The product of the numbers written as a scientific notation is 1.36 × 10²²
Product of numbersFrom the question, we are to determine the product of the given numbers
The given numbers are
3.2 x 10¹² and 4.25 x 10⁹
The product of the numbers can be determined as shown below
3.2 × 10¹² × 4.25 × 10⁹
= 3.2 × 4.25 × 10¹² × 10⁹
= 13.6 × 10¹² ⁺ ⁹
= 13.6 × 10²¹
= 1.36 × 10¹ × 10²¹
= 1.36 × 10¹ ⁺ ²¹
= 1.36 × 10²²
Hence, the product of the numbers written as a scientific notation is 1.36 × 10²²
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What is 3 2/9 written as an improper fraction?
Answer:
29/9
Step-by-step explanation:
3×9 is 27cand 27+2 is 29 and then you put the fraction there to
The improper fraction refers to a fraction where the numerator should be more than the denominator.
The given expression i.e. 3 \(\frac{2}{9}\) should be expressed as an improper fraction as \(\frac{27}{29}\).
Given that,
The given expression i.e. 3 \(\frac{2}{9}\)Now the improper function should be
\(= 3 \frac{2}{9} \\\\= \frac{29}{9}\)
Therefore we can conclude that the improper fraction refers to a fraction where the numerator should be more than the denominator.
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#1: what percent of 78 is 16?
#2: what is 79% of 55?
Answer:
1. 487.5%
2. 43.45
Step-by-step explanation:
Remember the formula for a proportion: ((part)/(whole)) = ((percent)/(100))
1.
The part is given, 78, and the whole is given, 16.
Set up a porportion:
78/16 = percent/ 100
Simplify:
39/8 = percent /100
Cross products
39/8 = percent/100
8percent = 3900
Inverse operations
8percent = 3900
/8 /8
percent = 487.5
487.5%
2.
The percent is given, and the whole is given.
Set up a proportion:
part/55 = 79/100
Cross products
part/55 = 79/100
100part = 4345
Inverse operations
100part = 4345
/100 /100
part = 43.45
43.45
Write in point-slope form an equation of the line through each pair of points. (-10,3) and (-2,-5)
The equation of the line in point-slope form, which passes through the pair of points located at (-10 , 3) and (-2 , -5), is y - 3 = -(x + 10).
The equation of a line can be expressed in three different forms: standard form, slope-intercept form, and point-slope form.
The standard form of an equation of a line is expressed as ax + by = c, where a and b, if all possible must be integers, are the coefficients of variable x and y, respectively, and c is a constant. Meanwhile, slope-intercept form is given by the formula y = mx + b, where m is the slope of the line and b is the y- intercept. On the other hand, given the slope m and a point on the line (x , y), we can express the equation in point-slope form, (y - y1) = m(x - x1).
Getting the slope of the two points: (-10 , 3) and (-2 , -5).
m = (y2 - y1)/(x2 - x1)
m = (-5 - 3)/(-2 - -10)
m = -8/8
m = -1
Using the point slope form, plug in the values of the slope and one point to set up the equation.
(y - y1) = m(x - x1)
where m = -1 and (x1 , y1) = (-10 , 3)
(y - 3) = -1(x - -10)
y - 3 = -(x + 10)
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Divide by using synthetic division. (x^2 -9x + 10) / (x-2)
Answer:
Step-by-step explanation:
Set up the synthetic division using the coefficients of the numerator and the root in the denominator. Divide using the rules for synthetic division.
g(n)=n^2+2 find g(3)
how do i do this? i'll give brainliest and 10 pts
TRUE/FALSE When inserting a value into a partially-filled array, in descending order, the insertion position is the index of the first value smaller than the value.
The given statement When inserting a value into a partially-filled array in descending order, the insertion position is indeed the index of the first value smaller than the value being inserted is true.
What is partially filled array?
A partially filled array, also known as a sparse array, is an array data structure where not all elements are populated with values. In other words, it is an array that contains empty or uninitialized elements.
When inserting a new value into this sorted array, we start from the beginning and compare the value with each existing element until we find the first element that is smaller. The insertion position for the new value is the index of this first smaller element.
For example, if we have a partially-filled array [10, 8, 5, 3] and we want to insert the value 6 into the array in descending order, we compare 6 with each element from left to right. The first element smaller than 6 is 5, and its index is 2. Therefore, the insertion position for the value 6 would be index 2, resulting in the updated array [10, 8, 6, 5, 3].
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Qué significa a^2 en matemáticas es la mi trabajo
In mathematics, "\(a^2\)" denotes the square of a number or variable "a." It is calculated by multiplying "a" by itself.
How to illustrate with an example4For example, if "a" is 5, then a^2 would be 5*5, which equals 25. When "a" represents a positive number, its square is always positive.
If "a" is negative, its square is still positive since a negative multiplied by a negative results in a positive.
In geometrical terms, if "a" represents the length of the side of a square, then a^2 represents the area of that square. This notation is part of the general concept of exponentiation.
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The Question in English
What does a^2 mean in mathematics
Biking at a constant rate, Elise travels 35 miles in 7 hours. If she travels at the same speed, how far will Elise bike in 9 hours.
Answer:
Elise would travel 45 miles if she biked for 9 hours at a constant speed.
Step-by-step explanation:
skip counting, clapping hands rhythmically and calling out numbers in unison are examples of algebraic reasoning for students:
Algebraic reasoning involves using mathematical structures and processes to analyze and solve problems, and it is an important part of mathematical thinking and problem solving.
What is Algebraic expressions.?
An algebraic expression is a combination of variables, constants, and mathematical operations such as addition, subtraction, multiplication, division, and exponentiation. Algebraic expressions can contain one or more variables, which are usually represented by letters, and they can be simplified or evaluated by substituting numerical values for the variables.
For example, the expression "3x + 2y - 5" is an algebraic expression that contains two variables, x and y, and three constants, 3, 2, and 5. The expression can be evaluated or simplified by substituting specific values for the variables. For instance, if we let x = 2 and y = 1, then the expression becomes "3(2) + 2(1) - 5", which simplifies to 3.
Skip counting, clapping hands rhythmically, and calling out numbers in unison can be helpful activities for students to develop and practice early mathematical concepts. However, they are not necessarily examples of algebraic reasoning.
Algebraic reasoning involves using mathematical symbols and equations to represent and solve problems. It typically involves working with variables, manipulating expressions, and solving equations.
Some examples of algebraic reasoning for students might include:
Writing and solving simple equations, such as "2x + 3 = 7"
Using variables to represent unknown quantities in problems, such as "If x is the number of apples John has, and he gives away 3, how many apples does he have left?"
Recognizing and extending patterns, such as identifying the rule for a sequence of numbers and predicting the next term in the sequence
Simplifying expressions and using the distributive property, such as simplifying "3(x+2) + 2(x+1)" to "5x + 8"
Overall, algebraic reasoning involves using mathematical structures and processes to analyze and solve problems, and it is an important part of mathematical thinking and problem solving.
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Determine whether ABCD is a parallelogram if AB = 6, BC = 12, CD = 6, and DA = 12. Justify your answer
A/ Yes; Opposite sides are congruent to each other.
B/ Yes; Opposite sides are parallel to each other.
C/ Yes; Opposite angles are congruent to each other.
D/ No
the following data represent the means for each treatment condition in a two factor experiment. note that one mean is not given. what value for the missing mean would result in no main effect for factor b? (31) b1 b2 a1 20 10 a2 40 ? 20 30 40 50
The missing mean should be 70.
What value should the missing mean be to eliminate the main effect for factor B?To determine the value for the missing mean that would result in no main effect for factor B, we need to calculate the overall mean for each level of factor B.
The main effect for factor B is the difference in means between the two levels of factor B (B1 and B2). If there is no main effect for factor B, it means that the means for B1 and B2 are equal.
Let's calculate the overall mean for B1 and B2 using the given data:
Mean for B1 = (20 + 30 + 40 + 50) / 4 = 35
Mean for B2 = (10 + 20 + 40 + ?) / 4 = (70 + ?) / 4
Since we want no main effect for factor B, the mean for B2 should be equal to the mean for B1. Therefore, we can set up the equation:
(70 + ?) / 4 = 35
Solving this equation, we find:
70 + ? = 35 * 4
70 + ? = 140
? = 140 - 70
? = 70
Therefore, the missing mean should be 70 in order to have no main effect for factor B.
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Which values of x and y make RAPT a parallelogram?
The values of x and y that make RAPT a parallelogram are;
x = 15 and y = 25
How to find the angles of a Parallelogram?Angle T and angle P are supplementary angles by parallel lines. Thus they sum up to 180 degrees and we have;
3x + 10 + 8x + 5 = 180
11x + 15 = 180
11x = 165
x = 15
T = 55°
P = 125°
Likewise R and T are supplementary angles by parallel lines and so we have;
55 + 5y = 180
5y = 180 -55
5y = 125
y = 25
R = 125°
A must be 55° since the angles add up to 360°.
R + A + P + T =
125 + 55 + 125 + 55 = 360°
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there were 48 kids on the first day of volleyball tryouts. this number increased by 25% by the fourth day. how many kids showed up for volleyball tryouts on the fourth day?
Answer:
48 * 0.25 = 12 students by the fourth day. Adding 48 + 12, we get 60 students that showed up.
Step-by-step explanation:
find all solutions of the equation 2 sin 2 x − cos x = 1 2sin2x-cosx=1 in the interval [ 0 , 2 π ) . [0,2π). the answer is x 1 = x1= , x 2 = x2= and x 3 = x3= with x 1 < x 2 < x 3 x1
The solutions of the equation 2sin2x - cosx = 1 in the interval [0, 2π) are :
x1 = π/3, x2 = 5π/3, and x3 = π
To find all solutions of the equation 2sin2x - cosx = 1 in the interval [0, 2π), we can first rewrite the equation using a double angle identity:
2(1 - cos^2x) - cosx = 1
Now, we have a quadratic equation in terms of cosx:
2cos^2x + cosx - 1 = 0
We can solve this quadratic equation to find the values of cosx. Factoring the quadratic, we get:
(2cosx - 1)(cosx + 1) = 0
This gives us two possible values for cosx:
cosx = 1/2 and cosx = -1
Now we can find the corresponding x values in the interval [0, 2π):
For cosx = 1/2, x1 = π/3 and x2 = 5π/3.
For cosx = -1, x3 = π.
So, the solutions are x1 = π/3, x2 = 5π/3, and x3 = π in the interval [0, 2π).
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A distribution has the five-number summary shown below. What is the
interquartile range (IQR) of this distribution?
28, 34, 43, 59, 62
A. 34
B. 25
C. 31
D. 59
Answer:
i think its D
Step-by-step explanation:
help me please i dont understand at all real rap
Step-by-step explanation:
1. Simplify |-15|∣−15∣ to 1515.
15+|13|
15+∣13∣
2 Simplify.
28
28
Done
2.Simplify |-12|∣−12∣ to 1212.
Simplify |-12|∣−12∣ to 1212.12-|-8|
Simplify |-12|∣−12∣ to 1212.12-|-8|12−∣−8∣
Simplify |-12|∣−12∣ to 1212.12-|-8|12−∣−8∣2 Simplify |-8|∣−8∣ to 88.
Simplify |-12|∣−12∣ to 1212.12-|-8|12−∣−8∣2 Simplify |-8|∣−8∣ to 88.12-8
Simplify |-12|∣−12∣ to 1212.12-|-8|12−∣−8∣2 Simplify |-8|∣−8∣ to 88.12-812−8
Simplify |-12|∣−12∣ to 1212.12-|-8|12−∣−8∣2 Simplify |-8|∣−8∣ to 88.12-812−83 Simplify.
Simplify |-12|∣−12∣ to 1212.12-|-8|12−∣−8∣2 Simplify |-8|∣−8∣ to 88.12-812−83 Simplify.4
Simplify |-12|∣−12∣ to 1212.12-|-8|12−∣−8∣2 Simplify |-8|∣−8∣ to 88.12-812−83 Simplify.44
3. Simplify.
\frac{3}{7.1\times 2}
7.1×2
3
2 Simplify 7.1\times 27.1×2 to 14.214.2.
\frac{3}{14.2}
14.2
3
3 Simplify.
0.211268
0.211268
I could use some help to find out Tony’s mistake(s)
To find the shaded area you subtract the area of the triangle from the area of the rectangle:
\(A_{shaded}=A_{rec\tan gle}-A_{triangle}\)\(\begin{gathered} A_{shaded}=w\cdot l-\frac{1}{2}b\cdot h \\ \\ A_{shaded}=(5cm)(11cm)-\frac{1}{2}(5cm)(3cm) \end{gathered}\)Then, Tony's mistake was that he added the areas instead of subtract it.
The shaded are is:
\(\begin{gathered} A_{shaded}=55cm^2-\frac{15}{2}cm^2 \\ \\ A_{shaded}=55cm^2-7.5cm^2 \\ \\ A_{shaded}=47.5cm^2 \end{gathered}\)Then, the shaded area is 47.5 square centimetersFarmer Jones and Farmer Smith graze their cattle on the same field. If there are 20 cows grazing in the field each cow produces $4000 of milk. If there are more cows in the field, then each cow produces can eat less grass and the milk production falls. With 30 cows on the field each produces $3000 of milk, with 40 cows each produces $2000 of milk . Cows cost $1000 a piece. Assume that Farmer Jones and farmer Smith can buy either 10 cows or 20 cows, find out the Dominant Strategy of Farmer Jones and express the same in formal language. I want to see all the steps.
The dominant strategy of Farmer Jones is to buy 10 cows.
To determine the dominant strategy of Farmer Jones, we need to compare the outcomes of his two options:
buying either 10 cows or 20 cows.
Let's analyze the potential outcomes for each case:
Buying 10 cows:
If Farmer Smith buys 10 cows:
The total number of cows in the field would be 30, resulting in each cow producing $3000 of milk.
If Farmer Smith buys 20 cows:
The total number of cows in the field would be 40, causing each cow to produce $2000 of milk.
Buying 20 cows:
If Farmer Smith buys 10 cows:
The total number of cows in the field would be 40, causing each cow to produce $2000 of milk.
If Farmer Smith buys 20 cows:
The total number of cows in the field would be 50, resulting in each cow producing less than $2000 of milk (exact value unknown).
From the given information, we can observe that regardless of the strategy chosen by Farmer Smith, Farmer Jones is better off buying 10 cows.
In all scenarios, the milk production per cow is higher when Farmer Jones buys 10 cows compared to buying 20 cows.
Therefore, the dominant strategy for Farmer Jones is to buy 10 cows.
Formally, we can express this as follows:
For Farmer Jones, no matter the strategy chosen by Farmer Smith, buying 10 cows yields a higher milk production per cow compared to buying 20 cows.
Hence, Farmer Jones' dominant strategy is to buy 10 cows.
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you have a cake that is 16 inches by 18 inches.you want each piece to be exactly the same size.how many people can u serve equal sized piece of cake
The number of people are 72.
What is HCF?Highest Common Factor is the full name for HCF in mathematics.
According to the laws of mathematics, the highest positive integer that divides two or more positive integers without leaving a residual is known as the greatest common divisor, or gcd.
What is LCM?Least Common Multiple is the full name for LCM in mathematics.
LCM (a,b) in mathematics stands for the least common multiple, or LCM, of two numbers, such as a and b. The smallest or least positive integer that is divisible by both a and b is known as the LCM.
We need to know the size of the pieces in order to calculate how many people can be fed equal-sized pieces of cake from a 16 by 18-inch cake.
Assume that each piece is a square with sides measuring "x" in length. Each piece's area would be x², and the cake's overall area would be 16 x 18 inches, or 288 square inches.
We must divide the entire area of the cake by the area of each piece to determine the maximum number of pieces that can be cut from the cake:
288 / x² = (16*18) / x² = 288 / x²
Choosing a "x" value that evenly splits into 16 and 18 is necessary if we want every piece to be the exact same size. Since 2 is the greatest possible value, we can divide the cake into 8 rows of 9 squares, yielding a total of 72 pieces.
As a result, a cake measuring 16 inches by 18 inches can be divided into 72 equal-sized pieces, each measuring 2 inches by 2 inches.
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We can serve 18 people equal-sized pieces of cake from a cake that is 16 inches by 18 inches, assuming each piece is a square and we want the pieces to be exactly the same size.
What is area?A two-dimensional figure, form, or planar lamina's area is a measurement of how much space it takes up in the plane.
To find out how many people can be served equal-sized pieces of cake from a cake that is 16 inches by 18 inches, we need to first determine the size of each piece of cake.
The total area of the cake is:
16 inches x 18 inches = 288 square inches
To divide the cake into equal-sized pieces, we need to determine the size of each piece. Let's assume we want each piece to be a square. To find the size of each square, we need to find the square root of the total area of the cake:
√(288 square inches) ≈ 16.97 inches
Since we want the pieces to be exactly the same size, we'll round down to the nearest inch, which gives us:
Each piece of cake will be approximately 16 inches by 16 inches.
To find out how many people can be served equal-sized pieces of cake, we need to divide the total area of the cake by the area of each piece:
288 square inches ÷ (16 inches x 16 inches) = 18
Therefore, we can serve 18 people equal-sized pieces of cake from a cake that is 16 inches by 18 inches, assuming each piece is a square and we want the pieces to be exactly the same size.
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Evaluate the following expression :7- (6÷92*2)/7
solution
For this case we can do the following:
\(7-\frac{(\frac{63}{9})^2}{7}=7-\frac{7^2}{7}=7-\frac{7\cdot7}{7}=7-7=0\)Then the final answer for this case would be 0
Which of the following is the image of the point (-1,6) after a counterclockwise rotation of 90about t
point (4,2)?
(1) (8,7)
(2) (3,8)
(3) (-5, -3)
(4) (0, – 3)
Answer:
(4)
Step-by-step explanation:
My teacher went over it in class.
The point P(-1, 6) becomes P'(1, 6) when it is rotated 90 degrees counterclockwise about the origin.
What is image rotation?A rotation is a type of transformation which is a turn.A figure can be turned clockwise or counterclockwise on the coordinate plane.In both transformations the size and shape of the figure stays exactly the same.Given is the coordinate of point as (- 1, 6). It is rotated by 90° counterclockwise about the origin.
When rotating a point 90 degrees counterclockwise about the origin our point A(x, y) becomes A'(-y, x).
We can write the point (-1, 6) as -
P'(1, 6)
Therefore, the point P(-1, 6) becomes P'(1, 6) when it is rotated 90 degrees counterclockwise about the origin.
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PLEASE HELP
ASAP!! i’ve been on it for 2 hrs
C. Two vectors are said to be parallel if they point in the same direction or if they point in
opposite directions.
i. Are the vectors = < 1> and = <--1> parallel? Show your work and explain.
Type your response here:
ii. Are the vectors = <2, 3> and = <-3, -2> parallel? Show your work and explain.
Type your response here:
Answer:
Hey there,
The answer is below!!
Step-by-step explanation:
Knowing that those vectors start at the point (0,0) we can "think" them as lines.
As you may know, two lines are parallel if the slope is the same, then we can find the "slope" of the vectors and see if it is the same.
A) the vectors are: (√3, 1) and (-√3, -1)
You may remember that the way to find the slope of a line that passes through the points (x1, y1) and (x2, y2) is s = (y2 - y1)/(x2 - x1)
Because we know that our vectors also pass through the point (0,0)
then the slopes are:
(√3, 1) -----> s = (1/√3)
(-√3, -1)----> s = (-1/-√3) = (1/√3)
The slope is the same, so the vectors are parallel.
Part B:
The vectors are: (2, 3) and (-3, -2)
the slopes are:
(2, 3) -----> s = 3/2
(-3, -2)----> s = -2/-3 = 2/3
the slopes are different, so the vectors are not parallel.
What is the solution of the inequality shown
below?
y+7≤-1
The solution to the inequality is y ≤ -8. This means that any value of y that is less than or equal to -8 will satisfy the original inequality.
To solve the inequality y + 7 ≤ -1, we need to isolate the variable y on one side of the inequality sign.
Starting with the given inequality:
y + 7 ≤ -1
We can begin by subtracting 7 from both sides of the inequality:
y + 7 - 7 ≤ -1 - 7
y ≤ -8
The solution to the inequality is y ≤ -8. This means that any value of y that is less than or equal to -8 will satisfy the original inequality.
In the context of a number line, all values to the left of -8, including -8 itself, will make the inequality true. For example, -10, -9, -8, -8.5, and any other value less than -8 will satisfy the inequality. However, any value greater than -8 will not satisfy the inequality.
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The following question may be like this:
What is a solution of the inequality shown below? y+7≤-1
Tom invests 2 000dhs in a savings account where he earns 0.5% interest per year compounded
monthly. How much will Tom have after 3 years.
analyze problem
complex interest
2000+2000*0.005=2010
2010+2010*0.005=2020.05
2020.05+2020.05*0.005=2030.15025
Can I please get some help on question 8
I will give you brainliest
Answer:
A) 2.8 m
Step-by-step explanation:
The formula for the volume of a right rectangular prism is:
Volume = Length × breadth × height
We can just put in the values that we know to find the height.
110.1 = 7.8 × 5.1 × height
height = 110.1 ÷ 7.8 ÷ 5.1
height ≈ 2.8 (rounded to nearest tenth)
Thus, the answer is Option A.
Answer:
A) 2.8 m
General Formulas and Concepts:
Pre-Algebra
Order of Operations: BPEMDAS
Brackets Parenthesis Exponents Multiplication Division Addition Subtraction Left to RightEquality Properties
Geometry
Volume of a Rectangular Prism: V = lwhStep-by-step explanation:
Step 1: Define
l = 7.8 m
w = 5.1 m
V = 110.1 m³
Step 2: Solve for h
Substitute [VRP]: 110.1 m³ = (7.8 m)(5.1 m)hMultiply: 110.1 m³ = (39.78 m²)hIsolate h: 2.76772 m = hRewrite: h = 2.76772 mRound: h ≈ 2.8 m30X1.20 solve this in expanded please.
(this isn't probably middle school but brainly only gives me that option)
Answer:
36
Step-by-step explanation:
30×1.20
30×120/100
3×12/1
36
The average score of students in the first group is 39, the second group is 32, and the third group is 43. If the numbers of students in the three groups are 24, 26, and 27, respectively, find the average score of all students.
The average score of all students, calculated by taking a weighted average based on the number of students in each group, is 38. The overall performance is slightly below the group averages.
The average score of students in the first, second, and third groups are 39, 32, and 43, respectively. There are 24 students in the first group, 26 students in the second group, and 27 students in the third group.
To find the average score of all students, we need to take a weighted average of the scores in each group, with the number of students in each group as the weights.
Here's how to do it: First, we calculate the total number of students:24 + 26 + 27 = 77. Then, we calculate the total score across all students: 39*24 + 32*26 + 43*27 = 936 + 832 + 1161 = 2929
Finally, we divide the total score by the total number of students to get the average score:2929/77 = 38. The average score of all students is 38.
This means that the overall performance of all the students is slightly below the average of the scores in each group.
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8 ken is working this summer as part of a crew on a farm. he earned $8 per hour for the first 10 hours he worked this week. because of his performance, his crew leader raised his salary to $10 per hour for the rest of the week. ken saves 90% of his earnings from each week. what is the least number of hours he must work the rest of the week to save at least $270 for the week?
Ken needs to labor for at least 22 hours to make the remaining 220 dollars at a rate of $10 per hour. the remainder of the week.
Given, Ken is working as part of crew on a farm.
He earned $8 per hour for the first 10 hours he worked this week.
Due to his performance, his salary got increased by $10 per hour for the rest of the week.
Ken saves 90% of his savings from each week.
we are asked to determine the least number of hours ken must work to save at least $270 for the week = ?
It is given that Ken saves 90% of his earnings.
So, he must earn 270/x = 90/100
90x = 270×100
x = 27000/90
x = $300
$300 to save $270
For starting 10 hours, Ken earns 8 per hour so he earns total :
= 8×10
= $80
Now, Ken has to earn remaining 220$ at a rate of 10$/hour,:
= 220/10
= 22
he must work for at least 22 hour. in the rest of the week.
Hence ken must work 22 hours the rest of the week.
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The flight of a cannonball toward a hill is described by the parabola y=2+0.12x- 0.0004x^2
The computation shows that the placw on the hill where the cannonball land is 3.75m.
How to illustrate the information?To find where on the hill the cannonball lands
So 0.15x = 2 + 0.12x - 0.002x²
Taking the LHS expression to the right and rearranging we have:
-0.002x² + 0.12x -.0.15x + 2 = 0.
So we have -0.002x²- 0.03x + 2 = 0
I'll multiply through by -1 so we have
0.002x² + 0.03x -2 = 0.
This is a quadratic equation with two solutions x1 = 25 and x2 = -40 since x cannot be negative x = 25.
The second solution y = 0.15 * 25 = 3.75
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Complete question:
The flight of a cannonball toward a hill is described by the parabola y = 2 + 0.12x - 0.002x 2 . the hill slopes upward along a path given by y = 0.15x. where on the hill does the cannonball land?
Please help with this math question!
The percentage increase in the number of miles flown per hour is 23.588%. To the nearest tenth, this is 23.6%.
How to calculate the percentage increaseIn order to calculate the percentage increase, we must first note the figure at the time that the calculation began to be taken.
From, the table, the time is 1966 and the figure at that time was 301 but by 1976 the number of miles traveled was 372 miles per hour. Now we have to subtract the new figure from the original and divide that by the original. The result is then multiplied by a hundred.
Thus we have:
372 - 301
= 71/301
0.2358
0.2358 × 100
= 23.58 or 23.6% to the nearest tenth.
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