Jasmine bought a game system
that cost $299 before tax. The total
including sales tax was 1.07 times
the price. A discount was then
applied by multiplying the total price
by 0.90. What was the total cost of
the game system including the sales
tax and discount?

Answer:

8 inches

Step-by-step explanation:

Let w represent the width.

If the length is 14 inches longer than the width, it can be represented by w + 14.

Use the perimeter formula, p = 2l + 2w. Plug in 60 as the perimeter and w + 14 as l, then solve for w:

p = 2l + 2w

60 = 2(w + 14) + 2w

60 = 2w + 28 + 2w

60 = 4w + 28

32 = 4w

8 = w

So, the width is 8 inches

Answer:

x = 1.7

Step-by-step explanation:

Answer:

1. The correct option is:

B. H0: The distribution of working hours for private practice doctors is the same as the distribution of working hours for hospital doctors.

Ha: The distribution of working hours for private practice doctors is not the same as the distribution of working hours for hospital doctors.

2. The test statistic is -0.97.

3. The correct option is E. We fail to reject the null hypothesis. There is not enough evidence to show that the distribution of working hours for private practice doctors is not the same as the distribution of working hours for hospital doctors.

Step-by-step explanation:

Note: This question is not complete and it contains some inconsistency errors in thee data. The correct complete question is therefore provided before answering the question. See the attached pdf for the correct complete question.

The explanation of the answer is now provided as follows:

1. State the null and alternative hypotheses.

Since we are trying to examine whether private practice doctors and hospital doctors have the same distribution of working hours, this implies that the correct option is:

B. H0: The distribution of working hours for private practice doctors is the same as the distribution of working hours for hospital doctors.

Ha: The distribution of working hours for private practice doctors is not the same as the distribution of working hours for hospital doctors.

2. What is the test statistic?

Note: See the attached excel file for the calculation of total of (f1 * x), total of (f2 * x), total of (f1 * x^2) and total of (f2 * x^2).

From the attached excel file, we have:

N2 = Total of f2 = Sample size of Hospital = 150

M1 = Mean of Private-Practice = Total of (f1 * x) / N1 = 38.40

M2 = Mean of Hospital = Total of (f2 * x) / N2 = 43.60

S1^2 = Variance of Private-Practice = Total of (f1 * x^2) / N1 = 1,541.00

S2^2 = Variance of Hospital = Total of (f2 * x^2) / N2 = 1,975.67

Therefore, we have:

t = (M1 - M2) / ((S1^2 / N1) + (S2^2 / N2))^0.5 = (38.40 - 43.60) / ((1,541 / 100) + (1,975.67 / 150))^0.5 = -0.97

Therefore, the test statistic is -0.97.

3. What can you conclude at the 5% significance level?

At 5% significance level, the test statistic from the Z distribution table known as t-tab is 1.96.

Since our calculated test statistic is -0.9727 is less than 1.96, this implies that we fail to reject the null hypothesis (H0).

Again, since we are trying to examine whether private practice doctors and hospital doctors have the same distribution of working hours, this implies that the correct option is E. We fail to reject the null hypothesis. There is not enough evidence to show that the distribution of working hours for private practice doctors is not the same as the distribution of working hours for hospital doctors.

Answer:

I think the answer is the sequence is arithmetic because the term have a common difference

The correct option is The sequence is not arithmetic because the terms do not have a common difference.

An arithmetic sequence is a sequence where each term increases by adding/subtracting some constant k.

This is in contrast to a geometric sequence where each term increases by dividing/multiplying some constant k called the common difference.

Given is graph, we need to conclude the true about the graph,

Finding the common difference,

4-1 = 3    

9-4 = 5

16-9 = 7

25-16 = 9

Clearly from the set of values that are given in the graph we could observe that the function that is formed using these set of values is:

y=f(n)=n² where n=1,2,3,4,5,.....

That mean, the following sequence is not an arithmetic sequence as the common difference is different.

Hence, the correct option is The sequence is not arithmetic because the terms do not have a common difference.

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Answer:

1st option

Step-by-step explanation:

Given the zero product

(x - 3)(x + 5) = 0 , then

x - 3 = 0 ; x + 5 = 0

Answer:

[tex]4 ^{-3}[/tex]

or

[tex]\frac{1}{4^3}[/tex]

or

[tex]\frac{1}{64}[/tex]

Step-by-step explanation:

four to the negative power of 3 is =  4⁻³

Step-by-step explanation:

The answer is A (the first one). 4 to the negative 3rd power is 4^-3

9514 1404 393

Answer:

  (a)  -1215/32

Step-by-step explanation:

The sequence is apparently geometric. The common ratio is ...

  (-135/2)/90 = -135/180 = -3/4

Then the next term is ...

  (405/8)(-3/4) = -1215/32

Answer:

abcdefg omlllfffg

Step-by-step explanation:

9514 1404 393

Answer:

  (c)  x = 10

Step-by-step explanation:

The diagonals of a square cross at right angles, so the measure of angle KNJ is 90°.

  90 = 10x -10

  100 = 10x . . . . . add 10

  10 = x . . . . . . . . divide by 10

The value of x is 10.

Answer:

x=6

Step-by-step explanation:

Answer:

11, 12, 13, 21, 22 and 23

Step-by-step explanation:

Given

[tex]Procedures = 2[/tex]

[tex]1 \to[/tex] Step 1

[tex]2 \to[/tex] Step 2

[tex]3 \to[/tex] Step 3

Required

List all possible experimental outcomes

From the question, we understand that:

[tex]Procedure\ 1 = 3\ steps[/tex]

[tex]Procedure\ 2 = 2\ steps[/tex]

So, the total possible steps (n) are:

[tex]n=Procedure\ 1 * Procedure\ 2[/tex]

[tex]n = 3 * 2[/tex]

[tex]n = 6\ steps[/tex]

Such that the 2nd steps cannot take the value of 3.

So, the outcomes are: 11, 12, 13, 21, 22 and 23

The unit circle is best suited for dealing with angles and trigonometric functions of multiple angles, right triangles are best for finding the lengths of the sides of triangles with a right angle, and trigonometric identities are best for simplifying or manipulating trigonometric expressions.

Each tool has its own strengths and weaknesses and is better suited for certain types of problems.

Unit Circle is a powerful tool used to relate angles to trigonometric functions. It is particularly useful when dealing with angles in radians, as it allows for easy conversion between radians and degrees. The unit circle is also useful when dealing with trigonometric functions of multiple angles, such as sine and cosine of the sum or difference of two angles.

A good example will be if we want to find the exact value of sin(π/6), we can use the unit circle to visualize the angle π/6, which corresponds to 30 degrees. The unit circle tells us that at this angle, sin(π/6) = 1/2.

Right triangles are useful when we have a right angle in the triangle, as they allow us to use the Pythagorean theorem and trigonometric ratios to find the lengths of the sides of the triangle. Right triangles are particularly useful when we know one angle and one side length, as we can use trigonometric ratios such as sine, cosine, and tangent to find the lengths of the other sides.

If we have a right triangle with an angle of 30 degrees and a hypotenuse of 2, we can use the sine ratio to find the length of the opposite side. sin(30) = opposite/hypotenuse, so opposite = sin(30) * 2 = 1.

Trigonometric identities are useful when we want to simplify or manipulate trigonometric expressions. These identities are derived from the definitions of the trigonometric functions and can be used to simplify complex expressions or prove trigonometric identities.

For example, we can use the identity:

sin²(x) + cos²(x) = 1

to simplify the expression

sin²(x) - cos²(x).

We can rewrite this expression as:

sin²(x) - cos²(x) = sin²(x) + (-1)*cos²(x)

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9514 1404 393

Answer:

  13120

Step-by-step explanation:

The sum of terms of a geometric series is ...

  Sn = a1·(r^n -1)/(r -1)

You have n=8, a1=4, r=3, so the sum is ...

  S8 = 4·(3^8 -1)/(3 -1) = 2(3^8 -1) = 13,120

Answer:

Step-by-step explanation:

hope it helps u too

Answer: 1.345714286

Step-by-step explanation:

This is the full answer, if you want to round it up. Then your welcome to do so.

Answer:

Step-by-step explanation:

In order to determine the perpendicular slope to the given line, we first need to determine the slope of the given line, which is not apparent in its current form. We need to solve the equation for y to determine the slope:

2y = 3x + 1 in slope-intercept form is

[tex]y=\frac{3}{2}x+\frac{1}{2}[/tex] .  Therefore, the perpendicular slope, the opposite reciprocal of the given slope of 3/2 is -2/3. Passing through the point (3, 2):

[tex]y-2=-\frac{2}{3}(x-3)[/tex] and

[tex]y-2=-\frac{2}{3}x+2[/tex]  so

[tex]y=-\frac{2}{3}x+4[/tex], the second choice down.

A Plane does not have one dimensions.

A plane is a doubly ruled surface in two dimensions that is spanned by two linearly independent vectors. A hyperplane is a generalisation of the plane to higher dimensions. The dihedral angle is the angle formed by two intersecting planes.

A plane doesn't only have one dimension, though. The two dimensions of a plane.

A plane is a flat, infinitesimally long two-dimensional surface.

The plane can occasionally be extended into three dimensions.

Consequently, a plane has more than one dimension.

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Answer:

Kindly check explanation

Step-by-step explanation:

Given :

Pool dimension :

rectangular floor that measures 22 feet by 13 feet and a flat ceiling that is 7 feet above the floor

Floor area = length * width

Floor area = 22 * 13 = 286 ft²

Volume of the pod :

Floor area * height = 286ft² * 7ft = 2002 ft³

2.)

Surface area = length * width

Surface area = 28 * 20 = 560 ft²

Volume of the pool :

Surface area * deptb = 560ft² * 7ft = 2002 ft³

3.)

Area of flower bed = length * width

Floor area = 30 * 5 = 150 ft²

Volume of the soil flowerbed holds :

Depth = 1.1 m

Area of flowerbed * depth =150ft² * 1.2ft = 180 ft³

Answer:

Event 4 (0%), Event 2 (45%), Event 3 (80%), Event 1 (100%)

Step-by-step explanation:

Answer:

good point I don't know that either

Answer:

294 in

Step-by-step explanation:

set a ratio w/l

11/14

set it equal to 231/x

x = length

[tex]\frac{11}{14}[/tex] = [tex]\frac{231}{x}[/tex]

cross multiply

11x = 3234

divide by 11

x = 294

Answer:B

Step-by-step explanation: There is a mathematical way to do this , but the simplest way is just to imagine all of the transformations and choose the most reasonable one. All of the other answers are ridiculous.

sorry, I can help with this question but the question is cut off on the right, reply to me with the full question and id be happy to help :)

Answer:

C. L LAM = L LBM

Step-by-step explanation:

__________

It's in p/q form where p = 16 and q = 33.

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

Work Shown:

x = 0.484848.....

100x = 48.4848.....

I multiplied both sides by 100 to move the decimal over 2 spots. Both decimal values for x and 100x have an infinite string of "48"s repeated after the decimal point. When we subtract, those infinite strings will cancel out

100x - x = 99x

48.4848..... - 0.484848..... = 48

So after subtracting straight down, we have the new equation 99x = 48 which solves to x = 48/99

Divide both parts by the GCF 3 to fully reduce

48/3 = 16

99/3 = 33

Therefore, x = 48/99 = 16/33 = 0.484848...

I recommend using a calculator to confirm that 16/33 = 0.484848...

Side note: your calculator may round the last digit, but this is of course rounding error

The solution is given below.

A number line is a pictorial representation of numbers on a straight line. In elementary mathematics, a number line is a picture of a graduated straight line that serves as visual representation of the real numbers. Every point of a number line is assumed to correspond to a real number, and every real number to a point.

here, we have,

Refer to the fraction strip to show 3/4 & 6/8 are same.

Also if you reduce 6/8 by dividing 2 to numerator & denominator…

it’s 3/4.

The solution is attached below.

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Answer:

Answer:

x < 3

Step-by-step explanation:

Given

4x - 7 < 5 ( add 7 to both sides )

4x < 12 ( divide both sides by 4 )

x < 3

Step-by-step explanation:

We have,

[tex]g(x)=x^3+x^2-x-2[/tex]

To find g(-1), put -1 in place of x i.e.

[tex]g(-1)=(-1)^3+(-1)^2-(-1)-2\\\\=-1[/tex]

To find g(1), put 1 in place of x i.e.

[tex]g(1)=1^3+1^2-1-2\\\\=-1[/tex]

To find g(2), put 2 in place of x i.e.

[tex]g(2)=2^3+2^2-2-2\\\\=8[/tex]

g(2) + g(1) = 8+(-1)

= 7

Hence, this is the required solution.

Answer:7

Step-by-step explanation: mark brainliest pls lol

9514 1404 393

Answer:

  {10, 12}

Step-by-step explanation:

The inequality can be simplified to ...

  2n -3 > 15 . . . . given

  2n > 18 . . . . . . add 3

  n > 9 . . . . . . . . divide by 2

Only two listed numbers are greater than 9:

  10, 12

Option B:-  x = -3/2 or x = 2