the first two. Again, this can be any curve, shape, or pattern that you choose.

. In the fourth quadrant, create a final distinct drawing that is different from the first three. Make sure to choose a different curve, shape, or pattern for this quadrant as well.

By following these steps, you will have created four distinct drawings in a single screen window, each occupying one quadrant of the window, with the first quadrant featuring a logarithmic spiral with the specified value for k.

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The inequality equation is x ≥ ( by - c - d ) / a

Inequalities are the mathematical expressions in which both sides are not equal. In inequality, unlike in equations, we compare two values. The equal sign in between is replaced by less than (or less than or equal to), greater than (or greater than or equal to), or not equal to sign.

In an inequality, the two expressions are not necessarily equal which is indicated by the symbols: >, <, ≤ or ≥.

Given data ,

Let the inequality equation be represented as A

Now , the value of A is

by - d ≤ ax + c    be equation (1)

On simplifying the equation , we get

Subtracting c on both sides of the equation , we get

by - d - c ≤ ax

And , ax ≥ by - d - c

Divide by a on both sides of the equation , we get

x ≥ ( by - c - d ) / 2

Hence , the inequality is x ≥ ( by - c - d ) / a

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Three of the efficiencies are classified as polynomial, while two of them are classified as superpolynomial. The categorization of algorithm efficiency can be useful in comparing and selecting algorithms that can handle different input sizes in a more efficient way.

Efficiency of an algorithm is often measured by how many steps it requires for different input sizes, and then a function is used to describe how the number of steps increases in proportion to the input size.

The table provided lists various efficiencies, and we are asked to categorize each efficiency as either polynomial or superpolynomial.

The categorization of an efficiency as polynomial or superpolynomial is determined by the degree of the function used to describe the efficiency with respect to the input size.

If the degree of the function is a constant or increases linearly with the input size, then the efficiency is considered polynomial.

However, if the degree of the function increases faster than linearly with the input size, then the efficiency is considered superpolynomial.

Based on this definition, we can categorize the efficiencies in the table as follows:

n/10: polynomial (degree 1)

n!: superpolynomial (degree n)

n^10: polynomial (degree 10)

10n^2: polynomial (degree 2)

10^n: superpolynomial (degree n)

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The inverse Laplace transform of F(s) is:

\(f(t) = e^(-t)\)

To find the inverse Laplace transform of each function, we need to express them in terms of known Laplace transforms. Here are the solutions for each function:

a)

\(F(s) = \large{\frac{2e^{-0.5s}}{s^2-6s+9}}\)

To find the inverse Laplace transform, we first need to factor the denominator of F(s). The denominator factors as (s - 3)². Therefore, we can rewrite F(s) as:

\(F(s) = \large{\frac{2e^{-0.5s}}{(s-3)^2}}\)

Now, we know that the Laplace transform of eᵃᵗ is 1/(s - a). Therefore, the inverse Laplace transform of

\(e^(-0.5s) \: is \: e^(0.5t).\)

Applying this, we get:

\(f(t) = 2e^(0.5t) * t \\

b) F(s) = \large{\frac{s-1}{s^2-3s+2}}\)

We can factor the denominator of F(s) as (s - 1)(s - 2). Now, we rewrite F(s) as:

\(F(s) = \large{\frac{s-1}{(s-1)(s-2)}}\)

Simplifying, we have:

\(F(s) = \large{\frac{1}{s-2}}\)

The Laplace transform of 1 is 1/s. Therefore, the inverse Laplace transform of F(s) is:

\(f(t) = e^(2t) \\

c) F(s) = \large{\frac{s-1}{s^2+s-2}}

\)

We factor the denominator of F(s) as (s - 1)(s + 2). The expression becomes:

\(F(s) = \large{\frac{s-1}{(s-1)(s+2)}}\)

Canceling out the (s - 1) terms, we have:

\(F(s) = \large{\frac{1}{s+2}}\)

The Laplace transform of 1 is 1/s. Therefore, the inverse Laplace transform of F(s) is:

\(f(t) = e^(-2t) \\

d) F(s) = \large{\frac{e^{-s}(s-1)}{s^2+s-2}}\)

We can factor the denominator of F(s) as (s - 1)(s + 2). Now, we rewrite F(s) as:

\(F(s) = \large{\frac{e^{-s}(s-1)}{(s-1)(s+2)}}\)

Canceling out the (s - 1) terms, we have:

\(F(s) = \large{\frac{e^{-s}}{s+2}}\)

The Laplace transform of

\(e^(-s) \: is \: 1/(s + 1).\)

Therefore, the inverse Laplace transform of F(s) is:

\(f(t) = e^(-t)\)

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