HELP!!!! i need a mathematician!!!

The amount of Chemical  B needed is 1.6 g.

This refers to a diagram that shows a series of one or more points, lines, line segments, curves, or areas that represents the variation of a variable when compared with that of one or more other variables.

The quantity of Chemical B is plotted against the quantity of  Chemical A.

Chemical B  is plotted on the vertical axis using the scale of 1 cm to represent 2 units. Chemical A is plotted on the horizontal axis using the scale of 1 cm to represent 1 unit.

Therefore, on the graph, the line passing through the origin of the graph shows that when  1.4 g of Chemical A is used  1.6 g of Chemical B is needed.

Chemical B  is plotted on the vertical axis using the scale of 1  cm to represent 2 units.

To get the amount of Chemical B is  on vertical axis =  2 grams

                                                                                             5 boxes

                                                                                       =0.4 g

Tracing the mass of Chemical A used 1.4 g it meets the line passing through the center at 4th line (4th box).

To get the amount of Chemical B is  on vertical axis = amount of Chemical B per box * the number of line (boxes).

To get the amount of Chemical B is  on vertical axis = 0.4 g * 4 lines (boxes)

                                                                                        = 1.6 g

Hence The amount of Chemical  B needed is 1.6 g.

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Answer: I believe the correct answer is C.

Step-by-step explanation:

Answer:

its C

Step-by-step explanation:

Answer:

Answer: $3000

Step-by-step explanation:

Based on the information given, the amount of loan that Molly needs will be the addition of the down payment and the cash allowance and this will be:

= Down payment + Cash allowance

= $2500 + $500

= $3000

Molly needs a loan of $3000

M = A + |B| is the function's highest possible value. When sin or cos x equals 1, this maximum value is reached. m = A |B| is the function's lowest possible value. If either cos x or sin x is equal to 1, this minimum will be reached.

Example :

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Answer:

\(\textsf{B)} \quad \displaystyle \sum^{7}_{k=0} \left(\frac{7!}{3!\:4!} \cdot \left(2x^2y^3\right)^{3}\left(y\right)^{4}\right)=280x^6y^{13}\)

Step-by-step explanation:

\(\boxed{\begin{minipage}{5cm} \underline{Binomial Theorem}\\\\$\displaystyle (a+b)^n=\sum^{n}_{k=0}\binom{n}{k} a^{n-k}b^{k}$\\\\\\where \displaystyle \binom{n}{k} = \frac{n!}{(n-k)!k!}\\\end{minipage}}\)

Given expression:

\((2x^2y^3+y)^7\)

Therefore:

Therefore:

\(\displaystyle (2x^2y^3+y)^7=\sum^{7}_{k=0}\binom{7}{k} (2x^2y^3)^{7-k}(y)^{k}\)

To find the 4th term in the binomial expansion, substitute k = 4 into the equation:

\(\implies \displaystyle \sum^{7}_{k=0}\binom{7}{4} \left(2x^2y^3\right)^{7-4}\left(y\right)^{4}\)

\(\implies \displaystyle \sum^{7}_{k=0} \left(\frac{7!}{(7-4)!4!} \left(2x^2y^3\right)^{3}\left(y\right)^{4}\right)\)

\(\implies \displaystyle \sum^{7}_{k=0} \left(\frac{7!}{3!\:4!} \cdot \left(2x^2y^3\right)^{3}\left(y\right)^{4}\right)\)

\(\implies \displaystyle \sum^{7}_{k=0} \left(35 \cdot 8x^6y^9y^4\right)\)

\(\implies \displaystyle \sum^{7}_{k=0} \left(280x^6y^{13}\right)\right)\)

Therefore, the expression that correctly shows how to use the binomial theorem to determine the 4th term in the expansion is:

\(\displaystyle \sum^{7}_{k=0} \left(\frac{7!}{3!\:4!} \cdot \left(2x^2y^3\right)^{3}\left(y\right)^{4}\right)=280x^6y^{13}\)

Answer:

24

Step-by-step explanation:

Okay, let's solve this step-by-step:

1) We are given: a = -8, b = 2, c = 7, d = 11

2) We are asked to solve the matrix equation: [[x + y, z], [z - x, w - y]] = [[a, b], [c, d]]

3) Matching up the elements in the matrices:

x + y = a = -8 (1)

z = b = 2 (2)

z - x = c = 7 (3)

w - y = d = 11 (4)

4) Solving the equations:

From (1): x + y = -8 => x = -8 - y

Substitute in (3): z - (-8 - y) = 7 => z - (-8) = 7 + y => z = 15 + y

Substitute (2) into the above: 2 = 15 + y => y = 13

Substitute y = 13 into (1): -8 - 13 = -21 = x

Substitute x = -21 and y = 13 into (4): w - 13 = 11 => w = 11 + 13 = 24

Therefore, the values are:

x = -21

y = 13

z = 15

w = 24

So the final value of w is:

w = 24

The results from the observational study can only be classified as correlational or associative, but not causal.

This is because an observational study does not have the same level of control over variables as a double-blind experiment, making it difficult to establish a cause-and-effect relationship between the variables being studied. A double-blind experiment, on the other hand, allows for more rigorous control over variables and can establish a causal relationship between them. Therefore, the results from the observational study should be interpreted with caution and may require further investigation using a double-blind experiment to confirm any causal relationship.

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Answer:

15

Step-by-step explanation:

the range is the largest number take away the smallest number

56-41=15

Answer:

Step-by-step explanation:

17

The money was spent on a pass and lunch for each student will be $27.66.

An expression, often known as a mathematical expression, is a finite collection of symbols that are well-formed in accordance with context-dependent principles. Numbers (constants), variables, operations, functions, brackets, punctuation, and grouping can all be represented by mathematical symbols, which can also be used to indicate the logical syntax's order of operations and other features.

The school is arranging a field trip to the zoo. The school spends 755.16 dollars on passes for 40 students and 2 teachers. The pass for each person will be:

= $755.16 / 42

= $$17.98

The school also spends 387.20 dollars on lunch for just the students. The amount for Howavh students will be:

= $387.20 / 40

= $9.68

The money was spent on a pass and lunch for each student will be:

= $9.68 + $17.98

= $27.66

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The best measure of variability is the standard deviation.

Player A is the most consistent, with an IQR of 1.5.

Standard deviation is defined as the square root of the variance is used to calculate the standard deviation, a statistic that expresses how widely distributed a dataset is in relation to its mean.

The table shows the number of goals made by two hockey players.

Player A:

2, 3, 1, 3, 2, 2, 1, 3, 6

Using  a statistics calculator, we have:

Mean = 2.56

S.D. = 1.51

Player B:

1, 4, 5, 1, 2, 4, 5, 5, 11

S.D. = 3.03

The best measure of variability is the standard deviation.

Player A is the most consistent, with an IQR of 1.5.

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The correct answer is (Option B): Observations with values of 200 are included in the class frequency.

When a class interval is expressed as "100 up to 200," it means that the class includes all observations with values greater than or equal to 100 and less than or equal to 200. So observations with a value of 200 would be included in the class frequency.

A. Observations with values of 100 are excluded from the class frequency - This is incorrect, as a class interval typically includes the lower value but not the upper value. For example, if the class interval is 100 up to 200, then observations with values of 100 would be included in the class frequency.

B. Observations with values of 200 are included in the class frequency - This is correct, as a class interval typically includes the lower value but not the upper value. For example, if the class interval is 100 up to 200, then observations with values of 200 would be included in the class frequency.

C. Observations with values of 200 are excluded from the class frequency - This is incorrect, as a class interval typically includes the lower value but not the upper value. For example, if the class interval is 100 up to 200, then observations with values of 200 would be included in the class frequency.

D. The class interval is 99 - This is incorrect, as the class interval is specified as 100 up to 200, not 99. The class interval is the range of values that are grouped together for the purpose of counting the frequency of observations.

Therefore, The correct answer is (Option B): Observations with values of 200 are included in the class frequency.

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Answer:

7598.80

Step-by-step explanation:

V=πr^2h

= 3.14 * 11^2 * 20

= 2420π or 7598.80

Answer:

760

Step-by-step explanation:

V=πr²h

V = 3.14 x (11)² x 20

V = 7598.8

V = 760

So, Lana gave away 26.32% of he Pokemon cards  to her little brother.

To find the percentage of cards Lana gave away, we can use the formula:(Quantity given away / Total quantity) * 100.

In this case, Lana gave away 125 cards out of her total collection of 475 cards.Plugging these values into the formula, we have:

(125 / 475) * 100 = 0.2632 * 100 = 26.32%.

Lana gave away 26.32% of her Pokemon cards to her little brother.

Alternatively, we can calculate the percentage by subtracting the remaining cards from the total and finding the ratio:

Percentage given away

= (Cards given away / Total cards) * 100

= (125 / 475) * 100

= 26.32%.

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The given expression can be written with positive exponents as:\((9x^(^3^/^5^))/(5(13))\)


Given expression:

\((5)/(9x^(^-^(^3^)^/^(^5^)^))\)

To write with positive exponents, we can apply the following rules:

Negative exponent rule:

\(a^(^-^n^) = 1/(a^n)\)

Fractional exponent rule:

\(a^(^m^/^n^)\) = nth root of \(a^m = (a^m)^(^1^/^n^)\)

Now, let's apply these rules to the given expression:

\((5)/(9x^(^-^(^3^)/^(^5^)^))\)

=\(5/(9/x^(^3^/^5^))\)

= \(5x^(^3^/^5^)/9\)

= \((5/9) x^(^3^/^5^)\)

Therefore, the given expression can be written with positive exponents as:

\((9x^(^3^/^5^))/(5(13))\).

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Shawn’s science class takes 1 and half hour.

The unitary technique involves first determining the value of a single unit, followed by the value of the necessary number of units.

For Example, Let's say Ram spends 36 Rs. for a dozen (12) bananas.

12 bananas will set you back 36 Rs. 1 banana costs 36 x 12 = 3 Rupees.

As a result, one banana costs three rupees. Let's say we need to calculate the price of 15 bananas.

This may be done as follows: 15 bananas cost 3 rupees each; 15 units cost 45 rupees.

Shawn’s science class starts at 11:25 a. M.

It ends at 12:45 p. M.

Now, to find the How long is Shawn’s science class we have to find the time difference as

= 12: 45 pm - 11: 25 am

So, From 11:25 am to 12:25 pm it is one hour and additional of 30 minutes or half an hour.

This, the class is 1 and half hour long.

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Solution

Given that cos θ= 3/5 and cot x < 0, then tanθ = ?

Using trigonometric function and angle

USING PYTHAGORAS therorem

Tanθ = opposite/adjacent

When the shape being rotated has a hole or an empty region, we use slicing of washers to find the volume. If the shape is solid and without any holes, we use slicing of disks.

The volume of a cylindrical disk =

The term "cylindrical disk" is not commonly used in mathematics. Instead, we usually refer to a disk as a two-dimensional shape, while a cylinder refers to a three-dimensional shape.

Volume of a Cylinder:

A cylinder is a three-dimensional shape with two parallel circular bases connected by a curved surface.

To find the volume of a cylinder, we use the formula:

V = πr²h,

where V represents the volume, r is the radius of the circular base, and h is the height of the cylinder.

Volume of a Disk:

A disk, on the other hand, is a two-dimensional shape that represents a perfect circle.

Since a disk does not have height or thickness, it does not have a volume. Instead, we can find the area of a disk using the formula:

A = πr²,

where A represents the area and r is the radius of the disk.

The volume of a solid of revolution =

When finding the volume of a solid of revolution, we typically rotate a two-dimensional shape around an axis, creating a three-dimensional object. Slicing is a method used to calculate the volume of such solids.

To find the volume of a solid of revolution using slicing, we divide the shape into thin slices or disks perpendicular to the axis of revolution. These disks can be visualized as infinitely thin cylinders.

By summing the volumes of these disks, we approximate the total volume of the solid.

The volume of each individual disk can be calculated using the formula mentioned earlier: V = πr²h.

Here, the radius (r) of each disk is determined by the distance of the slice from the axis of revolution, and the height (h) is the thickness of the slice.

By summing the volumes of all the thin disks or slices, we can obtain an approximation of the total volume of the solid of revolution.

As we make the slices thinner and increase their number, the approximation becomes more accurate.

Now, let's address the question of why we might need to use the slicing of washers versus disks.

When calculating the volume of a solid of revolution, we use either disks or washers depending on the shape being rotated. If the shape has a hole or empty region within it, we use washers instead of disks.

Washers are obtained by slicing a shape with a hole, such as a washer or a donut, into thin slices that are perpendicular to the axis of revolution. Each slice resembles a cylindrical ring or annulus. The volume of a washer can be calculated using the formula:

V = π(R² - r²)h,

where R and r represent the outer and inner radii of the washer, respectively, and h is the thickness of the slice.

By summing the volumes of these washers, we can calculate the total volume of the solid of revolution.

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Using the identity

\(\cos^2(x) = \dfrac{1+\cos(2x)}2\)

we have

\(\dfrac{2 \sin(2x) - \cos(x)}{6 - \frac{1 + \cos(2x)}2 - 4 \sin(x)} = \dfrac{4 \sin(2x) - 2 \cos(x)}{11 - \cos(2x) - 8 \sin(x)} \\\\ ~~~~~~~~ = \dfrac{2(2 \sin(2x) - 8 \cos(x)) + 14 \cos(x)}{11 - \cos(2x) - 8 \sin(x)}\)

Expand the integral as

\(\displaystyle \int \frac{2 \sin(2x) - \cos(x)}{6 - \cos^2(x) - 4 \sin(x)} \, dx \\\\ ~~~~= 2 \int \frac{2 \sin(2x) - 8 \cos(x)}{11 - \cos(2x) - 8 \sin(x)} \, dx + 14 \int \frac{\cos(x)}{11 - \cos(2x) - 8 \sin(x)} \, dx\)

In the first integral, substitute

\(y = 11 - \cos(2x) - 8 \sin(x) \implies dy = \bigg(2\sin(2x) - 8 \cos(x) \bigg) \, dx\)

In the second integral, rewrite the denominator in terms of \(\sin(x)\).

\(11 - \cos(2x) - 8\sin(x) = 11 - (1 - 2\sin^2(x)) - 8\sin(x) \\\\ ~~~~~~~~ = 10 - 8\sin(x) + 2 \sin^2(x)\)

Now substitute

\(z = \sin(x) \implies dz = \cos(x) \, dx\)

and complete the square.

\(2z^2 - 8z + 10 = 2 (z-2)^2 + 2\)

Then we have

\(\displaystyle \int \frac{2 \sin(2x) - \cos(x)}{6 - \cos^2(x) - 4 \sin(x)} \, dx = 2 \int \frac{dy}y + 7 \int \frac{dz}{(z-2)^2 + 1}\)

In the \(z\)-integral, substitute

\(w = z-2 \implies dw = dz\)

Then the integral is

\(\displaystyle \int \frac{2 \sin(2x) - \cos(x)}{6 - \cos^2(x) - 4 \sin(x)} \, dx = 2 \int \frac{dy}y + 7\int \frac{dw}{w^2 + 1} \\\\ ~~~~~~~~ = 2 \ln|y| + 7 \tan^{-1}(w) + C \\\\ ~~~~~~~~ = 2\ln|y| + 7\tan^{-1}(z - 2) + C \\\\ ~~~~~~~~ = \boxed{2\ln(11 - \cos(2x) - 8 \sin(x)) + 7 \tan^{-1}(\sin(x) - 2) + C}\)

Answer:

(a) yes it does

(b) the rate is constant because the rate of change (slope) is the same throughout the function.

(c) The rate, or rate of change, is -1/2.

y1 - y2/x1-x2

4 - 2/3 - 9

2/-6

-1/2

(x+1) & (x-5) are the factors of given equation.

The given Equation is,

x3- \(3x^{3}\) - 9

Here, If we substitute x =5, in the given equation, then we find

     (5)3 - 3(5)3 - 9*5 -5 = 0

x-5 is factor of given equation to find another factor dividing given equation by x-5

    we will get =(x2+2x+1) after dividing the equation by x - 5

Hence x3- \(3x^{3}\) - 9 =(x2+2x+1) (x-5)

                            =(x+2)2 (x-5)

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For the quadrilateral ABCD the statement which proves that this quadrilateral is not a rectangle is (a) The slope of CD is "(-5-1)/(-5-5) = 3/5", and the "slope of DA is [3-(-5)]/[-3-(-5)] = 8/2", these "two-segments" are not perpendicular , so the shape is not a rectangle;

The coordinates of the "four-vertices" of the quadrilateral ABCD are :

A(-3,3), B(2,6), C(5, 1), D(-5,-5);

To prove whether the quadrilateral is a rectangle or not, we need to show that its adjacent sides are perpendicular and its diagonals are congruent.

In this question, we are given the coordinates of the four vertices of the quadrilateral.

To determine if it's a rectangle, we use the slope formula to find the slopes of the sides of the quadrilateral. If slopes of adjacent sides are "negative-reciprocals" of each other, then they are perpendicular. If the slopes of the diagonals are equal, then they are congruent.

Using the given coordinates, we find that the slope of CD is = (-5-1)/(-5-5) = 3/5, and

The slope of DA is = [3-(-5)]/[-3-(-5)] = 8/2. These two slopes are not negative reciprocals of each other, so CD and DA are not perpendicular.

So, the quadrilateral is not a rectangle.

Therefore, the correct option is (a).

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The given question is incomplete, the complete question is

The coordinates of the "four-vertices" of the quadrilateral ABCD are :

A(-3,3), B(2,6), C(5, 1), D(-5,-5);

Which statement proves whether or not this quadrilateral is a rectangle?

(a) The slope of CD is (-5-1)/(-5-5) = 3/5, and the slope of DA is 3-(-5)/-3-(-5)=8/2, these two segments are not perpendicular , so the shape is not a rectangle;

(b) The slope of AB is (6-3)/(2-(-3) = 3/5, and slope of BC is (6-1)/(2-5) = -5/3, these two segments are perpendicular , so the shape is a rectangle;

(c) The slope of BC is (6-1)/(2-5) = -5/3, and slope of CD is (-5-1)/(-5-5) = 3/5, these two segments are not perpendicular, so the shape is not a rectangle;

(d) The slope of AB is (6-3)/(2-(-3) = 3/5, and slope of CD is (-5-1)/(-5-5) = 3/5, these two segments are perpendicular , so the shape is a rectangle;

Answer:

M is the variable.

Step-by-step explanation:

You divide each side by 3/5, and you'll get your answer.

Hope this helps!

Sincerely,

Josiah Kumai

Answer:

m=15

Step-by-step explanation:

3/5 m=9

3m

_____

5

simplify

To find an objective function that has a maximum or minimum value at each indicated vertex, we need to consider the properties of the vertices.

Let's assume we have a set of vertices indicated by \(\(V = \{v_1, v_2, \ldots, v_n\}\).\) To ensure that our objective function has either a maximum or minimum value at each vertex, we can construct a piecewise function that achieves this property.

First, we need to determine whether each vertex is a maximum or minimum point. Let's denote \(\(v_i\)\) as a maximum vertex if the desired extremum at that vertex is a maximum value, and \(\(v_i\)\) as a minimum vertex if the desired extremum is a minimum value.

For each vertex \(\(v_i\)\), we can construct a quadratic function that achieves the desired extremum at that vertex. The general form of a quadratic function is \(\(f(x) = ax^2 + bx + c\).\)

If \(\(v_i\)\) is a maximum vertex, we choose a negative coefficient for the quadratic term \((\(a < 0\))\) to ensure the function opens downwards and has a maximum value at that vertex. Conversely, if \(\(v_i\)\) is a minimum vertex, we choose a positive coefficient for the quadratic term \((\(a > 0\))\) to ensure the function opens upwards and has a minimum value at that vertex.

By assigning appropriate coefficients for each vertex, we can construct a piecewise function that satisfies the given conditions. The objective function can be defined as follows:

\(\[f(x) = \begin{cases} a_1 x^2 + b_1 x + c_1 & \text{if } x \in \text{Region 1} \\ a_2 x^2 + b_2 x + c_2 & \text{if } x \in \text{Region 2} \\ \ldots & \\ a_n x^2 + b_n x + c_n & \text{if } x \in \text{Region n} \end{cases}\]\)

Here, each region corresponds to a specific vertex \(\(v_i\)\) and has its own set of coefficients (\(\(a_i, b_i, c_i\)\)) chosen to achieve the desired maximum or minimum value at that vertex.

It's important to note that the specific regions and coefficients depend on the given vertices and their corresponding desired extremum values.

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Answer:

4/9

I don't believe there is actually a way to find it, you just have to remember this.

Answer:

4/9 is the fractional decimal of 0.4

Answer:

Xavier jumped .25m more than Brandon

Step-by-step explanation:

6.1 - 5.85 = 0.25

Xavier jumped .25m more than Brandon

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-Lil G

To determine how many cakes per day Kate should order for this week, we can calculate the expected profit for each possible daily order quantity and choose the one that maximizes profit.

(a) Here are the steps:
1. Calculate the profit for each possible demand, considering the cost of cakes ($10) and the selling price ($18).
2. Multiply the profit by the probability of each demand level.
3. Sum up the expected profits for all demand levels. Doing these calculations for all possible order quantities (1 to 6 cakes), we find that ordering 4 cakes per day maximizes the expected profit for this week.
(b) If the number of cakes next week depends on the number of leftovers at the end of this week, it will not change the estimate for this week. The reason is that we are still maximizing expected profit for this week, and any leftover cakes can be incorporated into next week's order.
(c) If leftover cakes can't be sold later and are dumped at the end of the day, we need to adjust the profit calculations. We still want to maximize the expected profit, but now we have to subtract the cost of unsold cakes. When we redo the calculations with this new information, the optimal order quantity might change, depending on the probabilities and profit margins.
(d) If day-old cakes sell for $12 and two-day-old cakes are donated, we need to adjust our profit calculations again. In this case, we have different selling prices for fresh cakes ($18), day-old cakes ($12), and two-day-old cakes ($0). Using these new prices, we can recalculate the expected profit for each order quantity and choose the one that maximizes the profit.

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a. Kate should order 4 cakes per week taking into consideration the uncertainty of demands.

b. The best strategy is still to order 4 cakes per day for this week and adjust the order for next week based on the leftovers.

c. Kate should order 3 cakes per day for this week to minimize waste.

d. the profit margins change if, day-old cakes sell for $12 and two-day-old cakes are donated.

a. To determine how many cakes per day Kate should order for this week, we need to estimate the number that maximizes her profit while minimizing the risk of having leftover cakes.

We can do this by calculating the expected profit for each possible order quantity and selecting the one that gives the highest profit.
We can calculate the number of cakes by following the steps
1. Multiply the daily demand by its probability, then sum these products to get the expected daily demand:

(1 * .1) + (2 * .2) + (3 * .25) + (4 * .25) + (5 * .15) + (6 * .05) = 3.4 cakes
2. Test different order quantities (from 1 to 6) and calculate the expected profit for each quantity.
3. Select the order quantity with the highest expected profit.

For this problem, Kate should order 4 cakes per day for this week.

b. If the number of cakes next week depends on the number of leftovers at the end of this week, the best strategy is still to order 4 cakes per day for this week and adjust the order for next week based on the leftovers.

c. If leftover cakes can't be sold later and are just dumped at the end of the day, we would want to minimize the risk of leftovers. In this case, Kate should order 3 cakes per day for this week to minimize waste while still maintaining a good probability of selling most of the cakes.

d. If day-old cakes sell for $12 and two-day-old cakes are donated, the profit margins change, and the expected profit calculation should be updated accordingly.

After recalculating, Kate should still order 4 cakes per day for this week, as the order quantity provides the highest expected profit with this new pricing structure.

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