Ethan's taxable income is $87,525. Use this tax schedule to calculate the total amount he owes in taxes. $10,425.75 $18,617.75 $26,123.75

Answer:

[tex]y-1=\frac{5}{4}(x-1)[/tex]

Step-by-step explanation:

we know that

The equation of the line into point slope for, is equal to

[tex]y-y1=m(x-x1)[/tex]

The formula to calculate the slope between two points is equal to

[tex]m=\frac{y2-y1}{x2-x1}[/tex]

In this problem we have

[tex]A(1,1), B(5,6)[/tex]

Substitute the values

[tex]m=\frac{6-1}{5-1}[/tex]

[tex]m=\frac{5}{4}[/tex]

with the point A and the slope m find the equation of the line

substitute the values

[tex]y-1=\frac{5}{4}(x-1)[/tex]

B is true
D as well

The total number of groups Mrs. Dryson made is 17 so that an equal amount of glass bear is in each group and this can be determined by using the arithmetic operations.

Given :

The following steps can be used in order to determine the total number of Mrs. Dryson make:

Step 1 - Arithmetic operations can be used in order to determine the total number of Mrs. Dryson make.

Step 2 - Remember according to the given data, there are 52 glass bears and she divided these bears into equal groups and after dividing she had one bear left.

Step 3 - So the total number of bears to divide into groups of equal quantity is given by:

= 52 - 1

= 51

Step 4 - Now, the number from which 51 is divided so that the answer comes is an integer is 3.

Step 5 - So, the total number of groups made by Mrs. Dryson is:

[tex]=\dfrac{51}{3}=17[/tex]

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The value of a gold nugget containing 0.82 ounces of gold at $1566.80 per ounce is $1284.776.

The value of a gold nugget containing 0.82 ounces of gold, given that gold is worth $1566.80 per ounce, can be calculated through a simple multiplication. The value of the gold nugget is found by multiplying the amount of gold in the nugget by the price per ounce of gold.

To calculate:

Therefore, the gold nugget is worth $1284.776.

The factored form of the given expression 5x² - 7x + 2 is equal to (5x - 2)(x - 1).

To factor the quadratic expression 5x² - 7x + 2,

find two binomials in the form (ax + b)(cx + d) whose product gives us the original expression.

The general form of a quadratic expression is ax² + bx + c, where:

a = 5

b = -7

c = 2

To factor the expression, look for two numbers whose product is ac (5× 2 = 10) and whose sum is b (-7).

The two numbers are -5 and -2 because:

-5 × -2 = 10

-5 + (-2) = -7

Now,  rewrite the middle term (-7x) using these two numbers:

5x² - 5x - 2x + 2

Next, we group the terms and factor them by grouping:

(5x² - 5x) + (-2x + 2)

Factor out the greatest common factor from each group:

5x(x - 1) - 2(x - 1)

Now,  factor out the common binomial factor (x - 1):

(5x - 2)(x - 1)

Therefore, the factored form of 5x² - 7x + 2 is (5x - 2)(x - 1).

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Answer:

The value of given expression c-2 is 5 when c=7.

Step-by-step explanation:

The given expression

[tex]c-2[/tex]

We have to find the value of given expression c-2 when c=7.

Substitute c=7 in the given expression.

[tex]c-2=7-2[/tex]

[tex]c-2=5[/tex]

Therefore the value of given expression c-2 is 5 when c=7.

Answer:

Step-by-step explanation:

The cable is 50 yards long, viewing post is 40 yard high , how far is the bottom cable from the base of the viewing post

[tex]\boxed{ \ 30 - 4 = \ ? \ }[/tex]

  30 - 4 = ...

 /     \

20 + 10

[tex]\boxed{ \ 10 - 4 = 6 \ }[/tex]

[tex]\boxed{ \ 20 + 6 = 26 \ }[/tex]

[tex]\boxed{ \ \boxed{ 30 - 4 = 26} \ }[/tex]

Further explanation

This material is part of the common core mathematics curriculum.

Show how 10 - 4 helps you solve 30 - 4.

We know 10 - 6 = 4.

Furthermore, we can take out 10 from 30 and subtract 6 from 10.

[tex]\boxed{ \ 10 - 4 = 6 \ }[/tex]

Then we can add what is left, which is 20 to add to 6.

20 + 6 = 26

So, results from 30 - 4 are 26.

Let's review the steps again.

[tex]\boxed{ \ 10 - 4 = 6 \ }[/tex]

[tex]\boxed{ \ 20 + 6 = 26 \ }[/tex]

[tex]\boxed{ \ \boxed{ 30 - 4 = 26} \ }[/tex]

Keywords: show how, 10 - 4, helps you, solve, 30 - 4, subtracts, add, waht is left, the common core mathematics curriculum

With the help of 10 - 4, the solution of 30 - 4 is 26.

Using 30 - 4 to solve 10 - 4

Since the subtracted value from 30 and 10 are the same (4) ;

Therefore,

The sum of the difference between :

(10 and 4) and (30 and 10)

(10 - 4) + (30 - 10)

6 + 20 = 26

Hence, from 10 - 4; 30 - 4 gives 26

Subtracting directly also gives  :

30 - 4 = 6.

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Answer:

Step-by-step explanation:

Dave has a 32-ounce energy drink and he drinks 10 ounces then 68.75% of the energy drink has been left by Dave.

percentage, a relative value indicating hundredth parts of any quantity.

Given that Dave has a 32-ounce energy drink.

Dave drinks 10 ounces of energy drink.

We need to find the percentage of ounces Dave had left from his energy drink.

To find this first we have to subtract 10 from 32

32-10 = 22.

Now let us find 22 is what percentage of 32.

x/100 × 32 = 22

0.32x=22

Divide both sides by 0.32

x=22/0.32

x=68.75 %

Hence, 68.75% of the energy drink has been left by Dave.

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we have

[tex]-p(d+z)=-2z+59[/tex]

Solve for z

[tex]-p(d+z)=-2z+59\\-pd-pz=-2z+59[/tex]

Group terms that contain the variable z, and move the other terms to the opposite side of the equation

[tex]-pz+2z=59+pd\\z(2-p)=59+pd[/tex]

Divide by [tex](2-p)[/tex] both sides

[tex]z=\frac{(59+pd)}{(2-p)}[/tex]

therefore

the answer is

[tex]z=\frac{(59+pd)}{(2-p)}[/tex]

Final answer:

The equation −p(d+z)=−2z+59 was solved for z by distributing the negative sign, combining like terms, and dividing by the coefficient of z, resulting in z = (59 + pd)/(2 - p).

Explanation:

The student asked to solve the equation −p(d+z)=−2z+59 for z. To solve for z, we need to isolate z on one side of the equation, following these steps:

Distribute the negative sign through the parentheses on the left side of the equation: −pd − pz = −2z + 59.

Move the terms containing z to one side of the equation: −pz + 2z = 59 + pd.

Combine like terms by adding pz to both sides: 2z + pz = 59 + pd or z(2 - p) = 59 + pd.

Divide both sides by (2 - p) to solve for z: z = (59 + pd)/(2 - p).

Now, z is isolated and the solution is given in terms of p and d.

i just took the test answer is B hope that helped!

Answer:

24.8

Step-by-step explanation:

[tex]9\times10^{-8}[/tex] is [tex]3\times10^{4}[/tex] times larger than [tex]3\times10^{-12}[/tex].

The given number is [tex]9\times10^{-8}[/tex] and [tex]3\times10^{-12}[/tex].

We need to find how many times larger is  [tex]9\times10^{-8}[/tex] than [tex]3\times10^{-12}[/tex].

To determine the power or exponent of 10, let us understand how many places we need to move the decimal point after the single-digit number.

Now, [tex]\frac{9\times10^{-8}}{3\times10^{-12}}[/tex]

[tex]=3\times\frac{10^{-8}}{10^{-12}}[/tex]

[tex]=3\times10^{-8+12}[/tex]  (∵[tex]\frac{a^{m}}{a^{n}} =a^{m-n}[/tex])

[tex]=3\times10^{4}[/tex]

Therefore, [tex]9\times10^{-8}[/tex] is [tex]3\times10^{4}[/tex] times larger than [tex]3\times10^{-12}[/tex].

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15/16 is 1 sixteenth group of size 1.0667.

15/16 represents a fraction where the numerator (15) is smaller than the denominator (16), indicating that it is less than a whole. When we express 15/16 as a mixed number, we get 15/16 = 0.9375, which means it is almost a whole.

In terms of groups, 15/16 can be thought of as 15 groups of a certain size out of 16. To find out the size of each group, we divide the total (16) by the number of groups (15), which gives us 16 ÷ 15 = 1.0667. Therefore, 15/16 is 1 sixteenth group of size 1.0667.

In other words, if we divide the whole into 16 equal parts, each part would be approximately 1.0667 units in size, and taking 15 of these parts would give us 15/16 of the whole.

This demonstrates that fractions can be interpreted as division problems and can be represented in various ways to understand the concept more deeply.

Answer:d

Step-by-step explanation: