Bruno’s burgers has a cook to server ratio of 2:5, total number of servers & cooks is 42, how many more servers does Bruno’s burgers employ than cooks

The derivative of y with respect to x in the equation is: dy/dx = -88x^7 / (132x^21y + 3y^2)

It should be noted that to find dy/dx, we need to differentiate both sides of the equation with respect to x, using the chain rule for the second term:

11x^8 + 6x^22y + y^3 = 18

Differentiating both sides with respect to x:

(11x^8)' + (6x^22y)' + (y^3)' = 0

Using the power rule, we get:

88x^7 + 132x^21y dy/dx + 3y^2 dy/dx = 0

Now, we can factor out dy/dx:

dy/dx (132x^21y + 3y^2) = -88x^7

dy/dx = -88x^7 / (132x^21y + 3y^2)

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The probability that 2 of the 9 voters will prefer Candidate A is 0.30033

Given that 25 % of voters prefer candidate A

Total number of voters = 9

Do we have to calculate the probability that 2 of the 9 voters will prefer Candidate A =?

In this question, we used binomial distribution to find the probability that 2 of the 9 voters will prefer candidate A.

The binomial distribution follows the probability  mass function of:

⁹C₂ * (0.25) ² *  (0.75)⁷ =>

⁹C₂  = (9 * 8 * 7 * 6 * 5 * 4 * 3 * 2 * 1)/ (7 * 6 * 5 * 4 * 3 * 2 * 1) (2 * 1) =>

⁹C₂  = 9 * 8/2 = 36

Now, 36 * (1/4)² * (3/4)⁷ = 0.30033

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Out of the 400 surveyed students, 327 were either seniors or commuters.

To find the number of students who were either seniors or commuters out of the 400 surveyed students, we need to add the number of seniors and the number of commuters while avoiding double-counting those who fall into both categories.

According to the information given:

There were 262 seniors.

There were 215 commuters.

150 of the seniors were also commuters.

To avoid double-counting, we need to subtract the number of seniors who were also commuters from the total count of seniors and commuters.

Seniors or commuters = Total seniors + Total commuters - Seniors who are also commuters

= 262 + 215 - 150

= 327

Therefore, out of the 400 surveyed students, 327 were either seniors or commuters.

It's important to note that in this calculation, we accounted for the overlap between seniors and commuters (150 students who were both seniors and commuters) to avoid counting them twice.

This ensures an accurate count of the students who fall into either category.

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Answer:

\(x = \frac{9}{ \sqrt{2} } = \frac{9 \sqrt{2} }{2} \)

Answer:

37 hope this helps sorry if wrong

The point where the line 2x + 3y = 6 intersects the x-axis is (3, 0). This means that when x is equal to 3, y is equal to 0.

To graph the equation 2x + 3y = 6, we can rewrite it in the slope-intercept form, y = mx + b, where m represents the slope and b represents the y-intercept.

Starting with the given equation, we isolate y to one side:

3y = -2x + 6

y = (-2/3)x + 2

Now, we have the equation in slope-intercept form, y = (-2/3)x + 2. The slope is -2/3, and the y-intercept is (0, 2).

To find the point where the graph intersects the x-axis, we need to determine the coordinates where y is equal to zero. This occurs when the line crosses the x-axis.

Setting y = 0 in the equation, we have:

0 = (-2/3)x + 2

(-2/3)x = -2

x = (-2)(-3/2) = 3

Therefore, the point where the line 2x + 3y = 6 intersects the x-axis is (3, 0). This means that when x is equal to 3, y is equal to 0, indicating the point of intersection with the x-axis on the graph.

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a) A negative number on the x-axis (-a, b) would move in the left direction by one unit.

To find out why, check point (0, b) on the y-axis and point (-a, b) on the x-axis.

The distance between these two points is a unit, meaning that the point (-a, b) is one unit to the left of the point (0, b).

b) A positive number on the x-axis (+a, b) would move in the right direction by a unit.

Again, let's look at the point (0, b) on the y-axis and the point (+a, b) on the x-axis.

The distance between the two points is also one unit, which means the point (+a, b) is one unit to the right of the point (0, b).

c) A negative number on the y-axis (a, -b) would move in the downward direction by b units.

Assume that point (a, 0) is on the x-axis and point (a, -b) is on the y-axis. The distance between them is b units, which means that the point (a, -b) is b units below the point (a, 0).

d) A positive number on the y-axis (a, +b) would move in the upward direction by b units.

Also, check the point (a, 0) on the x-axis and point (a, +b) on the y-axis. The distance between these two points is b units, which means that the point (a, +b) is b units above the point (a, 0).

A number is a mathematical term used to show the quantity or value of a thing. It can be depicted using numerals, symbols, or words.

Examples include 30, hundred, -8, 6x, "5", 0.67, etc.

Numbers can be Positive - numbers greater than zero, or negative - numbers less than zero.

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The absolute value of the elevation difference between the valley and sea level is 94 feet.

The absolute value of a number is the distance of that number from zero on the number line. It represents the magnitude or size of a quantity without considering its direction. In the given scenario, we are dealing with the elevation difference between a valley and sea level.

The valley is described as being 94 feet below sea level. To find the absolute value of the elevation difference, we need to ignore the negative sign and consider the magnitude of the difference.

In this case, since the valley is below sea level, the elevation difference is negative. However, when we take the absolute value, we disregard the negative sign and focus solely on the numerical value of the difference.

By applying the absolute value to the elevation difference of -94 feet, we remove the negative sign and consider only the magnitude. Thus, the absolute value of -94 is simply 94.

Therefore, the absolute value of the elevation difference between the valley and sea level is 94 feet. It indicates that the valley is 94 feet away from sea level in terms of elevation, regardless of the direction (above or below sea level). The absolute value provides a measure of the magnitude of the difference while disregarding the direction or sign associated with it.

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The heat of formation of HC₂H₃O₂ can be found using thermochemical data given. The heat of formation is energy released or absorbed in the formation of compound from its elements in their most stable states.

To calculate the heat of formation for acetic acid (HC₂H₃O₂), the following thermochemical data can be used:

- Heat of formation of carbon (C) = -394.36 kJ/mol

- Heat of formation of hydrogen (H) = +218.79 kJ/mol

- Heat of formation of oxygen (O) = -249.21 kJ/mol

The equation for the heat of formation of acetic acid is as follows:

HF(HC₂H₃O₂) = 2 x (heat of formation of hydrogen) + 1 x (heat of formation of carbon) + 3 x (heat of formation of oxygen)

Plugging in the values, we get:

HF(HC₂H₃O₂)= 2 x 218.79 + 1 x -394.36 + 3 x -249.21

Therefore, the heat of formation of acetic acid is -824.93 kJ/mol.

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The angle that the ramp makes with the ground is approximately 28.07 degrees.

If you know the lengths of two sides of a right triangle, you can use trigonometric ratios to calculate the measures of one (or both) of the acute angles.

Here,
The sin of the angle θ is the ratio of the opposite side (height of the ramp) to the adjacent side (length of the inclined portion of the ramp):

Sin(θ) = 8/17

We can use a calculator to find the inverse sin of this ratio to get the angle θ:

θ = sin⁻¹(8/17)

θ ≈ 28.07 degrees

Therefore, the angle that the ramp makes with the ground is approximately 28.07 degrees.

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Answer: A scatter plot shows the association between two variables. A scatter plot matrix shows all pairwise scatter plots for many variables. If the variables tend to increase and decrease together, the association is positive. If one variable tends to increase as the other decreases, the association is negative.

Step-by-step explanation:

The discriminant of a quadratic equation is a value derived from the coefficients of the quadratic equation that can be used to determine the nature of the roots of the equation. The discriminant of the equation\(5x^2 - 5x -1 = 0\) is 45. The equation has two real and distinct roots, which are \(x = (1 + \sqrt{5} )/2\) and \(x = (1 - \sqrt{5} )/2.\)

The discriminant of a quadratic equation of the form\(ax^2 + bx + c = 0\) is given by the expression \(b^2 - 4ac\).

To compute the discriminant of the equation\(5x^2 - 5x -1 = 0\), we can use the formula,\(b^2 - 4ac = (-5)^2 - 4(5)(-1) = 25 + 20 = 45.\)

Since the discriminant is positive and greater than zero, the equation has two real and distinct roots.

We can use the quadratic formula to find the solutions of the equation.

The quadratic formula is given by \(x = (-b \pm\sqrt{(b^2 - 4ac)} )/2a.\)

Substituting the values of a, b, and c into the formula, we have:

\(x = (-(-5) \pm \sqrt{( (-5)^2 - 4(5)(-1) ))} /2(5) x = (5 \pm\sqrt{45} )/10\)

Therefore, the solutions of the equation are \(x = (5 + \sqrt{45} )/10 and x = (5 - \sqrt{45} )/10.\)

These solutions can be simplified to \(x = (1 + \sqrt{5} )/2\) and\(x = (1 - \sqrt{5} )/2,\)respectively.

In summary, the discriminant of the equation \(5x^2 - 5x -1 = 0 is 45.\)

The equation has two real and distinct roots, which are \(x = (1 + \sqrt{5} )/2\)and \(x = (1 - \sqrt{5} )/2.\)

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The differentiation of \(e\x^{x}\) is \(e\x^{x}\) proved using the first law of differentiation or limit law.

A technique for determining a function's derivative is differentiation. Mathematicians use a procedure called differentiation to determine a function's instantaneous rate of change based on one of its variables. The most typical illustration is velocity, which is the rate at which a distance changes in relation to time.

Differentiation is the ratio of a slight change in one quantity to a little change in another that depends on the first quantity. Calculus' major emphasis on the differentiation of a function makes it one of the subject's key ideas. Differentiation is the process of determining the maximum or lowest value of a function, the speed and acceleration of moving objects, and the tangent of a curve. If y = f(x) and f(x) is differentiable, then f'(x) or dy/dx is used to indicate the differentiation.

\(\frac{d}{dx}e\x^{x}\) using first order or limits to differentiate we get

for \(\lim_{h \to0} \frac{f(x+h) - f(x)}{h} = \frac{d}{dx}f(x)\)

therefore,

\(\lim_{h \to 0} \frac{e\x^{(x +h)}- e\x^{x} }{h} \\\) = \(\lim_{h \to 0} \frac{e\x^{x}(e\x^{h}-1 ) }{h}\) = \(\lim_{h \to 0} \frac{e\x^{x}*e\x^{h} }{1} \\\) ( using L-Hospital)

\(\lim_{h \to 0} e\x^{x} * e\x^{h} = e\x^{x} (proved)\)

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The probability of getting at least one nun will be 0.578.

Probability simply means the chance that a particular thing or event will happen. It is the occurence of likely events. It is simply the area of mathematics that deals with the numerical estimates of the chance that an event will occur or that a particular statement is true.

The probability of getting at least one nun will be:

P(x ≥ 1)

= 1 - P(x = 0)

P(x = 0) = (3C0)(0.25)^0(1 - 0.25)^(3-0) = 0 .422

= 1 - 0.422

= 0.578.

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A dreidel is a four-sided spinning top with the Hebrew letters nun, gimel, hei, and shin, one on each side. Each side is equally likely to come up in a single spin of the dreidel. Suppose you spin a dreidel three times. Calculate the probability of getting: (a) at least one nun

Answer:  14x +11

Step-by-step explanation:

4(2x - 1) + 3(2x +5) = 8x - 4 + 6x +15

                              = 8x + 6x + 15 - 4

                              = 14x + 11

Answer:

14x + 11

Step-by-step explanation:

\(\boxed{\begin{minipage}{9.6cm}\underline{Distributive Property}\\\\Distributive multiplication over addition and subtraction:\\\\Addition:\;\;\:\:\:\:\;$a(b + c) = ab + ac$\\Subtraction:\;\;$a(b - c) = ab-ac$\\\end{minipage}}\)

Use the distributive property to expand, then collect and combine like terms:

\(\begin{aligned}4(2x - 1) + 3(2x +5)& = 4 \cdot 2x + 4 \cdot (-1) + 3 \cdot 2x + 3 \cdot 5\\&=8x-4+6x+15\\&=8x+6x+15-4\\&=14x+11\end{aligned}\)

Answer:

Is this a joke? Or do I actually solve this lol

Step-by-step explanation:

Answer:

190,000

Step-by-step explanation:

you multiply 19×1 and then add the four zeros

Answer:

(x+4)^2  -25

Step-by-step explanation:

x²+8x-9 in the form  (x+k)² +h.

We need to complete the square.

x^2 +8x   -9

Take the coefficient of x.

8

Divide by 2.

8/2 =4

Square it.

4^2 = 16

Add this then subtract i.

x^2 +8x+16    -16   -9

The x^2 +8x+16 becomes  (x+4) ^2  and we can simplify the remaining terms.

(x+4)^2  -25

Answer:

16.2

Step-by-step explanation:

0.6 * 27

Answer:

Displacement is a vector quantity that represents the overall change in position of an object. It is not the same as distance, which is the total length of a path traveled.

In this case, Omar starts in his Social Studies class and walks to the library and back, and then to the cafeteria and back. The direction and magnitude of his displacement can be determined by taking the difference between his final position and his initial position.

To find the displacement of Omar, we need to find the final position of him after his walk back to his Social Studies class.

Since the direction of his walk is not important in this case, we can only use the magnitude of the distance.

So we can find the total distance traveled by adding:

36 + 70 + 70 = 176 m

So the displacement of Omar is 176 meters towards his Social Studies class.

Step-by-step explanation:

The quadratic function with the solutions given in the problem is defined as follows:

x² + 3x + 3 = 0.

The standard definition of a quadratic function is given as follows:

y = ax² + bx + c.

The solutions are given as follows:

\(x = \frac{-b \pm \sqrt{b^2 - 4ac}}{2a}\)

Comparing the standard solution to the solution given in this problem, the parameters a and b are given as follows:

The coefficient c is then obtained as follows:

b² - 4ac = -3.

9 - 4c = -3

4c = 12

c = 3.

Hence the function is:

x² + 3x + 3 = 0.

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A study based on a population sample that includes 2000 respondents would be the most reliable out of the given options.

In statistical analysis, the reliability of a study depends on the representativeness and size of the sample.

A larger sample size generally provides more reliable results as it reduces the sampling error and increases the precision of the estimates.

Given that the population contains 20,000 people, we need to consider which number of respondents would yield the most reliable study.

Option A: 200 respondents

This represents only 1% of the population.

While it is better than having just 2 respondents, it may not be sufficient to accurately capture the characteristics of the entire population.

Option B: 20 respondents

This represents only 0.1% of the population.

With such a small sample size, the study would likely suffer from a high sampling error and may not provide reliable results.

Option C: 2000 respondents

This represents 10% of the population.

While it is a larger sample size compared to the previous options, it still only captures a fraction of the population.

The study may provide reasonably reliable results, but there is room for potential sampling error.

Option D: 2 respondents

This represents an extremely small sample size, accounting for only 0.01% of the population.

With such a small sample, the study would be highly susceptible to sampling bias and would likely yield unreliable results.

Based on the options provided, option C with 2000 respondents would be the most reliable study.

Although it does not include the entire population, a sample size of 2000 respondents provides a larger representation of the population and reduces the potential for sampling error.

However, it's important to note that the reliability of a study depends not only on sample size but also on the sampling method, data collection techniques, and other factors that ensure representativeness.

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The equation of the line that passes through the point (-1, 3) with a slope of 1 is y = x + 4.

To find the equation of a line that passes through the point (-1, 3) with a slope of 1, we can use the point-slope form of a linear equation.

The point-slope form of a linear equation is given by:

y - y1 = m(x - x1)

where (x1, y1) represents the coordinates of a point on the line, and m represents the slope of the line.

Using the given point (-1, 3) and slope 1, we substitute these values into the point-slope form equation:

y - 3 = 1(x - (-1))

Simplifying:

y - 3 = x + 1

Now, we can rewrite the equation in the standard form:

y = x + 4

Therefore, the equation of the line that passes through the point (-1, 3) with a slope of 1 is y = x + 4.

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The coordinates of the reflected point P' will be (4, -3).

When a point is reflected over the x-axis, its y-coordinate changes sign.

In this case, the point P has coordinates (4,3).

To reflect it over the line x=3, we need to keep its x-coordinate the same and change its y-coordinate to its opposite.

So, the x-coordinate of the reflected point will still be 4, but the y-coordinate will become -3.

Therefore, the coordinates of the reflected point P will be (4, -3).

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Answer:

Step-by-step explanation:

The equation that best describes the relation is y = -x+1 ( optionD)

A linear equation is an algebraic equation of the form y=mx+b. involving only a constant and a first-order (linear) term, where m is the slope and b is the y-intercept.

Taking x(0,1) and y ( 1,0)

therefore the slope of the line

= 0-1/1-0

= -1/1 = -1

the equation a line is given as

y-y1 = m(x-x1)

= y-1 = -1( x - 0)

= y-1 = -x

y = -x +1

therefore the equation that describe relation is y = 1-x or y = -x+1

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Answer:

A 20 pairs of shoes

Step-by-step explanation:

100 ÷ 5 = 20

Answer:

Option A

Step-by-step explanation:

100 pairs= 5 months

Therefore, 1 month= 100/5

1 month = 20 pairs of shoes