please help! (URGENT)

Answer:

The answer is option D.

Hope this helps you

Answer:

9/5 = 1/5 divided by 1/9

Step-by-step explanation:

1/5 x 9/1 = 9/5

The entrepreneur's revenue is  $2325x, entrepreneur's cost is $33,750 + $1700x and entrepreneur's profit from x sold-out performances is  $625x - $33,750

The entrepreneur's revenue from x sold-out performances is given by the formula:

Revenue = (Price per Performance) x (Number of Performances)

Revenue = $2325 x x

Revenue = $2325x

The entrepreneur's cost from x sold-out performances is given by the formula:

Cost = Overhead + (Production Cost per Performance) x (Number of Performances)

Cost = $33,750 + $1700x

The entrepreneur's profit from x sold-out performances is the revenue minus the cost:

Profit = Revenue - Cost

Profit = $2325x - ($33,750 + $1700x)

Profit = $625x - $33,750

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The number properties used for each of the given steps are as detailed below.

Step 2; 5(x - 3) = 20

¹/₅(5(x - 3)) = ¹/₅(20);

Property used here is Multiplication  Property of Equality

Step 3; ¹/₅(5(x - 3)) = ¹/₅(20)

1(x - 3) = 4

Property used here is Distributive Property

Step 4; 1(x - 3) = 4

x - 3 = 4

Property used here is Distributive Property

Step 5; x - 3 = 4

x - 3 + 3 = 4 + 3

Property used here is Addition Property of Equality

Step 6; x - 3 + 3 = 4 + 3

x + 0 = 7

Property used here is Addition Property of Equality

Step 7; x + 0 = 7

x = 7

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Answer:

answer is 24 hope this helps! :)

(1) x² - 2 x - 8 and Option (2) x² + 2 x - 8 are two polynomials which has been factored.

Given are the polynomials,

1) x² - 2 x - 8

Factors = (x+2)(x-4)

2) x² + 2 x - 8

Factors = (x-2)(x+4)

3) x²-2x-4 = There will be no integral root.

4) x²+2x-4 = There will be no integral root.

Hence the (1) x² - 2 x - 8 and Option (2) x² + 2 x - 8 are two polynomials which has been factored.

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Answer:

65

Step-by-step explanation:

The lines are parallell so m1 = m5, and m3=m8. 180-115 is 65

Answer:

\(29\) students liked apples, but not bananas and guavas at the same time. (\(11\) students liked apples and liked neither bananas nor guavas.)

\(9\) students liked bananas only.

\(26\) students liked apples or bananas but not guavas.

\(59\) students liked bananas or guavas or apples, (That is the number of students that liked one or more of the three fruits.)

\(12\) students liked apples and guavas but not bananas.

Step-by-step explanation:

Start by drawing a Venn Diagram. (Refer to the first attachment.)

Using information from the question, fill in the number of students in each section.

Start with intersection of all three circles denotes the set of surveyed students that liked all three fruits.

The question states that there are \(5\) students in this set. Besides, this set isn't a superset of any other set. Therefore, write the number \(5\!\) in the corresponding place without doing any calculation.

Continue with the intersection of students that liked two fruits only. For example, the question states that \(11\) surveyed students liked apple and bananas. However, that \(11\!\) students also include the \(5\) surveyed students that liked all three fruits (apple, banana, and guava.) Therefore, only \(11 - 5 = 6\) surveyed students liked apple and banana only (but not guava.)

Similarly:

The question states that \(33\) surveyed students liked guavas. However, among that \(33\!\) students:

Therefore, only \(33 - 10 - 12- 5 =6\) surveyed students liked guava but neither apple nor banana (guava only.)

Similarly:

Among the \(62\) surveyed students, \(62 - (11 + 6 + 9 + 12 + 5 + 10 + 6) = 3\) of them liked none of the three fruits.

Refer to the second diagram attached for the Venn Diagram with the corresponding numbers.

Students that liked apples but not bananas and guavas at the same time include:

These three subsets include \(11 + 6 + 12 = 29\) surveyed students.

It was previously found that \(9\) students liked bananas only.

Students that liked apples or bananas but not guavas include:

That include \(11 + 6 + 9 = 26\) surveyed students.

Among these surveyed students, \(11 + 6 + 9 + 12 + 5 + 10 + 6 = 59\) of them liked at least one of the three fruits.

It was previously found that among these surveyed students, \(12\) of them liked apples and guavas only. That gives the number of students that liked apples and guavas, but not bananas.

There are a total of 14 possible outcomes, one for each marble in the bag.

The sample space is the set of all possible outcomes of an experiment. In this case, the experiment is selecting a marble from the bag.

There are 14 marbles in the bag in total.

When the first marble is selected, there will be 13 marbles remaining in the bag, then 12, then 11, and so on.

Therefore, the number of outcomes in the sample space is:

3 + 4 + 2 + 5 = 14

There are 14 possible outcomes, one for each marble in the bag.

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Answer & Step-by-step explanation:

I assume you mean to differentiate the equation.

We will solve using the power rule, where x^n = nx^n-1.

Apply this rule to all three numbers in our equation to get 6x, -1, and 0

f(x)=x^2−2x+1

Yw and pls mark me brainiest

Answer:

-infty<xinfty

Step-by-step explanation:

a) The mean of the data-set is of 2.

b) The range of the data-set is of 4 units, which is of around 4.3 MADs.

The mean of a data-set is obtained as the sum of all observations in the data-set divided by the number of observations in the data-set, which is also called the cardinality of the data-set.

The dot plot shows how often each observation appears in the data-set, hence the mean of the data-set is obtained as follows:

Mean = (1 x 0 + 5 x 1 + 3 x 2 + 5 x 3 + 1 x 4)/(1 + 5 + 3 + 5 + 1)

Mean = 2.

The range is the difference between the largest observation and the smallest, hence:

4 - 0 = 4.

4/0.93 = 4.3 MADs.

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Method to discover the relationship between terms in two number sequences is to find a mathematical function that maps one sequence to the other.

A relation is a function if it has only One y-value for each x-value.

One method to discover the relationship between terms in two number sequences is to find a mathematical function that maps one sequence to the other.

To do this, you can start by selecting a set of corresponding terms from each sequence and attempt to express the relationship between them using mathematical operations.

It's important to note that finding a mathematical relationship between two sequences can sometimes be difficult, and in some cases may not be possible.

In such cases, it may be helpful to analyze the sequences using other methods, such as graphical representation or statistical analysis, to gain insight into their behavior.

Hence, method to discover the relationship between terms in two number sequences is to find a mathematical function that maps one sequence to the other.

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[~S & (R V S)] ≡ (Q ⊃ S) is true when A = T, S = F, R = F, and Q = T by substituting the propositional variables.

A truth table is a table used to determine the truth values of a compound proposition, which is a logical statement made up of simpler propositions using logical operators such as "and" (represented by "&"), "or" (represented by "V"), "not" (represented by "~"), conditional (represented by "⊃"), and biconditional (represented by "≡").

Let's substitute the given truth values for the propositional variables in the given statement:

[~F & (F V F)] ≡ (T ⊃ F)

Using the truth table for conjunction (represented by "&") and disjunction (represented by "V"), we can simplify the left-hand side of the equivalence:

[T & F] ≡ (T ⊃ F)

Using the truth table for conditional (represented by "⊃"), we can simplify the right-hand side of the equivalence:

F ≡ F

Since both sides of the equivalence have the same truth value, the statement is true.

Therefore, [~S & (R V S)] ≡ (Q ⊃ S) is true when A = T, S = F, R = F, and Q = T.

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Answer:

2nd one is the equation.8x=2

Answer: The quotient is 3y² + 2y - 1.

Step-by-step explanation:

You can use long division to solve this expression by setting the dividend under the roof and the divisor outside as you would normally do when dividing numbers.

1) Look at the first term of the dividend, 15y³, and the first term of the divisor, 5y. Determine what value multiplied by 5y would give you 15y³. The answer is 3y², and given the number, you multiply it by the WHOLE divisor.

3y²(5y + 6) = 15y³ + 18y² <-- subtract this from the dividend.

2) Continue this process and make sure to drag down the next term for each new value you form after subtracting. Keep in mind of any negative values! When you reach up to -5y, determine what value multiplied by 5y would give you the value of -5y, which would be -1.

3) You should be left with a remainder of 0, leaving you with a quotient of 3y² + 2y - 1.

The three statements that are true about the function and its graph are:

The graph of the function is a parabola.

The graph opens downwards, since the coefficient of x² is positive.

The graph contains the point (0, 12), which can be obtained by substituting x=0 in the function.

To check the other statements:

To find f(-10), we substitute x=-10 in the function:

f(-10) = 1/5*(-10)² - 5*(-10) + 12 = 82. So the statement "The value of f(–10) = 82" is true.

To check if the graph contains the point (20,-8), we substitute x=20 in the function:

f(20) = 1/5*(20)² - 5*(20) + 12 = -68. This means the point (20,-8) does not lie on the graph of the function.

To check if the graph contains the point (0,0), we substitute x=0 in the function:

f(0) = 1/5*(0)² - 5*(0) + 12 = 12. This means the point (0,0) does not lie on the graph of the function.

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Answer:

a

Step-by-step explanation:

Both the exponential and logarithmic functions tend to infinity.

Answer:

Step-by-step explanation:

Soooo, angle 1 is 157 degrees

That means:

Angle 2 is 23 degrees                                   Supplementary Angles

Angle 3 is 157 degrees                                  Vertical Angle to Angle 1

Angle 4 is 23 degrees                                   Vertical angle to Angle 2

Answers:

=======================================================

Explanation:

Angles 1 and 2 are supplementary as they form a straight line. So the angles add to 180

(angle1)+(angle2) = 180

angle2 = 180-(angle1)

angle2 = 180-157

angle2 = 23 degrees

Angle 4 is congruent to this because angles 2 and 4 are vertical angles. Vertical angles are always congruent. Note how angles 1 and 4 are supplementary.  

Since angles 1 and 3 are the other pair of vertical angles, this must mean angle 3 is 157 degrees.

Answer:  

12 24 3.5 1

Step-by-step explanation:

12

24

3.5

1

= 40.5 as your answer

Answer:

Step-by-step explanation:

(-8, 3) (4, 1)

(1-3)/(4+8)= -2/12 = -1/6

Answer:

Step-by-step explanation:

Converting all fractions to decimal (for easier comparison) :

Hence,

Answer: 1.05 bytes (1.04761905)

Explanation: The operation to use when you need to find how much of something is in another is division.  And since we're trying to find out how many kilobytes are in a megabyte, you'd need to divide 220 by 210. After doing so, you should get a quotient of 1.04761905. When a remainder is present, you can round it up. I chose to round up by the nearest hundredth. Therefore, there are 1.05 kilobytes in a megabyte.

I hope this helped!

Good luck <3

The two fractions that will give a sum between 0.75 and 1 are 3/7 + 5/9 and the larger fraction is 5/9

We want to find two fractions using the digits 3, 5, 7 and 9 to find the one that gives a sum between 0.75 and 1.

Since it has to be a sum between 0.75 and 1, it means that the denominator must be greater than the numerator. Thus, let us try as follows;

3/5 + 7/9

Factorize out 45 to get;

¹/₄₅((3 * 9) + (7 *5))

= ¹/₄₅(27 + 35)

= ¹/₄₅(52)

This will not work because it will lead to a sum greater than 1

Let us try another one;

3/7 + 5/9

Factorize out 63 to get;

¹/₆₃((3 * 9) + (5 *7))

= ¹/₆₃(27 + 35)

= 52/63

= 0.8254

Thus, the two fractions that will give a sum between 0.75 and 1 are 3/7 + 5/9 and the larger fraction is 5/9

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Answer:

1) Antonio's statement

2) <A = 123

Step-by-step explanation:

1) Antonio's statement is incorrect. This is because the opposite angles of a quadrilateral add up to 180°. Erin was incorrect because the opposite angles of this quadrilateral are unequal.

2) 2x+7+5x-2 = 180° (opposite angles of quadrilateral)

Now

7x+5 = 180

7x = 175

x = 25

<A = 5x-2

= 5(25)-2

= 125-2

= 123

Answer:

y = 30 + 3.25c

(where y is the total cost in dollars, and c is the number of balloon bouquets)

Step-by-step explanation:

Let y = total cost (in dollars)

Let c = number of balloon bouquets

Given:

⇒ y = 30 + 3.25c

Y inetercept:-

Rate of change=3.25

So

Cost be Y

Answer:

9 slices

Step-by-step explanation:

Set up a proportion:

\(\frac{14}{6}\) = \(\frac{21}{x}\)

Cross multiply and solve for x, the amount of slices if 21 people come:

14x = 126

x = 9

So, each person can have 9 slices

Answer:

D)x = 4∕3y – 4

Step-by-step explanation:

\( \frac{x}{4} + \frac{y}{3} = 1\)

\(3x + 4y = 12\)

\(3x = 12 - 4y\)

\(x = 4 - \frac{4}{3} y\)

\(x = 4 - \frac{4}{3} y\)