please help step by step how do I solve this​

Step-by-step explanation:

9. Scale factor

10. Pre image

Answer:

5 cups

Step-by-step explanation:

To do this simply, we can just count up how many cups we can buy.

starting balance=

$12.50

after cup 1=

12.5−2.5=$10.00

after cup 2=

10−2.5=$7.50

after cup 3=

7.5−2.5=$5.00

after cup 4=

5−2.5=$2.50

after cup 5=

2.5−2.5=$0.00

From this, we can see that after buying the 5th

cup, the buyer is out of money, so that means that you can buy

5 cups of food to feed the animals before running out of money.

The number of cups is 2 cups

The equation is y = 2x + 10 where the slope of the equation x is the number of cups and y is the total amount

What is an Equation of a line?

The equation of a line is expressed as y = mx + b where m is the slope and b is the y-intercept

And y - y₁ = m ( x - x₁ )

y = y-coordinate of second point

y₁ = y-coordinate of point one

m = slope

x = x-coordinate of second point

x₁ = x-coordinate of point one

The slope m = ( y₂ - y₁ ) / ( x₂ - x₁ )

Given data ,

Let the equation be represented as A

Now , the value of A is

Let the total number of cups be = x

The total amount y = $ 14

The cost of entering the zoo = $ 10

The cost of of feeding the animals per cup = $ 2

So , the equation will be

Total amount y = cost of entering the zoo + ( total number of cups x cost of of feeding the animals per cup )

Substituting the values in the equation , we get

y = 2x + 10   be equation (1)

On simplifying the equation , we get

14 = 2x + 10

Subtracting 10 on both sides of the equation , we get

2x = 4

Divide by 2 on both sides of the equation , we get

x = 2 cups

Therefore , the value of x is 2 cups

Hence , the number of cups is 2 cups

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Answer:

54

Step-by-step explanation:

what u gotta do is add 46 with 8 and you can check my answer with 54-46=8

difference means you subtract

sum means you add

product means you multiply

and quotiant means you divide

The required number is 27.

Given that,
To determine the number the difference of a number and 8 is 46 less than the number

The process in mathematics to operate and interpret the function to make the function or expression simple or more understandable is called simplifying and the process is called simplification.

In mathematics, it deals with numbers of operations according to the statements. There are four major arithmetic operators, addition, subtraction, multiplication, and division,

Here,
Let the number be x
The difference between a number and 8 is 46 less than the number
8 - x = x - 46
2x = 54
x = 27

Thus, the required number is 27.

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The annual depreciation expense would be calculated as ($4,800 - $800) / 10 = $400. The journal entry for the first year would be:

Depreciation Expense=  $400, Accumulated Depreciation = $400

The journal entry for the first year, given the production of 300 units, would be:

Depreciation Expense         $600 (300 units * $2)

  Accumulated Depreciation    $600

The journal entry for the first year, using a double-declining-balance rate of 20% (twice the straight-line rate of 10%), would be:

Depreciation Expense         $960 ($4,800 * 20%)

  Accumulated Depreciation    $960

1. Straight-Line Depreciation:

The straight-line depreciation method allocates an equal amount of depreciation expense each year over the useful life of the equipment. In this case, the annual depreciation expense would be calculated as ($4,800 - $800) / 10 = $400. The journal entry for the first year would be:

Depreciation Expense         $400

  Accumulated Depreciation    $400

2. Units-of-Production Depreciation:

The units-of-production method bases depreciation on the actual units produced. The depreciation per unit is calculated as ($4,800 - $800) / 2,000 = $2 per unit. The journal entry for the first year, given the production of 300 units, would be:

Depreciation Expense         $600 (300 units * $2)

  Accumulated Depreciation    $600

3. Double-Declining-Balance Depreciation:

The double-declining-balance method accelerates depreciation in the early years of the asset's life. The depreciation rate is twice the straight-line rate. The journal entry for the first year, using a double-declining-balance rate of 20% (twice the straight-line rate of 10%), would be:

Depreciation Expense         $960 ($4,800 * 20%)

  Accumulated Depreciation    $960

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The expansion of Boolean algebra is x^2y + xzy' + xz^2

To simplify the expression using Boolean algebra and its identities, let's break it down step by step:

1. Distributive Property (x(yz' + x)(y' + z)): Distribute the x to both terms inside the first parentheses. xy' + x^2yz' + xy'z + xz

2. Distributive Property (xy' + x^2yz' + xy'z + xz)(y' + z): Distribute the second parentheses to all the terms inside. xy'y + x^2yz'y + xy'zy' + xzy' + xy'z + xz^2

3. Complement Law (xy'y = 0): Since y and y' are complements, their product is always 0. 0 + x^2yz'y + xy'zy' + xzy' + xy'z + xz^2

4. Simplification (x^2yz'y = x^2y): Combine like terms, as z'y + zy' = 1 (by the Complement Law). x^2y + xy'zy' + xzy' + xy'z + xz^2

5. Simplification (xy'zy' = 0): Since y and y' are complements, their product is always 0. x^2y + xzy' + xy'z + xz^2

6. Simplification (xy'z = 0): Since z and z' are complements, their product is always 0. x^2y + xzy' + xz^2

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Answer:

Step-by-step explanation: There are 64 bikes in total.

Each bike has 2 tires so there are 64*2=128 tires

Inequality are expressions that are not separated by an equal sign. The solution to the given system of equation is x > 4

Inequality are expressions that are not separated by an equal sign.

Given the inequality

8x+2 > 34

Subtract 2 from both sides

8x + 2 - 2 > 34 - 2

8x > 32

Divide both sides by 8

8x/8 = 32/8
x > 4

Hence the solution to the given system of equation is x > 4

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The inner product of two polynomials p(x) and q(x) is defined as:

p, q = ∫a to b p(x)q(x)dx,

where a and b are the limits of integration. However, in this problem, we are given a different inner product:

p, q = a0b0 + a1b1 + a2b2

where p(x) = a0 + a1x + a2x^2 and q(x) = b0 + b1x + b2x^2.

To find the inner product p, q for p(x) = 2 − x + 5x^2 and q(x) = x − x^2, we need to find the coefficients a0, a1, a2, b0, b1, and b2:

p(x) = 2 - x + 5x^2, so a0 = 2, a1 = -1, and a2 = 5.

q(x) = x - x^2, so b0 = 0, b1 = 1, and b2 = -1.

Then, we can compute the inner product:

p, q = a0b0 + a1b1 + a2b2

= 2(0) + (-1)(1) + 5(-1)

= -6

Therefore, {p, q} = -6.

To find ||p||, we can use the formula:

||p|| = sqrt(p, p)

where p, p is the inner product of p(x) with itself. In this case, we have:

p(x) = 2 - x + 5x^2, so a0 = 2, a1 = -1, and a2 = 5.

Then, we can compute the inner product of p(x) with itself:

p, p = a0a0 + a1a1 + a2a2

= 2(2) + (-1)(-1) + 5(5)

= 30

Therefore, ||p|| = sqrt(30).

Similarly, we can find ||q|| by computing the inner product of q(x) with itself:

q(x) = x - x^2, so b0 = 0, b1 = 1, and b2 = -1.

q, q = b0b0 + b1b1 + b2b2

= 0(0) + 1(1) + (-1)(-1)

= 2

Therefore, ||q|| = sqrt(2).

To find the distance d(p, q) between p(x) and q(x), we can use the formula:

d(p, q) = ||p - q||

where p - q is the vector difference between p(x) and q(x). In this case, we have:

p(x) = 2 - x + 5x^2, so a0 = 2, a1 = -1, and a2 = 5.

q(x) = x - x^2, so b0 = 0, b1 = 1, and b2 = -1.

Then, we can compute the vector difference:

p - q = (2 - 0) - (1 - 0)x + (5 - (-1))x^2

= 2 - x + 6x^2

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The program that simulates a system of n components connected in parallel is coded below.

The R program that simulates a system of n components connected in parallel and estimates the probability that the system fails, given the probability that a component fails (p):

simulate_parallel_system <- function(n, p) {

 num_trials <- 10000  # Number of trials for simulation

 num_failures <- 0    # Counter for system failures

 for (i in 1:num_trials) {

   system_fail <- FALSE

   # Simulate each component

   for (j in 1:n) {

     component_fail <- runif(1) <= p  # Generate a random number and compare with p

     if (component_fail) {

       system_fail <- TRUE  # If any component fails, system fails

       break

     }

   }

   if (system_fail) {

     num_failures <- num_failures + 1

   }

 }

 probability_failure <- num_failures / num_trials

 return(probability_failure)

}

# Usage example

n <- 10

p <- 0.01

probability_system_failure <- simulate_parallel_system(n, p)

print(paste("Estimated probability of system failure:", probability_system_failure))

In this program, the `simulate_parallel_system` function takes two parameters: `n` (the number of components in the system) and `p` (the probability that a component fails). It performs a simulation by running a specified number of trials (here, 10,000) and counts the number of system failures. The probability of system failure is estimated by dividing the number of failures by the total number of trials.

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if the number of times you take the test were independent variable of the chance you fail what could that mean the difficulty of the test is consistent and unchanging.

The difficulty of the test is consistent and unchanging, making it so that the chance of failing is solely determined by the individual's performance on the test. Factors such as knowledge of the subject and the ability to focus can play a role in a person's success, but the actual chance of failing is not affected by how many times the test is taken. This means that those who fail the test will have to work harder and prepare better in order to pass it on the next attempt. Taking the test multiple times does not guarantee a higher chance of success, as the difficulty remains the same each time due to independent variable.

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Answer:

y= 1/2x - 4

Step-by-step explanation:

\(slope = y2 - y1 \div x2 - x1\)

\(x1 = 6 \\ x2 = 12 \\ y1 = - 1 \\ y2 = 2 \\ 2 - ( - 1) \div 12 - 6 \\ 3 \div 6 \\ \)

slope=1/2

equation of the line

m

\(m = y2 - y0 \div x2 - x0 \\ \)

1/2=2-y/12-x

\(2(2 - y) = - 1(12 - x) \\ 4 - 2y = 12 + x \\ - 2y = 12 - 4 + x \\ - 2y = 8 + x \\ divide \: by \: - 2 \: both \: sides \)

y=1/2x - 4

The statement 7+5(x-3) = 22 is true for x = 6.

Finding the equation's solution is the concept of solving an equation. The value of the variable that may be used to verify the equation is known as a solution.

The same number added on both sides

Taking away the same amount from both sides

using the same integer on both sides when multiplying

using the same integer to divide into both sides

Here we have

7 + 5(x-3) = 22    

The above expression can be solved as follows

7 + 5(x-3) = 22      

Multiply 5 and (x - 3) terms

=> 7 + 5x - 15 = 22

=> 5x - 8 = 22        [ ∵ -15 + 7 = -8 ]    

Add 8 on both sides

=> 5x - 8 + 8 = 22 + 8

=> 5x = 30

Divided by 5 into both sides  

=> 5x/5 = 30/5

=> x = 6

Therefore,

The statement 7+5(x-3) = 22 is true for x = 6.

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Answer:

\(9\text{ cm}\)

Step-by-step explanation:

We can write the following proportion:

\(\frac{\text{old perimeter}}{\text{scaled perimeter}}=\frac{\text{old scale factor}}{\text{new scale factor}}\)

We know that the original perimeter of the Pentagon is 921 feet. So, substitute 921 for "old perimeter."

We are going to use a scale of 3 cm = 307 feet. Since the 307 feet corresponds to the original perimeter, we are going to substitute 307 for "old scale factor" and 3 for "new scale factor."

This gives us:

\(\frac{921}{x}=\frac{307}{3}\)

So, to find our scaled perimeter, we just need to find x.

Cross multiply:

\(307x=2763\)

Divide both sides by 307:

\(x=9\)

In other words, the total perimeter of Sawyer's drawing will be 9cm.

And we're done!

After 3 years, the balance in the account would be approximately $2,708.

To find the balance after 3 years for an account that pays 2.5% annual interest compounded monthly, we can use the formula for compound interest:

A = P(1 + r/n)^(nt)

Where:

A is the final balance

P is the principal amount (initial deposit)

r is the annual interest rate (as a decimal)

n is the number of times the interest is compounded per year

t is the number of years

In this case:

P = $2500

r = 2.5% = 0.025 (as a decimal)

n = 12 (monthly compounding)

t = 3 years

Plugging in these values into the formula, we get:

A = $2500(1 + 0.025/12)^(12*3)

A = $2500(1.00208333333)^(36)

Using a calculator, we can evaluate the expression inside the parentheses and calculate the final balance:

A ≈ $2500(1.083282498) ≈ $2708.21

Therefore, after 3 years, the balance in the account would be approximately $2,708.

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Answer:

on the 4th day you'll sell 78 fish tacos

Step-by-step explanation:

your going down by 4 each day

hope this helps :)

but who the heck still eats fish tacos

The complex nature of bureaucracies, combined with factors

such as autonomy, information asymmetry, and institutional resistance, makes it challenging to control them fully.

Combination of legislative oversight, executive control, judicial review, administrative procedures, and public participation

The bureaucracy can be controlled through various means, including,

Legislative Oversight,

The legislature, such as a parliament or congress, can exercise control over the bureaucracy through oversight mechanisms.

This includes holding hearings, conducting investigations, and reviewing agency budgets.

By closely monitoring bureaucratic actions and decision-making processes, the legislature can ensure accountability and transparency.

Executive Control,

The executive branch, which includes the president or prime minister.

Has the power to control the bureaucracy through appointments, policy directives, and administrative orders.

The executive sets the agenda and priorities for the bureaucracy, establishes goals, and monitors performance.

Judicial Review,

The judiciary plays a crucial role in controlling the bureaucracy through the power of judicial review.

Courts can examine bureaucratic actions and determine whether they comply with the law and constitution.

Judicial review acts as a check on excessive bureaucratic power and ensures adherence to legal principles.

Administrative Procedures:,

Implementing standardized administrative procedures and regulations can help control the bureaucracy.

These procedures define the decision-making processes, establish checks and balances, and provide guidelines for accountability.

Rules and regulations can prevent bureaucratic abuse and ensure consistency.

Public Participation and Feedback,

Engaging the public in the decision-making process and seeking their feedback can be an effective way to control the bureaucracy.

By involving citizens, civil society organizations, and interest groups, the bureaucracy can be held accountable to the people it serves.

Despite these control mechanisms, controlling the bureaucracy can be challenging due to several reasons,

Bureaucratic Autonomy,

Bureaucracies often have a degree of independence and discretion in implementing policies and carrying out their functions.

This autonomy can make it difficult for external actors to influence or control their actions.

Complexity and Size,

Bureaucracies are often complex and large organizations with multiple layers and departments.

Managing and controlling such complex systems can be a daunting task.

And it becomes challenging to ensure consistent control throughout the organization.

Information Asymmetry,

Bureaucracies possess specialized knowledge and expertise in their respective domains.

Which can create information imbalances between bureaucrats and external actors.

This information asymmetry can limit effective control and oversight by external actors who may lack the necessary expertise or information.

Institutional Resistance,

Bureaucracies develop their own organizational cultures, norms, and interests over time.

These institutional factors can lead to resistance to external control and influence.

Bureaucrats may seek to protect their autonomy, power, or resources, making it difficult to implement changes or reforms.

Political Interests and Influence,

Bureaucracies can be subject to political pressure and influence, both from within the government and external actors.

Political considerations and interests may sometimes override effective control mechanisms.

Leading to the manipulation of bureaucracy for partisan or personal gains.

Lack of Resources and Expertise,

Controlling the bureaucracy requires adequate resources, technical expertise, and capacity-building efforts.

Insufficient resources or a lack of expertise among external control mechanisms can hinder effective control over the bureaucracy.

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The linear approximation of the function f(x, y) = √/10 – 2x² — y² at the point (1, 2). f(x, y) is 2.4495.

Given function:

f(x,y)=√10−2x²−y²

Linear approximation:

The linear approximation is used to approximate a function at a point by using a linear function, which is in the form of a polynomial of degree one.

The linear approximation of the function f(x,y) = √/10 – 2x² — y² at the point (1, 2) can be found using the following formula:

f(x,y) ~ f(a,b) + fx(a,b) (x-a) + fy(a,b) (y-b), where (a,b) is the point at which the linear approximation is being made, fx and fy are the partial derivatives of f with respect to x and y, respectively.

To find the partial derivatives, we differentiate f(x,y) with respect to x and y respectively.

∂f(x,y)/∂x = -4x/√(10-2x²-y²)∂f(x,y)/∂y

= -2y/√(10-2x²-y²)

Now, we can evaluate the linear approximation at the point (1,2):f(1,2)

= √6fy(1,2)

= -2/√6fx(1,2)

= -4/√6

Hence, the linear approximation of f(x,y) at the point (1,2) is:

f(x,y) ~ √6 - 4/√6 (x-1) - 2/√6 (y-2)

Approximately,f(x,y) = 2.4495 - 1.63299 (x-1) - 1.63299 (y-2)

Therefore, f(x,y) ~ 2.4495.

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Answer:

employer b

Step-by-step explanation:

he is offering 37,440.

Answer:

B

Step-by-step explanation:

Answer:

(1,-1)

Step-by-step explanation:

my guy, are you good? dude this question is so easy l m a o

anyways, heres the explanation

where there is an "x," replace it with a 1

so: -4-9y = 5

-9y = 9

y = -1

and the question already gives you what x is so:

(x,y)

(1,-1)

The probability that a randomly chosen young adult has at least a high school education can be found using the rule of probability called the "complement rule".

To find the answer, we need to subtract the probability that a randomly chosen young adult does not have at least a high school education from 1. In other words:

Probability of having at least a high school education = 1 - Probability of not having at least a high school education.

By using this rule, we can calculate the probability.

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Answer:

0.92

Step-by-step explanation:

Step 1

Ways to choose 5 from 40 multiplied by ways to choose 5 from the other 90 and number of ways to choose 10 in all from 130 as the denominator

Step 2:

Apply combination formula

Step 3:

Ways to choose 5 from 40

Step 4

ways to choose 5 from the other 90

Step 5

ways to choose 10 in all from 130

Step 6

Ways to choose 5 from 40 multiplied by ways to choose 5 from the other 90 and number of ways to choose 10 in all from 130 as the denominator

Answer:

(using substitution to solve the problem)

x=y-3

2x+y=12

2(y-3)+y=12

2y-6+y=12

3y=18

y=6

y=6

x=6-3

= (3, 6)

Step-by-step explanation:

using substitution, substitute the x in the second equation to y-3, to find the value of y. after that distribute the 2 into the parenthesis and collect like terms. once you simplify, you have the value of y, so substitute the value of y into the first equation to find x. once you have both values put them in the ordered pair form and you're done.

i hope this helps :)

6 number of stickers diana given to her sister.

A division is a process of splitting a specific amount into equal parts.

Diana had 41 stickers and she put them in 7 equal groups. To find out how many stickers she put in each group, we can divide 41 by 7:

41 ÷ 7 = 5 with a remainder of 6

This means that Diana put 5 stickers in each of the 7 groups, and she had 6 stickers leftover.

She gave the leftover stickers to her sister, so she gave her sister 6 stickers.

Hence, 6 number of stickers  diana given to her sister.

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Answer:

(6). SAS

(7). Not enough information

Step-by-step explanation:

Given

See attachment for triangles

Solving (6): \(\triangle ABC\ and\ \triangle DEC\)

In the attachment, we have that:

\(\vert AC \vert = \vert CD \vert\) -- Side

\(\angle ACB = \angle DCE\) --- Angle

and

\(\vert BC \vert = \vert CE \vert\) -- Side

From the information listed out, we can conclude that there is enough information to prove the congruence.

And the postulate is: SAS

Solving (7): \(\triangle FGH\ and\ \triangle JKH\)

In the attachment, we have that:

\(\vert FH \vert = \vert HJ \vert\) -- Side

and

\(\vert HK \vert = \vert HG \vert\) -- Side

The two sides can not be used to prove the congruence of both angles.

Answer:

\(9 - 4m = 19 \\ 4m = 9 - 19 \\ 4m = -10 \\ m = \cancel{\frac{-10}{4} } \\ \\ m = \frac{-5}{2} \\ \\ m = - 2.5\)

hope helpful~

Answer:

m=-2.5

Step-by-step explanation: