Jordyn works at a local Chipotle restaurant. Her regular hourly wage is $12.00. If she regularly works 30 hours
per week, what is her regular weekly pay?

Answer:

  33 1/3%

Step-by-step explanation:

The percentage change is ...

  difference/base × 100% = (120000 -90000)/90000 × 100%

  = 1/3 × 100% = 33 1/3%

Ending Inventory Cost and Cost of Goods Sold using different inventory methods:

FIFO Method:

Ending Inventory Cost: $11,920

Cost of Goods Sold: $15,068

LIFO Method:

Ending Inventory Cost: $11,996

Cost of Goods Sold: $15,123

Weighted Average Cost Method:

Ending Inventory Cost: $11,974

Cost of Goods Sold: $15,087

Using the FIFO (First-In, First-Out) method, the cost of the ending inventory is determined by assuming that the oldest units (those acquired first) are sold last. In this case, the cost of the ending inventory is calculated by taking the cost of the most recent purchases (70 units at $142 per unit) plus the cost of the remaining 10 units from the March 10 purchase.

This totals to $11,920. The cost of goods sold is calculated by taking the cost of the units sold (50 units from the Jan. 1 inventory at $124 per unit, 60 units from the March 10 purchase at $132 per unit, and 20 units from the August 30 purchase at $138 per unit), which totals to $15,068.

Using the LIFO (Last-In, First-Out) method, the cost of the ending inventory is determined by assuming that the most recent units (those acquired last) are sold first. In this case, the cost of the ending inventory is calculated by taking the cost of the remaining 10 units from the December 12 purchase, which amounts to $1,420, plus the cost of the 70 units from the August 30 purchase, which amounts to $10,576.

This totals to $11,996. The cost of goods sold is calculated by taking the cost of the units sold (50 units from the Jan. 1 inventory, 60 units from the March 10 purchase, and 20 units from the August 30 purchase), which totals to $15,123.

Using the Weighted Average Cost method, the cost of the ending inventory is determined by calculating the weighted average cost per unit based on all the purchases. In this case, the total cost of all the purchases is $46,360, and the total number of units is 200.

Therefore, the weighted average cost per unit is $231.80. Multiplying this by the 80 units in the physical inventory at December 31 gives a total cost of $11,974 for the ending inventory. The cost of goods sold is calculated by taking the cost of the units sold (50 units from the Jan. 1 inventory, 60 units from the March 10 purchase, and 20 units from the August 30 purchase), which totals to $15,087.

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Answer:

(100/500) *200 =40%

Step-by-step explanation:

Answer:

Point Form (graph) : ( − 22/ 3 , − 22/ 3 )

Equation Form: x = − 22/ 3 , y = − 22/ 3

Step-by-step explanation:

Solve for the first variable in one of the equations, then substitute the result into the other equation.

Step-by-step explanation:

8.x×8-12=50

8x-12=50

9.1/2x>or=100

10.2 whole number5/9-x=31

Answer:

4x - 3 - 2x + 5 = 6 - 3x + 2 + 5x

2x + 2 = 2x + 8

2 ≠ 8, so this equation has no solutions.

Answer:

No solution

Step-by-step explanation:

Given:

\(4x-3-2x+5=6-3x+2+5x\)

rearrange terms so like terms are together

\(4x-2x-3+5=6+2-3x+5x\)

combine like terms

\(2x+2=8+2x\)

subtract 2x to both sides

\(2\neq 8\)

2 doesn't equal 8, meaning that there are 0 solutions to this problem.

Hope this helps! :)

Answer:

y = 6

I hope this helps you out!

Answer:240

Step-by-step explanation:

400/5 = 80
80 x 3 = 240
240/400 people bought choc chip

The exact value of sin(5π/12) is (√6 + √2)/4

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

sin 5pi/12

Express properly

So, we have

sin(5π/12)

Convert the angle to degrees

This gives

sin(5π/12) = sin(5/12 * 180)

Evaluate

sin(5π/12) = sin(75)

The actual value of sin(75) is (√6 + √2)/4

This means that

sin(5π/12) = (√6 + √2)/4

Hence, the exact value of sin(5π/12) is (√6 + √2)/4

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The exact value of sin 5π/12 is (√6 + √2)/4

The trigonometric functions are real functions which relate an angle of a right-angled triangle to ratios of two side lengths.

Angle in trigonometry can be measured in either degree or radian.

π is a measurement in radian which is equivalent to 180° in degrees.

Therefore:

5π/12 = 5 × 180/12

= 75°

Therefore sin5π/12 = sin75°

sin75 = sin( 45+30) = sin45cos30+ cos 45sin30

= 1/√2 × √3/2 + 1/√2 × 1/2

= √3/2√2 + 1/2√2

= (√3+1)/2√2

rationalizing;

(2√6 + 2√2)/8

dividing through by 2

=(√6 + √2)/4

therefore tan75 =(√6 + √2)/4

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Answer:30

Step-by-step explanation:47-17 = 30

Answer:

$1.50

Step-by-step explanation:

They each bought one bottle of water, but one of them bought one less pretz l than th other. The difference in price is $2.50, which means a pretzel is 2.50 . Four pretzels would be $10, which leaves $1.50 fo the water. 3 pretzels would be 7.50, which leaves 1.50 for the water.

Answer:

x is (2,0) and y is (0, -2)

Step-by-step explanation:

Hope this helps

Answer:

v = 5

Step-by-step explanation:

Collect like-terms:

\(8v = 3v + 25\)

\(8v - 3v = 25\)

\(5v = 25\)

Divide both sides by 5 to make v the subject:

\(v = 5\)

Answer:

45

Step-by-step explanation:

Answer:

3x 4x and -5 so

3x+4x-5 is the answer

Answer:

x > 0

Step-by-step explanation:

To solve the inequality x/1 + 5 > 5, we first need to isolate the variable on one side of the inequality.

Subtracting 5 from both sides gives:

x/1 > 0

Multiplying both sides by 1 gives:

x > 0

Therefore, the solution to the inequality is x > 0.

Answer:

4 AU

Step-by-step explanation:

20.8 ÷ 5.2 = 4

5.2 increased by 4.

Scale means to get bigger or smaller evenly.

-kiniwih426

Answer:

75%

Step-by-step explanation:

Answer:

4/18

Step-by-step explanation:

It would be a 4/18 chance she would get another blue marble, because first you add all of the marbles together which is 5+6= 11 + 7 = 18, so there are 5 blue marbles, and we have a chance of pulling another blue one 5/18 but since we already took one out, there are only 4 blue marbles left, so it's a 4/18.

Answer:

4# |  267

Step-by-step explanation:

There are  3 numbers in the 40's in the data:

42, 46 and 47.

Answer

Help with what?

Step-by-step explanation:

Answer:

Whats the question

Step-by-step explanation:

?

The most reasonable unit of measurement for 3) is option (C): \(m^2\), 4) is option (B): \(km^2\), 5) is \(in^2\).

3) The most reasonable unit for the measurement of the baseball field is \(m^2\) because the baseball field covers a large distance which is not accurately measured by small units  \(cm^2\) or \(mm^2\)  where it is not that big to be measured in large units like \(km^2\). So option C is the correct option.

4) The most reasonable unit for the measurement of a lake is \(km^2\) because lakes are generally very large water bodies that cover a large distance and are not accurately measured by small units like \(cm^2\) , \(mm^2\) , and \(m^2\). So option B is the correct option.

5) The most reasonable unit for the measurement of the area of a door is \(in^2\) because doors are relatively small compared to the other options and are often measured in square inches or square feet. So option B is the correct option.

Therefore the correct answers question-wise are:

3) \(m^2\)

4) \(km^2\)

5) \(in^2\)

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Copying the data set into another program allows you to leverage the capabilities of that program for Statistical analysis.

The provided data set can be copied into another program, such as a spreadsheet or a statistical software program, to perform various data analysis tasks. Let's explore some common operations that can be performed using the data set.

1. Descriptive Statistics: By copying the data set into a spreadsheet or statistical software, you can calculate various descriptive statistics, such as the mean, median, mode, standard deviation, and range of the data. These statistics provide insights into the central tendency, variability, and distribution of the data.

A

1   4

2   8

3   9

4   5

5   2

6   7

7   7

8   5

9   8

2. Data Visualization: Once the data set is copied, you can create visualizations to better understand the data. This can include bar charts, histograms, line plots, or box plots, depending on the nature of the data and the insights you want to gain.

3. Data Manipulation: Copying the data set into a spreadsheet allows you to manipulate and transform the data as needed. You can perform operations like sorting, filtering, grouping, and calculating new variables based on existing ones. This enables you to extract meaningful information from the data set.

4. Statistical Analysis: If you are using statistical software, you can conduct advanced statistical analyses on the data set. This may involve regression analysis, hypothesis testing, analysis of variance (ANOVA), or clustering techniques, depending on the specific research question or objective.

5. Data Integration: If you have additional data sets or variables related to the given data set, copying it into a program allows you to merge or join different data sets, thereby enriching the analysis and providing a more comprehensive understanding of the data.

Overall, copying the data set into another program empowers you to perform a wide range of data analysis tasks, enabling you to explore, understand, and draw meaningful insights from the data.

In summary, copying the data set into another program allows you to leverage the capabilities of that program for statistical analysis, calculations, and visualizations, enabling you to gain deeper insights and draw meaningful conclusions from the data.

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Answer:

Step-by-step explanation:

In the Intermediate Phase of mathematics education, one topic that demonstrates a hierarchical and logical progression in patterns, functions, and algebra is the concept of "Linear Equations."

The topic of Linear Equations in the Intermediate Phase builds upon the foundation laid in earlier grades and serves as a stepping stone towards more advanced algebraic concepts. Here is an overview of the topic sequence and content area spread for Linear Equations:

Introduction to Variables and Expressions:

Students are introduced to the concept of variables and expressions, learning to represent unknown quantities using letters or symbols. They understand the difference between constants and variables and learn to evaluate expressions.

Solving One-Step Equations:

Students learn how to solve simple one-step equations involving addition, subtraction, multiplication, and division. They develop the skills to isolate the variable and find its value.

Solving Two-Step Equations:

Building upon the previous knowledge, students progress to solving two-step equations. They learn to perform multiple operations to isolate the variable and find its value.

Writing and Graphing Linear Equations:

Students explore the relationship between variables and learn to write linear equations in slope-intercept form (y = mx + b). They understand the meaning of slope and y-intercept and how they relate to the graph of a line.

Systems of Linear Equations:

Students are introduced to the concept of systems of linear equations, where multiple equations are solved simultaneously. They learn various methods such as substitution, elimination, and graphing to find the solution to the system.

Word Problems and Applications:

Students apply their understanding of linear equations to solve real-life word problems and situations. They learn to translate verbal descriptions into algebraic equations and solve them to find the unknown quantities.

The content area spread for Linear Equations includes concepts such as variables, expressions, equations, operations, graphing, slope, y-intercept, systems, and real-world applications. The progression from simple one-step equations to more complex systems of equations reflects a logical sequence that builds upon prior knowledge and skills.

By following this hierarchical progression, students develop a solid foundation in algebraic thinking and problem-solving skills. They learn to apply mathematical concepts and procedures in a systematic and logical manner, paving the way for further exploration of patterns, functions, and advanced algebraic topics in later phases of mathematics education.

Answer:

Step-by-step explanation:

To find the LCM of the given expressions, we need to factor each expression completely and then find the product of the highest powers of all the factors.

ax² - (a² + ab)x + a²b can be factored as:

ax² - (a² + ab)x + a²b = a(x - b)(x - a)

bx² - (b² + bc)x + b²c can be factored as:

bx² - (b² + bc)x + b²c = b(x - c)(x - b)

cx² - (c² + ac)x + c²a can be factored as:

cx² - (c² + ac)x + c²a = c(x - a)(x - c)

Now, the LCM is the product of the highest powers of all the factors.

The highest power of a is a², the highest power of b is b², and the highest power of c is c². So, the LCM is:

LCM = a²b²c²(x - a)(x - b)(x - c)

Therefore, the LCM of ax² - (a² + ab)x + a²b, bx² - (b² + bc)x + b²c and cx² - (c² + ac)x + c²a is a²b²c²(x - a)(x - b)(x - c).

The statement is asserting that the universal class (V) is defined as the collection of all sets, where every set is included. It signifies that V encompasses all possible sets within the given set theory framework.

The statement "The universal class set, or universe, is the class of all sets: V = {x: x = x}" is referring to the concept of the universal class or the universe in set theory.

In set theory, the universal class set, denoted as V, represents the collection or class that contains all sets. It includes every possible set that can be defined or exists within the context of the set theory being considered.

The notation "{x: x = x}" is used to define the elements of the universal class. Here, "x = x" represents a condition that is always true for any object or element, regardless of its nature. In other words, this condition holds for everything in the universe, as anything is equal to itself.

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Answer:

{ x : x = -2 U x = 5 }

Step-by-step explanation:

                                     | 2x - 3 | - 7 = 0

Add 7 to both sides:          | 2x - 3 | = 7

So either    2x - 3 = 7                  

                       2x = 10

                         x = 5

Or        -(2x - 3) = 7

             -2x + 3 = 7

                   -2x = 4

                      x = -2

{ x : x = -2 U x = 5 }

Using the interpretation of the confidence interval, it is found that:

It means that we are x% confident that the population parameter(mean/proportion/standard deviation) is between a and b.

Considering the mean and the standard error, the bounds of the interval are:

Hence:

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Answer:

76%

Step-by-step explanation:

57/75

(57 X 100)/ 75

5700/75

1900/25

76/1

76

Answer:

The spring will stretch 4.1 inches

Step-by-step explanation:

Direct Proportions

A direct proportion is a relation between variables where their ratio is a constant value. This means that if y and x are proportional, then:

y = kx

Where k is the constant of proportionality.

Let's call:

y = distance a spring stretches

x = weight attached to the spring

We know when x=80 pounds, y=6 inches, thus:

6 = 80k

Solve for k:

\(k=\frac{6}{80}=\frac{3}{40}\)

The equation is now:

\(\displaystyle y = \frac{3}{40}x\)

When x=55 pounds are attached:

\(\displaystyle y = \frac{3}{40}\cdot 55\)

Calculating:

y = 4.1 inches

The spring will stretch 4.1 inches