A-1 chemical supply pays sam sanchez a $1950 monthly salary plus a 3% commission on merchandise he sells each month. assume Sam's sales were $46,400 for last month ​

The unit rate is a helpful tool for comparing speeds and calculating distances traveled in a given amount of time.

The formula for speed is: speed = distance / time where "distance" is the distance traveled by an object and "time" is the duration of travel. This formula can be used to calculate the speed of an object if the distance it has traveled and the time it took to travel that distance are known. It can also be used to calculate the distance traveled by an object if its speed and the time it traveled at that speed are known.

In the given question,

The unit rate describes Sergio's cycling speed by giving the distance he travels in a given amount of time, which is 6 miles per hour. This means that for every hour he cycles, he travels a distance of 6 miles.

By expressing Sergio's cycling speed as a unit rate, we can easily compare it to other speeds and determine how long it will take him to travel a certain distance.

For example, if Sergio increases his target speed to 8 miles per hour, we can use the unit rate to calculate how much farther he must cycle in a given amount of time.

If he wants to cycle for 2 hours, we know that he will travel 6 x 2 = 12 miles at his original speed of 6 miles per hour.

If he wants to cycle for the same 2 hours at a speed of 8 miles per hour, we can use the unit rate to calculate that he will travel 8 x 2 = 16 miles.

This means that he must cycle an additional 4 miles to reach his target distance.

Overall, the unit rate is a helpful tool for comparing speeds and calculating distances traveled in a given amount of time.

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Grace need to buy the jump rope, the game, and the ball $8.

$7 will get you a jump rope.

$10 will get you a board game.

$4 will get you a playground ball.

total amount to be spent: $7 + $10 + $4 = $21

She has ten dollars.

$3 was all her uncle gave her.

13 dollars are all she has.

She needed $8, therefore 21 - 13 = $8.

a sum of money awarded as compensation, a bounty, or to cover costs. a wage that comes with a cost-of-living supplement. especially: a regular amount set aside for household or personal costs.

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This procedure is repeated for each interval until the overall frequency of 35 is reached.

A data summary called a frequency distribution displays the frequency, or amount of occurrences, of each value or range of values in a data set. It is frequently displayed as a table or graph, with the values enumerated along one axis and the frequencies of those values listed along the other. The pattern or shape of a data collection can be described using frequency distributions, which can also be used to spot outliers or other unusual values. They can also shed light on the data's central trend and variability.

given

To complete a cumulative frequency table:

Class interval Frequency Cumulative frequency

0-10               5                                   5

10-20       8                                  13

20-30       12                                 25

30-40        7                                 32

40-50         3                                35

Total        35                               35

The number of the first class interval is 5.

For the second interval, we multiply the total frequency of 5 plus the frequency of 8 to get 13.

This procedure is repeated for each interval until the overall frequency of 35 is reached.

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The missing value in the cumulative table is 36.

The missing value in the cumulative table can be determined by examining the frequencies given in the table. Let's analyze the frequencies step by step:

1. The frequency for scores less than 145 is given as 16.
2. The frequency for scores less than 150 is given as 26.
3. The frequency for scores less than 155 is given as 36.
4. The frequency for scores less than 160 is not explicitly given in the table, but we can determine it by subtracting the frequency for scores less than 155 (36) from the frequency for scores less than 150 (26).

This gives us a value of [tex]26 - 36 = -10.[/tex]

Since a frequency cannot be negative, we can conclude that there is an error in the given table. The cumulative frequency for scores less than 160 should be 36 instead of -10.

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Answer:

1

Step-by-step explanation:

Given values are:

x1 y1=(2,4)

x2 y2=( 4,6)

slop=(6-4)divide (4-2)=1

brainest please

thanks

To determine the degree of the Maclaurin polynomial required for the error in the approximation of the function f(x) = -x+1 at the indicated value of x to be less than 0.001, we can use the formula: N ≥ ln(error)/ln(absolute value of x) + 1.

For our given function, the error is 0.001, and the value of x is 0.2. Plugging these values into the formula, we get: N ≥ ln(0.001)/ln(0.2) + 1, which is equivalent to N ≥ 6.64 + 1 = 7.64. Therefore, we need the degree of the Maclaurin polynomial to be 7.64 in order for the error in the approximation of the function at the indicated value of x to be less than 0.001.

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Answer:

-1/3

Step-by-step explanation:

Answer:

-1/3

Step-by-step explanation:

The speed (in knots) at which the distance between the ships A and B is changing at 6 PM is given as 36 knots or 36 nautical miles per hour.

Consider that the ship A is in the west direction and the ship B is in the north direction and both the ships are in regular motion of speed which is 16 knots and 15 knots and the distance between them is 50 nautical miles.

Using the Pythagoras theorem, the relation of the distance x which represents the distance between ships at 6PM to the distances that each ship has travelled can be given as follows:

x^2 = (50 + 16t)^2 + (15t)^2

where, t is the number of hours that has passed since noon.

Differentiating both sides of the above equation with respect to time, we get:

2x*(dx/dt) = 2(50 + 16t)*(16) + 2*(15t)*(15)

t = 6, at 6 PM, therefore substituting the value and solving, we get:

2x(dx/dt) = 2[(50 + 16(6)]*(16) + 2*[15(6)]*(15)

2x(dx/dt) = 4194

dx/dt = 2097/x

Now substituting the value of x that corresponds to 6 PM:

x^2 = (50 + 16(6))^2 + (15(6))^2

x^2 = 3385

x = √3385 ≅ 58.19

Putting this value in dx/dt, we get:

dx/dt = 2097/58.19 ≅ 36.00 knots

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Answer: x = -2

Step-by-step explanation:

Since both equations are in the y-slope form,

we can use substitution for y in finding x.

Hence,

4x=x-6

4x-x=x-x-6

Subtract x from both sides to get x on one side and integer on one side.

[tex]\frac{3x}{3} =\frac{-6}{3}[/tex]

Divide 3 to find the value of x

x=-2

Answer:

A

Step-by-step explanation:

The calculation shows that 9,000 scientists have seen the deep ocean through Alvin's windows; and

a total of 13,500 people have traveled in Alvin over the course of its 4,500 dives.

1) If on each of the 4,500 dives Alvin carried a new pilot and two new scientists, then the total number of scientists who have seen the deep ocean through Alvin's windows is:

4,500 dives x 2 scientists per dive = 9,000 scientists

Therefore, 9,000 scientists have seen the deep ocean through Alvin's windows.

2) To calculate the total number of people who traveled in Alvin, we can add the number of pilots and scientists on each dive and multiply by the number of dives:

4,500 dives x (1 pilot + 2 scientists)

= 4,500 x 3

= 13,500 people

Therefore, a total of 13,500 people have traveled in Alvin over the course of its 4,500 dives.

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Using pythagoras' theorem in the right-angled triangle

A right-angled triangle is a polygon with 3 sides in which one angle is a right angle

Now, since we have 3 triangles, using Pythagoras' theorem in all three triangles, we have

h² + (12 - x)² = 12² - 6² (1)

Also, h² + x² = 6²  (2)

So, h² + (12 - x)² = 12² - 6²

h² + (12 - x)² = 144 - 36

h² + (12 - x)² = 108  (3)

From equation (2), h² = 36 - x²

Substituting this into equation (3), we have that

h² + (12 - x)² = 108  (3)

36 - x² + (12 - x)² = 108  (3)

Expanding the brackets, we have that

36 - x² + 144 - 24x + x² = 108

36 + 144 - 24x = 108

180 - 24x = 108

-24x = 108 - 180

-24x = -72

x = -72/-24

x = 3

Since  h² = 36 - x²

h = √(36 - x²)

So, substituting the value of x = 3 into the equation, we have that

h = √(36 - x²)

h = √(36 - 3²)

h = √(36 - 9)

h = √27

h = 3√3

So,

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Answer:

54

Step-by-step explanation:

Answer:

y=54

as x=3

so y=2*x^3

y= 2*3^3

y=2*27

y=54

Answer:

5/37

Step-by-step explanation:

There are 37 possible outcomes when rolling a 37-sided die, so the probability of rolling any one specific number is 1/37.

To find the probability of rolling any of the given numbers (35, 25, 33, 9, or 19), we need to add the probabilities of rolling each individual number.

Probability of rolling 35: 1/37

Probability of rolling 25: 1/37

Probability of rolling 33: 1/37

Probability of rolling 9: 1/37

Probability of rolling 19: 1/37

The probability of rolling any one of these numbers is the sum of these probabilities:

1/37 + 1/37 + 1/37 + 1/37 + 1/37 = 5/37

So the probability of rolling any of the given numbers is 5/37, which is approximately 0.1351 when rounded to four decimal places.

Answer:

345.6

Or 345 full cubes

Step-by-step explanation:

To answer this question we first need to find the volume of the cuboid!

To find volume we use the equation...

For the cuboid we are given the dimensions 60, 24 and 30 so we just need to multiply them...

We now need to the the volume of the cube which we can just do by cubing the value given

We now need to divide the two results together to find out how many cubes would fit...

Hope this helps, have a lovely day!

Given: ,8^2x= 32^x+3

a: (2³)^2x = (2⁵)^x+3

b: Solving, we get

2^6x = 2^5x+15

Since bases are same, we have

=>6x=5x+15

=> x = 15

Answer:

A random sample of size 64 is used to test the null hypothesis that for certain age group the mean score on an achievement test is less than or equal to 40 against the alternative that it is greater than 40. The scores are assumed to be normally distributed with variance 0? 256 _ Consider the hypotheses Ha: L <40 versus HA Lt > 40 and suppose the null hypothesis is to be rejected if and only if the sample mean X exceeds 43.5. What is the size of this test? Compute the probability of type Il error at L = 42

Step-by-step explanation:

Answer:

Y=x^2+7x-3

complete the square to re-write the quadratic function in vertex form.

pls help

Step-by-step explanation:

To complete the square, we need to add and subtract a constant term inside the parentheses, which when combined with the quadratic term will give us a perfect square trinomial.

y = x^2 + 7x - 3

y = (x^2 + 7x + ?) - ? - 3 (adding and subtracting the same constant)

y = (x^2 + 7x + (7/2)^2) - (7/2)^2 - 3 (the constant we need to add is half of the coefficient of the x-term squared)

y = (x + 7/2)^2 - 49/4 - 3

y = (x + 7/2)^2 - 61/4

So the quadratic function in vertex form is y = (x + 7/2)^2 - 61/4, which has a vertex at (-7/2, -61/4).

The solutions to the equation are x = -4 and x = 1.

The quadratic formula, which is often employed in the disciplines of mathematics, physics, engineering, and other sciences, is a potent tool for resolving quadratic problems. We must first get the values of a, b, and c from the quadratic equation in order to apply the quadratic formula. To get the answers for x, we then enter these values as substitutes in the formula and simplify.

The given equation is 4x² + 6x - 13 = 3x².

Rearranging the equation we have:

x² + 6x - 13 = 0

The quadratic formula is given as:

x = (-b ± √(b² - 4ac)) / 2a

Substituting the values of a = 1, b = 6, and c = -13.

x = (-6 ± √(6² - 4(1)(-13))) / 2(1)

x = (-6 ± √(100)) / 2

x = (-6 ± 10) / 2

x = -8/2 or x = 2/2

x = -4 or x = 1

Hence, the solutions to the equation are x = -4 and x = 1

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With respect to the average cost curves, the marginal cost curve: intersects both average total cost and average variable cost at their minimum points that is option B.

The fixed cost per unit of production is the average fixed cost (AFC). AFC will reduce consistently as output grows since total fixed costs stay constant. The variable cost per unit of production is known as the average variable cost (AVC). AVC generally declines until it reaches a minimum and then increases due to the growing and then lowering marginal returns to the variable input. The average total cost curve's (ATC) behaviour is determined by the behaviour of the AFC and AVC.

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Complete question:

With respect to the average cost curves, the marginal cost curve:

A) Intersects average total cost, average fixed cost, and average variable cost at their minimum point

B) Intersects both average total cost and average variable cost at their minimum points

C) Intersects average total cost where it is increasing and average variable cost where it is decreasing

D) Intersects only average total cost at its minimum point

To prepare a buffer solution with a given pH, we need to choose a weak acid and its conjugate base, such that the pKa of the weak acid is close to the desired pH.

The pKa is related to the Ka value as follows:

pKa = -log(Ka)

So, for each of the weak acids given, we can calculate the pKa:

Phosphoric acid (H3PO4): Ka = 7.5 x 10^-3, so pKa = -log(7.5 x 10^-3) = 2.12

Acetic acid (CH3COOH): Ka = 1.8 x 10^-5, so pKa = -log(1.8 x 10^-5) = 4.74

Formic acid (HCOOH): Ka = 1.8 x 10^-4, so pKa = -log(1.8 x 10^-4) = 3.74

Now, let's consider the desired pH values and choose the best components for buffer solutions:

For a pH of 2.5, the best choice would be phosphoric acid (pKa = 2.12).

For a pH of 4.5, the best choice would be formic acid (pKa = 3.74) or a mixture of acetic acid and acetate ion (CH3COOH/CH3COO-, pKa = 4.76).

For a pH of 6.5, the best choice would be a mixture of acetic acid and acetate ion (CH3COOH/CH3COO-, pKa = 4.76).

Note that a buffer solution can be prepared by mixing a weak acid and its conjugate base in roughly equal amounts, so the appropriate salt can be added to the acid to form the buffer solution. For example, to prepare an acetate buffer, one could mix acetic acid with sodium acetate.

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If an angle of measurement of 140° then; a circle is centered at the vertex of the angle, then the arc subtended by the angle's rays is 0.0233 cm times as long as 1/360th of the circumference of the circle. Also if a circle is centered at the vertex of the angle, and 1/360th of the circumference is 0.06 cm long then length of the arc subtended by the angle's rays 8.4 cm. Another circle is centered at the vertex of the angle then arc subtended by the angle's rays is 70 cm long,Therefore the circumference of the circle is 180 cm.

a.) To find the fraction of the circle's circumference subtended by the angle's rays, we divide the angle measure by 360 degrees:

fraction of circle's circumference = 140/360

Simplifying this fraction, we get:

fraction of circle's circumference = 7/18

To find the length of the arc subtended by the angle's rays, we multiply the fraction of the circle's circumference by the circumference of the circle. Let's call the circumference of the circle "C":

length of arc = (7/18)*C

We're also told that the length of 1/360th of the circumference is equal to 0.06 cm. So, we can write:

(1/360)*C = 0.06

Multiplying both sides by 360, we get:

C = 360*0.06 = 21.6 cm

Now, we can substitute this value of C into the expression for the length of the arc:

length of arc = (7/18)*C

length of arc = (7/18)*(21.6)

length of arc = 8.4 cm (rounded to one decimal place)

Therefore, the length of the arc subtended by the angle's rays is 8.4 cm.

b.) We're given that 1/360th of the circumference of the circle is 0.06 cm long. To find the length of the arc subtended by the angle's rays, we need to multiply 140/360 by 0.06:

length of arc = (140/360)*0.06

length of arc = 0.0233 cm (rounded to four decimal places)

Therefore, the length of the arc subtended by the angle's rays is approximately 0.0233 cm.

c.) We're told that the length of the arc subtended by the angle's rays is 70 cm. To find the circumference of the circle, we need to find the length of 1/360th of the circumference first. We can do this by dividing 70 by 1/360:

(1/360)*C = 70

Multiplying both sides by 360, we get:

C = 70*360 = 25,200 cm

Therefore, the circumference of the circle is 25,200 cm. We can also verify this by dividing the length of the arc by the fraction of the circumference subtended by the angle's rays:

length of arc = (7/18)*C

C = (18/7)*length of arc

C = (18/7)*70

C = 180 cm (rounded to one decimal place)

This is a different value than we got earlier, so we need to check our calculations. It turns out that the previous calculation was incorrect - we made a mistake when multiplying 7/18 by 21.6. The correct calculation gives us:

length of arc = (7/18)*C

length of arc = (7/18)*(21.6)

length of arc = 8.4 cm (rounded to one decimal place)

Now, we can calculate the circumference of the circle:

length of arc = (7/18)C

C = (18/7) *length of arc

C = (18/7) *70

C = 180 cm (rounded to one decimal place)

Therefore, the circumference of the circle is 180 cm.

Also, If an angle of measurement of 140° then; a circle is centered at the vertex of the angle, then the arc subtended by the angle's rays is 0.0233 cm times as long as 1/360th of the circumference of the circle.

b. A circle is centered at the vertex of the angle, and 1/360th of the circumference is 0.06 cm long.The length of the arc subtended by the angle's rays 8.4 cm

c. Another circle is centered at the vertex of the angle.

The arc subtended by the angle's rays is 70 cm long,Therefore the circumference of the circle is 180 cm.

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Using central limit theorem, the probability that the class of 20 students will have a mean completion time greater than 60 minutes on the unit 5 test is 0.00017332

We can use the Central Limit Theorem (CLT) to approximate the distribution of the sample mean completion time for the class. According to CLT, the distribution of the sample mean is approximately normal, with a mean equal to the population mean and a standard deviation equal to the population standard deviation divided by the square root of the sample size.

In this case, the population mean is given as 48 minutes, the population standard deviation is given as 15 minutes, and the sample size is 20. Therefore, the mean of the sample mean completion time is also 48 minutes, and the standard deviation of the sample mean completion time is 15/√20 ≈ 3.3541 minutes.

To find the probability that the class mean completion time is greater than 60 minutes, we can standardize the distribution of the sample mean completion time using the z-score formula:

z = (x - μ) / (σ / √n)

where x is the value we want to find the probability for (in this case, x = 60), μ is the population mean, σ is the population standard deviation, and n is the sample size.

Plugging in the values, we get:

z = (60 - 48) / (15 / √20) = 3.5777

Using a standard normal distribution table (or calculator), we can find the probability that a z-score is greater than 3.5777.

P = 0.00017332

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The theoretical probability for the 1 horned, 1 eyed,  flying, people eater purple is found to be 1/120.

Experimental Probability: Based on actual results rather than mathematical calculations, the experimental probability of an occurrence is the likelihood that the event will actually occur.

Theoretical Probability: Considering that the event is ideal, the theoretical chance that it will occur is the theoretically ideal probability of a specific result. The flaws in the system are not taken into consideration by theoretical probability.

Theoretical Probability = Number of favorable outcomes / Number of possible outcomes.

The given probability are;

Let P(E)  be the theoretical probability  1 horned, 1 eyed,  flying, people eater purple.

Then,

P(E) =  3/4 * 1/5* 2/3* 3/8* 1/2

P(E) =  1/120

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The number of papers xavier have remaining after working for 12 hours is 18

Xavier can grade 6 papers per hour, so in 12 hours he can grade:

6 papers/hour x 12 hours = 72 papers

Therefore, after working for 12 hours, Xavier would have

90 - 72 = 18 papers remaining to grade.

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The value of the expression z + 3x4 using arithmetic operation where z = 15, is 27. The answer is A) 27.

The given expression is z + 3x4, where z = 15. To evaluate this expression, we substitute 15 for z and perform the multiplication. First, we multiply 3 and 4, which gives us 12. Then, we add 15 and 12 to get the final result of 27.

z + 3x4 = 15 + 3x4

= 15 + 12

= 27

Therefore, the value of the expression when z = 15, is 27. In other words, using arithmetic operation of multiplication and addition, which gives us the final answer of 27. So, the correct answer is option A).

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____The given question is incomplete , the complete question is given below:

Evaluate the expression, where z = 15

z + 3x4

A. 27

B. 32

C. 56

D. 1,304

As a result, the Styrofoam collar has a volume of roughly 179.594 cubic inches.

The quantity of space occupied by a three-dimensional object is measured by its volume. Units like cubic meters (m3), cubic centimeters (cm3), or cubic inches (in3) are frequently used to quantify it. Depending on the shape of the item, different formulas can be used to determine its volume. For instance, the volume of a cube can be calculated by multiplying its length, breadth, and height, while the volume of a cylinder can be calculated by dividing the base's area (typically a circle) by the cylinder's height.

given

We must apply the calculation for the volume of a cone's frustum in order to determine the volume of the Styrofoam collar:

[tex]V = (1/3)\pi h(R^2 + Rr + r^2)[/tex]

where h is the height of the frustum, r is the small radius, and R is the large radius.

Given the numbers, we can determine:

R = 5 in.

3 centimeters is r.

24 inches tall

With these numbers entered into the formula, we obtain[tex]V = (1/3)\pi (24)(5^2 + 5*3 + 3^2)\\\\ 179.594 cubic inches[/tex]

As a result, the Styrofoam collar has a volume of roughly 179.594 cubic inches.

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Answer:3.79*10^14

Step-by-step explanation:

370000000000000+9000000000000=379000000000000

=3.79 x 10^14

Answer:

(3.79×10^14)

Step-by-step explanation:

sjskakakzks

The 12 months of age) as percentiles of the CDC growth chart reference population.

The most likely description of Sarah's weights (at 3, 6, 9, and 12 months of age) as percentiles of the CDC growth chart reference population is: 85th percentile at 3 months; 85th percentile at 6 months; 90th percentile at 9 months; 95th percentile at 12 months.What is percentile in statistics?In statistics, a percentile is a value below which a specific percentage of observations in a group falls. It is used to split up data into segments that represent an equal proportion of the entire group, resulting in a data set split into 100 equal portions, with each portion representing one percentage point. Sarah's weight is in the 85th percentile at 3 months, 85th percentile at 6 months, 90th percentile at 9 months, and 95th percentile at 12 months is a most likely description of her weights (at 3, 6, 9, and 12 months of age) as percentiles of the CDC growth chart reference population.

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Answer: The one that has the best deals.

Step-by-step explanation:

Yes, every odd integer can be written as the difference of two squares.

To prove this, let k be a positive integer. Then the difference of the squares of k+1 and k is (k+1)² - k² = (k+1)(k+1) - k(k) = k² + 2k + 1 - k² = 2k + 1, which is an odd integer. Thus, every odd integer can be written as the difference of two squares.

To prove this, we first chose a positive integer, k. We then found the difference of the squares of k+1 and k to be (k+1)² - k² = (k+1)(k+1) - k(k) = k² + 2k + 1 - k² = 2k + 1. Since 2k + 1 is an odd integer, it follows that every odd integer is the difference of two squares.

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