Answer this for me Step to step

Answer:

Ruby: £18

Edward: £24

Claire: £27

David: £42

Emma: £45

Step-by-step explanation:

6 + 8 + 9 + 14 + 15 = 52

Each one receives the following fraction of the total:

Ruby: 6/52

Edward: 8/52

Claire: 9/52

David: 14/52

Emma: 15/52

Ruby: 6/52 × £156 = £18

Edward: 8/52 × £156 = £24

Claire: 9/52 × £156 = £27

David: 14/52 × £156 = £42

Emma: 15/52 × £156 = £45

Answer:

Ruby: £18

Edward: £24

Claire: £27

David: £42

Emma: £45

Answer:

Ruby=18, Edward=24, Charlie=27, David=42, Emma=45

Step-by-step explanation:

sum of ratios is 52

for each one write the ratio over the sum of ratio multiplied by total amount

[tex]\frac{6}{52} *156[/tex]=18

[tex]\frac{8}{52} *156[/tex]=24

[tex]\frac{9}{52} * 156[/tex]=27

[tex]\frac{14}{52} * 156[/tex]=42

[tex]\frac{15}{52} * 156[/tex]=45

and to check add all of them and they give 156 pounds

Answer:

Answer: the volume of the prism is 2160

Step-by-step explanation:

multiple the base and the area to get the volume

Answer:

[tex]3.10\times 10^{-12}[/tex] seconds

Step-by-step explanation:

The explanation is attached below.

Answer:

its B

Step-by-step explanation:

The inequality is solved and the solution is y = { -5 , -4 }

Given data ,

The set A can be defined as A = {y | y is an integer and -5 ≤ y < -3}.

Now , an integer is a whole number that can be positive, negative, or zero.

-5 ≤ y < -3: This is the condition or constraint placed on the values of y in set A. The inequality states that y must be greater than or equal to -5 but less than -3. In other words, y can take any integer value between -5 and -3, but it cannot include -3 itself.

Putting these two conditions together, the set A consists of all integers within the specified range, excluding -3. So, A = {-4, -5}.

Hence , the set A can be written as A = {-4, -5}, where y represents the elements in the set A that satisfy the given inequality conditions.

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Answer:

Option A: $44746

Step-by-step explanation:

Step 1:

6.95% of $51000 = 3544.5

Federal & state Tax = $2250 + $460 = $2710

Total tax deducted = 3544.5 + 2710 = $6254.5

So,

$51000 - $6254.5 = $44,746.

Answer:

f(5) = -10

Step-by-step explanation:

Let's go through the calculation step by step to find the value of f(5) using the given recursive formula f(n) = f(n-1) - 3.

Start with the initial value f(1) = 2, as given in the problem.

To find f(2), we use the recursive formula f(n) = f(n-1) - 3. Since n = 2, we have f(2) = f(1) - 3. Plugging in the value of f(1) as 2, we get f(2) = 2 - 3 = -1.

Continuing the pattern, we find f(3) = f(2) - 3 = -1 - 3 = -4. We subtract 3 from the previous term f(2) to obtain f(3).

Moving on, f(4) = f(3) - 3 = -4 - 3 = -7. Again, we subtract 3 from the previous term f(3) to calculate f(4).

Finally, f(5) = f(4) - 3 = -7 - 3 = -10. Following the recursive formula, we subtract 3 from the previous term f(4) to determine f(5).

Therefore, the value of f(5) is -10.

Hope this helps!

The Class width is $18 and the complete table is shown below.

To determine the class width, we divide the upper limit of the sixth class ($108) by the number of classes (6):

Class width = $108 / 6 = $18

Based on this class width, we can determine the class limits, boundaries, and midpoints for a grouped quantitative data table:

Class Limits:

$1 - $19

$20 - $38

$39 - $57

$58 - $76

$77 - $95

$96 - $114

Upper limit exceeds maximum value, so it can be adjusted.

Class Boundaries:

$0.5 - $19.5

$19.5 - $38.5

$38.5 - $57.5

$57.5 - $76.5

$76.5 - $95.5

$95.5 - $114.5

Class Midpoints:

$10

$29

$48

$67

$86

$105

Here, the upper limit of the sixth class has been adjusted to $114.5 to account for the maximum value of $108 in the data set.

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The equation of the new function is y = 5ˣ ⁺ ²

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

The functions f(x) and g(x)

Where, we have

f(x) = 5ˣ

Also, we have

The graph of f(x) translated two units left to get g(x)

This means that

g(x) = f(x + 2)

So, we have

g(x) = 5ˣ ⁺ ²

Hence, the equation of the new function is y = 5ˣ ⁺ ²

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The value of arctan (-√3/3) in degrees is 150

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

the value of arctan (-√3/3) in degrees

This means that

x = arctan (-√3/3)

When evaluated, we have

x = -30

So, the angle is

Angle = 180 - 30

Evaluate

Angle = 150

Hence, the measure of the angle is 150 degrees

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A statement which is true of the measures of the sides of the original square include the following: D. Each side of the original square is 4 feet less than the scale model.

In Mathematics and Geometry, a scale factor can be calculated or determined through the division of the dimension of the image (new figure) by the dimension of the original figure (pre-image).

In Mathematics and Geometry, the scale factor of the dimensions of a geometric figure can be calculated by using the following formula:

(Scale factor of dimensions)² = Scale factor of area

Therefore, the surface area of pentagonal prism B, the image can be calculated as follows;

Side length of of image = 4 × side length of original square

Side length of original square = 1/4 × side length of of image

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Missing information:

The question is incomplete and the complete question is shown in the attached picture.

Answer:

Step-by-step explanation:

The angle measure between vectors u and v is approximately 19.18 degrees.

The angle measure between vectors u and v, we can use the dot product formula:

u · v = |u| |v| cos θ

where u · v is the dot product of vectors u and v, |u| and |v| are the magnitudes of u and v respectively, and θ is the angle between the two vectors.

First, let's find the magnitudes of vectors u and v:

|u| = √(5^2 + (-4)^2) = √(25 + 16) = √41

= √(7^2 + 2^2) = √(49 + 4) = √53

Next, let's find the dot product of vectors u and v:

u · v = (5)(7) + (-4)(2) = 35 - 8 = 27

Now we can substitute these values into the formula:

27 = √41 √53 cos θ

To isolate cos θ, we divide both sides by √41 √53:

cos θ = 27 / (√41 √53)

Using a calculator, we can evaluate this expression to find:

cos θ ≈ 0.942

Finally, we can find the angle θ by taking the inverse cosine (cos^-1) of 0.942:

θ ≈ cos^-1(0.942)

Using a calculator, we find:

θ ≈ 19.18 degrees

Therefore, the angle measure between vectors u and v is approximately 19.18 degrees.

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An impact study is a systematic examination of the effects, consequences, or outcomes resulting from a particular intervention, policy, program, or event.

Impact study on renewable energy projects: This study would assess the impact of renewable energy initiatives, such as solar or wind farms, on the local economy, job creation, energy security, carbon emissions, and social development. It would analyze the benefits and challenges associated with the adoption of renewable energy sources in the country.

Impact study on land reform policies: This study would examine the consequences of land reform policies on agricultural productivity, rural livelihoods, social cohesion, economic growth, and political stability. It would assess the effectiveness and equity of land redistribution programs and their impact on landowners, farmers, and local communities.

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After 12 years of weekly compounding at a 5.25% APY, $14,250 would be worth approximately $19,536.18 in the savings account.

To calculate the future value of $14,250 in a savings account after 12 years with a 5.25% annual percentage yield (APY) and weekly compounding, we can use the formula for compound interest:

Future Value = Principal × (1 + (Rate / Compounding Frequency))^(Compounding Frequency × Time)

Given:

Principal (P) = $14,250

Rate (R) = 5.25% = 0.0525 (converted to decimal)

Compounding Frequency = Weekly (52 weeks in a year)

Time (T) = 12 years

Substituting the values into the formula:

Future Value = $14,250 × (1 + (0.0525 / 52))^(52 × 12)

Future Value = $14,250 × (1.001009615)^624

Using a calculator or spreadsheet, we can evaluate the expression inside the parentheses and calculate the future value.

Future Value ≈ $14,250 × 1.373731797

Future Value ≈ $19,536.18

Therefore, after 12 years of weekly compounding at a 5.25% APY, $14,250 would be worth approximately $19,536.18 in the savings account.

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The solutions to the problem of finding an answer to the given equation are:

[tex]x^2[/tex] ≡ 2 (mod 11) are x = 5 and x = 6.

The given congruence is quadratic, so it has at most two solutions. We can solve this by checking each possible value for x in the range [0,10] since we're working modulo 11.

For congruence [tex]x ^2[/tex]≡ 2 (mod 11), the solutions are x = 6 and x = 5. This is because [tex]6^2 = 36[/tex] ≡ 2 (mod 11) and [tex]5^2 = 25[/tex] ≡ 2 (mod 11).

The solutions to the problem of finding an answer to the given equation are:

[tex]x^2[/tex] ≡ 2 (mod 11) are x = 5 and x = 6.

Only two numbers between 0 and 10 match the given rule.

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The probability that an international flight leaving the United States is delayed in departing given that the flight is a transpacific flight is 0.2419 (approx).

Given that the probability that an international flight leaving the United States is delayed in departing (event D) is .31. The probability that an international flight leaving the United States is a transpacific flight (event P) is .62.

The probability that an international flight leaving the U.S. is a transpacific flight and is delayed in departing is .15.

(a) What is the probability that an international flight leaving the United States is delayed in departing given that the flight is a transpacific flight?

Solution:Given, P(D) = .31, P(P) = .62 and P(D ∩ P) = .15P(D | P) = Probability that the flight is delayed in departing given that it is a transpacific flight.By using Bayes' theorem,P(D | P) = P(D ∩ P) / P(P)

We have, P(D ∩ P) = .15 and P(P) = .62 Substitute these values in the above equation,P(D | P) = .15 / .62 = 0.2419 (approx)Note:Bayes’ Theorem is named after Reverend Thomas Bayes, who first proposed the approach in the 18th century. It is a mathematical formula that helps to calculate conditional probabilities.

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Answer:

0.42

Step-by-step explanation:

there are two sides to a coin. there are six sides to a die.

P(tails) = 1/2.

P(not landing on 6) = 1 - P(landing on 6) = 1 - 1/6 = 5/6.

P(tails AND not landing on 6) = 1/2 X 5/6 = 5/12 = 0.42 to nearest hundredth

x³ = 1  is not a linear equation because the variable x is raised to the power of 3, which makes it a cubic equation.

Linear equations are equations in which the highest power of the variable(s) is 1.

They can be expressed in the form "y = mx + b," where m is the slope and b is the y-intercept.

Linear equations represent straight lines on a graph.

y = -4 is a linear equation with a slope of 0 and a y-intercept of -4.

x³ = 1  is not a linear equation because the variable x is raised to the power of 3, which makes it a cubic equation.

2x - 4y = 1 is a linear equation in standard form.

It can be rewritten as -4y = -2x + 1 or y = (1/2)x - 1/4. It represents a straight line.

y = x - 2 is a linear equation with a slope of 1 and a y-intercept of -2.

It represents a straight line.

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Answer: The transformation g(x) = f(2x) will produce the values given in the g(x) column of the table.

Step-by-step explanation: The transformation of f(x) that will produce g(x) is g(x) = f(2x).

In the given table, we can observe that the values of g(x) are equal to the corresponding values of f(x) when x is multiplied by 2. This indicates that g(x) is obtained by applying a horizontal compression or shrinking to f(x) by a factor of 2.

By substituting 2x into the function f(x), we can see that the values match those in the g(x) column:

f(2x) = f(-4) = 5

f(2x) = f(-2) = 2

f(2x) = f(0) = 1

f(2x) = f(2) = 5

f(2x) = f(4) = 10

Hence, the transformation g(x) = f(2x) will produce the values given in the g(x) column of the table.

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Answer:

  -3x and y are terms that cannot be combined, so their sum is -3x+y.

Step-by-step explanation:

You want an explanation of how y = 3x +4 becomes -3x +y = 4.

A balance is a mechanical contraption with two pans joined by a "beam" that rests on a pivot point between them. When the weights in the two pans are the same, the contraption is "balanced" and the pans sit level.

When the contraption is unbalanced, the heavier pan sits lower than the lighter one and the beam is not level.

The feature of the balance that is of interest here is that we can add or subtract weight from either pan. As long as we do the same thing to the other pan, it will remain balanced (the beam will be level).

Consider a balance with yellow marbles and green marbles on both sides. Let the number of green marbles be 4, and the number of yellow marbles be 3.

If I remove 3 yellow marbles from the right side of the balance, so only the 4 green ones remain, I must also remove 3 yellow marbles from the left side to maintain the balance.

An equation is similar to a balance in that the parts on the left side and the parts on the right side of the equal sign have the same value when it is "true" or "balanced".

We can keep the statement of equality true as long as we perform the same operation on both sides of the equal sign.

The equation ...

  y = 3x +4

says the value of y is the same as the value of the sum of 3x and 4. When I subtract (remove) 3x from the right side of this equation, it will only remain true (balanced) if I also remove 3x from the left side. Written on one line, this operation looks like ...

  (-3x) +y = (-3x) +3x +4 . . . . . . -3x added to both sides

On the left side, the terms -3x and y have different variables. They are "unlike" terms, so cannot be combined. Their sum is "indicated" as ...

  -3x +y

On the right side of the equal sign, the terms -3x and 3x have the same variable. They are "like" terms, so can be combined. The total number of instances of x in this sum is 0:

  -3x + 3x = (-3 +3)x = 0x = 0

After the addition of -3x to both sides of the equation, the resulting equation is ...

  -3x +y = 0 +4

We know that 0 is the additive identity element, so this can be further simplified to ...

  -3x +y = 4

If we had the addition equation ...

  70 + y = 30 +4

and we wanted to add -30 (same as subtract 30) to both sides, we could write this sum in a vertical format as ...

  [tex]\begin{array}{rrcrr}70&+y&=&30&+4\\-30&&=&-30&\\\cline{1-5}40&+y&=&&+4\end{array}[/tex]

The sum in the left column is the sum of the like terms there. Since we started with something we could subtract 30 from, the resulting sum is a numerical value (40).

Your example seeks to show the same sort of operation, except that there are no like terms to add -3x to. The resulting sum of nothing (0) and -3x is -3x.

In the above example, if 70 were 0, the value on the bottom line in the first column would be -30. That is, the -30 would be "brought down", since it remains unchanged by addition to 0.

  [tex]\begin{array}{rrcrr}0&+y&=&30&+4\\-30&&=&-30&\\\cline{1-5}-30&+y&=&&+4\end{array}[/tex]

Your example has -3x instead of -30. The ideas remain the same. Yes, the "-30" or "-3x" is "brought down", because there is nothing to add it to.

This vertical format for adding equations is often seen in a teaching setting. It is intended to show the equality of the stuff being added, and how it lines up with terms already there. When the vertical alignment is not preserved (as in your example), the comparison to the vertical alignment of columns in addition of multidigit numbers is lost. This tends to obscure the conceptual similarity.

Some may prefer the horizontal expression:

  (-3x) +y = (-3x) +3x +4 . . . -3x added to both sides

  -3x +y = 4 . . . . . . . . . . . . simplified

As your example attempts to show, the standard form of the equation for a line is ...

  Ax +By = C

The conditions on this form are generally ...

Please note that the example you are presented shows addition of -3x to both sides of the equation. The property of equality also applies to multiplication: equality is preserved if both sides of the equation are multiplied by the same number.

In order to make the leading coefficient (the coefficient of x) be positive, we can multiply both sides of the equation by -1:

  -1·(-3x +y) = -1·(4)

Parentheses are eliminated using the distributive property.

  3x -y = -4 . . . . . . . . . the standard form of the equation for your line

__

Additional comment

The standard form can be used for horizontal and vertical lines. In these cases, one of the coefficients is zero:

  Ax = C . . . . . a vertical line at x = C/A

  By = C . . . . . a horizontal line at y = C/B

The equation of a vertical line in slope-intercept form is impossible, because its slope is "undefined."

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The integer in the solution set that will make the equation true is determined as x = 8.

The integer in the solution set that will make the equation true is calculated as follows;

The given equation;

6x - 6 = 2 (2x + 5)

Simplify the equation as follows;

6x - 6 = 4x + 10

Collect similar terms as follows;

6x - 4x = 10 + 6

2x = 16

Divide both sides of the equation by 2;

2x/2 = 16/2

x = 8

Thus, the integer solution of the equation is determined as x = 8.

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Answer:

  $2462.51

Step-by-step explanation:

You want to know the value of an investment of $700 earning 15% compounded annually for 9 years.

The compound interest formula tells you the amount is ...

  A = P(1 +r)^t

  A = $700(1 +0.15)^9 ≈ $2462.51

There will be $2462.51 in the account after 9 years.

<95141404393>

The relative frequency 2 red marbles,  it is decimal or fraction to represent the Probability.  the relative frequency is 0.3, then P(2 red) = 0.3 or 3/10.

The find P(2 red), which represents the probability of choosing two red marbles from the bag, we need to determine the relative frequency of the event where two red marbles are chosen.

Given that the bag contains 3 blue marbles and 2 red marbles, there are a total of 5 marbles in the bag. When two marbles are chosen at random from the bag, the number of red marbles chosen can be either 0, 1, or 2.

From the relative-frequency graph, we need to determine the relative frequency associated with the event of choosing 2 red marbles. The relative frequency is the proportion of times the event occurs in relation to the total number of trials or outcomes.

Since the graph displays the distribution of the number of red marbles chosen, we can visually analyze the graph to find the relative frequency associated with choosing 2 red marbles. The height or y-axis value at the corresponding bar representing "2 red" on the graph provides the relative frequency for that event.

the relative frequency for choosing 2 red marbles, a decimal or fraction to represent the probability. the relative frequency is 0.3, then P(2 red) = 0.3 or 3/10.

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Answer:We can use the concept of ratios to solve this problem. The ratio of giants to elves in terms of capacity is 160:240, which simplifies to 2:3. This means that for every 2 giants, there are 3 elves in terms of capacity.

If there are already 100 giants inside, we can determine the corresponding number of elves by setting up a proportion:

2 giants / 3 elves = 100 giants / x elves

Cross-multiplying, we get:

2x = 3 * 100

2x = 300

Dividing both sides by 2:

x = 150

Therefore, if there are already 100 giants inside the theater, there can be an additional 150 elves admitted so that the theater is full.

Step-by-step explanation:

Answer:

The answer is 150 elves

Step-by-step explanation:

160giants=240elvea

100giants=x

x=240×100/160

x=150elves

If the sum of the balls is less than or equal to 9, purchase Choco Delight. If the sum is greater than 9, purchase Go Nuts.

======================================

Explanation:

Use a spreadsheet or graph paper, to make a table with 5 rows and 5 columns. Label the headers as 1,2,5,7,10

Cross out the northwest main diagonal and everything below it. The cells not crossed out represent the different combos of sums possible.

Here's all of those combos:

The sums, listed from smallest to largest, are: {3,6,7,8,9,11,12,12,15,17}

I kept the duplicate in there to show there are 10 sums we can reach.

---------

Let's break things into two groups. We'll have stuff that's 9 or smaller in one group, and then stuff larger than 9 in another group.

Each group has the same number of values (5), which means this is a fair way to determine what kind of candy bar to pick. Each group is equally likely to be chosen. It's equivalent to a coin flip. This is why choice A is the final answer.

---------

Choices B through D lead to some imbalance which means it won't be a fair process. They can be ruled out.

For example, choice C will have these two groups

The first group has 6 values and the second group has 4 values. I'll let you check the others.

The exact value of the expression is given as follows:

sin(585º) = [tex]-\frac{\sqrt{2}}{2}[/tex]

The expression in the context of the problem is given as follows:

sin(585º).

The remainder of the division of 585º by 360º is given as follows:

225º.

Hence the expression is given as follows:

sin(585º) = sin(225º).

The angle of 225º is on the third quadrant, where the sine is negative, and the equivalent angle is of 225 - 180 = 45º, hence:

sin(585º) = sin(225º) = -sin(45º) = [tex]-\frac{\sqrt{2}}{2}[/tex]

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Answer:

7.5

Step-by-step explanation:

The total area of wood that Wendell will need to make the lid is 350.5 square inches.

The area of rectangle is length times of width.

Surface area of the lid = area of top + area of bottom + area of four sides

The area of the top is equal to the product of the length and width of the lid:

Area of top = 6 1/2 inches × 81/2  inches

convert the fractions

Area = 13/2 ×17/2

= 221/4 square inches

The area of each side can be found by multiplying the height (2 inches) by the perimeter of the lid (which is the sum of the length and width of the lid):

Perimeter of lid = 2 ( 6 1/2  + 8 1/2)

= 2 × (13/2 inches + 17/2 inches)

= 60/2 inches = 30 inches

Area of one side = 2 inches × 30 inches = 60 square inches

Since there are four sides, the total area of the sides is:

Area of four sides = 4 × 60 square inches = 240 square inches

Therefore, the total area of wood that Wendell will need to make the lid is Area of top + area of bottom + area of four sides = 221/4 + 221/4 + 240 = 221/2 + 240 = 110.5 + 240 = 350.5 square inches.

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The domain and range of the inverse of the function are (-∞, ∞) and the inverse does not have a point of symmetry

Different traits or qualities that characterize a function's behavior and characteristics are referred to as its properties. Several typical characteristics of functions include:

1. Domain: The set of all conceivable input values (x-values) for which a function may be defined is known as the function's domain. It displays the possible values for the independent variable.

2. Range: The collection of all potential output values (y-values) that a function can generate is known as its range. It displays the possible values for the dependent variable.

These are just few examples;

In the given function;

f(x) = 4(x - 3)³ + 6

The inverse of the function is;

f⁻¹(x) = 4(x - 3) + 6

The point of symmetry of f⁻¹(x) = The function is not symmetric

The domain of the function = (-∞, ∞)

The range of the function = (-∞, ∞)

f⁻¹(x) is a function

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