A store Is having a 20% off sale on all merchandise if my buyers one item and save $13 what was the original price of their of her precio is having a 20% off sale on all merchandise if my buyers one item and save $13 what was the original price of her purchase

Answer:

All of the above

Step-by-step explanation:

<1 = <2  Alternate interior angles

<1 = <5   Corresponding angles

Answer:

1. 50%

2. 30.372

3. 569.99

5. 29.99

7. 479.99

8. 65%

9. 306.33

10. 20%

11. 31,491

Answer:

Each Child get = 0.928 pounds of candy

Step-by-step explanation:

Total no of girls are 3

total no of boys are 4

Total no boys and girls are = 3 + 4

                                             = 7

Now it is given that Mr Reese booth have some pound of candies and he wants to distribute it equally among each children

total candy Mr Reese have is [tex]6\frac{1}{2}[/tex]

Now converting it to proper fraction

[tex]6\frac{1}{2}[/tex] =[tex]\frac{6*2+1}{2}[/tex]

                                 =  [tex]\frac{13}{2}[/tex]

Now the amount of candy have =[tex]\frac{13}{2}[/tex]

Now we have to divide it into 7 kids

so

each kid get = total candy / total children

                     =[tex]\frac{13}{2}[/tex]÷7

Changing the divide sign to multiplication  

                      [tex]=\frac{13}{2}*\frac{1}{7}[/tex]

Which becomes

                      [tex]=\frac{13}{14}[/tex]

solving it gives

Each Child get = 0.928 pounds of candy

Answer:

Width of the rectangular side of that prism is, 9cm

Step-by-step explanation:

The formula for Perimeter of pentagonal prism is given by:

[tex]P = 5b[/tex]

where

P represents the perimeter of the pentagonal prism and

b is the base length of the pentagonal prism.

Given: Perimeter of pentagonal prism(P) is 45 cm.

Then;

45 = 5b

Divide both sides  by 5 we get;

[tex]b = \frac{45}{5} = 9 cm[/tex]

Therefore, the width of the rectangular side of that prism is, 9cm

Answer:

Width of the rectangular side of that prism is, 9cm

Step-by-step explanation:

Problem 1

Answer: Choice C) sample is appropriately large; margin of error is plus/minus 0.187

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

Explanation:

At 90% confidence, the z critical value is roughly z = 1.645 (this is found using a table in the back of your textbook)

n = 250 is the sample size, which is appropriately large (it's over n = 30)

s = 1.8 is the standard deviation

The margin of error E is found by the formula below

E = z*s/sqrt(n)

E = 1.645*1.8/sqrt(250)

E = 0.18727008303518

E = 0.187

note: the sample mean is not used at all in the computation of the margin of error.

===========================================

Problem 2

Answer: Choice D) both are effective; however, Intensity program is more effective compare to Q30X program

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

Explanation:

There's not much to say here other than your teacher really wrote a lot to set up this problem. There's a lot of extra filler that you need to toss out and ignore. Basically the short of it is that Brant wants to run faster so he tests two programs. He finds that both are effective (since they both yield roughly the same percent decrease in run times) but the Intensity program is better by two percentage points. It's not much, but it's something. So this is why the answer is choice D.

===========================================

Problem 3

Answer: Choice A) appropriately large; margin of error is plus/minus 0.079

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

Explanation:

n = 150 is the sample size. It is appropriately large as it is over n = 30

At 95% confidence, using a stats table (in the back of your book) you should find the critical value is z = 1.960

p = 0.56 is the decimal version of 56%, this is the proportion of those who use public transportation

We'll use a slightly different margin of error formula. This time it's to measure the error for proportions (rather than means)

E = z*sqrt(p*(1-p)/n)

E = 1.960*sqrt(0.56*(1-0.56)/150)

E = 0.07943845584267

E = 0.079

Answer: B

Step-by-step explanation:

 2x - 3y =  -7   →   2(2x - 3y = -7)   →   4x - 6y = -14

-4x + 6y = -10  →   1(-4x + 6y = -10) → -4x + 6y = -10

                                                                    0  = -24

                                                                     FALSE

Since this makes a false statement, there are no solutions

To calculate the shaded area, determine the area of the entire shape and the area of the shaded region. Subtract the area of the shaded region from the area of the entire shape to find the shaded area.

To calculate the shaded area, we first need to determine the area of the entire shape. Let's say the shape is a rectangle with a length of 10 units and a width of 6 units. The area of the rectangle is given by multiplying the length by the width, so in this case, the area is 10 units x 6 units = 60 square units.

Next, we need to determine the area of the shaded region. Let's say the shaded region is a right triangle with a base of 4 units and a height of 3 units. The area of a triangle is given by multiplying the base by the height and dividing by 2. So, the area of the shaded triangle is (4 units x 3 units) / 2 = 6 square units.

Finally, we can calculate the shaded area by subtracting the area of the shaded triangle from the area of the entire shape. The shaded area is 60 square units - 6 square units = 54 square units.

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Answer:

Choice A) x and f(x) approach negative infinity

Choice D) x and f(x) approach positive infinity

Step-by-step explanation:

A cubic curve starts low and ends high if the leading coefficient is positive, which in this case it is. This means that the left side of the graph falls while the right side rises. Your teacher might say something like "fall to the left, rise to the right" to describe what the end behavior is doing.

More formally "fall to the left" means that as x approaches negative infinity, y = f(x) is approaching negative infinity as well. Similarly, "rise to the right" indicates that as x approaches infinity, y = f(x) heads off to infinity as well. Both x and y = f(x) move in the same direction along their respective number lines; eg, if one goes in the negative direction, then so does the other.

The graph below confirms the answer visually.

To find the original price of the book after a 20% discount, multiply the price paid by 0.2 and subtract the result from the price paid.

To find the original price of the book, we need to determine the amount of the 20% discount and subtract it from the price Meghan paid. First, let's calculate the discount amount by multiplying $7 by 20% (or 0.2), which gives us $1.40.

Next, subtract the discount amount from the price Meghan paid: $7 - $1.40 = $5.60. The question asks us to find the original price of a book before a 20% discount which Meghan paid $7 for post-discount.

Therefore, the original price of the book was $5.60.

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Answer:

Second answer

Step-by-step explanation:

Union means everything inside A and B

Answer:

B) {2, 3, 4, 6, 8, 9, 10, 12}

Step-by-step explanation:

Given:

A = {3, 6, 9, 12} and B = {2, 4, 6, 8, 10, 12}

AUB is the set of all the numbers combined with set A and set B.

A U B = {2, 3, 4, 6, 8, 9, 10, 12}

Therefore, answer is B) {2, 3, 4, 6, 8, 9, 10, 12}

Hope this will helpful.

Thank you.

The formula of a slope:

[tex]m=\dfrac{y_2-y_1}{x_2-x_1}[/tex]

We have

[tex]x_1=0,\ y_1=2.50\\\\x_2=1,\ y_2=5.00[/tex]

Substitute:

[tex]m=\dfrac{5-2.5}{1-0}=\dfrac{2.5}{1}=2.5[/tex]

y-intercept is for x = 0. Therefore y-intercept = 2.50.

The linear relationship: y = mx + b

m - slope

b - y-intercept

Substitute:

y = 2.5x + 2.5

Answer:

slope is 2.5

y intercept is 2.5

equation is y = 2.5x + 2.5

Step-by-step explanation:

We can find the slope by using the formula

m = (y2-y1)/(x2-x1)

   = (27.5-2.5)/(10-0)

    = (25/10)

    = 2.5

The y intercept is the y value when x = 0

The y intercept is 2.5

The equation for the line can be written using the formula

y= mx +b where m is the slope and b is the y intercept

y = 2.5x + 2.5

The length of segment AB is 9 units. So the answer is B) 9.

To find the length of segment AB, we can use the angle bisector theorem, which states that in a triangle, the length of the angle bisector from a vertex to the opposite side is proportional to the lengths of the two segments of that side.

Let's denote the length of AB as x.

Given that BC = 9 units and B is the midpoint of AC, AC = BC = 9 units.

Given that AD = 16 units.

Since B is the midpoint of AC, we can deduce that AB = BC = 9 units.

Therefore, the correct answer is B) 9.

Complete and correct question:
'Consider the diagram. What is the length of segment AB?
A) 7
B) 9
C) 18
D) 25

Answer:

The rate of change is 7/3

Step-by-step explanation:

To find the average rate of change, we subtract  the value of the function at the 2 points, over the difference of the 2 points.

f(3) -f(0)

-----------

3-0

f(3) = 2^(3)+1 = 8+1 =9

f(0) = 1 +1 = 1

9 -2

-----------

3-0

7/3

The rate of change is 7/3

Each line is one unit.

When X = 0, the blue line is at Y = 2

When x = 3, the blue line is at Y = 9

The average rate of change would be the change in y over the change in x.

The change in y = 9 - 2 = 7

The change in x = 3-0 = 3

The average rate of change would be 7/3

Answer:

A) T(d) = 5d + 30

Step-by-step explanation:

Answer:

T(d) = 5d + 30

Step-by-step explanation:

Hailey is starting a new exercise program.

The first day she will spend 30 minutes on a treadmill.

She will increase her time on treadmill by 5 minutes each day for 2 weeks.

We have to form the function modeling this situation.

The equation will be in a linear form y = md + c

where c = constant term = 30 minutes

m = rate of change = Increase in time of exercise per day = 5

d = variable representing day

y = Second variable representing total time given for exercise

y = 5d + 30 or y = 5d + 30

We can rewrite the equation in the form of a function.

T(d) = 5d + 30

f(4)=4*4+3=16+3=19

What you must do is to plug in 4 as x into the function to get your answer.

Answer:

the answer is 19

Step-by-step explanation:

1. You substitute the 4 for the x.

2. Next, your do 4 times 4 to get 16 and add to the 3 to equal 19

3. Finally, f(x)=19

Answer:

100sec

Step-by-step explanation:

100-15=85%

85%/85s = 100%/x

Crisscross method

x=8500/85

x=100s

Answer:

C) 45°

Step-by-step explanation:

Do you know what an isosceles right triangle looks like?

Its legs are the same length and its acute angles are 45°. Compare that to the picture.

The angle of elevation from the tip of the shadow to the top of the building is 45°

Answer: 31%

Step-by-step explanation: If you divide the amount of Graduate students receiving Financial Aid by the total students receiving Financial Aid then you get 31%

[tex]\sqrt{\dfrac{64}{100}}=\dfrac{8}{25}[/tex]

Answer:

The answer is 19.0000. 38 divided by two = t. (19)

Step-by-step explanation:

The approximate solution of an equation is simply an estimate of the solution.

The approximate solution of 2t = 38 is (d) 19.0000

The equation is given as:

[tex]\mathbf{2t =38}[/tex]

Start by dividing both sides of the equations by 2

[tex]\mathbf{\frac{2t}{2} =\frac{38}2}[/tex]

Divide 2t by 2, to give 2

So, we have

[tex]\mathbf{t =\frac{38}2}[/tex]

Divide 38 by 2 to give 19

[tex]\mathbf{t =19}[/tex]

From the list of given options, 19.0000 approximates to 19.

So, the solution of the equation can be rewritten as:

[tex]\mathbf{t =19.0000}[/tex]

Hence, the approximate solution is (d) 19.0000

Read more about approximate solutions at:

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Answer:

Number of countries in Florida=5×a-8

Number of countries in Georgia=2×f+25

Step-by-step explanation:

Given that the number of countries in Florida is denoted by f, number of countries in Arizona is given by a and the number of countries in Georgia is given by g.

as Florida has 8 less than five times the number of countries in Arizona

So f=5×a-8

Georgia has 25 more than twice the number of countries in Florida

So g=2×f+25

Now it is given that Arizona has 15 countries i.e. a=15

So f=5×15-8

f=67

g=2×67+25

g=159

Hence, number of countries in Florida is:67

number of countries in Georgia is:159

Florida has 67 counties and Georgia has 159 counties, based on the expressions given and the number of counties stated for Arizona.

The number of counties in Florida is represented by the expression 5a - 8, where 'a' is the number of counties in Arizona. Given that Arizona has 15 counties, we substitute 'a' with '15' in the expression to get 5*15 - 8 = 67. Hence, Florida has 67 counties.

The number of counties in Georgia is represented by the expression 2f + 25, where 'f' is the number of counties in Florida. Given that Florida has 67 counties, we substitute 'f' with '67' in the expression to get 2*67 + 25 = 159. Hence, Georgia has 159 counties.

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Answer:

The expression is not equivalent to other three is 9(n-9) .

Option (B) is correct .

Step-by-step explanation:

Take first expression

= -9 -7n + 16n

= 9n-9

Take second expression

= 9(n-9)

= 9 × n - 9 × 9

= 9n - 81

Take third expression

= n-9+8n

= 9n-9

Take fourth expression

= 9n-9

Therefore expression is not equivalent to other three is 9(n-9) .

Option (B) is correct .

Answer:

B

Step-by-step explanation:

Answer:

AB = 60 cm

Step-by-step explanation:

AB + BC = AC

let the length of BC = x then AB = 4x, hence

4x + x = 75

5x = 75 ( divide both sides by 5 )

x = 15

AB = 4x = 4 × 15 = 60 cm

Given to us,

ABC is a straight line,

the length of AB is four times the length of BC,

AC = 75cm.

As given to us, the length of AB is four times the length of BC. therefore, we can write it as, AB = 4(BC), which is equation 1 for us.

Also, the length of the ABC will be constant. therefore, 75 cm. and the line AB and BC will together form the line ABC(AC). thus, we can write it as,

AB + BC = AC

substituting the value of AB from equation 1 we get in equation 2,

4(BC) + BC = AC

5(BC) = AC

5(BC) = 75

[tex]\bold{(BC)=\dfrac{75}{5}}[/tex]

BC = 15 cm.

Substituting the value of BC in equation 1, we get,

AB = 4(BC)

AB = 4 x 15

AB = 60 cm

Hence, the length of line AB is 60 cms.

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Answer:

1.4

Step-by-step explanation:

im 100% right here is the proof

Answer:

2 1/2 packages of crackers

Step-by-step explanation:

Answer:

2.5 packages of crackers

Step-by-step explanation:

multiply .5 by 5

good luck

please mark me brainliest

Answer: The price of each shirt she bought was $22.95.

Step-by-step explanation:

Hi, to answer this, first, we have to add to the discounted price (52.22) the amount of the credit (39.58), to obtain the original total cost (without discount).

So:

52.22+39.58 = $91.8

Since she bought 4 shirts, we have to divide the total cost by 4:

91.8 /4 = $22.95

The price of each shirt she bought was $22.95.

Answer:

(2.9, 8.2)

Step-by-step explanation:

Formula used for finding the coordinates of the point that partitions the directed line segment EF

[tex](\frac{mx_2+nx_1}{m+n}, \frac{my_2+ny_1}{m+n})[/tex]

Point E is located at (−2, 4) and point F is located at (5, 10)

(x1,y1) is (-2,4)  and (x2,y2) is (5,10) , m=7, n= 3

Plug in the values in the formula

[tex](\frac{7(5)+3(-2)}{7+3}, \frac{7(10)+3(4)}{7+3})[/tex]

[tex](\frac{29}{10}, \frac{82}{10})[/tex]

(2.9, 8.2)

Answer:

(2.9, 8.2)

Step-by-step explanation:

I took the test

If a, b and c are the lengths of the sides of a triangle then

if a ≤ b ≤ c, then a + b > c.

A) 9, 12, 21

9 + 12 = 21  YES :)

B) 9, 11, 12

9 + 11 = 20 > 12  NOT :(

C) 12, 14, 16

12 + 14 = 26 > 16  NOT :(

D) 16, 18, 25

16 + 18 = 34 > 25  NOT :(

Hello from MrBillDoesMath!

Answer:

See Discussion section below

Discussion:

We know that

m<1  = m<2          ("measure" of angle 1 = measure of angle 2)

                     and

m<3 = m< 4

Adding these two equations gives

m<1 + m<3 = m<2 + m<4

From the diagram,  m<1 + m<3 =  m<CWE and m<2+m<4= m<FZH. Substituting these in the above equation gives:

m<CWE = m<FZH

Regards,  

MrB

Given equal angles in two figures, we prove that the angles formed by CWD and FZG, as well as DWE and GZH, are equal, thus showing m∠CWE = m∠FZH.

To prove that m∠CWE = m∠FZH, we can use the information given and apply the transitive property of equality. We have the following information:

Given:

1. m∠1 = m∠2 (angles 1 and 2 are congruent)

2. m∠3 = m∠4 (angles 3 and 4 are congruent)

We want to prove:

m∠CWE = m∠FZH

Now, let's construct a table to demonstrate the proof step by step:

| Statement         | Reason                               | Lines Used       |

|-------------------|--------------------------------------|------------------|

| 1. m∠1 = m∠2     | Given                                | Given            |

| 2. m∠3 = m∠4     | Given                                | Given            |

| 3. m∠CWD = m∠FZG | Corresponding angles are congruent   | Definition of ∠   |

| 4. m∠DWE = m∠GZH | Corresponding angles are congruent   | Definition of ∠   |

| 5. m∠CWD + m∠DWE = m∠FZG + m∠GZH | Adding equal quantities to equal quantities | Addition Property of Equality |

| 6. m∠CWE = m∠FZH | Angles CWD and DWE form ∠CWE, and angles FZG and GZH form ∠FZH | Definition of ∠ |

In lines 3 and 4, we use the definition of corresponding angles to show that angles CWD and FZG are congruent and angles DWE and GZH are congruent.

In line 5, we use the addition property of equality to add the two equal quantities, m∠CWD and m∠DWE on the left side, and m∠FZG and m∠GZH on the right side.

In line 6, we use the definition of angles to establish that m∠CWE is equal to m∠FZH.

In conclusion, we have successfully proven that m∠CWE = m∠FZH using the given information and the properties of angles.

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