I'm stuck. Can anyone help please?

Full question:

Zoe is a party planner. She orders cupcakes and sheet cakes from Creative Cakes whenever she needs beautiful cakes to serve. One sheet cake serves 24 people and 2 dozen cupcakes serve 24 people. For the Benson's bridal shower she ordered 10 dozen cupcakes and 4 sheet cakes and paid $186.44. For the Nygaard's 50th wedding anniversary she ordered 2 dozen cupcakes and 15 sheet cakes and paid $259.66. She is planning a graduation party for her niece's high school class. She wants the party to be nice but she offered to pay for the she wants to choose the most economical plan. Zoe estimates 250 people will attend the party

Select the most economical choice below:

Zoe should buy sheet cakes because they cost $12.38 for one sheet cake.

Zoe should buy sheet cakes because they cost $15.66 for one sheet cake.

Zoe should buy cupcakes because they cost $12.38 for one dozen cupcakes.

Zoe should buy cupcakes because they cost $15.66 for one dozen cupcakes.

Zoe should buy cupcakes because they cost $12.38 for two dozen cupcakes.

Answer:

Zoe should buy cupcakes because they cost $12.38 for two dozen cupcakes.

Explanation:

If there are 250 people attending the high school class graduation party, then 24 people each within 250 people in total would get 2 dozen cupcakes worth $12.38 each.

Therefore there are 250/24 = 10.41 groups (10 groups approximately or 10.41×2=20.82 dozens of cupcakes required)

Zoe would need to spend 10.41×$12.38= $128.88 to buy the cupcakes for the party

Answer:

[tex]41.89\ cm^2[/tex]

Step-by-step explanation:

[tex]We\ are\ given:\\In\ two\ concentric\ circles,\\OD=3\ cm\\BC=4\ cm\\\angle DOB=\angle AOC=120\\Now,\\We\ know\ that:\\Area\ of\ a\ sector\ with\ a\ central\ angle\ \theta\ and\ a\ radius\ r\ is:\\A=\frac{\theta}{360}* \pi r^2\\Here,\\Area\ between\ the\ sectors=Area\ of\ Larger\ Sector - Area\ of\ smaller\ sector=\frac{\theta}{360}*\pi(R^2-r^2),\ where\ R\ and\ r\ are\ radii\ of\ the\ respective\ circles\ and\\ \theta\ is\ the\ common\ central\ angle.\\Here,\\R=4+3=7\ cm\\r=3\ cm\\ \theta=120\\ Hence,[/tex]

[tex]Area\ of\ the\ shaded\ region=\frac{120}{360}*\pi(7^2-3^2)=\frac{1}{3}*\pi(49-9)=\frac{1}{3}*\pi(40) \approx 41.89\ cm^2[/tex]

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Answer:

  1 -√2

Step-by-step explanation:

  [tex]\tan(x/2)=\dfrac{1-\cos(x)}{\sin(x)}\\\\\tan\left(\dfrac{1}{2}\cdot\dfrac{7\pi}{4}\right)=\dfrac{1-\cos\dfrac{7\pi}{4}}{\sin\dfrac{7\pi}{4}}=\dfrac{1-\dfrac{1}{\sqrt{2}}}{-\dfrac{1}{\sqrt{2}}}=\boxed{1-\sqrt{2}}[/tex]

tan(7π/8) = 1 -√2

Answer:

15,300 units

Step-by-step explanation:

First, find how many units of Product B were sold:

34,000(0.3)

= 10,200

Find how many units of Product A were sold:

10,200(1.5)

= 15,300

So, 15,300 units of Product A were sold.

Product A  sold 15,300 units that is 1.5 times more than product B

Given :

Product A sells 1.5 times more than Product B. Product B sells 70% less than Product C.

Product C sold 34,000 units this month

Product C sold = 34000

Product B is 70% less than product C

So, product B is 100-70% =30% of product C

[tex]Product B=\frac{30}{100} \cdot 34000\\Product B \; sold = 10200[/tex]

Lets find out product A sold

Product A sold = 1.5 times more than product B

[tex]Product A= 1.5 \cdot product B\\Product A=1.5 \cdot 10200=15300[/tex]

15,300 units of product A were sold.

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Step-by-step explanation:

Consuelo Butler

08/07

Homework: Practice

Exam 3

Question 1, 12.1.13

HW Score: 10%, 3 of 30 points

Score: 1 of 1

A professor had students keep track of their social interactions for a week. The

number of social interactions over the week is shown in the following grouped

frequency distribution. How many students had at least 60 social interactions for

the week?

12

Number of Social

Interactions

30-34

35-39

40-44

45-49

50-54

55-59

60-64

65-69

70-74

75-79

Frequency

9

14

11

15

16

8

7

By calculating the greater than cumulative frequency using the given frequency table, 12 students had at least 60 social interactions for the week.

The greater than cumulative frequency is also known as the more than type cumulative frequency. Here, the greater than cumulative frequency distribution is obtained by determining the cumulative total frequencies starting from the highest class to the lowest class.

Class interval     Frequency     Cumulative frequency

30-34                9                   85

35-39                14                   76

40-44                11                   62

45-49                15                   51

50-54                16                   36

55-59                 8                   20

60-64                 7                   12

65-69                 3                    5

70-74                  1                    2

75-79                  1                     1

[We read the cumulative frequencies with respect to the corresponding lower class limits. For example, 85 students had 'more than 30' social interactions, 76 students had 'more than 35 social interactions and so on.]

By reading the greater than cumulative frequency, we find that 12 students had at least 60 social interactions for the week.

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Answer:

y=-2x+1

Step-by-step explanation:

The slope of the line is - 2. The y intercept is 1. Hence the equation is y=-2x+1

Answer:

Ture

Step-by-step explanation:

The rates of the same participatant are paired.

[tex]\\ \sf\longmapsto 5+n>2[/tex]

[tex]\\ \sf\longmapsto n>2-5[/tex]

[tex]\\ \sf\longmapsto n>-3[/tex]

(n/3) + 5 - 8 = 2

First add the constants (+5 and -8) on LHS.

(n/3) - 3 = 2

Transfer -3 to RHS, by changing its sign.

n/3 = 2 + 3

Now add the constants (2 and 3) on RHS.

n/3 = 5

Transfer 3 to RHS by changing division to multiplication

n = 5 × 3

Finally multiply the constants (5 and 3) on RHS

n = 15

Answer:

Step-by-step explanation:

Is the function f(x) = 3x+1, f(x) = 3ˣ⁺¹, or f(x) = 3ˣ+1 ?

f(x) = 3x+1 is not an exponential function. It is a straight line.

f(x) = 3ˣ⁺¹ Is an exponential function. The base is 3.

f(x) = 3ˣ+1 is an exponential function. The base is 3.

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Answer:

  C)  462

Step-by-step explanation:

The presenters can be chosen 11C6 = 462 different ways.

__

If the teacher were concerned about the order of the presentations, the number of possibilities goes up to 11P6 = 332,640 different ways.

Answer:

30 in²

Step-by-step explanation:

Parallelogram height is,

6/2 (since it's a 30°-60°-90° triangle)

= 3

Area = base × height

= 10×3 in²

= 30 in²

Answered by GAUTHMATH

Step-by-step explanation:

here's the answer to your question

Answer:

2.2 x 100 = 220%

Step-by-step explanation:

To convert from decimal to percent, just multiply the decimal value by 100. In this example we have: 2.2 × 100 = 220% (answer). ➥ The ease way: 1) Move the decimal point two places to the right: 2.2 → 22 → 220.

I hope this will help you

C.

Observe that the roots of polynomial are [tex]-3,2,5[/tex]

We have a polynomial in a factored form,

[tex](x+3)(x-2)(x-5)[/tex]

If you substitute x for any of [tex]-3,2,5[/tex] the product will always equal to zero that is these numbers are roots of polynomial.

Hope this helps :)

Answer:

D

Step-by-step explanation:

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Answer:

  -13/11

Step-by-step explanation:

Straightforward evaluation of the expression at x=1 gives (1 -1)/(1 -1) = 0/0, an indeterminate form. So, L'Hopital's rule applies. The ratio of derivatives is ...

  [tex]\displaystyle\lim_{x\to 1}\dfrac{n}{d}=\dfrac{n'}{d'}=\left.\dfrac{\dfrac{4}{3\sqrt[3]{4x-3}}-\dfrac{7}{2\sqrt{7x-6}}}{\dfrac{5}{2\sqrt{5x-4}}-\dfrac{2}{3\sqrt[3]{2x-1}}}\right|_{x=1}=\dfrac{4/3-7/2}{5/2-2/3}=\dfrac{8-21}{15-4}\\\\=\boxed{-\dfrac{13}{11}}[/tex]

Answer:

65 m

Step-by-step explanation:

u = 6 m/s

v = 20 m/s

t = 5 s

[tex]s=\frac{1}{2} (6+20)5[/tex]

[tex]s=\frac{1}{2} (26)5[/tex]

[tex]s=(13)5[/tex]

[tex]s=65[/tex]

Hey there!

1/2(6 + 20)(5)

= 1/2 (26)(5)

1/2(26) = 13

= 13(5)

= 65

Therefore, your answer is most likely: 65m

Good luck on your assignment and enjoy your day!

~Amphitrite1040:)

9514 1404 393

Answer:

  y = -1

Step-by-step explanation:

We assume you want the line with a slope of zero. That is a horizontal line, so y is a constant. In order to make the line go through the point with y=-1, the equation of the line is ...

  y = -1

Answer:

Step-by-step explanation:

The value of g across from angle G is 5feet

According to sine rule

[tex]\frac{e}{sinE}=\frac{f}{sinF}=\frac{g}{sinG}[/tex]

Given the following

∠G = 45°

∠F = 82°

f = 7feet

Required

side g

Substitute the given values into the formula

[tex]\frac{f}{sinF}=\frac{g}{sinG}\\ \frac{7}{sin82}=\frac{g}{sin45}\\\frac{7}{0.9903}=\frac{g}{0.7071}\\7.0686=\frac{g}{0.7071}\\g=7.0686*0.7071\\g=4.998\\g\approx5ft[/tex]

Hence the value of g across from angle G is 5feet

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The length of the line segment EF ([tex]g[/tex]) is approximately 5 feet.

Let be [tex]EFG[/tex] a Triangle, whose expression derived from the Law of Sines is described below:

[tex]\frac{e}{\sin E} = \frac{f}{\sin F} = \frac{g}{\sin G}[/tex] (1)

Where:

[tex]e[/tex] - Measure of the line segment FG, in feet.

[tex]f[/tex] - Measure of the line segment EG, in feet.

[tex]g[/tex] - Measure of the line segment EF, in feet.

[tex]E[/tex] - Angle at vertex E, in sexagesimal degrees.

[tex]F[/tex] - Angle at vertex F, in sexagesimal degrees.

[tex]G[/tex] - Angle at vertex G, in sexagesimal degrees.

We can determine a missing length, by knowing the length of a neighboring side and two consecutive angles. If we know that [tex]f = 7\,ft[/tex], [tex]G = 45^{\circ}[/tex] and [tex]F = 82^{\circ}[/tex], then the measure of the line segment EF is:

[tex]g = f\cdot \left(\frac{\sin G}{\sin F} \right)[/tex] (2)

[tex]g = (7\,ft)\cdot \left(\frac{\sin 45^{\circ}}{\sin 82^{\circ}} \right)[/tex]

[tex]g\approx 4.998\,ft[/tex]

[tex]g \approx 5\,ft[/tex]

The length of the line segment EF ([tex]g[/tex]) is approximately 5 feet.

Answer:

[tex]\huge\boxed{\sf Speed = 44.44 \ m/s}[/tex]

Step-by-step explanation:

Speed = 160 km / hr

To convert km/hr to m/s, we multiply it by [tex]\sf \frac{10}{36}[/tex]

Hence,

[tex]\displaystyle Speed = 160 \times \frac{10}{36} \ m/s\\\\Speed = \frac{1600}{36} \ m/s\\\\Speed = 44.44 \ m/s\\\\\rule[225]{225}{2}[/tex]

Hope this helped!

Answer:

x^2 + 91x + 2500

-----------------------------------------------------------------------------

x^2 + 3x + 50

(x-r)(x-s)

-> x^2-(r+s)x+rs

rs = 50, r + s = -3

-> (rs)^2 = 2500

(r+s)^2 = 9

-> r^2 + 2rs + s^2 = 9

-> r^2 + 2(50) + s^2 = 9

-> r^2 + s^2 + 100 = 9

-> r^2 + s^2 = -91

(x-r^2)(x-s^2)

-> x^2-(r^2+s^2)x+(rs)^2

-> x^2 - (-91)x + 2500

x^2 + 91x + 2500

Given:

The figures of two polygons.

To find:

Whether the polygons are similar and then find the scale factor (if similar).

Solution:

From the given figures it is clear that both polygons are rectangles and their all interior angles are right angles.

The ratio of their longer sides:

[tex]\dfrac{32}{26}=\dfrac{16}{13}[/tex]

The ratio of their shorter sides:

[tex]\dfrac{18}{12}=\dfrac{3}{2}[/tex]

Since the ratio of their corresponding sides are not equal, therefore the two polygons are not similar.

Therefore the required solutions are:

Similar : No

Similarity statement : None

Scale factor : None