Q2. James a busser works 8 hours a week shifts at restaurant Whois. What will his daily wage be if he
eams $448 a week?

This is a transversal question (look at attached). Because the lines are parallel, g will equal to 180(a straight line is 180 degrees is 53 degrees

What is transversal?

A transversal is a line in geometry that connects two lines in the same plane at two different places. When determining whether two or more other lines in the Euclidean plane are parallel, transversals are important.

This is a transversal question (look at attached). Because the lines are parallel, g will equal to 180(a straight line is 180 degrees) - a. Then, because g + f + e = 180 (since it is a straight line), substitute the values that we know and solve. (61) + f +(66) = 180. f = 53

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Answer:

9.869604...

Step-by-step explanation:

Pie to the second power, or pi squared, is the mathematical operation of multiplying pi (3.14159...) by itself. The result of this operation is equal to 9.869604...

In mathematical notation, pi squared is written as π^2, which is the same as saying "pi to the power of 2". This means that π^2 = π * π = 9.869604...

In general, raising a number to the second power means multiplying the number by itself. For example, 2^2 = 2 * 2 = 4, and 3^2 = 3 * 3 = 9. Similarly, pi squared is just the product of pi multiplied by itself.

pi is approximately 3.14159265359

pi^2 (pi to the second power) is approximately 9.86960440109

Answer:

mnp / 1000

Step-by-step explanation:

m%       of  p%     of  n

m/100    ·   p/100   ·   n

mnp / 1000

mpn/10000

I hope my answer helped you! If you need more information or help, comment down below and I will be sure to respond if I am online. Have a wonderful rest of your day!

The equation of a line which is parallel to line y = -5x + 3 and passes through points (0, 4) is 5x + y -4 = 0.

A line's equation is an algebraic way of expressing the collection of points that make up a line in a coordinate system.

The many points that collectively make up a line on the coordinate axis are represented as a group of variables (x, y) to create an algebraic equation, also known as an equation of a line.

The given line of equation is,

y = -5x + 3

The slope of the given line m = -5.

The slope of the required line which is parallel to given line will be equal to -5.

To find the line of equation that passes through the point (0, 4),

Use formula y - y₁ = m(x - x₁)

The required equation of line having slope -5 and passes through points (0, 4) is,

y - 4 = -5(x - 0)

y - 4 = -5x

5x + y -4 = 0

The required equation of line is 5x + y -4 = 0.

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The total value of the account after 4 years is; $8800.

Simple interest is a method to calculate the amount of interest charged on a sum at a given rate and for a given period of time.

We have given Principal = P = $8,000

Rate = R = 2.1%

Amount = A

Time = 4 years

Simple Interest = (P x R x T) / 100

= (8000 x  2.1 x 4 ) / 100

= 800

Amount = Simple interest + Principal

A = 800 + 8000

A = 8800

Thus, The total value of the account after 4 years is; $8800.

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On solving the question, we got that - one hat costs $2, while a pair of mittens costs $5.

A mathematical equation is a statement that contains two algebraic expressions on each side of the equal sign (=). Both of the expressions—the one on the left and the one on the right—are shown as being equal. LHS = RHS is shown.

The shop has hats and mittens on sale!

For $30, one woman was able to get four pairs of mittens and five hats.

For $19, another woman bought two hats and three pairs of mittens.

x is the cost of one hat.

One pair of mittens costs y dollars.

We must locate x and y.

One woman spent $30 to purchase 4 pairs of mittens and 5 hats.

One hat costs x dollars.

The cost of a single pair of mittens is y.

- Divide four pairs of mittens by y, multiply five hats by x, and equal

30 times their total

[tex]5x + 4y = 30 ........................ (1)[/tex]

For $19, another woman bought two hats and three pairs of mittens.

- Divide three pairs of mittens by y, multiply two hats by x, and equate

multiplied by 19

[tex]2x + 3y = 19 ............................ (2)[/tex]

Now,

[tex]-10x - 8y = -60 ................(3)\\10x + 15y = 95 .......... (4)\\Add equations (3) and (4)\\ 7y = 35\\Divide both sides by 7\\ y = 5\\Substitute the value of y in equation (1) or (2) to find x\\ 2x + 3(5) = 19\\ 2x + 15 = 19\\ Subtract 15 from both sides\\ 2x = 4\\ Divide both sides by 2\\x=2\\[/tex]

One hat costs $2, while a pair of mittens costs $5.

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The correct question -

Hats and mittens are on sale at the store! One woman was able to buy 5 hats and 4 pairs of mittens for $30. Another woman purchased 3 pairs of mittens and 2 hats for $19. Find the price of one hat (x) and one pair of mittens (y).​

Answer:

The answer is n < 14.

Step-by-step explanation:

First, we need to distribute 6, then 3 through the parentheses.

6n - 30 < 3(n + 4)

6n - 30 < 3n + 12

We now need to move the variable to the left-hand side and change its sign.

6n - 30 - 3n < 12

Next, we have to move the constant to the right-hand side and change its sign.

6n - 3n < 12 + 30

Now we need to collect like terms.

3n < 12 + 30

Then, we need to add the numbers.

3n < 42

Last but not least, we need to divide both sides of the inequality by 3. This gets us to:

n < 14

Answer: x equals to 5 over 2

Step-by-step explanation:

Answer: the answer is x=2.5

Step-by-step explanation:

4x+2=2x+7

4x+2-2=2x+7-2

4x=2x+5

4x-2x=2x-2x+5

2x=5

2x/2=5/2

x=2.5

Answer: 2 9/10 or 2.9 metres

Step-by-step explanation: Form an equation with the information given

1 2/5 + 2 7/10 +x =7

Let x represent the height of Keith

Change mixed fractions into improper fractions

1 2/5=7/5 as an improper fraction  we say 1*5+2=7 and put it over the denominator 5

2 7/10 =27/10 as an improper fraction we say  2*10+7 =27 and put it over the denominator 10

we now have the following:

7/5+27/10+x=7

We simplify these fractions by adding them up

7/5

7/5*2/2+27/10=14/10+27/10=41/10

41/10+x=7

To solve for x

take 41/10 from both sides

7-41/10

Making the denominators the same we get the following:

x=70/10-41/10=29/10=2 9/10

Answer27.1

Step-by-step explanation: c=a^2+b^2 =4.1^2+23^2=27.1

Answer:

4.45

Step-by-step explanation:

Answer: was there supposed to be a picture attached to this question ?

Step-by-step explanation:

The length of the second rectangle is 30cm

Two rectangles are similar when the corresponding adjacent sides have the same ratio. We do not need to check the angles as all angles in a rectangle are 90 degrees.

all rectangles are not similar rectangles. The ratio of the corresponding adjacent sides may be different.

length the length and width of first rectangle be L1 and W1 and length and width of second rectangle be L2 and W2

then the ratio of length should be equal to ratio of width since both rectangles are similar

L1/L2 = W1/W2

L1 = 21cm, W1 = 14cm, W2 = 20cm

21/L2 = 14/20

cross multiply

14L2 = 420

L2 = 420/14

L2 = 30cm

In conclusion the length of second rectangle is 30cm

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Answer:

  $13,000

Step-by-step explanation:

You want to know the class width when the class ranges are defined as ...

The class width is the difference between adjacent corresponding boundaries. These are the differences of the low boundaries.

  $48,000 -$35,000 = $13,000

  $61,000 -$48,000 = $13,000

The class width is $13,000.

__

Additional comment

Often, the class boundaries are defined to be values that cannot be part of the data set. If data is rounded to the nearest dollar, the boundaries might be defined as $34,999.50 and 47,999.50, for example. That way, it is clear that both of the values $35,000 and $47,999 will fall into the first class.

The way the classes are defined here, we have to assume that both $35,000 and $47,999 will fall into the first class. However you define the classes, the class for any given data value should never be ambiguous.

The problem with gaps, such as the gap between 47,999 and 48,000, is that you don't know how to assign an "in-between" value to a class. We have to assume here that the ambiguity is resolved by not allowing any data values in that gap.

For your test, you'll want to know how your curriculum defines class width, data or class range, and class boundary, and the procedure recommended for determining class boundaries.

We know that it would take Mabel 20 minutes to edit a 15-minute-long video by solving simple mathematical operations.

An operation, in maths, is a mathematical function that converts zero or more input values into a precisely defined output value.

The arity of the operation is decided by the number of arithmetic operations.

Most people seem to agree that addition, subtraction, multiplication, and division are the four basic mathematical processes.

So, what time it will take Mabel to dit a 15-minute long video:

Time to edit 15 min videos = New video * Total time taken/Length of added video

Time to edit 15 min videos = 15 * 4/3

Time to edit 15 min videos = 5 * 4

Time to edit 15 min videos = 20

Therefore, we know that it would take Mabel 20 minutes to edit a 15-minute-long video by solving simple mathematical operations.

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The hand will cover a distance of 1055.04  inches in 7 days.

To establish the distance covered by the  hand's point would go in a week, we would first need to determine the radius of the clock's circle, for which the hand serves as a proxy .

To accomplish this, we would utilize the equation 2(pi*radius),

where pi equals 3.14.

The solution to p=2(3.14*1 ) is 6.28  inches.

This indicates that the hand's point moves 6.28inch every 1 hours.

To determine how far the hand moves in a 168 hour, we would multiply 6.28 inch by 168.

As a result, we arrive at the final calculation of 168 inches covered in 7 days as 1055.04 inches.

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Answer:

1/√5-√2 = −√2+√5 (-0.967)

√5-√2 = −√2+√5 (0.821854)

Subtract the answers as the decimal and/or the equation:

-0.967-0.821854 = -1.518854

As equation:

−√2+1/5√5 - √2+√5 = −2√2 + −4/5√5 (Decimal: -4.617282)

Answer:

5

Step-by-step explanation:

slopes of the parallel lines are always same this line has slope five

because equation in y intercept form is y=mx+b

where m is the slope.

so the slope of the new line will be five

Answer: 77.5% of people prefer beaches

Step-by-step explanation:

It's pretty easy to find the percent of people that prefer beaches.

First, find the total amount of people in the survey and you get 80.

Then, also find the amount of people that prefer beaches. 62.

Then you follow this equation:

(Total # of people who prefer beaches) divided by (Total # of people in survey)

= 62/80 = 0.775

After that, you multiply 0.775 x 100 and you get your percentage :D

0.775 x 100 = 77.5% or 77%

Hope this help ^_^

Answer:

77.5%

Step-by-step explanation:

Total number of people = 80

Number of people who prefer beaches = 62

% of people who like beaches = (62/80)x100% = 77.5%

Answer: 23

Step-by-step explanation: ML is in between JL. Line ML is 15 and KL is 8.

Since ML is in between we already know there is 15, and the space left is about the same size as line KL. so 15+8=23.

The speed of the boat if it were in still water is 11.25 miles per hour and the speed of the current is 3.75 miles per hour.

According to the question,

We have the following information:

A boat take 4 hour to travel upstream 30 miles. On the return trip downstream it took 2 hours.

Now, let's take the speed of the boat in still water to be s miles per hour and the speed of the current to be c miles per hour.

Upstream speed = speed in still water - speed of current

Downstream speed = speed in still water + speed of current

Upstream:

s-c = 30/4

s-c = 7.5

s = 7.5+c ...(1)

Downstream:

s+c = 30/2

s+c = 15

Putting the value of s from equation 1:

7.5+c+c = 15

7.5+2c = 15

2c = 15-7.5

2c = 7.5

c = 7.5/2

c = 3.75 miles per hour

Putting this value in equation 1:

s = 7.5+c

s = 7.5+3.75

s = 11.25 miles per hour

Hence, the speed of the boat if it were in still water is 11.25 miles per hour and the speed of the current is 3.75 miles per hour.

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The measure of each interior angle of a regular pentagon is 108° and each exterior angle is 72°.

To calculate the measure of each interior and exterior of a regular polygon, we have the following formulae:

The measure of each exterior angle of a regular polygon with n sides is given by "360/n".

And the measure of each interior angle of a regular polygon with n sides is given by "180 - 360/n".

The number of sides of a regular pentagon is n = 5.

So, the measure of each exterior angle of the regular pentagon is

= 360/n

⇒ 360/5 = 72°

Thus, the measure of each interior angle of the regular pentagon is

= 180 - 360/n

⇒ 180 - 72 = 108°

Therefore, the measure of each interior and exterior angle of a regular pentagon are 108° and 72°.

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Answer:

55.92

Step-by-step explanation:

[tex]f(x)[/tex] doesn't depend on x.

Answer: Hi so its pretty straight forwad use the cosine formula as you have 2 sides and angle opposite of the x. Answer: 21.35

Step-by-step explanation:

Answer:

Step-by-step explanation:

To find the amount of money in the account after 7 years, we can use the formula for compound interest:

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

where A is the final amount in the account, P is the initial deposit (5300), r is the annual interest rate (7.5%), n is the number of times the interest is compounded per year (1, since the interest is compounded annually), and t is the number of years the money is invested (7).

Plugging these values into the formula, we get:

A = 5300(1 + 0.075/1)^(1*7)

= 5300(1.075)^7

= $7953.33

So, the amount of money in the account after 7 years would be $7953.33.

Answer:5x-y=4

Step-by-step explanation:

The standard form of a linear equation is

Ax+By=C

Move all terms containing variables to the left side of the equation.

5x-y=4

Answer: 5x-y=4

Step-by-step explanation:

The standard form equation is Ax+By=C

So y=5x-4

So first we have to add 4 both side

y+4=5x

then we subtract y from both side

4= 5x-y

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Answer: The answer is 48          

Step-by-step explanation:

(60*100)/125=48

The 100 percent is 48 and the 125 percent of 48 is 60 .

Answer:

48

Step-by-step explanation:

"What is 60 is 125% of"

Put this sentence into an expression.  The wording is awkward in the question.  " . . is 60 is 125% of" is not a complete sentence.   I believe it is asking what number results in 60 when we take 125% of it.  I'll rephrase it as "125% of what number is 60."  Please check my logic on this interpretation.

Write this as an expression, using N for the unknown "number:"

 125% (N) = 60

(1.25N) = 60

N = 60/1.25

N = 48

125% of 48 is 60  

The constant of proportionality is 2.

What are direct and indirect variations ?

One quantity directly changes in response to a change in another quantity, which is referred to as direct variation. This suggests that if one quantity increases, the other will follow suit and rise in proportion. In a similar manner, if one quantity declines, the other amount also declines.

When one parameter declines while the other rises or vice versa, this is known as inverse variation. This means that the magnitude or absolute value of one item decreases as the other quantity rises, resulting in a constant value for their product. This item is also referred to as the proportionality constant.

A proportional relationship is described by ...

y = kx

The value of k can be found by dividing by x:

k = y/x

For the given non-zero point (3,6), the value of k is found to be ...

k = 6/3 = 2

 k = 2

The constant of proportionality is 2.

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A number that is divisible by 2 is also divisible by 4. The counterexample of this conjecture should be a number that is divisible by 2 but not divisible by 4 .

What is Conjecture ?

A conjecture is a statement that is guessed by someone and it may or may not be true.

What is counterexample ?

A counterexample is an example that proves the conjecture to be false.

Let's go through the list of values and test the claim

Is 32 divisible by 2? Yes because 16*2 = 32. Is it also divisible by 4? Yes because 8*4 = 32. So we can cross choice A off the list

Is 12 divisible by 2? Yes because 6*2 = 12. Is it also divisible by 4? Yes because 3*4 = 12. So we can cross choice B off the list.

Is 40 divisible by 2? Yes because 2*20 = 40. Is it also divisible by 4? Yes because 4*10 = 40. Choice C is also crossed off the list.

Is 18 divisible by 2? Yes because 2*9 = 18. Is it also divisible by 4? No. We can see that by dividing 18/4 = 4.5 which is not a whole number result. Or you can list out the multiples of 4 which are 4, 8, 12, 16, 20 and we see that 18 is not on the list. This is a counter example to show that the claim "if number is divisible by 2, then it is also divisible by 4" is a false statement.

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Check the picture below.