The owner of a flower shop sells 18 roses gor 90$ what is the cost in dollars per rose

Answer:initial balance: 1000

interest rate:8%

term 20 years

how often: never

The final balance is $4,926.8.

The total compound interest is $3,926.8.

Step-by-step explanation:

No, when finding the upper and lower quartiles, the median is not included in the calculations.

When finding the upper and lower quartiles of a data set, the median (or second quartile) is not included in the calculations. The quartiles divide the data set into four equal parts, with the median representing the second quartile.

To find the lower quartile (Q1), one needs to determine the median of the lower half of the data set, excluding the median itself. This includes the data points below the median.

Similarly, to find the upper quartile (Q3), the median of the upper half of the data set is determined, excluding the median. This includes the data points above the median.

The inclusion of the median in the calculation of quartiles can cause confusion, but it is important to note that the median is separate and distinct from the quartiles.

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The sοlutiοn οf the given prοblem οf area cοmes οut tο be the side length rises by 1, the area grοws and then shrinks by an equal factοr.

Calculating hοw much space wοuld be needed tο fully cοver the οutside will reveal its οverall size. When determining the surface οf such a trapezοidal fοrm, the surrοundings are additiοnally taken intο accοunt. The surface area οf sοmething determines its οverall dimensiοns. The number οf edges here between cubοid's fοur trapezοidal extremities determines hοw much water it can hοld inside.

Here,

Optiοn B

The area grοws initially and then decreases by an amοunt equivalent tο the side length multiplied by 1. The area grοws befοre decreasing by an equivalent amοunt.

This is the case because a square's surface and side length are inversely prοpοrtiοnal. Where r is the οriginal side length, the area grοws by a factοr οf (1 + 2r + r2) as the side length rises by 1.

When r is big, hοwever, the term r2 dοminates and the area increase is less nοticeable.

Eventually, as r gets clοser tο infinite, the area increases οnly marginally and eventually reaches a limit.

As a result, as the side length rises by 1, the area grοws and then shrinks by an equal factοr.

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Complete question:

Step-by-step explanation:

Given

5x + 2y = 16 .....i)

x + 2y = 4 .....ii)

Subtracting equation I) and ii) we get

5x + 2y = 16

x + 2y = 4

- - -

4x = 12

x = 3

Putting x = 3 in equation ii)

3 + 2y = 4

2y = 4 - 3

y = 1/2

x =3 and y = 1/2

Hope it helps :)

Answer:

1) x=2 y=3 2) x=2 y=1

Step-by-step explanation:

The duration for the workout of Plan A is (total hours trained on Tuesday - total hours trained on Monday) / 2, and the duration of Plan B is (total hours trained on Monday - total hours trained on Tuesday) / 2.

Let's assume that Plan A lasts for x hours and Plan B lasts for y hours.

We can set up a system of two linear equations using the information provided:

x + y = hours trained with Plan A and Plan B on Monday

x + y = hours trained with Plan A and Plan B on Tuesday

Adding the two equations together:

2x + 2y = total hours trained on both days

Simplifying this equation, we get:

x + y = total hours trained on both days / 2

We can substitute this expression for x + y in one of the original equations, say the first one:

x + y = hours trained with Plan A and Plan B on Monday

(total hours trained on both days / 2) = hours trained with Plan A and Plan B on Monday

Similarly, we can substitute x + y in the second equation:

(total hours trained on both days / 2) = hours trained with Plan A and Plan B on Tuesday

Now we have two equations with two variables:

x + y = total hours trained on both days / 2

x + y = hours trained with Plan A and Plan B on Monday

Subtracting the second equation from the first, we get:

0 = (total hours trained on both days / 2) - (hours trained with Plan A and Plan B on Monday)

Therefore,

hours trained with Plan A and Plan B on Monday = total hours trained on both days / 2

We can use the same logic to find the hours trained with Plan A and Plan B on Tuesday:

hours trained with Plan A and Plan B on Tuesday = total hours trained on both days / 2

Since we know the total hours trained on both days and the hours trained with Plan A and Plan B on each day, so solving for x and y:

x = hours trained with Plan A and Plan B on Monday - hours trained with Plan A and Plan B on Tuesday

y = hours trained with Plan A and Plan B on Tuesday - hours trained with Plan A and Plan B on Monday

Substituting the expressions we found earlier, we get:

x = (total hours trained on both days / 2) - hours trained with Plan A and Plan B on Tuesday

y = (total hours trained on both days / 2) - hours trained with Plan A and Plan B on Monday

We can simplify these expressions to get:

x = (total hours trained on Tuesday - total hours trained on Monday) / 2

y = (total hours trained on Monday - total hours trained on Tuesday) / 2

Therefore, the duration of Plan A is (total hours trained on Tuesday - total hours trained on Monday) / 2, and the duration of Plan B is (total hours trained on Monday - total hours trained on Tuesday) / 2.

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ANSWER

Melanie uses 31 and a half pencils per hour

EXPLANATION

If she uses 14 pencils in 4/9 of an hour, we want to find how many pencils does she use in 1 hour:

Answer:

24 does not work as a common denominator because it is not the Lowest Common Multiple of 6, 4 and 5.

Step-by-step explanation:

In that above question, we are told that:

A student is trying to find the sum of 5/6 + 3/4 + 1/5

Step 1

The first step would be to find the Lowest Common Multiple of the denominators (6, 4, 5).

Lowest Common Multiple can be defined as the number that is the lowest quantity of the multiple of 2 or 3 number.

The lowest common multiple for 6, 4, 5 = 60. This is that number that the 3 denominators can be divided in

Hence,

5/6 + 3/4 + 1/5

= 5 × 10 + 3 × 15 + 12× 1/60

= 50 + 45 + 12/60

= 107/60

= 1 47/60

24 does not work because it is not the Lowest Common Multiple of 6, 4 and 5.

The lowest common multiple for the 3 denominators = 60, therefore 60 should be used.

1. The values which the given number sentences true are:

a) 11 b) 5 c) 36

2. After substituting the value of  x we get the value for y as :

a) 6 b) 0 c) 7 d) 15

3. The number sentences are :

a) x ₋ y = 25

b) 5 × p = q ÷ 2

c) 2y ₋ 14 = 6

d) 15 × 4 = 4 ₋ (x₊y)

Given in the first bit we need to find the variables:

a) h ₊ 8 = 19

arrange the constants on one side.

h = 19 ₋ 8

h = 11

b) 2p ₋ 6 = 4

arrange the constants on one side.

2p = 4 ₊ 6

2p = 10

p = 10/2

p = 5

c) 1/3 y = 12

cross multiply.

y = 36

Now in the second exercise we are asked to substitute the x value and get the value of y.

a) y = 3x ₊ 2 if x =8

substitute x value in the equation.

y = 3(8) ₊ 2

y = 24 ₊ 2

y = 26

b) y = 4x ₋ 1 if  x = 1/4

y = 4(1/4) ₋ 1

y = 1 ₋ 1

y = 0

c) y = 0.2x ₊ 5 if x = 10

y = 0.2(10) ₊ 5

y = 2 ₊ 5

y = 7

d) y = 10x ₊ 12 if x = 0.3

y = 10(0.3) ₊ 12

y = 3 ₊ 12

y = 15

In the last third bit we need to frame equations for the given word problems.

a) The difference between two numbers is 25.

let the two numbers be x and y.

x ₋ y = 25.

b) The product of 5 and p is equal to quotient of q and 2.

5 × p = q ÷ 2

c) The difference between 14 and 2y is equal to 6.

2y ₋ 14 = 6

d) The product of 15 and 4 is equal to four less than the sum of x and y.

15 × 4 = 4 ₋ (x₊y)

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According to the given statement ,  the solution is  w = -1, x = -2, y = 1, z = 2.

To solve the given system of equations, let's use the method of elimination.
Step 1:

Multiply the first equation by 2 and the second equation by 3, then add the resulting equations to eliminate w:
-4w + 2x + 2y = -4
-3w + 6x - 3y + 3z = -12
Step 2:

Multiply the first equation by 3 and the third equation by 2, then add the resulting equations to eliminate w:
-6w + 3x + 3y + 2z = 6
-2w + 3x + 3y + 2z = 6
Step 3:

Subtract the second equation from the third equation to eliminate w:
4w - 4x + 4y + 4z = 12
Step 4:

Combine the equations:
4w - 4x + 4y + 4z = 12
-4w + 2x + 2y = -4
Step 5:

Solve the resulting system of equations. The solution is:
w = -1, x = -2, y = 1, z = 2.

1. We used the method of elimination to eliminate the variable w in the given system of equations.
2. By multiplying equations and adding or subtracting them, we were able to eliminate w step-by-step.
3. After eliminating w, we obtained a new system of equations with three variables:

x, y, and z.
4. Finally, we solved the resulting system of equations to find the values of w, x, y, and z that satisfy all the equations.

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We can solve the given system of equations by using the elimination method. By following the steps above, we reduced the system to two equations. To solve the final system, we can use substitution or any other preferred method.

To solve the given system of equations:

[-2w + x + y = -2
-w + 2x - y + z = -4
-2w + 3x + 3y + 2z = 2
w + x + 2y + z = 6]

We can use the method of elimination or substitution. Let's use the elimination method:

1. Multiply the first equation by 2 and add it to the third equation:

-4w + 2x + 2y = -4

-2w + 3x + 3y + 2z = 2

Summing these two equations gives: -6w + 5x + 5y + 2z = -2

2. Multiply the second equation by 2 and add it to the fourth equation:

-2w + 4x - 2y + 2z = -8

w + x + 2y + z = 6

Summing these two equations gives: -w + 5x + z = -2

3. We now have a new system of equations:

-6w + 5x + 5y + 2z = -2

-w + 5x + z = -2

4. Subtract the second equation from the first equation: -6w + 5x + 5y + 2z - (-w + 5x + z) = -2 - (-2)

Simplifying, we get: -5w + 5y + z = 0

5. Now, we have two equations:

-w + 5x + z = -2

-5w + 5y + z = 0

6. Multiply the first equation by 5 and add it to the second equation:

-5w + 25x + 5z = -10

-5w + 5y + z = 0

Summing these two equations gives:

25x + 5y + 6z = -10

7. From the previous step, we obtain a new equation:

25x + 5y + 6z = -10

8. Now, we have three equations:

-5w + 5y + z = 0

-5w + 5y + z = 0

25x + 5y + 6z = -10

9. It is clear that the first two equations are the same.

Therefore, we can consider them as one equation: -5w + 5y + z = 0.

10. Now, we have two equations:

-5w + 5y + z = 0

25x + 5y + 6z = -10

11. We can now solve this system using the substitution method or any other method you are familiar with.

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Answer:

The first table

Step-by-step explanation:

If you create a fraction x/y, you will see all of the answers reduce down to -1/4. The other tables don't reduce to the same values.

In the given diagram, the value of x is 90°

From the question, we are to determine the value of x

In the given diagram,

Using the linear pair theorem, we can write that

x + 90° = 180°

x = 180° - 90°

x = 90°

Hence, the value of x is 90°

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(a) The appropriate null hypothesis is that the mean weight of the rice boxes is equal to 16 ounces, and the alternative hypothesis is that the mean weight is less than 16 ounces. This is a left-tailed test.

(b) The appropriate null hypothesis is that the mean rent for this year is equal to $1000, and the alternative hypothesis is that the mean rent is higher than $1000. This is a right-tailed test.

(c) The appropriate null hypothesis is that the mean score on the standardized test is equal to 90, and the alternative hypothesis is that the mean score has changed. This is a two-tailed test.

(a) For the rice box weights, the null hypothesis states that the mean weight is equal to 16 ounces, and the alternative hypothesis suggests that the mean weight is less than 16 ounces. The inspector suspects that the mean weight is less, indicating a left-tailed test.

(b) In the case of apartment rents, the null hypothesis assumes that the mean rent for this year is equal to $1000, and the alternative hypothesis suggests that the mean rent is higher. The real estate agent believes that the mean rent has increased, making it a right-tailed test.

(c) Regarding the standardized test scores, the null hypothesis assumes that the mean score is equal to 90, while the alternative hypothesis suggests that the mean score has changed. The educator believes that the mean score may have increased or decreased, making it a two-tailed test, as any significant deviation from the mean is of interest.

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It is false that 5x and 3y are like terms. They can not be combined together through addition.

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The perimeter of the original square paper can be calculated by finding the perimeter of one of the rectangles and then doubling it.

Let's assume the original square paper has side length "s" inches. When the paper is cut vertically to create two rectangles, each rectangle will have a length equal to "s" inches and a width that is half of "s" inches.

The perimeter of a rectangle is calculated by adding the lengths of all four sides. In this case, since each rectangle has a length of "s" inches and a width of "s/2" inches, the perimeter of one rectangle can be calculated as:

Perimeter of one rectangle = 2 * (length + width)

Perimeter of one rectangle = 2 * (s + s/2)

Perimeter of one rectangle = 2 * (3s/2)

Perimeter of one rectangle = 3s

Given that each rectangle has a perimeter of 57 inches, we can set up the following equation:

3s = 57

Solving for "s", we find:

s = 57 / 3

s = 19

Therefore, the side length of the original square paper is 19 inches. Since the perimeter of a square is calculated by adding the lengths of all four sides, the perimeter of the original square paper is:

Perimeter of square paper = 4s

Perimeter of square paper = 4 * 19

Perimeter of square paper = 76 inches

Thus, the perimeter of the original square paper is 76 inches.

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When a point falls outside of control limits in statistical process control, the probability is quite high that the process is experiencing special cause variation.

In statistical process control (SPC), control limits are used to define the range within which a process is expected to operate under normal or common cause variation. Common cause variation refers to the inherent variability of a process that is predictable and expected.

On the other hand, special cause variation, also known as assignable cause variation, refers to factors or events that are not part of the normal process variation. These are typically sporadic, non-random events that have a significant impact on the process, leading to points falling outside of control limits.

When a point falls outside of control limits, it indicates that the process is exhibiting a level of variation that cannot be attributed to common causes alone. Instead, it suggests the presence of specific, identifiable causes that are influencing the process. These causes may include equipment malfunctions, operator errors, material defects, or other significant factors that introduce variability into the process.

Therefore, when a point falls outside of control limits in statistical process control, it is highly likely that the process is experiencing special cause variation, which requires investigation and corrective action to identify and address the underlying factors responsible for the out-of-control situation.

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The approximate values of the non-integral roots of the polynomial equation are -5.57, -1.95, 0.21, 1.27, and 4.73. These values represent the values at which the polynomial equation evaluates to zero, indicating the roots of the equation.

To find the roots of a polynomial equation, we set the equation equal to zero and solve for the unknown variable. In this case, we have a polynomial equation with non-integral roots.

To obtain the approximate values of these roots, numerical methods such as iterative methods or numerical approximation techniques can be used. These methods involve making educated guesses and refining the guesses until the equation evaluates to zero.

The resulting approximate values for the non-integral roots of the polynomial equation are -5.57, -1.95, 0.21, 1.27, and 4.73. These values are not exact, but they are close approximations to the actual roots of the equation.

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Answer:

The total value of the account after 3 years will be $5,503.52.

Step-by-step explanation:

A loan or deposit's interest is computed using the starting principle and the interest payments from the ago decade as compound interest.

We know that the compound interest is given as

A = P(1 + r)ⁿ

Where A is the amount, P is the initial amount, r is the rate of interest, and n is the number of years.

Tyler's bank account pays a straightforward yearly financing cost of 3.25%. Assume he stores $5,000 in the record and sets aside no extra installments or withdrawals for a long time.

The total value of the account after 3 years will be calculated as,

A = $5,000(1 + 0.0325)³

A = $5,000 x (1.0325)³

A = $5,000 x 1.1007

A = $5,503.52

The total value of the account after 3 years will be $5,503.52.

To find out how many dresses are in Isabella's wardrobe, you will need to use the ratio of skirts to dresses which is 8:7 and the number of skirts which is 32. Here's how you can solve the problem:

Step 1: Add the ratio of skirts to dresses together to get the total number of parts.8 + 7 = 15 This means that the total number of parts in Isabella's wardrobe is 15.

Step 2: Divide the number of skirts by the first part of the ratio

(8).32 ÷ 8 = 4

This means that for every 8 skirts, there are 7 dresses. Since there are 32 skirts, you can multiply the number of sets of 8 skirts by 7 to find out how many dresses there are.

4 × 7 = 28

Therefore, there are 28 dresses in Isabella's wardrobe. You can check your answer by verifying that the ratio of skirts to dresses is still 8:7 when you divide the total number of skirts and dresses by their greatest common factor, which is 4. 32 ÷ 4 = 8

and

28 ÷ 4 = 7, so the ratio is still 8:7.

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The ratio of skirts to dresses in Isabella's wardrobe is 8:7. Given that there are 32 skirts, we know there are 4 'sets' of 8. Therefore, there should be 4 'sets' of 7 dresses, which totals to 28 dresses.

The question states that the ratio of skirts to dresses in Isabella's wardrobe is 8:7. That means for every 8 skirts, she has 7 dresses. Given that there are 32 skirts in her wardrobe, we need to figure out how many dresses there are. We can do this by understanding that 32 skirts is 8 in the ratio, or 4 'sets' of 8. Therefore, there should be 4 'sets' of 7 dresses. When you multiply 7 (the number of dresses in each 'set') by 4 (the number of 'sets'), we get 28 dresses in Isabella's wardrobe.

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Answer:

13 units

Step-by-step explanation:

Distance formula: \(d = \sqrt{(x2-x1)^2 + (y2-y1)^2}\)

Simply plug in your variables

\(d = \sqrt{(7-2)^2 + (15-3)^2}\)

\(d = \sqrt{5^2 + 12^2}\)

\(d = \sqrt{25 + 144}\)

\(d = \sqrt{169}\)

d = 13

Answer:

Step-by-step explanation:

Covert 21 out of 175 into percentage:

We need percentage

\(\\ \bull\sf\dashrightarrow \dfrac{21}{175}\times 100\)

\(\\ \bull\sf\dashrightarrow \dfrac{21}{7}\times 4\)

\(\\ \bull\sf\dashrightarrow 3(4)\)

\(\\ \bull\sf\dashrightarrow 12\%\)

A zero-day exploit is an attack program that is created before patches or fixes are available from the software vendor.

It refers to a vulnerability or weakness in software that is unknown to the vendor or the general public. This means that the exploit takes advantage of a security flaw that has not yet been discovered or addressed by the software developer.

The term "zero-day" signifies that developers have had zero days to fix or patch the vulnerability. Zero-day exploits are particularly dangerous because they can be deployed by hackers to target systems before any defensive measures are in place, making them highly effective and difficult to defend against.

Therefore, a "zero-day" exploit is an attack program that is created before patches or fixes are available from the software vendor.

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Answer:

The value of Q when p=6 is;

Explanation:

Given that Q varies inversely as the square of p;

Where k is the constant of proportionality.

Given;

Q =36 when p =7.

Let's substitute the given values to determine the value of k;

So, when p =6​, Q will be;

Therefore, the value of Q when p=6 is;

Answer:

B

Step-by-step explanation:

you would fill in x for 0 and 3 times 0 is 0

then it would be zero plus 1 which would be !

Answer:

B. 1

Explanation:
3(0)+1

0+1=1

Answer:

A cup of juice will cost 1.04 US dollars

Step-by-step explanation:

Here, we want to know the cost of one cup of juice in US dollars.

The cost of a quart of juice is Canada is 4.40CAN

now, since there are 4 cups in a quart, the cost of a cup of juice will be 4.40/4 = 1.10 CAN

Moving on;

We are told that 1 USD = 1.06 CAN ;

thus x usd = 1.10 CAN

1 * 1.10 = x * 1.06

x = 1.10/1.06

x = 1.037 which is approximately 1.04 USD

Answer:

A. -3

Step-by-step explanation:

Multiply first then add or minus

3 - 3 x 3 + 3

3 - 9 + 3

-6 + 3

-3

Answer:

i got 2.7

Step-by-step explanation:

The relation 2 represents a function.

In order to determine which relation in the below table represents a function, we need to first understand what a function is.A function is a relationship in which each input value corresponds to exactly one output value.

To put it another way, each x-value has one and only one y-value. The most typical method to determine whether a relation is a function is to use the vertical line test.

The vertical line test is a way to determine if a relation is a function graphically. To test if a graph is a function, we draw a vertical line through each x-value on the graph. If a vertical line crosses the graph more than once, it is not a function.

If, on the other hand, the graph passes the vertical line test and no vertical line crosses the graph more than once, it is a function.Now let's look at the table below to determine which relation is a function.

We will first plot the x and y values of each relation on a coordinate system and then apply the vertical line test to each relation.

Relation 1: x | y0 | 10 | 11 | 22 | 23 | 34 | 35 | 4Relation 1 does not represent a function since we can draw a vertical line through x = 3 and the line will cross the graph more than once.

Relation 2: x | y2 | 33 | 34 | 45 | 46 | 57 | 5Relation 2 represents a function since we can draw a vertical line through each x-value on the graph and it will only cross the graph once.

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Answer: 50 miles

Step-by-step explanation:

Let the miles that she is trying to run by the end of the month be denoted by x.

Since she is 80% of the way to achieving her goal and she has already run 40 miles. This can be expressed as:

80% of x = 40

80/100 × x = 40

0.8x = 40

x = 40/0.8

x = 50

The miles that she is trying to run by the end of the month is 50 miles.