I. Suppose you a business owner and sell clothing. The following represents the number of items sold and the cost for each item: Use matrix operations to determine the total revenue over the two days:
Monday: 3 T-shirts at GH¢10 each, 4 hats at GH¢15 each, and 1 pair of shorts at GH¢20.
Tuesday: 4 T-shirts at GH¢10 each, 2 hats at GH¢15 each, and 3 pairs of shorts at GH¢20.
Answers
The total revenue over the two days is GH¢305.
We can represent the number of items sold and the cost for each item in matrices as follows:
\(\begin{equation}A = \begin{bmatrix} 3 & 4 & 1 \ 4 & 2 & 3 \end{bmatrix}, \quad B = \begin{bmatrix} 10 \ 15 \ 20 \end{bmatrix}\end{equation}\)
Here, matrix A represents the number of items sold on each day, and matrix B represents the cost per item. To find the total revenue, we need to multiply the two matrices and then take the sum of all the elements in the resulting matrix:
\(\begin{equation}A \cdot B = \begin{bmatrix} 3 & 4 & 1 \ 4 & 2 & 3 \end{bmatrix} \cdot \begin{bmatrix} 10 \ 15 \ 20 \end{bmatrix} = \begin{bmatrix} 95 \ 140 \end{bmatrix}\end{equation}\)
Therefore, the total revenue over the two days is GH¢(95 + 140) = GH¢305.
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Related Questions
I’ll love u forever if u help me with this ASAP plzzzzz ;)
Answers
Absolutely nothing
Answer:
a,g,e
Step-by-step explanation:
1. Find the length of X and Y:
2. Find the area of the equilateral triangle:
Answers
Step-by-step explanation:
1)
\( \sin(theta) = \frac{opposite \: side}{hypotenuse} \)
\( \sin(30) = \frac{x}{10} = \frac{1}{2} \)
\( \frac{x }{1} = \frac{10}{2} \)
\(x = 5\)
In right Angles traingle
By using Pythagoras theorm
we get
x²+y²=10²
25+y²=100
y²=75
y=5√3
x=5,y=5√3
2)
Area of equilateral traingle =
\( \frac{ \sqrt{3} }{4} {a}^{2} \)
required area
\( \frac{ \sqrt{3} }{4} \times {6}^{2} \)
\( \frac{36 \sqrt{3} }{4} \)
\(9 \sqrt{3} \)
Some one help me please I’m struggling with 1-2 how do I work it out
Answers
Parker volunteers on the weekend at the Central Library. As a school project, hedecides to record how many people visit the library, and where they go. On Saturday,384 people went to The Youth Wing, 389 people went to Social Issues, and 495 wentto Fiction and Literature.On Sunday, the library had 1300 total visitors. Based on what Parker had recorded onSaturday, about how many people should be expected to go to Social Issues? Roundyour answer to the nearest whole number.
Answers
First, we have to find the percent that went to social issue on saturday
\(\begin{gathered} 384+389+495=1,268 \\ \frac{389}{1268}=0.307=30.7\text{ \%} \end{gathered}\)So, with this we can calculate the Sunday amount
\(1300(0.307)=399.1=399\)399 people are expected to go to Social Issues
answer the questions!!!!!!!!
Answers
Answer:
hiiiiii
Step-by-step explanation:
What is the Difference Between Adding and Subtracting Polynomials?
Answers
Answer: Adding and subtracting polynomials are both arithmetic operations used in algebra. The main difference between the two operations is the sign of the terms being combined.
Adding polynomials involves combining like terms by adding their coefficients. When adding polynomials, the terms being added have the same sign. For example, when adding the polynomials x^2 + 2x + 1 and 3x^2 + 4x + 2, we combine the like terms (x^2 terms, x terms, and constant terms) by adding their coefficients:
(x^2 + 2x + 1) + (3x^2 + 4x + 2) = 4x^2 + 6x + 3
Subtracting polynomials involves subtracting one polynomial from another by changing the sign of each term in the polynomial being subtracted and then adding the resulting polynomials. When subtracting polynomials, the terms being subtracted have opposite signs. For example, when subtracting the polynomial 3x^2 + 4x + 2 from the polynomial x^2 + 2x + 1, we first change the sign of each term in the polynomial being subtracted:
(x^2 + 2x + 1) - (3x^2 + 4x + 2) = x^2 + 2x + 1 - 3x^2 - 4x - 2
Then, we combine the like terms by adding their coefficients:
x^2 - x - 1
In summary, the main difference between adding and subtracting polynomials is that adding involves combining like terms with the same sign, while subtracting involves changing the sign of one polynomial and then adding the resulting polynomials.
Step-by-step explanation:
an employment agency wants to examine the employment rate in a city. the employment agency divides the population into the following subgroups: age, gender, graduates, nongraduates, and discipline of graduation. the employment agency then indiscriminately selects sample members from each of these subgroups. this is an example of
Answers
The sampling method used by the employment agency to determine the employment rate in the city is stratified random sampling.
The correct answer choice is option D.
The types of sampling methodSimple random sampling involves the researcher randomly selecting a subset of participants from a population.
Stratified random sampling is a method of sampling that involves the researcher dividing a population into smaller subgroups known as strata.
Purposive sampling as the name implies refers to a sampling techniques in which units are selected because they have characteristics that you need in your sample.
Convenience sampling involves a researcher using respondents who are “convenient” for him.
Complete question:
An employment agency wants to examine the employment rate in a city. The employment agency divides the population into the following subgroups: age, gender, graduates, nongraduates, and discipline of graduation. The employment agency then indiscriminately selects sample members from each of these subgroups. This is an example of
a. purposive sampling.
b. simple random sampling.
c. convenience sampling.
d. stratified random sampling.
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Every rhombus is a rectangle. true or false
Answers
Answer: false
Step-by-step explanation:
what is m ∠3 if m ∠2 = 75 what is m ∠3
Answers
Answer:
115
Step-by-step explanation:
1. (-/2 points) DETAILS ZILLDIFFEQMODAP11 8.1.004. Write the given linear system in matrix form. Assume x -(1) dx dt X-Y dy dt dz dt -X-2 X lll Need Help? Read Watch it
Answers
The matrix form of the given system of differential equations is [1 -1 0;0 0 1;-1 -2 0][x;y;z] = [x-y;dy/dt;-x-2y].
Given linear system of differential equations is: dx/dt = x - ydy/dt = dz/dt = -x - 2y
Let A be a 3×3 matrix, X = [x,y,z]
T be a column vector of the variables and B = [x-y, dy/dt, -x-2y]
T be the column vector of the right-hand sides of the equations. Then the system can be written in matrix form as AX = B. Matrix A is given by A= [1 -1 0;0 0 1;-1 -2 0]
The column vector of the variables is X = [x,y,z]
T, and the column vector of the right-hand sides of the equations is B = [x-y, dy/dt, -x-2y]T. Thus the matrix form of the given system of differential equations is: [1 -1 0;0 0 1;-1 -2 0][x;y;z] = [x-y;dy/dt;-x-2y]
The matrix representation of the system of differential equations is given by the coefficient matrix A and column vector of the variables X. The column vector of the right-hand sides of the equations is B.
Answer: The matrix form of the given system of differential equations is [1 -1 0;0 0 1;-1 -2 0][x;y;z] = [x-y;dy/dt;-x-2y].
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Please help! I will give points for helpng.
Answers
Answer:
Should Be 19 students
Step-by-step explanation:
3
87. 8
98
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8[?].
the question didn’t have enough letters for me to post so i’m using this to post it
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Answers
8(8)^3
Solution
8^4
Insert 4 in the green box
indicate a good method for evaluating the integral ∫2−√27.
Answers
A good method for evaluating the integral ∫2 to -√27 involves using the fundamental theorem of calculus and applying techniques of integral calculus.
Here's an explanation of the steps involved:
1. Start by determining the antiderivative of the integrand. In this case, the integrand is not specified, so let's assume it as f(x).
2. Apply the fundamental theorem of calculus, which states that if F(x) is the antiderivative of f(x), then ∫[a, b] f(x) dx = F(b) - F(a).
3. Find the antiderivative F(x) of f(x). This step can be challenging depending on the specific integrand. If the integrand has a known antiderivative, such as a polynomial or trigonometric function, then you can use the appropriate integration techniques.
4. Evaluate F(x) at the upper and lower limits of integration, which are 2 and -√27, respectively. Plug in these values into F(x) and subtract F(2) from F(-√27).
5. Simplify the expression obtained in step 4 to obtain the final result.
It's important to note that without the specific form of the integrand, it's not possible to provide an exact solution or determine the integral's numerical value. The above steps outline a general approach to evaluating integrals using the fundamental theorem of calculus and integration techniques. However, the specific method for evaluating the integral will depend on the nature of the integrand.
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For this experiment you have been randomly assigned to a group consisting of you and one other person. You do not know now, nor will you ever know, who this other person is. For this experiment all you have to do is distribute your 10 points into two accounts. One account called KEEP and one account called GIVE. The GIVE account is a group account between you and your group member. For every point that you (or your group member) put in the GIVE account, I will add to it 50% more points and then redistribute these points evenly to you and your group member. The sum of the points you put in KEEP and GIVE must equal the total 10 points. Any points you put in the KEEP account are kept by you and are part of your score on this experiment. Your score on the experiment is the sum of the points from your KEEP account and any amount you get from the GIVE account. For example, suppose that two people are grouped together. Person A and Person B. If A designates 5 points in KEEP and 5 points in GIVE and person B designates 10 points to KEEP and 0 points to GIVE then each person’s experiment grade is calculated in this manner: Person A’s experiment grade = (A’s KEEP) + 1.5(Sum of the two GIVE accounts)/2 = 5 +(1.5)(0+5)/2= 5 + 3.75 = 8.75. Person A’s score then is 8.75 out of 10. Person B’s experiment grade = (B’s KEEP) + 1.5(Sum of the two GIVE accounts)/2 = 10 +(1.5)(0+5)/2 = 10 + 3.75. Person B’s score then is 13.75 out of 10. (you can think of any points over 10 as extra credit) In this module’s activity you were asked to make a decision about how to invest your resources (points). This activity is a classic strategic game where the good of the individual is at odds with the good for the group. These problems are pervasive in risk management. For example, a physician who is trained to treat diseases may be reluctant to discuss alternative treatments with a patient when the physician is sure that a specific treatment is the only truly viable treatment. Nonetheless, you have learned in this course that physicians (or an agent of the physician) must have this discussion and bow to the will of the patient even if, in the physician’s judgment, the patient chooses an alternative treatment which is likely to be superfluous. In this way, informed consent and patient education are nuisances to the physician but are very important to protect the group (maybe a hospital or surgical group) from liability. In light of recent events another example is warranted. Individuals may choose to not get vaccinated since they do not want to bear the risk of any possible adverse side-effects of a vaccine. This is perfectly reasonable to do so. The problem arises when large groups of people choose to not get vaccinated thus making the impact of the disease relatively larger than need be if everyone would choose to take a vaccine (remember our first cost-benefit experiment). This implies that individual’s rights to choose not to vaccinate are at odds with what is good for the group of individuals. These types of problems are common in risk management. Discussion: (If you post your answers to each of the four questions below before the deadline, you will get the full ten points for the discussion. The questions do not need to be answered mathematically or with a calculation. If you feel the need to use mathematics to make a calculation, then you are free to do so but the questions are merely asking you for a number and how you arrived at that number. If you do not do any calculations to arrive at the number, just say how you arrived at the number. (There are no incorrect answers.) 1. In this activity how did you arrive at your decision on the keep-give split? 2. What is the best outcome of this situation for you? 3. What is the best outcome of this situation for the group? 4. Can you see any parallels with this game and how risk management strategies work? Explain.
Answers
1. I based my decision on allocating points to maximize my own score, while also considering the potential benefits of contributing to the group fund.
2. The best outcome for me would be allocating the minimum points required to the GIVE account, while putting the majority in the KEEP account. This would ensure I receive the most points for myself.
3. The best outcome for the group would be if both participants maximized their contributions to the GIVE account. This would create the largest group fund, resulting in the most redistributed points and highest average score.
4. There are parallels with risk management strategies. Individuals may act in their own self-interest, but a larger group benefit could be achieved if more participants contributed to "group" risk management strategies like vaccination, safety protocols, insurance policies, etc. However, some individuals may free ride on others' contributions while benefiting from the overall results. Incentivizing group participation can help align individual and group interests.
Ramona is counting the posts between mile markers on the highway. In 1 mile, she counts 33 posts if the posts are evenly spaced, how many feet apart are they?
(1 mile = 5,280 feet)
Answers
Answer:
it would be 5 divided by 280 and then that would tell u the answer 56 so it would be 56 feet. I hope this worked have a nice day.
Step-by-step explanation:
») If 5y = 25, which property of equality was used to
keep the equation 5y - 7 = 25 - 7 equal?
») Convince Me!
What other properties of equality could you apply to
keep the equation 5y = 25 equal? Give an example of
each.
Answers
Answer:
a. Subtraction property
b. Addition property and Multiplication property
Step-by-step explanation:
Given
\(5y = 25\)
Solving (a): Which property is applied to \(5y-7 = 25-7\)
The property applied is the subtraction property of inequality, and it states that:
If \(a = b\)
Then
\(a - x = b - x\)
So, in this case:
\(a = 5y, b = 25\ and\ x=7\)
Solving (b): Other properties
1. The additive property of equality
If \(a = b\)
Then
\(a + x = b + x\)
So, the expression can be written as:
\(5y + 12 = 25 + 12\)
When 12 is subtracted from both sides, the equation returns to the original
i.e.
\(5y + 12 - 12 = 25 + 12 - 12\)
\(5y = 25\)
2. The multiplication property of equality
If \(a = b\)
Then
\(a * x = b * x\)
So, the expression can be written as:
\(5y* 2 = 25 * 2\)
\(10y = 50\)
When both sides are divided by 2, the equation returns to the original
i.e.
\(\frac{10y}{2} = \frac{50}{2}\)
\(5y = 25\)
Answer:
I Have the same question
Step-by-step explanation:
Determine whether enough information is given to prove that the triangle PQR and triangle STU are congruent. Explain your answer.
Answers
Step-by-step explanation:
I do not believe you are given enough info to prove they are congruent....you only have ONE angle and one side that are equal ....you need another side or another angle to prove congruency....
I've added an illustration to show how the two triangles would not be congruent without changing the info given in the pic
.
Write this ratio in its simplest form
5kg : 20g
Answers
Answer:
1kg : 4kg
Step-by-step explanation:
You need to simplify the current equation
5 : 20
Divide both sides by 5
5/5 : 20/5
1 : 4
1kg : 4kg
Hope this helps!
Plz name brainliest if possible!
Answer:
1kg:4g
Step-by-step explanation:
The number of partial fractions of 6x + 27 / 4x^3 – 9 are a. 2
b. 4
c. 3
d. None of these
Answers
The number of partial fractions of 6x + 27 / (4x³ – 9) is 2.Option A is the correct answer.
Partial fraction is a mathematical method for expanding or breaking a complicated fraction into simple fractions. It is commonly used in integral calculus to decompose complex rational expressions into simpler and more manageable parts. Partial fractions make integration simpler and easier to manage. In order to find the number of partial fractions, the following steps can be followed: Factorize the denominator4x³ - 9 is the denominator. The given denominator can be factored as follows:
(2x)³ - 3² = (2x - 3)(4x² + 6x + 3) = (2x - 3)(2x + 1)(2x + 3)
The partial fractions can be written as(6x + 27)/((2x - 3)(2x + 1)(2x + 3)) = A/(2x - 3) + B/(2x + 1) + C/(2x + 3)
Multiply by (2x - 3)(2x + 1)(2x + 3) on both sides 6x + 27 = A(2x + 1)(2x + 3) + B(2x - 3)(2x + 3) + C(2x - 3)(2x + 1)
Let x = -1/2 on both sides, then A is found as shown below:
A = (6x + 27)/((2x - 3)(2x + 3)) where x = -1/2A = (6(-1/2) + 27)/((2(-1/2) - 3)(2(-1/2) + 3))A = 15/14
Similarly, for B, let x = -3/2, then B = (6x + 27)/((2x - 3)(2x + 1))
where x = -3/2B = (6(-3/2) + 27)/((2(-3/2) - 3)(2(-3/2) + 1))B = -12/7
For C, let x = 3/2, then C = (6x + 27)/((2x + 1)(2x + 3)) where x = 3/2C = (6(3/2) + 27)/((2(3/2) + 1)(2(3/2) + 3))C = 3/7Thus, we can see that the number of partial fractions of 6x + 27 / (4x³ – 9) is 2.
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helpppp plssss lollll
Answers
Answer:
B, set up a fraction trust ong
The number of hours you study for an exam impacts your grade. What is a reasonable value of the range
a.2.16
b.2/3
c.-15
d.80
Answers
Answer: 80
Step-by-step explanation:
Answer:
b.2/3
Step-by-step explanation:
I think this would be the most reasonable.
531
x 47
Long multiplication :) please help
Answers
2-root3/root3. Rationalize the following equation
Answers
Answer:
-1/3
Step-by-step explanation:
Multiply by root 3 on the top and bottom. Root 3 times root 3 is 3. 2-3 is -1.
What is the length of the missing side?
Answers
Answer:
4 Feet
Step-by-step explanation: Cut the rectangle in half and you get squares and half of eight is and they'd all have equal sides of 4
Stacy reasons that since dilations change lengths they also change angles by the same factor. Is she correct? If not, explain why, I will list brainlist if you reply fast
Answers
Answer:
Stacy is incorrect. Dilations do not affect the angles of a given figure since dilations create parallel lines and the angles on parallel lines are congruent.
Step-by-step explanation:
just took the quiz :)
Plz help me I’ll give brainliest
Answers
Answer:
it is A i could be wrong
Step-by-step explanation:
A poll shows that 50% of students play sports
A random sample of 20 students showed that
70% of them play sports
A number generator was used to simulate 20
samples from a population in which 50% of
students play sports. The results are shown in
the dot plot
0
0.1 0.2 03 04 05 06 07 08 0.9
1
What is the chance of getting a sample
proportion of 70% or greater?
0
0.2
03
Answers
Answer:
The chance of getting a sample proportion of 70% or greater is 0.026.
Step-by-step explanation:
We are given that a poll shows that 50% of students play sports .
A random sample of 20 students showed that 70% of them play sports.
Let \(\hat p\) = sample proportion of students who play sports
The z-score probability distribution for the sample proportion is given by;
Z = \(\frac{\hat p-p}{\sqrt{\frac{\hat p(1-\hat p)}{n} } }\) ~ N(0,1)
where, \(\hat p\) = sample proportion of students who play sports = 70%
p = population proportion of students who play sports = 50%
n = sample of students = 20
Now, the chance of getting a sample proportion of 70% or greater is given by = P(\(\hat p\) \(\geq\) 70%)
P(\(\hat p\) \(\geq\) 70%) = P( \(\frac{\hat p-p}{\sqrt{\frac{\hat p(1-\hat p)}{n} } }\) \(\geq\) \(\frac{0.70-0.50}{\sqrt{\frac{0.70(1-0.70)}{20} } }\) ) = P(Z \(\geq\) 1.95) = 1 - P(Z < 1.95)
= 1 - 0.97441 = 0.026
The above probability is calculated by looking at the value of x = 1.95 in the z-table which has an area of 0.97441.
Hence, the chance of getting a sample proportion of 70% or greater is 0.026.
In the standard equation for a conic section Ax2 + Bxy + Cy2 + Dx + Ey + F = 0, if B2 − 4AC < 0, the conic section in question is a circle if A = C , B = 0.TrueFalse
Answers
For this problem we start from the equation given and susbtitute the conditions:
\(\begin{gathered} Ax^2+Bxy+Cy^2+Dx+Ey+F=0 \\ WenowusethatA=CandB=0andC>0(thiscomesfromB^2-4AC<0) \\ Cx^2+Cy^2+Dx+Ey+F=0 \\ \frac{C}{C}x^2+\frac{^{}D}{C}x+\frac{C}{C}y^2+\frac{E}{C}y=-\frac{F}{C} \end{gathered}\)Now we complete the perfect square trinomials:
\(\begin{gathered} x^2+\frac{D}{C}x+(\frac{D}{2C})^2+y^2+\frac{E}{C}y+(\frac{E}{2C})^2=-\frac{F}{C}+(\frac{D}{2C})^2+(\frac{E}{2C})^2 \\ (x+\frac{D}{2C})^2+(y+\frac{E}{2C})^2=-\frac{F}{C}+(\frac{D}{2C})^2+(\frac{E}{2C})^2=\text{ constant } \end{gathered}\)Now, we have arrived to the general form of an equation of a circle.
Answer: True.
evaluate the line integral, where c is the given curve. c xyz2 ds, c is the line segment from (−3, 5, 0) to (−1, 6, 4)
Answers
To evaluate the line integral, we need to parameterize the curve, calculate ds, and then substitute the parameterization into the integral expression.
How to evaluate integral?To evaluate the line integral ∫c xyz² ds, where c is the line segment from (-3, 5, 0) to (-1, 6, 4), we need to parameterize the curve and calculate the line integral using the parameterization.
Let's parameterize the curve c(t) from t = 0 to t = 1:
x(t) = -3 + 2t
y(t) = 5 + t
z(t) = 4t
Now, we need to calculate the derivative of each component with respect to t to find ds:
dx/dt = 2
dy/dt = 1
dz/dt = 4
ds = √((dx/dt)² + (dy/dt)² + (dz/dt)²) dt
= √(4 + 1 + 16) dt
= √(21) dt
Now, we can substitute the parameterization and ds into the line integral:
∫c xyz² ds = ∫[0,1] (x(t) * y(t) * z(t)²) * √(21) dt
= ∫[0,1] (-3 + 2t)(5 + t)(4t)² * √(21) dt
Now we can proceed to evaluate the line integral by plugging in the parameterization and limits of integration into the expression and calculating the integral.
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here's+a+plot+showing+the+interest+rate+on+a+3-month+bond+from+1950+to+1980,+and+a+regression+model+fit+to+the+relationship+between+the+rate+(in+%)+and+years+since+1950.+complete+parts+a+through+d
Answers
A plot is provided showing the interest rate on a 3-month bond from 1950 to 1980, along with a regression model fit to the relationship between the interest rate (in %) and the years since 1950. The task is to complete parts (a) through (d) based on the plot and regression model.
(a) From the plot and regression model, we can observe the trend in the interest rate on a 3-month bond over the given time period. By analyzing the plot and regression line, we can make predictions and draw conclusions about the relationship between the interest rate and the years since 1950.
(b) The regression model provides an equation that represents the relationship between the interest rate and the years since 1950. By examining the equation and the coefficients, we can gain insights into the impact of time on the interest rate.
(c) Using the regression model, we can estimate the interest rate on the 3-month bond for specific years since 1950 that fall within the observed time period. By plugging in the values of years since 1950 into the regression equation, we can obtain predicted interest rates.
(d) Based on the regression model and the observed data, we can assess the goodness of fit of the model. This involves evaluating statistical measures such as the coefficient of determination (R-squared) to determine how well the regression model captures the variation in the interest rate data.
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