Lindsey found a cupcake and weighed it on a digital scale. The cupcake weight 0.35 lb. what is the weight of the Rock in expanded form

Answer: Graph A represents the number of roommates, Graph B represents the number of free hours, and Graph C represents the cost of tuition

Step-by-step explanation: We know that the x axis is the number of courses. We can solve this by thinking about it as a real world issue. Think about it: since B has a downwards slope, doesn't it make sense for it to represent the number of free hours? Wouldn't taking more classes affect the amount of time you have? And if C is the cost of tuition, then wouldn't it make sense that it has a rising slope? Hope this helps

The total revenue that will be maximized is 20 - 2a

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

Qd = 20 - P

The revenue equation is calculated using

Revenue = Quantity * Price

So, we have

R = Qd * P

This gives

R = (20 - P) * P

Expand

R = 20P - P²

Differentiate

R' = 20 - 2P

Next, we have

Q = a

So, we have

R = 20 - 2a

Hence, the total revenue that will be maximized is 20 - 2a

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The company needs to sell 2,000 units or generate $20,000 in sales to break even.

To calculate the break-even point in units, we need to divide the fixed costs by the contribution margin per unit. The contribution margin is the difference between the selling price and variable costs per unit. In this case, the contribution margin is $10 - $5 = $5 per unit. So, the break-even point in units is:
Break-even point (in units) = Fixed costs / Contribution margin per unit
Break-even point (in units) = $10,000 / $5 per unit
Break-even point (in units) = 2,000 units
To calculate the break-even point in dollar sales volume, we need to multiply the break-even point in units by the selling price. So, the break-even point in dollar sales volume is:
Break-even point (in dollar sales volume) = Break-even point (in units) x Selling price per unit
Break-even point (in dollar sales volume) = 2,000 units x $10 per unit
Break-even point (in dollar sales volume) = $20,000
Therefore, the company needs to sell 2,000 units or generate $20,000 in sales to break even. It is important to note that any sales volume above the break-even point will generate profits for the company.

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Answer:

(-∞, -4] or [5, ∞)

Step-by-step explanation:

Because the solutions for x can also be equal to -4 and 5, brackets are used.

And because the solutions for x can be any number less than -4 or any number greater than 5, -∞ and ∞ are used respectively.

We need to add 25 to both sides of this equation to complete the square. Therefore, the correct option is option D.

The equation given to complete the square is;

\(x^2\) - 10x = 3

We need to find out the quantity that we will add to both sides of the equation to complete the square.

\(x^2\) - 10x - 3 = 0

(\(x^2\) - 10x +    ) - 3 = 0

In this equation, a = 1, b = -10, and c = -3.

b = -10

b/2a = -10/(2 * 1)  = -5

(b/2a\()^2\) = \((-5)^2\) = 25

(\(x^2\) - 10x + 25) - 3 - 25 = 0

(x - 5\()^2\) - 28 = 0

(x - 5\()^2\) = 28

Therefore, we need to add 25 to both sides of this equation to complete the square. The correct option is option D.

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The area of the sector with angle 50 degrees is determined as 9.15 cm².

The radius of the circle is calculated as follows;

Area of sector = θ/360 x πr²

where;

Area of sector = θ/360 x πr²

56.87 =  310⁰/360  x  πr²

56.87 = 2.71r²

r² = 56.87/2.71

r² = 20.985

r = √(20.985)

r = 4.58 cm

The area of the minor arc is calculated as follows;

A = 50/360 x π(4.58)²

A = 9.15 cm²

Thus, the area of the minor arc is determined as 9.15 cm².

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Answer: 4x+9-3/5=10xy^3-49

Step-by-step explanation: x+9-3/5-(10*x*y^3-49)=0

STEP

1

:

Equation at the end of step 1

3

((4x + 9) - —) - ((2•5xy3) - 49) = 0

5

STEP

2

:

3

Simplify —

5

Equation at the end of step

2

:

3

((4x + 9) - —) - (10xy3 - 49) = 0

5

STEP

3

:

Rewriting the whole as an Equivalent Fraction

3.1 Subtracting a fraction from a whole

Rewrite the whole as a fraction using 5 as the denominator :

4x + 9 (4x + 9) • 5

4x + 9 = —————— = ————————————

1 5

Equivalent fraction : The fraction thus generated looks different but has the same value as the whole

Common denominator : The equivalent fraction and the other fraction involved in the calculation share the same denominator

Adding fractions that have a common denominator :

3.2 Adding up the two equivalent fractions

Add the two equivalent fractions which now have a common denominator

Combine the numerators together, put the sum or difference over the common denominator then reduce to lowest terms if possible:

(4x+9) • 5 - (3) 20x + 42

———————————————— = ————————

5 5

To interpret the structure of expressions, one should learn how to interpret parts of an expression, such as terms, factors, and coefficients, and interpret expressions that represent a quantity in terms of its context. This is an important skill that will be used in many fields including mathematics and physics.

Expressions can be broken down into various parts, including terms, factors, and coefficients. These parts provide an idea of how to manipulate and solve expressions. A term is a part of an expression that is separated by addition or subtraction. In other words, a term can be defined as the sum of constants and variables raised to powers.

A factor is a part of an expression that is separated by multiplication. In other words, a factor can be defined as a product of constants and variables raised to powers.

A coefficient is a constant multiplier of a variable term in an expression. In other words, a coefficient can be defined as a number that is multiplied by a variable to obtain a term.In addition to interpreting the structure of expressions, it is also important to interpret expressions that represent a quantity in terms of its context.

This means understanding the context of the situation, such as the problem's setting, to determine what the expression represents. For instance, if an expression represents the number of apples in a basket, then the context is the basket of apples, and the expression represents the quantity of apples in the basket.

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A standard score of 89 is considered below average because it is 11 points lower than the mean, which is a deviation of more than 0.7 standard deviations below the mean.

A standard score of 89 is considered below average because it falls below the mean score of 100. This is because it is 11 points lower than the mean, which is a deviation of more than 0.7 standard deviations below the mean. The standard deviation is a measure of the spread of the data, where higher values indicate more spread out data. In this case, the mean score of 100 has a standard deviation of 15, which means that any score lower than 85 (100 - 15) is considered below average. A score of 89 is 11 points below the mean, which is a deviation of more than 0.7 standard deviations. This indicates that it is lower than the average score, and therefore considered below average.

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The long-term movement of demand up or down in a time series is referred to as trend.

The long-term movement of demand up or down in a time series is known as trend. Trends can be positive or negative, indicating an increase or decrease in demand over an extended period. Understanding trends is essential for businesses to make informed decisions and develop effective strategies.

There are two types of trends:

1. Upward trend: When demand consistently increases over time, it signifies an upward trend. This could be due to factors such as population growth, changing consumer preferences, or economic development. For example, if the demand for organic food has been steadily rising over the past decade, it indicates an upward trend.

2. Downward trend: Conversely, when demand consistently decreases over time, it indicates a downward trend. This could be due to factors such as changing market conditions, technological advancements, or shifts in consumer behavior. For instance, if the demand for traditional print newspapers has been declining steadily due to the rise of digital media, it indicates a downward trend.

Understanding trends helps businesses anticipate future demand patterns, adjust production levels, and make informed pricing and marketing decisions.

In summary, the long-term movement of demand up or down in a time series is referred to as trend. Trends can be positive (upward) or negative (downward), indicating sustained increases or decreases in demand over time.

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Answer:

7/9 - 2/8 x 49

Step-by-step explanation:

If you like my answer than please mark me brainliest thanks

Answer:

9 cups of milk is used

Step-by-step explanation:

1/2 + 1/2 + 1/2 = 1 1/2

3×3 = 9

Answer:

\(( { \frac{4}{7} )}^{2} = \frac{ {4}^{2} }{ {7}^{2} } = \frac{16}{49} \)

Answer:

i got 0.88888888888

Step-by-step explanation:

Answer: C

Step-by-step explanation:

There is need of 5.25 litres of disinfectant for 42 litres of water.

To clean a tank with 42 litres of water, we need to determine how much disinfectant is required, given that 3/4 litre of disinfectant is needed for every 6 litres of water. Using the given ratio, we can set up a proportion to solve for the unknown quantity of disinfectant required. Cross-multiplying and simplifying, we find that 5.25 litres of disinfectant are needed to clean 42 litres of water. It is important to accurately measure and mix the disinfectant to ensure effective cleaning and sanitation. Following proper cleaning protocols and using appropriate amounts of disinfectant can help prevent the spread of harmful pathogens and maintain a safe and healthy environment.

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Step-by-step explanation:

-1/4, -1/5, -1/6, -1/7, -1/8, 1/8, 1/7, 1/6, 1/5, 1/4

Using the concepts of domain and range of functions, we have that:

10. The range is y ≥ 2.

11. The domain is all real numbers, the range is y ≤ 3, and it is a function.

12. The domain is (-4,3], and the range is (-5,5).

Hence, for these problems:

10. The range is y ≥ 2.

11. The domain is all real numbers, the range is y ≤ 3, and it is a function.

12. The domain is (-4,3], and the range is (-5,5).

In item 11, we have that it is a function because it has no vertically aligned points, that is, each value of x is associated with only one value of y.

In item 12, the open intervals are due to the open circles at the extremes of the domain and the range on the graph.

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The vertex of the function f(x) = |x + 8| - 3 is (-8, -3).

An equation is the statement of two expressions located on two sides connected with an equal to sign. The two sides of an equation is usually called as left hand side and right hand side.

Given is an absolute value function,

f(x) = |x + 8| – 3

For a function of the form,

f(X) = a |x - h| + k, the vertex of the function is the point (h, k).

Comparing the equation with the given one,

f(x) = |x + 8| – 3

f(x) = |x - (-8)| + (-3)

So we get, h = -8 and k = -3.

So vertex is (-8, -3).

Hence the vertex is (-8, -3).

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The statement " If the demand curve (marginal revenue product) of labor is given by w = 100 - L and the supply curve by w = L, a monoposonist will hire half the quantity of labor compared to a perfectly competitive employer" is uncertain

In a perfectly competitive labor market, the equilibrium wage rate is determined by the intersection of the demand and supply curves. In this case, the demand curve for labor is given by w = 100 - L, and the supply curve is given by w = L. To find the equilibrium quantity of labor, we equate the demand and supply curves:

100 - L = L

Solving this equation, we find L = 50. This means that in a perfectly competitive labor market, the equilibrium quantity of labor hired is 50 units.

Now, a monopsonist is a single buyer of labor in the market, exerting market power to influence the wage rate. A monopsonist faces an upward-sloping supply curve of labor, as it has to pay a higher wage to attract more workers. In this case, the supply curve is still given by w = L.

However, the demand curve (marginal revenue product) of labor for a monopsonist is typically lower than the demand curve in a perfectly competitive market. This is because the monopsonist has to pay a higher wage to all workers, not just the last one, to attract additional workers.

Therefore, the demand curve for a monopsonist is usually flatter or has a lower slope compared to the perfectly competitive employer.

Given the demand curve w = 100 - L and the supply curve w = L, it is not clear whether the monopsonist will hire half the quantity of labor compared to a perfectly competitive employer.

It would depend on the specific shape and slope of the monopsonist's demand curve, which is not provided in the given information. Therefore, the statement is uncertain.

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Answer:

12- 4i

Step-by-step explanation:

(4+6i)+(8-10i)

4+6i+8-10i

4+8+6i-10i

12-4i

Answer:

1/

Step-by-step explanation:

1/3+1/2=5/6

1-5/6=1/6

1/

Answer:

it don't make sense that there isn't a question...

Step-by-step explanation:

Answer and Step-by-step explanation:

The top right shape is the correct option.

It contains a triangle and a rectangle, in which she can use the formulas to solve for their areas.

#teamtrees #PAW (Plant And Water)

Answer: Number 2 is correct. It divides the trapezoid into a square (rectangle) and 2 triangles which is equivalent to the whole trapezoid.

Answer:

Both the mean and median are greater for Plot A than for Plot B

Step-by-step explanation:

✔️Mean and Median of Plot A:

Write out each data value represented on the dot plot:

3, 4, 4, 5, 5, 6, 6, 7, 7, 10

\( Mean = \frac{3 + 4 + 4 + 5 + 5 + 6 + 6 + 7 + 7 + 10}{10} = \frac{57}{10} = 5.7 \)

Median = (5 + 6)/2 = 11/2 = 5.5

✔️Mean and Median of Plot B:

Write out each data value represented on the dot plot:

3, 4, 4, 5, 5, 5, 6, 6, 6, 7

\( Mean = \frac{3 + 4 + 4 + 5 + 5 + 5 + 6 + 6 + 6 + 7}{10} = \frac{51}{10} = 5.1 \)

Median = (5 + 5)/2 = 10/2 = 5

✅Therefore, we can conclude that:

Both the mean and median are greater for Plot A than for Plot B.

Answer:

A

Step-by-step explanation:

I made 100 on my quiz, all credit goes to the other person

(-9, 2)

Note that the coordinates of the center of a line are given by the formulae:

The center of the line (a, b) = (-4, 2)

The first point on the line (x₁, y₁) = (1, 2)

The other end of the line = (x₂, y₂)

The point also located on the circle W is (-9, 2)

Answer:

\(\huge \boxed{x(x+3)}\)

Step-by-step explanation:

\(2x+x^2 +x\)

Combine like terms.

\(x^2 +(2x+x)\)

\(x^2 +3x\)

Factor out \(x\) from the expression.

\(x(x+3)\)

Answer:

Step-by-step explanation:

-2 x 14 = -28

b is the answer