IUAIUBSHELP PLEASEEA machine in a shoe factory produces shoelaces. The number of shoelaces it produces is proportional to the time. It can produce twelve shoelaces in three minutes. Write an equation to represent this proportional relationship. In your answer, make sure to define the variables you used.

The equation that describes the greatest horizontal length, H, in terms of the greatest vertical length, V is H = 2V + 3.

Your information is incomplete. Therefore, an overview will be given.

Let's assume that the value of the horizontal length is 3 plus twice the value of the the vertical length. This will be:

H = (2 × V) + 3

H = 2V + 3

In conclusion, the equation is H = 2V + 3.

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The number of ways that this can be done is given as follows:

272,160.

The Fundamental Counting Theorem states that if there are n independent trials, each with \(n_1, n_2, \cdots, n_n\) possible results, the total number of outcomes is calculated by the multiplication of the number of outcomes for each trial as presented as follows:

\(N = n_1 \times n_2 \times \cdots \times n_n\)

The number of ways for each department is given as follows:

Hence the total number of ways is given as follows:

9 x 8 x 7 x 6 x 10 x 9 = 272,160.

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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 three true statements are as follows:

In the list, there are several true statements and some of them include the facts that all triangles are polygons, they are closed figures and they have three straight sides.

A polygon is a shape with two or more sides. Triangles ahve three sides, so we can easily address them as polygons. Also, all triangles are closed figures and they also have three straight sides.

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Answer:

1: (2*10)+(2*9)=38 the perimeter of ABCD is 38.

2: The angle size of D is 63°.

3: 112

4. 8

5. I don't know sorry.

All the functions which are bounded below and bounded above are,

⇒ Absolute value function.

⇒ sine function function

⇒ cosine function

We have to given that;

To check all the functions which are bounded below and bounded above.

Here, All the functions are,

⇒ Absolute value function.

⇒ sine function function

⇒ cosine function

⇒ Square root function

⇒ natural logarithmic function

Since, The Absolute value function is defined as;

⇒ | f (x) |

And,

⇒ | f (x) | ≤ M ; for M > 0

⇒ - M ≤ f (x) ≤ M

Hence, It is a bounded function.

Since, Sine and cosine function are defined in between 1 and - 1.

Hence, Both are bounded below by - 1 and bounded above by 1.

So, Both function are bounded.

Since, Square root function is defined as,

⇒ √ f (x) ≥ 0

Hence, It is only bounded below.

Since, When the base of the logarithm is greater than 1, log(x) approaches negative infinity as x approaches 0.

Hence, It is not bounded.

Thus, All the functions which are bounded below and bounded above are,

⇒ Absolute value function.

⇒ sine function function

⇒ cosine function

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Answer:

6.8333333333 or 41/6

Step-by-step explanation:

The solution to find the five number summary shown below.

When conducting descriptive analyses or conducting an initial analysis of a sizable data set, a five-number summary is particularly helpful. The maximum and minimum values in the data set, the lower and upper quartiles, and the median make up a summary's five values.

To find a five number summary we have follow:

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Answer:

13

Step-by-step explanation:

use distance formula \(d=\sqrt{(x_2-x_1)^2+(y_2-y_1)^2} \\d= \sqrt{(7-2)^2+(7-(-5))^2} =13\)

Answer:

6

Step-by-step explanation:

Divide 4 by \(2/3\)

\(\frac{4}{2/3}\) =\(\frac{4*3}{2}\)

=6

Based on the trend of the increase in children born out of wedlock, if this trend keeps increasing, the year with 67% of babies born out of wedlock will be 2055 .

In 1990, the 28% of children were born out of wedlock and this trend was increasing by 0.6% per year.

If the trend continues, the number of years till 67% of children born out of wedlock will be:

= (67%  - 28%) / 0.6%

= 65 years

The year will be:

= 1990 + 65

= 2055

The first part of the question is:

According to the National Center for Health Statistics, in 1990, 28% of babies in the United States were born to parents who were not married. Throughout the 1990s, this percentage increased by approximately 0.6 per year.

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According to census the total number of male and female was 88,51,84,692, if number of male was 45,40,34,570 the number of female population is 43,11,50,122.

To find the wide variety of girl population, we will subtract the quantity of male population from the full population.

Total population = 88,51,84,692

Number of male = 45,40,34,570

Number of female = Total population - Number of male

= 88,51,84,692 - 45,40,34,570

= 43,11,50,122

Therefore, the number of female population is 43,11,50,122.

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Answer:

Substitution

Substitution

Elimination

Elimination

Substitution

Elimination

Explanations are given below

Step-by-step explanation:

Hello!

This is because you already have a solution for a variable, y, and you can simply plug in the value of y for the second equation

The same thing as above, you already have the value of y, and you can simply plug it into the second equation.

You should use elimination because you can simply eliminate the variable y by adding the two equations, as they have the same coefficient of 3.

Same as above, simply add the two equations to eliminate x, because they have the same coefficients of 7.

You have the value for y, so simply plug it into the other equation to solve for x.

You have -2x in both equations, and subtracting the equations will eliminate the variable x, and you can then solve for y.

Answer:

Trapezoid

Step-by-step explanation:

It's a quadrilateral and it only has one pair of parallel sides.

Walton's actual check average is $9.52

The actual food cost is lower than the flexible budget by $5020

We have ,

Net income considered a vital financial metric of an organization, delineates the earned sum after deducting expenses and taxes from total revenue.

The measure is indicative of the profitability status of an entity, portraying cash flow left over subsequent to settling all obligations. To uncover net income, business expenditures spanning across areas such as salaries, interest payments and rents alongside taxations are subtracted from entire receipts.

Ascertaining net income facilitates assessing the fiscal robustness and future prospects of a company for interested investors.

Hence, Walton's actual check average is $9.52

The actual food cost is lower than the flexible budget by $5020

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complete question:

A. What was Watson’s actual check average? Was this higher or lower than the original budget and flexible budget check average?

b. Were Watson’s actual food sales higher or lower than the flexible budget? By how much? Was this favorable or unfavorable?

c. Was Watson’s actual food cost higher or lower than the original budget? Why do you think this is so?

d. Was Watson’s actual food cost higher or lower than the flexible budget? By how much? Was this favorable or unfavorable? How can Watson use this information in his report to his general manager?

e. Were Watson’s variable salaries, wages, and benefits higher or lower than the original budget?

f. Were Watson’s variable salaries, wages, and benefits higher or lower than the flexible budget? By looking at both the original budget and the flexible budget, what conclusion can you draw about Watson’s ability to control his labor costs?

g. Was Watson’s actual net income higher or lower than the flexible budget? By how much? Was this favorable or unfavorable?

h. Overall, how do you think Watson is doing at meeting the budget goals set by the general manager? How should he respond to his general manager’s claim that his department is operating at a “sub-par” performance level?

Answer:42, 3, 2, 15

Step-by-step explanation:

The two x values that make up the equation's roots are:

x = \(\frac{5+\sqrt{13} }{2}\)

x =\(\frac{5-\sqrt{13} }{2}\)

These two items are the two answers to the problem.

A mathematical definition of an equation is a claim that two expressions are equal and joined by the equals sign.

Two expressions are combined in an equation using an equal symbol ("="). The "left-hand side" and "right-hand side" of the equation are the two expressions on either side of the equals sign. Typically, we consider an equation's right side to be zero. As we can balance this by deducting the right-side expression from both sides' expressions, this won't reduce the generality.

from the question:

We can use the quadratic formula to determine the roots of the equation \(x^2 - 5x + 3 = 0.\)

x = (-b ± \(\frac{b^2 - 4ac}{2a}\))

where the quadratic equation's coefficients are a, b, and c.

With respect to our equation, we have:

a = 1, b = -5, and c = 3

These values are entered into the quadratic formula as follows:

x = (-(-5) ± \(\sqrt(-5)^2}\) - 4(1)(3))) / 2(1)

x = (5 ± \(\frac{{13}}{2}\))

The two x values that make up the equation's roots are:

x = \(\frac{5+\sqrt{13} }{2}\)

x =\(\frac{5-\sqrt{13} }{2}\)

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Step-by-step explanation:

We use tangent because it uses opposite over adjacent.

So,

tan 33 = x/46

or

46 * tan 33 = x

Type this into the calculator and you get around 29.87

Answer:4

Step-by-step explanation:

Answer:

12

Step-by-step explanation:

Each pound is equal to 3 of the 1/3 pound patties

multiply 3 by 4 and you get 12.

Answer:

\(78.5yd^{2}\)

Step-by-step explanation:

The formula to find the area of a circle of is: A = \(\pi r^{2}\)

However, the question wants to use 3.14 instead of pi.

We need to find the radius. The radius of the circle is half the diameter. So, the radius to 5 yards.

Now we just plug in the formula.

\(A=3.14*(5yd)^{2} \\A=3.14*25yd^{2} \\A=78.5yd^{2}\)

Answer:

\(y=-x+1\)

Step-by-step explanation:

It helps to write the equation in slope-intercept formula to find the slope of an equation in the form: \(y=mx+b\) where "m" is the slope of the equation. We can take the equation given: \(-7x-7y=7\) and solve for "y" to get the equation in slope-intercept form:

\(-7x-7y=7\)

add 7x to both sides:

\(-7y=7x+7\)

Divide both sides by -7

\(y=-x-1\)

Now in this form we can tell that the coefficient of "x" (the m value) is our slope, which is -1. We need this slope to determine a parallel line as parallel lines share the same slope but different y-intercepts. So a general equation for a parallel line would be:

\(y=-x+b\text{ where b }\ne -1\)

We're given the point (-1, 2) and we can use it to solve for that "b" value.

We plug in -1 as x and 2 as y

\(2=-1(-1)+b\implies 2=1+b\implies 1=b\)

Now we just plug this into the general equation to get: \(y=-x+1\)

When teaching an 8th grade lesson on problem solving, Sylvia begins by utilizing a short video clip. Sylvia uses this video clip as a discrepant event because students attached with science it would look like magic for them.

A discrepant occurrence is an unexpected, counterintuitive result that differs from what an observer would typically anticipate. Oobleck is a classic illustration of a discrepant event.

Most kids (who have never seen it before) wouldn't anticipate that it would have both solid and liquid qualities. They didn't anticipate it to spread out right away once the "ball" was placed on the table instead of rolling into a ball and taking shape.

The main factor is that pupils will develop an obsession with science. They will see this as "magic," and they will be very interested in learning how it worked. After that, they'll be prepared to "amaze" their friends with both the "trick" and their subsequently displayed "smarts."

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The inversion point of (4, 5) with respect to the circle x² + y² - 4x - 6y - 3 = 0 is (6, 7).

To find the inversion point of the given point (4, 5) with respect to the circle x² + y² - 4x - 6y - 3 = 0, we need to follow these steps:

Step 1: Write the equation of the given circle in standard form by completing the square for x and y: (x - 2)² + (y - 3)² = 16.

Step 2: Find the radius of the circle by taking the square root of the constant term: r = √16 = 4.

Step 3: Find the distance between the given point (4, 5) and the center of the circle (2, 3) using the distance formula: d = √[(4 - 2)² + (5 - 3)²] = √8.

Step 4: Use the formula for inversion point to find the coordinates of the inversion point (x', y'): (x', y') = (h + r²/d² * (x - h), k + r²/d² * (y - k)), where (h, k) is the center of the circle and r is the radius.

Plugging in the values, we get: (x', y') = (2 + 4²/8 * (4 - 2), 3 + 4²/8 * (5 - 3)) = (6, 7).

Therefore, the inversion point of the given point (4, 5) with respect to the circle x² + y² - 4x - 6y - 3 = 0 is (6, 7).

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Answer:

4.24 inches

Step-by-step explanation:

212/50

Answer:

4.24 inches

Step-by-step explanation:

To get the answer you divide 212 miles by 50 miles.

For a initial amount invested P at a annual interest rate r, the total amount after n years is given by:

For P = $83927, r = 0.07 and n = 7, we have:

Then, the amount of interest Tiana will earn on this investment is given by:

The option that is not true about polynomial functions is:

Option D. The deg (f ^ 3) = 3m​

For polynomial functions f(x) and g(x), if deg(f) = m * deg(g) = n, then we have the following:

Option A: deg(f + g) = max(m, n)

This is true because we know that the degree of the sum of two polynomials is the maximum of their individual degrees.

Option B: deg(f * g) <= m + n

This is true because we know that the degree of the product of two polynomials is at most the sum of their individual degrees.

Option C: If g is a factor of f, then deg(f) <= m

This is true because If g is a factor of f, it means that f can be divided by g without leaving a remainder. In this case, the degree of f is less than or equal to the degree of g.

D. The deg(f ^ 3) = 3m

This is not true because the degree of the polynomial f raised to the power of 3 is not necessarily equal to 3 times the degree of f. The degree of f^3 will depend on the individual terms and their exponents.

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A more modern explanation would be, "Parallel lines are two lines within a given plane that never intersect."

Two lines on a sphere are an illustration that defies the notion of parallel lines. Meridians are the name given to longitude lines on spheres like the Earth.

Meridians are lines that run parallel to one another from the North Pole to the South Pole. However, if we take into account two meridian lines, they will cross at the North and South Poles. Two lines that are originally parallel will, therefore, eventually intersect at the poles on a sphere, defying the notion of parallel lines.

We can change the original definition of parallel lines to read, "Parallel lines are two lines that do not intersect within a given plane."

This adjustment accounts for the fact that lines can exist in many geometrical contexts, such as on a sphere or in three-dimensional space, where the idea of parallelism may be different. By including the phrase "within a given plane," we restrict the concept to the typical geometry seen in Euclidean geometry, where parallel lines do not meet.

A newer definition may therefore read, "Parallel lines are two lines within a given plane that never intersect." This updated definition makes clear that parallel lines must be taken into account inside a certain plane in order to maintain their validity, while also acknowledging the limitations of the idea.

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