A price-setter company will use more:

cost-plus pricing methods
target costing methods
target pricing methods

Answer:

x=(3-y)/2  

y=3-2x)

Step-by-step explanation:

2x+y = 3

x=(3-y)/2

y=3-2x)

Answer:  \(X =\frac{3-y}{2}\)  OR  \(y = 3 - 2x\)

Step-by-step explanation:

Answer:

x = 100

Step-by-step explanation:

1 and 2 are a linear pair and sum to 180° , that is

x + \(\frac{4}{5}\) x = 180 ( multiply through by 5 to clear the fraction )

5x + 4x = 900

9x = 900 ( divide both sides by 9 )

x = 100

Answer:

\(-0.78 > -\dfrac{5}6 ~~ \text{or}~~-0.78> -0.8\overline 3\)

Step-by-step explanation:

Answer:

-0.78

Step-by-step explanation:

-0.78 and -0.83 With negative you always choose the smaller number because it is closer to 0 or the postive numbers. This makes me pretty sure it is -0.78 correct me if I am wrong.

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Answer: The median value of data set B is -5.5, which is less than the median value of 3.1 in dataset A.

Step-by-step explanation:

Order the dataset from least to greatest:

-38 → -13 → -9 → -2 → 14 → 28

Then find the values that lies in the middle:

-38 → -13 → -9 → -2 → 14 → 28

Since there are 2 values, find the average of those 2 values:

\(\frac{-9+(-2)}{2} =\frac{-11}{2} =-5.5\)

The median value = -5.5.

The median value of data set B is -5.5, which is less than the median value of  3.1 in dataset A.

This is an image of a histogram representing the number of hours a group of students spent studying for a test. The horizontal axis shows the number of hours studied, and the vertical axis shows the frequency or number of students who studied that number of hours.

A histogram is a graphical representation of data that displays the frequency distribution of a set of continuous or discrete data. It consists of a series of adjacent rectangular bars, where the area of each bar represents the frequency of occurrences of a particular range of values.

Based on the histogram, it appears that the majority of students studied for 5-7 hours, with a frequency of 14 students. Additionally, it appears that 8 students studied for 2-4 hours, and 10 students studied for 8-10 hours. Finally, it appears that only 1 student studied for more than 10 hours.

Histograms are a useful way to display and analyze data because they allow us to quickly see the distribution and frequency of the data. In this case, we can see that the data is roughly symmetric around the 5-7 hour range, with fewer students studying for fewer or more hours.

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Answer:

3x - 8

please help me with a brainiest 5star

Step-by-step explanation:

You need to substitute x-1 wherever x is appearing in the equation

f(x) = 3x-5

so;

f(x-1) = 3(x-1) - 5

= 3x - 3 - 5

= 3x - 8

Answer:

False

Step-by-step explanation:

The final value is 13.43, which represents the product of 5.48 and 2.45.

We have,

The concept being demonstrated here is the multiplication of two decimal numbers.

When multiplying decimal numbers, we follow these steps:

- Ignore the decimal points and multiply the numbers as if they were whole numbers.

In this case, we multiply 548 by 245, which gives us 134,260.

- Determine the total number of decimal places in the original numbers.

In this case, the original numbers have a total of four decimal places (two decimal places each).

- Place the decimal point in the product so that it has the same number of decimal places as the total from step 2.

In this case, we need to place the decimal point two places from the right, giving us 1,342.60.

- Round the final result if necessary.

In this case, rounding to two decimal places gives us 1,342.60 rounded to 13.43.

Therefore,

The final value is 13.43, which represents the product of 5.48 and 2.45.

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Answer:

23456789-123456789

Step-by-step explanation:

es la cuadricula

It has taken me 32 minutes to drive 48 km. If the total length of my journey is 146 km and I maintain the same speed,  then you can estimate that you will be driving for approximately 65.344 minutes longer to complete the remaining 98 km of your journey.

To estimate how much longer you will be driving for, we can use the concept of proportionality. We know that the time taken to drive 48 km is 32 minutes. Let's use this information to find the time it would take to drive 146 km.

We can set up a proportion to find the time:

(time taken for 48 km) / (48 km) = (time taken for 146 km) / (146 km)

Let's solve for the time taken for 146 km:

(time taken for 146 km) = (time taken for 48 km) * (146 km / 48 km)

Substituting the given values:

(time taken for 146 km) = 32 minutes * (146 km / 48 km)

Calculating the value:

(time taken for 146 km) ≈ 32 minutes * 3.042

(time taken for 146 km) ≈ 97.344 minutes

Therefore, it would take approximately 97.344 minutes to drive 146 km at the same speed.

To estimate how much longer you will be driving for, we can subtract the initial time of 32 minutes from the estimated time of 97.344 minutes:

Additional time = 97.344 minutes - 32 minutes

Additional time ≈ 65.344 minutes

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Answer:

Vertex:

\(f(x)=-5(x-1)^2+4\)

Standard:

\(f(x)=-5x^2+10x-1\)

Factored:

This is unfactorable.

Step-by-step explanation:

The parabola has a vertex at (1, 4) and it crosses a point at (2, -1).

We will start off with the vertex form, given by:

\(f(x)=a(x-h)^2+k\)

Where (h, k) is the vertex.

Therefore:

\(f(x)=a(x-1)^2+4\)

Since the function passes through (2, -1), f(x) = -1 when x = 2:

\(-1=a(2-1)^2+4\)

Solve for a:

\(-5=a(1)\Rightarrow a =-5\)

Therefore, vertex form is:

\(f(x)=-5(x-1)^2+4\)

To find the standard form, expand:

\(f(x)=-5(x^2-2x+1)+4\)

Distribute:

\(f(x)=-5x^2+10x-5+4\)

And simplify:

\(f(x)=-5x^2+10x-1\)

We can now factor. Which two values multiply to be 5 and add up to be 10?

Since this is no possible, the equation is unfactorable.

The force in the rod when the temperature is 150 °F is 718.72 pounds-force.

Let suppose that rod experiments a quasi-static deformation and that both springs have a linear behavior, that is, force (\(F\)), in pounds-force, is directly proportional to deformation. Then, the elongation of the rod due to temperature increase creates a spring deformation additional to that associated with mechanical contact.

Given simmetry considerations, we derive an expression for the spring force (\(F\)), in pounds-force,  as a sum of mechanical and thermal effects by principle of superposition:

\(F = k\cdot (\Delta x + 0.5\cdot \Delta l)\)   (1)

Where:

The rod elongation is described by the following thermal dilatation formula:

\(\Delta l = \alpha \cdot L_{o}\cdot (T_{f}-T_{o})\)   (2)

Where:

If we know \(k = 1000\,\frac{lb}{in}\), \(\Delta x = 0.7\,in\), \(\alpha = 6.5\times 10^{-6}\,\frac{1}{^{\circ}F}\), \(L_{o} = 48\,in\), \(T_{o} = 30\,^{\circ}F\) and \(T_{f} = 150\,^{\circ}F\), then the force in the rod at final temperature is:

\(F = \left(1000\,\frac{lb}{in} \right)\cdot \left[0.7\,in + 0.5\cdot\left(6.5\times 10^{-6}\,\frac{1}{^{\circ}F} \right)\cdot (48\,in)\cdot (150\,^{\circ}F-30\,^{\circ}F)\right]\)

\(F = 718.72\,lbf\)

The force in the rod when the temperature is 150 °F is 718.72 pounds-force. \(\blacksquare\)

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The area of a sector of a circle is equal to the central angle multiplied by the radius squared, divided by 2. In this case, the sector of the circle has an area of 20 square feet, the radius is 5 feet, and we need to find the central angle.

The central angle will be 6.28 radians.

To find the central angle, we can rearrange the equation to solve for the angle:

Central Angle = (2 * Area) / (Radius^2)

Substituting the given values, we get:

Central Angle = (2 * 20) / (5^2)

Simplifying, we find that the Central Angle equals 6.28 radians.

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However, I can still give you some general steps to solve a math problem in 200 words.

Step 1: Read the problem thoroughly and understand what it's asking you to find. This may involve identifying the given information and what you need to find. Also, identify any constraints on the problem, like time or cost.

Step 2: Plan how to solve the problem. Think about what mathematical operations or formulas you can use to find the answer. Make a list of the steps you need to take to solve the problem. Also, determine the units for your answer.

Step 3: Solve the problem. Use the mathematical operations or formulas you've identified in step 2 to find the answer. Show all of your work, including any calculations, so that you can easily check your work later.

Step 4: Check your answer. Make sure that your answer makes sense and that it satisfies any constraints given in the problem. Also, check that your units are correct. If your answer doesn't make sense, go back and review your work to see if you made an error.

Step 5: Reflect on what you've learned. Think about what you did well and what you could improve upon in future problem-solving situations. This will help you become a more effective problem solver in the future.

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Answer:

ZDM is not a name for the angle, 6 square units is the area, A the cylindar, 26 degrees

Step-by-step explanation:

Area of triangle is 1/2 base x height

116-90 = 26 degrees to angle ABC

The area of the rhombus, obtained from the dimensions, of the diagonals, found from the trigonometric of sines of the angle can be presented as follows;

Area = 8·√3

The area of a plane figure is the two dimensional space occupied by the figure on a plane.

The measure of the angle ABC, m∠ABC = 60°

The length of the segment AE = 2 units

The diagonals of a rhombus bisect each other at right angles, and the right angles through which they pass, therefore;

BE = ED, m∠AEB = 90°

m∠ABE = 30°

sin(30°) = AE/AB

sin(30°) = 2/AB

AB = 2/(sin(30°)) = 4

AB = 4

BE = √(4² - 2²) = √(12) = 2·√3

Therefore; AC = 2 + 2 = 4

BD = 2·√3 + 2·√3 = 4·√3

The area of a rhombus = (1/2) × The product of the length of the diagonals

Therefore;

Area of the rhombus = (1/2) × (4·√3) × 4 = 8·√3

The area of the rhombus = 8·√3

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Answer:

3

Step-by-step explanation:

given

3 + 11t - 9u

if t = 9, and u = 11, substitute these numbers into the equation:

3 + 11(9) - 9(11)

= 3 + 99 - 99

= 3

Answer: 3

Step-by-step explanation:

3+11t-9u=3+11(9)-9(11)

            =3+99-99

            =102-99

            =3

Answer:

x = - \(\frac{3}{4}\) , x = 1

Step-by-step explanation:

4x² = x + 3 ← subtract x + 3 from both sides

4x² - x - 3 = 0 ← in standard form

consider the factors of the product of the coefficient of the x² term and the constant term which sum to give the coefficient of the x- term.

product = 4 × - 3 = - 12 and sum = - 1

the factors are - 4 and + 3

use these factors to split the x- term

4x² - 4x + 3x - 3 = 0 ( factor the first/second and third/fourth terms )

4x(x - 1) + 3(x - 1) = 0 ← factor out (x - 1) from each term

(x - 1)(4x + 3) = 0 ← in factored form

equate each factor to zero and solve for x

4x + 3 = 0 ( subtract 3 from each side )

4x = - 3 ( divide both sides by 4 )

x = - \(\frac{3}{4}\)

x - 1 = 0 ( add 1 to both sides )

x = 1

solutions are x = - \(\frac{3}{4}\) , x = 1

By using trigonometric functions, the value of \(\sin \text{x}^\circ\) is \(\frac{\text{a}}{\text{b}}\).

Trigonometric functions are also known as Circular Functions can be simply defined as the functions of an angle of a triangle. It means that the relationship between the angles and sides of a triangle are given by these trig functions. The basic trigonometric functions are sine, cosine, tangent, cotangent, secant and cosecant.

Given

\(\sin \text{x}^\circ= \ ?\)

\(\tan \text{x}^\circ=\dfrac{\text{a}}{4}\)

\(\cos \text{x}^\circ=\dfrac{4}{\text{b}}\)

Formula to find \(\sin \text{x}^\circ\)

\(\sin \text{x}^\circ=\dfrac{\text{Opposite}}{\text{Hypotenuse}}\)

\(\rightarrow\sin \text{x}^\circ=\bold{\dfrac{a}{b}}\)

Therefore, by using trigonometric functions, the value of \(\sin \text{x}^\circ\) is \(\frac{\text{a}}{\text{b}}\).

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Answer:

so the answer is+$:$_1;28_6(4?3926$54;2(the 35$$-(3836252;3(837353+3(383635;33(836$-

Step-by-step explanation:

thanks me later

Answer:

89.7 is the percent

Step-by-step explanation:

38.41/43.7=0.879 (87.9%).

Hello there!

Answer:

16

Step-by-step explanation:

\( |x| = x \: \: \: if \: \: x \: \geqslant 0 \\ |x| = - x \: \: \: if \: \: \: x \: \leqslant 0\)

-12 < 0 so |-12| = -(-12) = 12

4 > 0 so |4| = 4

|-12| + |4| = 12 + 4 = 16

Answer:

16

Step-by-step explanation:

Hello! This question is looking for the absolute value of integers. The absolute value is the distance the number has from zero. For example, -12 as twelve numbers away from zero, twelve away in the negative direction. The absolute value of -12, then, is just twelve. An easy way to remember this is to take away the negative sign when taking the absolute value, since an absolute value can never be negative. The absolute value sign is represented by a squarish bracket [ and ].

This question says to find the absolute value of each integer and then add the two. First we have [-12]. This is 12 away from zero, and we can take away the - sign from the asked integer and we get 12.

The second integer given is 4, and when we take the absolute value of 4, [+4], we get positive four. This is because four is four spaces away from zero on the number line.

Thus, we have +12 and +4 as are values to add since they are the absolute values and we can form this equation

12+4=16

Thus, the answer is 16.

Hope this helps! Remember the hint, when something has brackets like that or asks for the absolute value, take away a negative sign and make it positive! Have a great day!

The Boolean expression A >= B is equivalent to  !(A < B) (option A)

To simplify a Boolean expression, use De Morgan's Law.

De Morgan's Law is used to simplify or find the equivalent of a negation of compound expressions.

The principle is:

NOT (A AND B) is equivalent to (NOT A) OR (NOT B)

NOT (A OR B) is equivalent to (NOT A) AND (NOT B)

When the expression involves >, <, = signs, then to simplify the expression, move the not and flip the sign.

! is the symbol of negation or NOT.

Hence,

! (>) becomes <=

! (<) becomes >=

Here are some examples:

!(A > B) is equivalent to (A <= B)

!(A <= B) is equivalent to (A > B)

!(A >= B) is equivalent to (A < B)

!(A == B) is equivalent to (A != B)

!(A != B) is equivalent to (A == B)

!(A < B) is equivalent to (A >= B)

From the above list we can conclude that A >= B is equivalent to !(A < B) (option A)

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Answer:

The probability of you choosing S would be a 1/11 chance or a 0.0909090909 chance.

Answer:

1 / 11

Step-by-step explanation:

there are 11 letters in candlesick so 11 possibilities and 1 S which is 1 out of 11 or 1 / 11.

Hope this helps ( :

Check the picture below.

\(\textit{area of a triangle}\\\\ A=\cfrac{1}{2}bh ~~ \begin{cases} b=base\\ h=height\\[-0.5em] \hrulefill\\ b=x\\ h=6x-20\\ A=50 \end{cases}\implies 50=\cfrac{1}{2}(x)(6x-20) \\\\\\ 50=\cfrac{6x^2-20x}{2}\implies \boxed{50=3x^2-10x}\)

The given sequence does not follow a simple arithmetic or geometric pattern, making it challenging to determine an explicit rule based on the given terms.

To identify the type of sequence and write the explicit rule, we need to examine the pattern of the given sequence: -39, -45, 51, 57, ...

By observing the differences between consecutive terms, we can determine if it follows an arithmetic or geometric pattern.

Arithmetic sequences have a common difference between each term, meaning that by adding (or subtracting) the same value repeatedly, we can generate the sequence. Geometric sequences, on the other hand, have a common ratio between each term, meaning that by multiplying (or dividing) by the same value repeatedly, we can generate the sequence.

Let's calculate the differences between consecutive terms:

-45 - (-39) = -6

51 - (-45) = 96

57 - 51 = 6

From the differences, we can see that the sequence is not arithmetic since the differences are not constant. However, the differences alternate between -6 and 6, indicating a possible geometric pattern.

Let's calculate the ratios between consecutive terms:

-45 / (-39) ≈ 1.1538

51 / (-45) ≈ -1.1333

57 / 51 ≈ 1.1176

The ratios are not constant, indicating that the sequence is neither geometric nor arithmetic.

Therefore, the given sequence does not follow a simple arithmetic or geometric pattern, and it is difficult to determine the explicit rule based on the given terms. It is possible that the sequence follows a more complex pattern or rule that is not apparent from the given terms.

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Answer:

Zero(s) of multiplicity one: 11,-9

Zero(s) of multiplicity two: None

Zero(s) of multiplicity three: 5

Step-by-step explanation:

Suppose that we have a polynomial function in the following format:

\(f(x) = a*(x - x_{0})^{m_{0}}*(x - x_{1})^{m^{1}}*...*(x - x_{n})^{m^{n}}\)

The zeros are \(x_{0}, x_{1}, ..., x_{n}\).

The multiplicites are \(m_{0}, m_{1},..., m_{n}\)

In this question:

f(x) = 4(x -11) (x + 9) (x - 5)^3

So

11 is a zero of multiplicity 1

-9 is a zero of multiplicity 1

5 is a zero of multiplicity 3.

So the answer is:

Zero(s) of multiplicity one: 11,-9

Zero(s) of multiplicity two: None

Zero(s) of multiplicity three: 5

Answer:

9

Step-by-step explanation:

3*3 =9