Kevin Completed 7/10
of the mural Katie completed 8/100
of the mural.
What fraction of the mural did
Kevin and Kate Complete?

Answer:

Step-by-step explanation:

(-3, -6) (0, -4)

(-4 + 6)/(0 + 3)= 2/3

y + 4 = 2/3(x - 0)

y + 4 = 2/3x - 0

y = 2/3x - 4

answer is c

Answer:

3x² + x + 1

-3x² + x + 1

-54

Step-by-step explanation:

there is nothing complicated to it. you just use the requested pertain on the whole expressions of the functions, and the result is then the new function.

so,

r(x) = 3x²

s(x) = x + 1

what do you think s + r is ?

it is simply

(s+r)(x) = 3x² + x + 1

done. that is really all there is to this.

now the next (but consider the sequence due to the sign)

(s-r)(x) = x + 1 - 3x² = -3x² + x + 1

and the third

(s×r)(x) = 3x²(x+1) = 3x³ + 3x²

so, for x=-3

(s×r)(-3) = 3×(-3)³ + 3×(-3)²

remember, an even power of a negative number gives a positive result, an uneven power of a negative number gives a negative result.

(s×r)(x) = 3×-27 + 3×9 = -81 + 27 = -54

Answer:

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

If the system of linear equations has infinitely many solutions, it means the two lines overlap.

In other words, each point of one of the lines also belongs to the second line.

Choices a, b, c  give us one or no solutions and therefore not the answer.

Choice d is reflecting the infinitely many solutions and hence is the correct one.

Answer:

\(CD = 3\)

Step-by-step explanation:

Given

\(CD = x\)

\(BC = 5x - 5\)

\(BD = 2x + 7\)

Required

Determine CD

Since, C is a point on BD, the relationship between the given parameters is;

\(BD = BC + CD\)

Substitute the values of BD, BC and CD

\(2x + 7 = 5x - 5 + x\)

Collect Like Terms

\(2x - 5x - x = -5 - 7\)

\(-4x = -12\)

Divide both sides by -4

\(\frac{-4x}{-4} = \frac{-12}{-4}\)

\(x = 3\)

To determine the length of CD;

Substitute 3 for x in \(CD = x\)

Hence;

\(CD = 3\)

Answer:

4.472135955

Step-by-step explanation:

Answer:

i think it's 1.7082039325

Step-by-step explanation:

Answer:

It takes Jane 2 2/3 minutes

It takes Joan 5 1/3 minutes

Step-by-step explanation:

let j = time it takes Jane

let 2j = time it take Joan

j + 2j = 8

3j = 8

j = 8/3 or 2/23

2j = 16/3 or 5 1/3

Answer:

Part A:

1. Computation of Basic EPS

Basic EPS = (Net Income - Preferred Dividends) / Weighted Average Shares Outstanding²

Net Income = $120,000

Preferred Dividends = 4% x $50,000 = $2,000

Weighted Average Shares Outstanding = 100,000 (assuming no change in common stock during the year)

Basic EPS = ($120,000 - $2,000) / 100,000

Basic EPS = $1.18

2. Individual dilution/anti-dilution with decision making

We need to check if any of the convertible securities or stock options are dilutive or anti-dilutive by comparing their impact on EPS with the basic EPS.

Convertible Preferred: Each preferred share can be converted into 1.9 common shares (1,900 / 1,000). The conversion would increase the common shares outstanding by 1,900 and decrease the preferred dividends by $2,000.

EPS after conversion = ($120,000 - $0) / (100,000 + 1,900)

EPS after conversion = $1.16

Since this is lower than the basic EPS of $1.18, the convertible preferred is dilutive and should be included in the diluted EPS calculation.

Stock Options - A: Each option can be exercised at $12 to buy one common share when the average market price is $11. This means that the options are out of the money and would not be exercised by the holders. Therefore, they have no impact on EPS and are anti-dilutive.

Stock Options - B: Each option can be exercised at $7 to buy one common share when the average market price is $8. This means that the options are in the money and would be exercised by the holders. The exercise would increase the common shares outstanding by 4,000 and generate cash proceeds of $28,000 ($7 x 4,000). The cash proceeds can be used to buy back some common shares at the market price of $8. The number of shares bought back is 3,500 ($28,000 / $8). The net increase in common shares outstanding is 500 (4,000 - 3,500).

EPS after exercise = ($120,000 - $2,000) / (100,000 + 500)

EPS after exercise = $1.17

Since this is lower than the basic EPS of $1.18, the stock options - B are dilutive and should be included in the diluted EPS calculation.

Convertible Bonds: Each bond can be converted into 40 common shares (40,000 / 1,000). The conversion would increase the common shares outstanding by 40,000 and decrease the interest expense by $50,000 ($1,000,000 x 5%). The interest expense is net of tax, so we need to multiply it by (1 - tax rate) to get the after-tax amount. The tax rate is 30%.

EPS after conversion = ($120,000 - $2,000 + $50,000 x (1 - 0.3)) / (100,000 + 40,000)

EPS after conversion = $1.19

Since this is higher than the basic EPS of $1.18, the convertible bonds are anti-dilutive and should be excluded from the diluted EPS calculation.

3. Ranking of potential dilutors

We need to rank the potential dilutors from the most dilutive to the least dilutive based on their impact on EPS.

The most dilutive security is the convertible preferred with an EPS of $1.16.

The second most dilutive security is the stock options - B with an EPS of $1.17.

The least dilutive security is the convertible bonds with an EPS of $1.19.

4. Step-by-step inclusion of individual dilutors to arrive at reportable EPS with decision making.

We need to include the potential dilutors in order of their dilution until we reach a point where the next security would be anti-dilutive.

The first security to include is the convertible preferred.

EPS with convertible preferred = ($120,000 - $0) / (100,000 + 1,900)

EPS with convertible preferred = $1.16

The next security to include is the stock options - B.

EPS with stock options - B = ($120,000 - $0) / (100,000 + 1,900 + 500)

EPS with stock options

Answer:

first you have to find the number of ways 3 men can be chosen, then the number of ways 2 women can be chosen, and then you need to multiply these numbers together to get the number of ways because multiplication will show the total arrangements possibilities. use combination since order does not matter.

number ways for 2 out of 10 women total: 10 choose 2= 45

number of ways for 3 out of 9 men total: 9 choose 3= 84

84x45= 3780

3780 total ways

number of ways

The sprinter will complete the race in approximately 17.07 seconds.

To calculate the time for the race, we need to consider two parts: the acceleration phase and the constant velocity phase.

Acceleration Phase:

The acceleration of the sprinter is 1.64 m/s², and the distance covered during this phase is 25 m. We can use the equation of motion to calculate the time taken during acceleration:

v = u + at

Here:

v = final velocity (which is the velocity at the end of the acceleration phase)

u = initial velocity (which is 0 since the sprinter starts from rest)

a = acceleration

t = time

Rearranging the equation, we have:

t = (v - u) / a

Since the sprinter starts from rest, the initial velocity (u) is 0. Therefore:

t = v / a

Plugging in the values, we get:

t = 25 m / 1.64 m/s²

Constant Velocity Phase:

Once the sprinter reaches the end of the acceleration phase, the velocity remains constant. The remaining distance to be covered is 100 m - 25 m = 75 m. We can calculate the time taken during this phase using the formula:

t = d / v

Here:

d = distance

v = velocity

Plugging in the values, we get:

t = 75 m / (v)

Since the velocity remains constant, we can use the final velocity from the acceleration phase.

Now, let's calculate the time for each phase and sum them up to get the total race time:

Acceleration Phase:

t1 = 25 m / 1.64 m/s²

Constant Velocity Phase:

t2 = 75 m / v

Total race time:

Total time = t1 + t2

Let's calculate the values:

t1 = 25 m / 1.64 m/s² = 15.24 s (rounded to two decimal places)

Now, we need to calculate the final velocity (v) at the end of the acceleration phase. We can use the formula:

v = u + at

Here:

u = initial velocity (0 m/s)

a = acceleration (1.64 m/s²)

t = time (25 m)

Plugging in the values, we get:

v = 0 m/s + (1.64 m/s²)(25 m) = 41 m/s

Now, let's calculate the time for the constant velocity phase:

t2 = 75 m / 41 m/s ≈ 1.83 s (rounded to two decimal places)

Finally, let's calculate the total race time:

Total time = t1 + t2 = 15.24 s + 1.83 s ≈ 17.07 s (rounded to two decimal places)

Therefore, the sprinter will complete the race in approximately 17.07 seconds.

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Answer:

Pop in 1990 = 81 million rats

Pop in 2005 = 127 million rats

Step-by-step explanation:

Given the function, the population of rats in 1990 is when we replace t with "0" which strictly gives the coefficient 81 that represents 81 million rats.

The rat population in 2005 is given by the formula when t = 15

This is: approximately 127 million rats.

The function denoted by the ordered pairs, (1, 102), (2, 68), (3, 34), (4, 17) can be shown on a tale as follows

As a graph, this is shown below;

Note that the graph drawn above uses 25 units on 1 cm on the y-axis, and 1 unit to 1 cm on the x-axis. Also, its not drawn to perfection as the "points where the x any y values intersect should all fall perfectly on the line of the function.

Answer:

The mean is 21.

The median is 21

There is no mode here.

Step-by-step explanation:

Step-by-step explanation:

Well it would be 8.75 ×7 which is 61.25m

Answer:

18.95+7.05=$26

Step-by-step explanation:

plzz give brainliest (the crown on my answer)

Answer:

x= 18.95+7.05

x=26

Step-by-step explanation:

Let "x" equal the amount of money before purchasing the poster boards

x= 18.95+7.05

x= 26

Hope this helps!

Based on these considerations, it is necessary to assess the specific layout plan and the surrounding environment to determine whether the copier is suitably placed in room (3) at Hills Secondary.

To determine whether the copier is suitably placed in room (3) at Hills Secondary, we need to consider factors such as accessibility, noise, and convenience.

Firstly, we need to evaluate the accessibility of the copier in room (3). Is it easily accessible for all students and staff who need to use it? If the copier is located in a central position within the school or close to high-traffic areas, it would be considered suitable.

However, if it is tucked away in a corner or not easily visible, it may cause inconvenience and hinder access for users.

Secondly, we should consider noise levels. Copiers can be noisy machines, and if room (3) is located near classrooms or areas where students require a quiet environment, it may not be an ideal placement. Noise disturbances could disrupt learning activities and cause distractions.

Lastly, convenience plays an important role. Room (3) should be spacious enough to accommodate the copier and allow users to operate it comfortably. If the room is cramped or lacks proper ventilation, it may cause inconvenience for users and impact the overall workflow.

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Answer:

she has some big feet

Step-by-step explanation:

do u know th

Answer:

The letter "x" is often used in algebra to mean a value that is not yet known. It is called a "variable" or sometimes an "unknown". In x + 2 = 7, x is a variable, but we can work out its value if we try! A variable doesn't have to be "x", it could be "y", "w" or any letter, name or symbol.

Hi there!  

»»————-　★　————-««

I believe your answer is:

Option B) \(y=x-5\)

»»————-　★　————-««  

Here’s why:  

⸻⸻⸻⸻

\(\boxed{\text{Slope-Intercept Form}}\\\\y=mx + b\\\\\boxed{\text{Key:}}\\\\m - \text{The Slope}\\\\b- \text{The Y-Intercept}\)

⸻⸻⸻⸻

⸻⸻⸻⸻

\(\boxed{\text{Which equation shows a y-intercept of -5?}}\\\\---------\\\text{A}) -5y = x\\\\\text{This equation in slope-intercept form is }y=\frac{1}{5}x.\\\\\text{The 'b' part is not shown. This means that the line passes through the}\\\text{origin.}\\\\---------\\\\\text{B})\text{ }y = x-5\\\\\text{This option shows a slope of one and a y-intercept of -5.} \\\\\text{Therefore, \boxed{\text{option B is the correct answer.}}}\\\\----------\\\text{Option C has a y-intercept of 5, and Option D has a}\\\)

\(\text{y-intercept of 1.}\)

⸻⸻⸻⸻

»»————-　★　————-««  

Hope this helps you. I apologize if it’s incorrect.  

\( \sf \longrightarrow \: 5 \bigg( \: n - \frac{1}{10} \bigg) = \frac{1}{2} \\ \)

\( \sf \longrightarrow \: 5 \bigg( \: \frac{n}{1} - \frac{1}{10} \bigg) = \frac{1}{2} \\ \)

\( \sf \longrightarrow \: 5 \bigg( \: \frac{10 \times n - 1 \times 1}{1 \times 10} \bigg) = \frac{1}{2} \\ \)

\( \sf \longrightarrow \: 5 \bigg( \: \frac{10n - 1}{ 10} \bigg) = \frac{1}{2} \\ \)

\( \sf \longrightarrow \: \: \frac{50n - 5}{ 10} = \frac{1}{2} \\ \)

\( \sf \longrightarrow \: \: 2(50n - 5) =1(10) \\ \)

\( \sf \longrightarrow \: \: 2(50n - 5) =10 \\ \)

\( \sf \longrightarrow \: \: 100n - 10=10 \\ \)

\( \sf \longrightarrow \: \: 100n =10 + 10\\ \)

\( \sf \longrightarrow \: \: 100n =20\\ \)

\( \sf \longrightarrow \: \:n = \frac{2 \cancel{0}}{10 \cancel{0}} \\ \)

\( \sf \longrightarrow \: \:n = \frac{1}{5} \\ \)

Answer:-

To solve the equation \(\sf 5(n - \frac{1}{10}) = \frac{1}{2} \\\) for \(\sf n \\\), we can follow these steps:

Step 1: Distribute the 5 on the left side:

\(\sf 5n - \frac{1}{2} = \frac{1}{2} \\\)

Step 2: Add \(\sf \frac{1}{2} \\\) to both sides of the equation:

\(\sf 5n = \frac{1}{2} + \frac{1}{2} \\\)

\(\sf 5n = 1 \\\)

Step 3: Divide both sides of the equation by 5 to isolate \(\sf n \\\):

\(\sf \frac{5n}{5} = \frac{1}{5} \\\)

\(\sf n = \frac{1}{5} \\\)

Therefore, the solution to the equation \(\sf 5(n - \frac{1}{10})\ = \frac{1}{2} \\\) is \(\sf n = \frac{1}{5} \\\), which corresponds to option (d).

\(\huge{\mathfrak{\colorbox{black}{\textcolor{lime}{I\:hope\:this\:helps\:!\:\:}}}}\)

♥️ \(\large{\underline{\textcolor{red}{\mathcal{SUMIT\:\:ROY\:\:(:\:\:}}}}\)

Step-by-step explanation:

Mia want to buy 3 notebook for $1.29 each ,

then total cost =3×1.29

hence, 3×29

1\6+1/12+2/6=2+1+4/12

=7/12

Answer:

5=y-intercept

Step-by-step explanation:

the y intercept point is when y has a number but x is 0 so we see what is y (f(x)) and it is 5

Answer:

-8,-7

Step-by-step explanation:

I think

Answer:

try pressing the help button, it looks like it mightve glitched

Step-by-step explanation:

Answer:

The ratio 1:3:5 by doubling each number is the same as 2:6:10 and the big one 10 is 10/(2+6+10) = 10/18 of the total, so multiplying top and bottom by 10 gives 100/180, so the biggest angle is 100° since the sum of all angles must be 180°.

Answer:

16.6

Step-by-step explanation:

Answer:$ 24,679.20 or 514.15 a month

Step-by-step explanation: 565(.09) is 50.85 which needs to be deducted from the payment of 565 because he needs to be able to pay for interest. 514.15 is then multiplied by 48 months which will bring you to 24,679.20

Answer:

Its M=7

Step-by-step explanation:

Triangle APC is similar to triangle YKM

I was calculating this question. However, there is an inconsistency in the APC triangle. No side can be larger than the hypotenuse in a triangle.

Two triangles are congruent if their corresponding sides are equal in length, and their corresponding angles are equal in measure.

What is congruent?

Congruent refers to things that are exactly the same size and shape. Even if we flip, turn, or rotate the forms, the shape and size should remain the same.

Here,

we have to prove when can we say that the two triangles are congruent.

SSS, SAS, ASA, AAS, and HL.

These tests describe combinations of congruent sides and/or angles that are used to determine if two triangles are congruent.

Hence, two triangles are congruent if their corresponding sides are equal in length, and their corresponding angles are equal in measure.

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