Stephanie wants to buy 's' tomato plants, and Diego wants to by 'd' tomato plants. Each plant costs $7. Stephanie will use a coupon that will give them $25 off the total cost of all their plants. Which expression represents the total cost of all the plants with the discount? *

Answer:

line graph

oihhoihjkii

Answer:

how

Step-by-step explanation:

Answer:

The cost foe producing 1700 key chains is $1,620

Explanation:

Given that cost of production key chains can be calculated using the formula:

C = 260 + 0.80p

The cost for producing 1700 key chains can be obtained by substituting p by 1700 in the given formula.

C = 260 + 0.80(1700)

= 260 + 1360

= 1620

The cost is $1,620

Two-way tables and Venn diagrams are both used to show relationships between two sets of data or variables.

They are often used in statistical analysis to display the frequency or proportion of occurrences in each category, and to help interpret and draw conclusions from the data.

A two-way table, also called a contingency table, is a tabular representation of two categorical variables. The variables are usually arranged in rows and columns, and the frequency or count of occurrences of each category combination is recorded in the cells of the table. Two-way tables can be used to show the joint distribution of the two variables, as well as their marginal distributions.

A Venn diagram, on the other hand, is a graphical representation of the relationship between two or more sets of data. It consists of overlapping circles or ovals, each representing a set or category. The area of overlap between the circles represents the intersection of the sets, while the area outside the circles represents the union of the sets. Venn diagrams are often used to show the similarities and differences between two or more sets of data.

Both two-way tables and Venn diagrams can be used to show the same thing, such as the overlap between two sets of categorical data. For example, if we have two categorical variables, such as gender and favorite color, we can use a two-way table to show the frequency of each combination, such as the number of males who prefer red, and the number of females who prefer blue. We can also use a Venn diagram to show the overlap between the categories, such as the number of people who prefer both red and blue, or the number of females who prefer either red or blue. Both representations provide useful insights into the relationships between the two variables, and can be used to draw conclusions and make predictions about the data.

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Answer:

24

Step-by-step explanation:

(4 times 2 to the third power) - (64 divided by 8) = 4*(2^3) - 64/8

= 4*8 - 8 = 32 - 8 = 24

The answer is 24

Hope this helps :)

Have a great day!

Answer:

Divide a percent by 100 and remove the percent sign to convert from a percent to a decimal.

Example: 10% becomes 10/100 = 0.10.

Example: 67.5% becomes 67.5/100 = 0.675.

Step-by-step explanation:

Hopes this helps

Answer:

Step-by-step explanation:

Divide a percent by 100 and remove the percent sign to convert from a percent to a decimal.

Example: 10% becomes 10/100 = 0.10.

Example: 67.5% becomes 67.5/100 = 0.675.

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He is false, because one of the first laws of the scientific method states that everything has mass, and volume, being made up of matter.

Hope this helps.

Answer:

(i) 38.9%

(ii) 33.3%

(iii) 0%

Step-by-step explanation:

The total number of sweets is 18.  The probability of picking a color can be determined by dividing the number of each color by the total:

Blue:      5/18 or 27.8%

Red:       7/17 or 38.9%

Green:   6/18 or 33.3%

Yellow:  0/18 or 00.0%

Totals    18/18   100%

Note that the question askes for Yellow sweets, but there are none.

Answer:

g(x) = 12*x^2 + 8

Step-by-step explanation:

For a function f(x), a vertical stretch of scale factor k is defined as:

g(x) = k*f(x)

In this case, we know that f(x) = 3*x^2 + 2

And the function g(x) is the function f(x) vertically stretched by a factor of 4, then we have k = 4

and:

g(x) = 4*f(x)

Replacing by the actual function, we get

g(x) = 4*(3*x^2 + 2)

g(x) = 4*3*x^2 + 4*2

g(x) = 12*x^2 + 8

Answer:

y=3/4x+1/2

Step-by-step explanation:

y-y1=m(x-x1)

y-2=3/4(x-2)

y-2=3/4x-3/2

y=3/4x+1/2

Answer:

Below.

Step-by-step explanation:

3 x 3 - 7 = 8 x 9

=> 9 - 7 = 72

=> 2 ≠ 72

The question could be mistyped. That is why the answer is coming like 2 ≠ 72, please fix it.

An equilibrium calculation can be simplified by taking square roots on both sides of the equation when dealing with exponential relationships.

An equilibrium calculation can be simplified by taking square roots on both sides of the equation when dealing with exponential relationships. This approach is based on the mathematical property that the square root of a quantity raised to a power is equal to that quantity raised to half the power.

In equilibrium calculations, exponential relationships often arise when expressing the equilibrium constant (K) for a chemical reaction. The general form of an equilibrium equation is K = [products]/[reactants], where square brackets denote the concentrations of the respective species. By taking the square root of both sides, the equation becomes √K = √([products]/[reactants]). This simplification can make it easier to solve for unknown concentrations.

However, it is important to note that this simplification assumes that the concentrations are positive and that the equilibrium expression remains valid after taking the square root. Care should be taken to ensure the appropriateness of this approach based on the specific context of the equilibrium problem at hand.

Question: When An equilibrium calculation can be simplified by taking square roots on both sides of the equation?

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To convert the angle 18,186 degrees to degrees, minutes, and seconds format, we can break down the angle into its respective components.

First, we know that there are 60 minutes in one degree. So, to find the number of degrees, we take the whole number part of 18,186, which is 18.

Next, we subtract the whole number part from the original angle: 18,186 - 18 = 186.

Since there are 60 seconds in one minute, we divide 186 by 60 to find the number of minutes: 186 / 60 = 3 remainder 6.

Finally, we have 3 minutes and 6 seconds.

Therefore, the angle 18,186 degrees can be expressed in degrees, minutes, and seconds as 18 degrees, 3 minutes, and 6 seconds.

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The test statistic is calculated as follows: t = (x bar d - μd)/(sd/√n), where x bar d is the sample mean of the differences, μd is the hypothesized population mean difference (in this case, 0), sd is the sample standard deviation of the differences, and n is the sample size.

The researcher is interested in determining if viewing a conservation video has an impact on daily water usage. To do so, they measure the daily water usage (in gallons) of 10 randomly selected families before and after viewing the conservation video. The null hypothesis is that there is no difference in water usage before and after viewing the video (i.e., μd = 0), while the alternative hypothesis is that there is a difference.

The test statistic is calculated using the formula t = (x bar d - μd)/(sd/√n), where x bar d is the sample mean of the differences, μd is the hypothesized population mean difference (in this case, 0), sd is the sample standard deviation of the differences, and n is the sample size. The critical value for the t-distribution is obtained from a t-table with n-1 degrees of freedom and a significance level of α=0.05.

If the calculated t-value falls outside the critical values, then we reject the null hypothesis and conclude that there is a statistically significant difference in water usage before and after viewing the video. On the other hand, if the calculated t-value falls inside the critical values, then we fail to reject the null hypothesis and conclude that there is no statistically significant difference.

In summary, the test statistic is used to determine if there is a significant difference in water usage before and after viewing the conservation video. The calculation of the test statistic is based on the sample mean and standard deviation of the differences, as well as the hypothesized population mean difference.

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Answer:

6960

Step-by-step explanation:

Answer:

Bestieeeeeeeeeeeeee we need to talk

Step-by-step explanation:

Pleaseeeee its   important

Answer: d. 240

Step-by-step explanation:

Answer:

cost of 15 eggs = 75

cost of 1 egg = 75÷15

; = 5

4 dozen = 12 x 4

=48

cost of 48 eggs= 48x5

=240

HOPE IT HELPS YOU

HAVE A GREAT DAY

The type of transformation that shape A passed through to form shape B is

D. a 90° clockwise rotation

We find the transformation by investigating the image, we can see that the image made a clockwise rotation of 90 degrees

A 90° clockwise rotation refers to a transformation in which an object or coordinate system is rotated 90 degrees in the clockwise direction, which means it turns to the right by a quarter turn.

In a two-dimensional space, a 90° clockwise rotation can be visualized by imagining the object or points rotating around a central axis in the clockwise direction.

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The type of transformation which shape A undergo to form shape B include the following: D. a 90° clockwise rotation.

In Mathematics and Geometry, a rotation is a type of transformation which moves every point of the object through a number of degrees around a given point, which can either be clockwise or counterclockwise (anticlockwise) direction.

Next, we would apply a rotation of 90° clockwise about the origin to the coordinate of this polygon in order to determine the coordinate of its image;

(x, y)                →            (y, -x)

Shape A = (-1, 2)          →     shape B (2, 1)

Shape A = (-1, 4)          →     shape B (4, 1)

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Answer:

56 + 24 = 80

56 X 100 = 5600

5600/80 = 70%

The effective interest on £2000 at a 3% interest rate compounded quarterly over a period of 4 years is approximately £245.15.

To calculate the effective interest, we need to use the formula for compound interest:

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

Where:

A = the future value of the investment (including interest)

P = the principal amount (initial investment)

r = the annual interest rate (as a decimal)

n = the number of compounding periods per year

t = the number of years

In this case, the principal amount (P) is £2000, the annual interest rate (r) is 3% (or 0.03 as a decimal), the compounding is done quarterly (n = 4), and the investment period (t) is 4 years.

Plugging the values into the formula:

A = £2000(1 + 0.03/4)^(4*4)

= £2000(1 + 0.0075)^16

= £2000(1.0075)^16

≈ £2000(1.126825)

Calculating the future value:

A ≈ £2253.65

To find the effective interest, we subtract the principal amount from the future value:

Effective Interest = £2253.65 - £2000

≈ £253.65

Therefore, the effective interest on £2000 at a 3% interest rate compounded quarterly after 4 years is approximately £253.65.

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The salary during the 20th year of service will be $53,750.

To determine the salary during the 20th year of service, we can start with the initial salary and calculate the cumulative raises over the years.

Given that the starting yearly salary is $30,000 and each year the individual receives a $1,250 raise, we can calculate the salary for each subsequent year using the following formula:

Salary = Initial Salary + (Number of Years - 1) \(\times\) Raise Amount

For the 20th year of service, we substitute the values into the formula:

Salary = $30,000 + (20 - 1) \(\times\) $1,250

Simplifying the equation:

Salary = $30,000 + 19 \(\times\) $1,250

Salary = $30,000 + $23,750

Salary = $53,750.

Therefore, the salary during the 20th year of service will be $53,750.

It's important to note that this calculation assumes that the individual receives the same annual raise amount consistently every year.

Factors such as promotions, inflation, or company policies may influence the actual salary progression in practice.

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Answer:

x = 2 and x + y = -3

Step-by-step explanation:

With the xy example filled, I could work out that x was 2 by realising that if y was -5, then to get to -10 it'd have to be multiplied by two, and I just added -5 and 2 after working out x for the bottom grid.

Hope this helps and you have a good day!

Left box is two (2) and the bottom box is negative three (-3)...

...You are given y, which is -5. We need to figure out x to fill the other 3

boxes or diamonds. xy is another way of saying x * y, so we know that

x * -5 = -10. We can use division to solve this. -10 / -5 = x, or 2. Now we can

fill in the top and left diamond. All that's left is to add x and y, or 2 and -5

together.

2 + -5 = -3

Top diamond : -10

Left diamond : 2

Bottom diamond : -3

Right diamond : -5

Hopefully this helps.

Answer: its c

Step-by-step explanation:

Answer:

The answer is C.

Step-by-step explanation:

I hope this helped and if it did I would appreciate it if you marked me Brainliest. Thank you and have a nice day!

Answer:

30%

Step-by-step explanation:

20 cookies in total - 14 remains = 6

6 / 20 = 0.3

0.3 = 30%

Answer:

3(4) - 2 is 10 the value is 10

5(2) + 6 is 16 the value is 16

I hope this helps have a good day or night!

Yes, Rolles Theorem can be applied to the function f(x)=(x-5)(x-6)(x-7) on the closed interval [5,7].

Rolles Theorem states that if f(x) is a continuous function on a closed interval [a,b] and f(x) has a derivative which is continuous on the open interval (a,b), and if f(a) and f(b) have opposite signs, then there is at least one point c in (a,b) such that f(c)=0.

The function f(x)=(x-5)(x-6)(x-7) is continuous on the closed interval [5,7] and its derivative (3x²−33x+98) is continuous on the open interval (5,7).

Also, f(5)= 10 and f(7)= -24, which have opposite signs. Therefore, Rolles Theorem can be applied to the function f(x)=(x-5)(x-6)(x-7) on the closed interval [5,7], and there is at least one point c in (5,7) such that f(c)=0.

Yes, Rolles Theorem can be applied to the function f(x)=(x-5)(x-6)(x-7) on the closed interval [5,7].

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Answer:

218.57

Step-by-step explanation:

Since it is an isoceles triangle, the sides are 32, 32, and 14.

Using Heron's Formula, which is Area = sqrt(s(s-a)(s-b)(s-c)) when s = a+b+c/2,  we can calculate the area.

(A+B+C)/2  = (32+32+14)/2=39.

A = sqrt(39(39-32)(39-32)(39-14) = sqrt(39(7)(7)(25)) =sqrt(47775)= 218.57.

Hope this helps have a great day :)

Check the picture below.

so let's find the height "h" of the triangle with base of 14.

\(\begin{array}{llll} \textit{using the pythagorean theorem} \\\\ a^2+o^2=c^2\implies o=\sqrt{c^2 - a^2} \end{array} \qquad \begin{cases} c=\stackrel{hypotenuse}{32}\\ a=\stackrel{adjacent}{7}\\ o=\stackrel{opposite}{h} \end{cases} \\\\\\ h=\sqrt{ 32^2 - 7^2}\implies h=\sqrt{ 1024 - 49 } \implies h=\sqrt{ 975 }\implies h=5\sqrt{39} \\\\[-0.35em] ~\dotfill\)

\(\stackrel{\textit{area of the triangle}}{\cfrac{1}{2}(\underset{b}{14})(\underset{h}{5\sqrt{39}})}\implies 35\sqrt{39} ~~ \approx ~~ \text{\LARGE 218.57}\)

Answer:

\overline{OQ}

OQ

​

. Given OQ=2x,OQ=2x, OP=x,OP=x, and PQ=10,PQ=10, determine \overline{OQ}.

Oq

Answer:

The mean increases from 9 to 10 when there are 15 students at the next meeting of the club. This is because the mean is calculated by adding all the data values together and then dividing by the total number of students. When the number of students increases from 9 to 15, the sum of the data points increases while the total number of students also increases, resulting in an increase in the mean.

Including the 15 students in the data may increase or decrease the mean. This is because the mean is calculated by adding all the numbers in a set and dividing by the quantity. Adding a new number to the set (in this case 15) thus changes the mean. If the new number is greater than the current mean, the mean will increase; if it's less, the mean will decrease.

The question is related to the concept of mean in mathematics which is the average of a set of numbers. If there are more students attending the club meeting, including this value can cause the mean to change.

Consider a set of values. The mean of these values is calculated by adding all these values together and dividing by the number of values. If we add a new value (in this case the 15 students) to our set, it will affect the calculation of the mean. If the new value is higher than the current mean, it would increase the mean. If it's less, it would decrease the mean. Therefore, the mean could increase or decrease when including the 15 students in the data set.

Let's say the mean value before adding 15 was 9 and we had 10 values in our set. The total would be 9*10=90. When we add 15, the total becomes 105 and the new mean becomes 105/11, which is close to 9.5. Thus, by adding 15 to our data set, the mean has increased from 9 to 9.5.

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