morgan worked 39.5 hours one week, 40.75 hours the next week. if morgan receives $8.71 per hour wages, plus 1.5 times their base pay for all hours 40 hours a week, what is Morgan's Gross pay the the two weeks ​

You slept for 9 hours in those three days, calculated by multiplying 12.5% of the total hours (72) by 72, which equals 9.

To calculate the number of hours slept in three days, we first need to determine how many hours there are in three days.

As given, 1 day has 24 hours. So, three days will have 3 x 24 = 72 hours.

Now, we are told that you slept for 12.5% of those 72 hours. To calculate this, we multiply the percentage by the total number of hours:

12.5% x 72 hours = (12.5/100) x 72 = 0.125 x 72 = 9 hours

Therefore, you slept for 9 hours in those three days.

Percentage is a way to express a proportion or ratio as a fraction of 100. The sign "%" is widely used to represent it. For example, if you had 20 apples and you ate 5 of them, you would have consumed 25% of the apples (5 out of 20).

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Answer:

y = -2/3x + 10/3

The Angie and Mandy’s current age are 22 and 44 years respectively.

Angie is x years old.

Mandy = 22 + x

After 2 years:

22 + x = 2x

Solving linear equation:

22 = 2x - x

22 = x (Angie’s current age)

Mandy’s current age.

x + 22 = 22 + 22

x = 44

Thus, the Angie and Mandy’s current age are 22 and 44 years respectively.

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Step-by-step explanation:

1) B

2) D

3) C

4) D

5) C

6) C

question 5 might b wrong if they r including the 3 year old then it should have like if not then don't use the line

Answer:

1. A

2. C

3. D

4. C

5. B

6. B

Step-by-step explanation:

A is greater than, B is less than, C is greater than or equal to, and D is less than or equal to. Hope this helps :)

Let's call the greater number "x" and the lesser number "y". According to the problem, we know that:

x - y = 48  (since the difference between the two numbers is 48)

y = (1/3)x   (since the lesser number is one third of the greater number)

Now we can substitute the second equation into the first equation:

x - (1/3)x = 48

Simplifying this equation, we get:

(2/3)x = 48

Multiplying both sides by 3/2, we get:

x = 72

Now that we know x, we can use the second equation to find y:

y = (1/3)x = (1/3)(72) = 24

So the two positive numbers are 72 and 24.

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Answer:

1000

Step-by-step explanation:

just trust me <3

The number of days that had a high temperature of at least 16°C would be = 25days.

From the dot plot given above, the different temperature ranges according to the different days.

Temperature 6° = 1 day

Temperature 7°= 2 days

Temperature. 8° = 2 days

Temperature 9° = 3 says

Temperature 10° = 5 days

Temperature. 11° = 3 days

Temperature. 12° = 4 days

Temperature. 13° = 1 days

Temperature. 14° = 2 days

Temperature. 16° = 2 days

Therefore, the total number of days = 1+2+2+3+5+3+4+1+2+2 = 25 days

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In mathematics, the point below which a specified percentage of the observations fall is commonly referred to as the percentile.

A percentile is a measure that indicates the relative position of a particular value within a dataset.

For example, if a value is at the 80th percentile, it means that 80% of the observations in the dataset are below that value, and only 20% of the observations are above it.

Percentiles are often used to analyze and understand the distribution of data, especially in fields such as statistics, probability, and data analysis. They provide insights into how individual data points compare to the overall dataset and help identify outliers or extreme values.

A percentile is a statistical measure that indicates the relative standing of a particular value within a dataset. It represents the point below which a specified percentage of the observations or data points fall. Percentiles are primarily used to understand the distribution of data and analyze how individual values compare to the overall dataset.

To calculate a percentile, the dataset is arranged in ascending order, from the smallest value to the largest value. The position of a specific percentile is then determined based on the percentage of data points below it. For example, the 75th percentile represents the value below which 75% of the data points fall.

Percentiles are commonly used in various fields, including statistics, probability, and data analysis. They provide valuable insights into the spread, variability, and distribution of data. Here are a few key points to consider:

1. Median: The median is the 50th percentile, representing the value that divides the dataset into two equal halves. It is a measure of central tendency and provides information about the middle point of the distribution.

2. Quartiles: Quartiles divide the dataset into four equal parts. The first quartile, or the 25th percentile (Q1), represents the value below which 25% of the data points fall. The third quartile, or the 75th percentile (Q3), represents the value below which 75% of the data points fall. The difference between Q3 and Q1 is known as the interquartile range (IQR) and provides insights into the spread of the middle 50% of the data.

3. Percentile Ranks: Percentile ranks indicate the percentage of data points that are below a specific value. For example, if a student scores in the 80th percentile on a standardized test, it means they performed better than 80% of the test-takers.

4. Outliers: Percentiles can be useful in identifying outliers, which are data points that significantly deviate from the rest of the dataset. Extremely high or low percentiles may indicate unusual or extreme values that warrant further investigation.

5. Normal Distribution: In a normal distribution, the 50th percentile (median) coincides with the mean and mode, and specific percentiles have known standard deviations from the mean (e.g., the 68-95-99.7 rule).

Percentiles are versatile tools for summarizing and analyzing data, providing valuable insights into the distribution and relative positions of individual values. They enable comparisons and help make informed decisions based on the characteristics of a dataset.

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If a red ball is drawn at random from one of the urns, there is a higher probability (2/3) or 0.667 that it came from Urn A rather than Urn B. This suggests that Urn A is more likely to be the source of the red ball.

To calculate the probability that Urn A was chosen given that a red ball was drawn, we can use Bayes' theorem.

Let's denote the events:

A = Urn A was chosen

B = Urn B was chosen

R = A red ball was drawn

We want to find P(A|R), the probability that Urn A was chosen given that a red ball was drawn.

According to Bayes' theorem:

P(A|R) = (P(R|A) * P(A)) / P(R)

P(R|A) is the probability of drawing a red ball given that Urn A was chosen. Since Urn A has four red balls and four black balls, the probability of drawing a red ball from Urn A is 4/8 = 1/2.

P(A) is the prior probability of choosing Urn A, which is 0.5 since there is an equal chance of selecting either Urn A or B.

P(R) is the overall probability of drawing a red ball, which can be calculated by considering all possible scenarios:

P(R) = P(R|A) * P(A) + P(R|B) * P(B)

P(R|B) is the probability of drawing a red ball given that Urn B was chosen. Since Urn B has two red balls and six black balls, the probability of drawing a red ball from Urn B is 2/8 = 1/4.

P(B) is the prior probability of choosing Urn B, which is also 0.5.

Substituting the values into the equation:

P(R) = (1/2) * (1/2) + (1/4) * (1/2) = 3/8

Now we can calculate P(A|R) using Bayes' theorem:

P(A|R) = (P(R|A) * P(A)) / P(R) = (1/2 * 1/2) / (3/8) = 4/6 = 2/3

Therefore, the probability that Urn A was chosen given that a red ball was drawn is 2/3 or approximately 0.667.

In conclusion, if a red ball is drawn at random from one of the urns, there is a higher probability (2/3) that it came from Urn A rather than Urn B. This suggests that Urn A is more likely to be the source of the red ball.

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Answer:

-5,2

Step-by-step explanation:

Answer:

-5,2

Step-by-step explanation:

is the answer hope you

The Little Rock Nine were a group of African American students who were held by the National Guard on September 4, 1957, while attending class at Little Rock Central High School in Little Rock, Arkansas.

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The value of x from the given right triangle is 10 units.

Consider triangle ABC and triangle BDC.

Here, ∠ABC=∠BDC=90°

∠BCD=∠BCA (Reflexive angle)

By AA similarity ΔABC is similar to ΔBDC

We know that, when two triangles are similar their corresponding sides will be in ratio.

Now, x/20 = 5/x

x²=100

x=√100

x=10 units

Therefore, the value of x from the given right triangle is 10 units.

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Answer:

-5/4

Step-by-step explanation:

Pick two points on the line

(-4,0) and (0,-5)

We can use the slope formula

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

   = ( -5 -0)/(0 - -4)

    = (-5-0)/(0+4)

    = -5/4

Answer: -5/4

Step-by-step explanation:

Pick two points on the line

(-4,0) and (0,-5)

We can use the slope formula

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

  = ( -5 -0)/(0 - -4)

   = (-5-0)/(0+4)

   = -5/4

- Chilio

Answer:

16 boys

Step-by-step explanation:

Lets go with easy example:

20% of 100 students means 20 students: what is done there

\(\frac{20}{100}*100=20\)

Lets do the same with 80 students as well

\(\frac{20}{100}*80=16\)

Answer:

16

Step-by-step explanation:

\(\frac{20}{100} x \frac{x}{80} =16\)

or do

80 x 0.20=16

both works

Answer:

11

Step-by-step explanation:

5x + 5 = 4x + 16 ( being alternate angles)

5x - 4x = 16 - 5

x = 11

Hope it will help :)

The best way to analyze their data for significance is to Conduct a two-way variable analysis.

As we can see, there is a 2x3 factorial design. Thus, we know that there will be a two level or two way analysis of variables, which is referred to as two way variables analysis. Factorial design is a research method that allows for the inquiry of a main and interaction effects of two or more independent variables on one or more outcome variables (s).

It has been argued that factorial designs represent the true beginning of modern behavioral research and have resulted in a significant paradigm shift in how social scientists conceptualize their research questions and produce objective results (Kerlinger & Lee, 2000).

Factorial design is an experimental methodology that goes beyond standard single-variable experimentation. Previously, social scientists were fixated on single independent variable experiments, foreshadowing the significance of extraneous variables that can attenuate or diminish research findings.

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Answer:

Step-by-step explanation:

Given equation:

Solve for variables:

Answers:

The formula for (f+g)(x) is (f+g)(x) = x³ - 2x - 2.

The domain for (f+g)(x) is all real numbers, or (-∞, ∞).

To find the formula for (f+g)(x), we need to add the functions f(x) and g(x).

f(x) = x³ - 2

g(x) = -2x

(f+g)(x) = f(x) + g(x) = (x³ - 2) + (-2x)

Combining like terms, we have:

(f+g)(x) = x³ - 2 - 2x

Simplifying further, we can rearrange the terms:

(f+g)(x) = x³ - 2x - 2

To find the domain for (f+g)(x),

we need to consider any restrictions on x that would make the function undefined.

In this case, since (f+g)(x) is a polynomial,

there are no specific restrictions on the domain.

Polynomial functions are defined for all real values of x.

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Surface area of a square pyramid:

To find the surface area of the given pyramid as you don't have the length of the slant height, use the height of the pyramid and the radius of the base to form a right triangle and find the slant height:

Pythagorean theorem for the right triangle above:

Perimeter of the base is:

Area of the square base:

Then, the surface area of the given pyramid is

Answer:

34.5

Step-by-step explanation:

5 times x(2.3) = 11.5.

11.5 times 3 is 34.5

you put 2.3 in place of x because x was the unknown value, but now that we know it is 2.33 we plug it in.

Answer:

4. 5. 3. are correct im pretty sure

Step-by-step explanation:

Statements 1, 2, and 3 about f(x) and g(x) are "true".

The function is defined as a mathematical expression that defines a relationship between one variable and another variable.

Consider the function f(x) = 3x - 2 and the function g(x), which is represented by the table below.

x  : 1   3   5   7   9

g(x): 3  7   11   15   19

Here the slope of the function g(x) is 2.

This means statements 1 and 2 are false because slopes are different.

To compare the position of the lines at the x-axis, you can evaluate the function at x=0. f(0) = 3×0 - 2 = -2 and g(0) = -1.

Since g(0) is less than f(0), the line represented by g(x) crosses the x-axis to the right of the line represented by f(x). So, statement 3 is true.

The y-intercept of f(x) is -2, while the y-intercept of g(x) is 1. So, statement 4 is true.

To compare the values of f(x) and g(x) at x=3, you can evaluate the functions at x=3. f(3) = 3×3 - 2 = 7 and g(3) = 7. So, the values of f(x) and g(x) are the same at x=3. So, statement 5 is true.

Therefore, the true statements are 2, 3, and 4.

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Answer:

x = 5

Step-by-step explanation:

The two equations are equivalent and represent the same line since the second equation can be obtained from the first equation by multiplying both sides by 3.

The given equations are:2y = x + 10 ..........(1)3y = 3x + 15 .......(2)

Let us check the properties of the equations given, we get:

Properties of equation 1:It is a linear equation in two variables x and y.

It can be represented in the form y = (1/2)x + 5.

This equation is represented in the slope-intercept form where the slope (m) is 1/2 and the y-intercept (c) is 5.Properties of equation 2:

It is a linear equation in two variables x and y.

It can be represented in the form y = x + 5.

This equation is represented in the slope-intercept form where the slope (m) is 1 and the y-intercept (c) is 5.

From the above information, we can conclude that both equations are linear and have a y-intercept of 5.

However, the slope of equation 1 is 1/2 while the slope of equation 2 is 1, thus the equations have different slopes.

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Polynomial-An expression of two or more algebraic terms, which is the sum or difference of the several terms with having different power of the only variable. The difference between the given polynomials is

\(=-2x^3y^2 + 9x^2y^3-3xy^4-6x^4y+y^5\)

Given-

We have given two function of variable x and y

\((-2x^3y^2 + 4x^2y^3-3xy^4)\)

\((6x^4y-5x^2y^3-y^5)\)

An expression of two or more algebraic terms, which is the sum or difference of the several terms with having different power of the only variable.

Now we have to subtract the two equations to find the difference,

\((-2x^3y^2 + 4x^2y^3-3xy^4)-(6x^4y-5x^2y^3-y^5)\)

Multiply the sign into the bracket to open the bracket and further solution,

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

Arrange the similar terms in the same groups,

\(=-2x^3y^2 + (4x^2y^3+5x^2y)-3xy^4-6x^4y+y^5\)\(=-2x^3y^2 + 9x^2y^3-3xy^4-6x^4y+y^5\)

Hence, the difference between the given polynomials is\(=-2x^3y^2 + 9x^2y^3-3xy^4-6x^4y+y^5\)

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Answer:

same i feel bad but im here too

tbh I also feel bad but I need help as well I’m kinda dum but also kinda smart I don’t really like using this app but it helps me sooo

the answer to this question is -10.

In the addition of another child in the process of making lemonade, the marginal productivity of the whole group was decreased that they started to make -6 cups than previous.

To compute the marginal product of adding the fourth kid, we must first determine the additional output produced by adding one more unit of input (the fourth child).

With three youngsters, the group's initial production is 40 glasses of lemonade per hour. This means that their average productivity per child is:

Average productivity per child = Total productivity / Number of children = 40 cups / 3 children

Average productivity per child = 13.33 cups/child

With the addition of a fourth youngster, the group's overall production rises to 34 cups per hour. This means that their average productivity per child with four children is:

Average productivity per child = Total productivity / Number of children = 34 cups / 4 children

Average productivity per child = 8.5 cups/child

To calculate the marginal product of adding a fourth kid, subtract the total production of the group with four children from the total productivity of the group with three children:

Marginal product = Total productivity with 4 children - Total productivity with 3 children

= 34 cups/hour - 40 cups/hour

Marginal product = -6 cups/hour

The negative sign indicates that adding the fourth child has resulted in a decrease in productivity. This could be due to factors such as coordination and communication challenges that arise when working in larger groups.

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$18.48 increase in the number of fees collected in march

On September 1, 2018, Dubai Company should record the following entry:

Debit: Cash (or Note Payable) - $120,000

Credit: Note Payable (or Cash) - $120,000

When Dubai Company borrows $120,000 from ADCB Bank by signing a 4-month, 12% interest-bearing note, they need to record the transaction in their books. The entry will depend on whether they received the cash or the note itself. If they received the cash, the entry would be a debit to Cash and a credit to Note Payable, both for $120,000. If they received the note, the entry would be a debit to Note Payable and a credit to Cash, both for $120,000.

The entry represents the initial recognition of the note payable on Dubai Company's books. It acknowledges the liability they have incurred by borrowing funds from ADCB Bank. The note payable will be due in 4 months and carries an interest rate of 12%. It is important for Dubai Company to accurately record this transaction to maintain proper financial records and fulfill their obligations to ADCB Bank.

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