NEED HELP ASAP 10 PONTS!!! please help me find the area and the perimeter!!!! i beg you at this point.

Answer:

£22

Step-by-step explanation:

50% of 88=88/100 ×50=44

44÷2=25%=22

75% of £88 is deducted, so that 88-66=£22

The scale of the map in the question is 1 inch = 50 miles.

A scale in a map is a relation that tells us how many units each unit in the map represents. In this case, we know that the distance between two points A and B on the map is 5 inches, while the actual distance between these two places is 250 miles.

Then we start with the relation:

5 inches = 250 miles.

But to get the scale of the map we need to see how many miles one inch represents in the map, then we can divide both sides of the equation by 5 to geT:

5 in = 250 mi

1 in = 250mi/5

1 in = 50 mi

The scale of the map is 1 inch to 50 miles.

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The functions that have all real numbers for their range are the ones in the option B.

Remember that for a function y = f(x), we define the range as the set of possible outputs of the function, that is, possible values of y.

Here we can see a lot of functions, first, the option with the absolute value function can be discarded because we know that:

|x| ≥ 0

So it never takes negative values.

We also can discardthe option with the sine and cosine, because the range of these two functions is [-1, 1].

The only remaining option is B, and the range of these 3 functions is (-∞, ∞), so that is the correct option in this case.

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Step-by-step explanation:

(-1, 1) is a solution.

because

-(-1) + 6×1 = 7

1 + 6 = 7

7 = 7

correct.

every ordered pair of x and y values that make the equation true is a solution.

(5, 2) would be another solution. and so on.

Answer:

Step-by-step explanation:

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In response to the stated question, we may state that As a result, the 66th derivative of f(x) = 4 sin(x) is 4 sin(x) (x).

In mathematics, the derivative of a function with real variables measures how sensitively the function's value varies in reaction to changes in its parameters. Derivatives are the fundamental tools of calculus. Differentiation (the rate of change of a function with respect to a variable in mathematics) (in mathematics, the rate of change of a function with respect to a variable). The use of derivatives is essential in the solution of calculus and differential equation problems. The definition of "derivative" or "taking a derivative" in calculus is finding the "slope" of a certain function. Because it is frequently the slope of a straight line, it should be enclosed in quotation marks. Derivatives are rate of change metrics that apply to almost any function.

Using the chain rule and the derivative of the sine function repeatedly yields the 66th derivative of the function [tex]f(x) = 4 sin (x).[/tex]

The derivative of sin(x) is cos(x), and the derivative of cos(x) is -sin(x), and this pattern repeats itself every two derivatives.

As a result, the first derivative of f(x) is:

[tex]f'(x) = 4 cos (x)[/tex]

The second derivative is as follows:

[tex]f"(x) = -4 sin (x)[/tex]

The third derivative is as follows:

[tex]f"'(x) = -4 cos (x)[/tex]

The fourth derivative is as follows:

[tex]f""(x) = 4 sin (x)[/tex]

And so forth.

[tex]f^{(66)(x)} = 4 sin (x)[/tex]

Because the pattern repeats every four derivatives, the 66th derivative is the same as the second, sixth, tenth, fourteenth, and so on.

As a result, the 66th derivative of f(x) = 4 sin(x) is 4 sin(x) (x).

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The difference in length between the two pieces of scrap wood is 7/8 inches.

To get the difference we just need to take the difference between the two lenghs.

Remember that we only have pieces of scraph wood if we have an "x" over the correspondent value in the line diagram.

By looking at it we can see that the longest pice measures 5 inches, while the shortest one (there are two of these) measure (4 + 1/8) inches.

The difference is:

5 - (4 + 1/8) = 7/8

The longest piece is 7/8 inches longer.

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Answer:

The given function is an exponential growth function, not an exponential decay function because as the exponent x increases, the value of y also increases instead of decreasing.

To describe its end behavior using limits, we need to find the limit of the function as x approaches infinity and as x approaches negative infinity.

As x approaches infinity, the exponent -x approaches negative infinity, and the base (1/6) is raised to increasingly larger negative powers, causing the function to approach zero. So, the limit as x approaches infinity is 0.

As x approaches negative infinity, the exponent -x approaches infinity, and the base (1/6) is raised to increasingly larger positive powers, causing the function to approach infinity. So, the limit as x approaches negative infinity is infinity.

Therefore, the end behavior of the function is that it approaches zero as x approaches infinity and approaches infinity as x approaches negative infinity.

Answer:

Step-by-step explanation:

To find the number of students who studied in the library or cafeteria (including both), we need to add the number of students who studied in the library and the number of students who studied in the cafeteria, but we need to subtract the number of students who studied in both the library and cafeteria to avoid counting them twice.

So, the number of students who studied in library or cafeteria is:

170 + 135 - 76 = 229

Therefore, 229 students studied in the library or cafeteria (including both).

If the top of Bria's bookcase has a length-to-width ratio of 3:1, the width of the top should be about 10 inches to provide an area of 300 square inches for her soap carving collection.

The top of the bookcase is a rectangle, the area of the top can be expressed as the product of its length and width:

Area of the top = length × width

Area of the top = 300 square inches

length × width = 300 square inches

width = 300 square inches / length

Assuming that the top of the bookcase is with a length-to-width ratio of

3 : 1

length = 3 × width

substituting the value gives

width = 300 / (3 × width)

Simplifying, we have:

width² = 100 square inches (the polynomial)

Taking the square root of both sides, we get:

width = √100 ≈ 10 inches

Then the length will be = 30 inches

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Answer:

A)  0.374

Step-by-step explanation:

Let event A be that the person is female.

Let event B be that the person does not take vitamins.

[tex]\boxed{\sf Probability\:of\:an\:event\:occurring = \dfrac{Number\:of\:ways\:it\:can\:occur}{Total\:number\:of\:possible\:outcomes}}[/tex]

Therefore, from the given table:

   [tex]\sf P(A) = \dfrac{288}{500}=0.576[/tex]

   [tex]\sf P(B) = \dfrac{107}{500}=0.214[/tex]

   [tex]\sf P(A \cap B)=\dfrac{40}{500}=0.08[/tex]

To calculate the probability that someone is female (Event A), given that they do not take vitamins (Event B), use the conditional probability formula for A given B:

[tex]\boxed{\begin{minipage}{5 cm}\underline{Conditional Probability formula}\\\\A given B:\\\\$\sf P(A|B)=\dfrac{P(A \cap B)}{P(B)}$\\\end{minipage}}[/tex]

[tex]\sf \implies P(A|B)=\dfrac{0.08}{0.214}=0.374\;(3\;s.f.)[/tex]

Answer:

[tex]b) \quad(-1,0,2)[/tex]

Step-by-step explanation:

The domain is the set of all input values for a function. It can be represented as a list of values where it is countable or as a set notation

Here there are only 3 ordered pairs. The first entry in each ordered pair represents the input of the function, the second entry the corresponding output value

Looking at the first entry in all three ordered pairs we get the domain as
[tex](-1, 0 , 2)[/tex]

Mathematicians divide the world of numbers into seven subsets, namely natural numbers, whole numbers, integers, rational numbers, irrational numbers, real numbers, and complex numbers.

Natural numbers: These are the counting numbers, starting from 1 and continuing indefinitely. They can also be denoted as "N" or "ℕ".

Whole numbers: These are the natural numbers, as well as zero. They can also be denoted as "W" or "ℤ⁺⁰".

Integers: These are the whole numbers, as well as their negative counterparts. They can also be denoted as "Z" or "ℤ".

Rational numbers: These are numbers that can be expressed as a fraction, where the numerator and denominator are integers (and the denominator is not zero). They can also be denoted as "Q" or "ℚ".

Irrational numbers: These are numbers that cannot be expressed as a fraction of two integers. They are often represented by decimal expansions that neither terminate nor repeat. Examples include π and the square root of 2.

Real numbers: These are all the rational and irrational numbers, taken together. They can also be thought of as numbers that can be located on a number line. They are often denoted as "R" or "ℝ".

Complex numbers: These are numbers of the form a + bi, where a and b are real numbers and i is the imaginary unit (defined as the square root of -1). Complex numbers can be added, subtracted, multiplied, and divided, just like real numbers. They are often denoted as "C" or "ℂ".

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If we round up, we get x = 12, which means that 12 students took history and 36 students took mathematics.

A Venn diagram is a graphical representation of sets, often used to show relationships between different sets of data. It consists of one or more circles, where each circle represents a set. The circles are usually overlapping to show the relationships between the sets. The region where the circles overlap represents the elements that belong to both sets. The non-overlapping parts of each circle represent the elements that belong to only one of the sets.

Here,

A. To illustrate the data on a Venn diagram, we need to draw two overlapping circles, one for history and one for mathematics. We can label the regions as follows:

The region where the circles overlap represents the students who took both history and mathematics.

The region outside both circles represents the students who did not take either history or mathematics.

The region within the history circle but outside the mathematics circle represents the students who took history but not mathematics.

The region within the mathematics circle but outside the history circle represents the students who took mathematics but not history.

In this diagram, let's assume that x students took history and 3x students took mathematics. Then the total number of students who took the examination is x + 3x = 4x. We can label the regions on the diagram accordingly:

The region where the circles overlap represents the students who took both history and mathematics. Since there are 3x students who took mathematics, and all of them are included in the overlap region, the number of students who took both is 3x.

The region outside both circles represents the students who did not take either history or mathematics. Since there are 46 students in total, and 4x of them took the examination, the number of students who did not take either is 46 - 4x.

The region within the history circle but outside the mathematics circle represents the students who took history but not mathematics. Since x students took history, and 3x took mathematics, the number of students who took history but not mathematics is x - 3x = -2x. However, since we cannot have a negative number of students, we can assume that this region is empty.

The region within the mathematics circle but outside the history circle represents the students who took mathematics but not history. Since there are 3x students who took mathematics, and some of them also took history, the number of students who took mathematics but not history is 3x - 3x = 0. Therefore, this region is also empty.

B. We know that the total number of students who took the examination is 46. Therefore, we have:

x + 3x = 46

4x = 46

x = 11.5

However, since x represents the number of students who took history, it must be a whole number. Therefore, we can round x up or down to the nearest whole number. If we round down, we get x = 11, which means that 11 students took history and 33 students took mathematics.

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Answer: $2,162.06

Step-by-step explanation:

To calculate the total monthly payment to the bank, we need to add up the monthly mortgage payment, the monthly portion of the semi-annual property tax bill, and the monthly portion of the annual homeowner's insurance bill.

First, we need to find the monthly portion of the semi-annual property tax bill. To do this, we divide the semi-annual property tax bill by 6 (since there are 6 months in half a year):

Monthly property tax payment = Semi-annual property tax bill / 6

Monthly property tax payment = $3,239 / 6

Monthly property tax payment = $539.83

Next, we need to find the monthly portion of the annual homeowner's insurance bill. To do this, we divide the annual homeowner's insurance bill by 12 (since there are 12 months in a year):

Monthly homeowner's insurance payment = Annual homeowner's insurance bill / 12

Monthly homeowner's insurance payment = $980 / 12

Monthly homeowner's insurance payment = $81.67

Now we can add up the monthly mortgage payment, the monthly property tax payment, and the monthly homeowner's insurance payment to find the total monthly payment to the bank:

Total monthly payment = Monthly mortgage payment + Monthly property tax payment + Monthly homeowner's insurance payment

Total monthly payment = $1,711.22 + $539.83 + $81.67

Total monthly payment = $2,332.72

Therefore, the Dotkoms pay the bank $2,332.72 each month.

Answer:

Step-by-step explanation:

Using proportions, it is found that they pay the bank $2332.72 each month.

What is a proportion?

A proportion is a fraction of a total amount.

Using proportions, it is found that they pay the bank $2332.72 each month.

What is a proportion?

A proportion is a fraction of a total amount.

Their payments are given by:

Monthly mortgage of $1,711.22.

Semi-annual property tax bill is $3,239, that is, it is paid every 6 months, hence 3239/6 = $539.83.

Answer:

D I believe

Step-by-step explanation:

The scale of the map = 682.5.

We kept a safe distance and followed them. She perceives a separation between her and her brother that wasn't there before. Although they were previously close friends, there was now a great deal of gap between them.

We must calculate the ratio of the distance shown on the map to the real distance between the cities in order to ascertain the scale of the map.

We are aware that there are 210 miles separating the two cities. Let x represent the precise location of this distance on the map. From that, we may establish the ratio:

Actual distance / Map Distance = 210 / x

The distance on the map is indicated as 3 1/4 inches, which is also known as 13/4 inches. When we enter this into the percentage, we obtain:

Actual distance divided by (13/4) = 210 / x

We can cross-multiply and simplify to find x's value:

Actual distance: 682.5 = x * 210 x = 3.25 when 210 * (13/4) Equals x.

Consequently, 3.25 inches on the map represent the actual distance between the cities. We can write: To determine the map's scale:

Actual distance divided by 1 inch on the chart equals 210 miles.

When we replace the values we discovered earlier, we obtain:

1 / 210 = 3.25 / scale

If we solve for the scale, we obtain:

scale = 682.5.

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The values for a and b such that f(t) = a + logb(t) are,

a = log(1/log(49))

b = 49

Therefor

We can start by simplifying the expression for f(t)

f(t) = log49(t7)

f(t) = log(t7)/log(49) [Using the change of base formula]

Now we can rewrite f(t) as:

f(t) = log(t)/log(b) + a [Using the logarithmic properties log(ab) = log(a) + log(b)]

Comparing this expression with f(t) = a + logb(t), we can see that:

a = log(1/log(49)) [since log(b) = 1/log(49)]

b = t

Therefore, we have

f(t) = log(t7)/log(49) = log(t)/log(b) + log(1/log(49))

= log(t)/log(49) + log(1/log(49))

= log(1/log(49)) + log(t)/log(49)

So, a = log(1/log(49)) and b = 49.

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The correct order of the steps to test the general hypothesis is given as B, A, E, C, D, F.

A hypothesis is basically a uncertain fact that is backed by some logical and solid information. While using the hypothesis, it s important that we use the correct method to verify the credibility of the hypothesis in the system.

So, as per the given option, the correct sequence should be, B, A, E, C, D, F.

We first set up the null hypothesis and the alternative hypothesis, and then we choose the degree of significance. The next phases in hypothesis testing are choosing the test statistics and creating the decision-making rule.

When we get to a conclusion based on the hypothesis after carefully calculating and computing the hypothesis' performance, the procedure is said to be finished.

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Complete question - place the following steps in order. what is the correct order for the general procedure for hypothesis testing?

A. Select the level of significance

B. setup null and alternative hypothesis

C. Establish the decision rule

D. performance computation

E. select the test statistics

F. Draw conclusions

Answer:

Step-by-step explanation:

Given,

Let length be x and breadth (x - 5).

Perimeter of rectangle is calculated by :

[tex] \: \: \boxed{ \pmb{ \sf{Perimeter_{(rectangle)} = 2(l + b)}}} \\ [/tex]

On substituting the values we get :

[tex]\dashrightarrow \: \: 130 = 2(x + x - 5) \\ [/tex]

[tex]\dashrightarrow \: \: 130 = 2(2x - 5) \\ [/tex]

[tex]\dashrightarrow \: \dfrac{130}{2} = (2x - 5) \\ [/tex]

[tex]\dashrightarrow \: \: 65 = 2x - 5 \\ [/tex]

[tex]\dashrightarrow \: \: 65 + 5 = 2x \\ [/tex]

[tex]\dashrightarrow \: \: 70 = 2x \\ [/tex]

[tex]\dashrightarrow \: \: \frac{70}{2} = x \\ [/tex]

[tex]\dashrightarrow \: \: 35 = x \\ [/tex]

Hence,

Step-by-step explanation:

B) 20:23

C) 6,0375

hope this helps

Answer:Approximately

(0.58975,0.34781)

Step-by-step explanation:

If (x,y) is a point on the parabola, then the distance between (x,y) and (1,0) is:

√(x−1)2+(y−0)2=√x4+x2−2x+1

To minimize this, we want to minimize

f(x)=x4+x2−2x+1

The minimum will occur at a zero of:

f'(x)=4x3+2x−2=2(2x3+x−1)

graph{2x^3+x-1 [-10, 10, -5, 5]}

Using Cardano's method, find

x=3√14+√8736+3√14−√8736≅0.58975

y=x2≅0.34781

Using the concept of parabola, the quadratic inequality represented by the graph can be written as:

y = x² -2x +2.

An equation of a curve that has a point on it that is equally spaced from a fixed point and a fixed line is referred to as a parabola.

The parabola's fixed point is referred to as the focus, and its fixed line is referred to as the directrix.

The general equation for a parabola is given as:

y = a(x-h) ² + k

Now here we have:

(x,y) = (2,5)

(h,k) = (1,1)

Putting these values in the equation,

5 = a (2-1) ² + 1

a = 5-1

=4

Substituting the values:

y = (x-1) + 1

y = x² -2x +2

Therefore, the quadratic inequality can be written as: y = x² -2x +2.

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The ratio of frequencies between G# and D# is: G# / D# = 415.3 / 293.7 ≈ 1.414

To find the missing frequencies for G# and D# using the ratio 1.0595, we need to multiply the frequency of the previous note by 1.0595. Starting from A440, we can use this ratio to calculate the frequencies of G# and D#:

G#: 440 x 1.0595^8 ≈ 830.6 Hz

D#: 440 x 1.0595^6 ≈ 622.3 Hz

The ratio of frequencies between G# and D# is:

830.6 / 622.3 ≈ 1.334

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The statement " all of the following are things you can do when faced with any ethical dilemma as a managerial accountant except: always contact the board of directors first" is false because contacting the board of directors is not always necessary or appropriate when faced with an ethical dilemma as a managerial accountant

Contacting the board of directors is not always necessary or appropriate when faced with an ethical dilemma as a managerial accountant. While the board of directors may need to be informed in some situations, there are other steps that can be taken depending on the specific circumstances. For example, seeking guidance from a supervisor, consulting with a professional organization, or seeking legal advice may be more appropriate in some cases. The appropriate course of action will depend on the specific situation and ethical principles involved.

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Answer:

55 degrees angles on a rights angle triangle. 1 and 3 they are equal cause they are vertical opp angles 55 degrees

Answer:

2

Step-by-step explanation:

The basic 30-60-90 triangle ratio is:

     Side opposite the 30° angle: x

     Side opposite the 60° angle: x√3

     Side opposite the 90° angle: 2x

Here, the side opposite the 90° angle is 4.

This means that 2x = 4 and, thus, x = 2.

Since b is the side opposite the 30° angle, b = x, so it is 2.

An equivalent cοmpοund inequality is -9 < x < -3.

An inequality with an absοlute value algebraic expressiοn and variables is knοwn as an absοlute value inequality. An expressiοn using absοlute functiοns and inequality signs is knοwn as an absοlute value inequality.

Here, we have

Given: |x+6|<3 is an absοlute value inequality.

Apply absοlute rule

if |u|<a, a>0 then -a<u<a

-3 < x+6 <3

x+6 > -3 and x+6 <3

x> -9 and x< -3

-9 < x < -3

Hence, an equivalent cοmpοund inequality is -9 < x < -3.

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Step-by-step explanation:

4)

based on similar triangles and the common ratio for all pairs of corresponding sides we know

LE/LM = LD/LK = DE/EM

because E and D are the midpoints of the longer sides, all of these ratios are 1/2.

1/2 = DE/8

8/2 = 4 = DE

5)

same principle as for 4)

BQ/BA = BR/BC = QR/AC

again, Q and R are the midpoints, so all these ratios are 1/2.

1/2 = QR/10

QR = 10/2 = 5