Without the actual numbers, it is not possible to calculate the exact average. To determine the average number of bass found in both samples, you need specific data from the two samples.
The ratio of the average number of bass to the average number of fish in each sample can also not be determined without the data. In order to calculate the average number of bass found in both samples, we would need the actual number of bass in each sample and the sample sizes. Without this information, we cannot provide an accurate answer. Similarly, without the data, we cannot determine the ratio of the average number of bass to the average number of fish in each sample. To calculate averages, you need the individual values and their corresponding sample sizes. Then, you sum up the values and divide by the sample size. Without this information, it is not possible to generate a specific answer. If you have the actual data, please provide the numbers, and I will be happy to assist you with the calculations.
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For a ski trip a girl sells 300 DVDs for 2 pound each she sells 250 DVDs for 2 pound and then reduces the price by 1/3 rest of the DVDs are sold for 6 pounds each What is the profit?
The profit from selling the DVDs for the ski trip is £850.
To calculate the profit, we need to determine the total revenue and the total cost.
The total revenue is calculated by adding the revenue from selling 300 DVDs at £2 each (£600), the revenue from selling 250 DVDs at £2 each (£500), and the revenue from selling the remaining DVDs at £6 each (£300). This gives us a total revenue of £1,400.
The total cost is calculated by adding the cost of purchasing 300 DVDs (£300) and the cost of purchasing 250 DVDs (£250), which gives us a total cost of £550.
To find the profit, we subtract the total cost (£550) from the total revenue (£1,400), resulting in a profit of £850.
Therefore, the profit from selling the DVDs for the ski trip is £850.
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An hour before show time, only people are seated for a. According to ticket sales, % of the people have yet to arrive. How many tickets were sold for the ? Explain your thinking
An hour before show time, only people are seated for a. According to ticket sales, % of the people have yet to arrive. How many tickets were sold for the ?
Solution:Since only 200 people are seated for a show an hour before the showtime, the remaining number of people who have yet to arrive can be found by subtracting the number of people who are seated from the total number of tickets sold.Let the total number of tickets sold be t.Then the number of people who have yet to arrive is `t - 200`.The percent of people who have yet to arrive is given to be More than 250 percent. Since percentages cannot be greater than 100%, this is impossible and the problem is incorrectly stated. Therefore, the number of tickets sold cannot be determined from the given information.
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The area of a rectangle is 400 square inches and its length is 4 times its width how many inches wide is the rectangle
The width of the rectangle is 10 inches, as it is calculated by finding the square root of the ratio of the area to the length.
Let's denote the width of the rectangle as "w" inches. According to the given information, the length of the rectangle is 4 times its width, so the length can be expressed as "4w" inches.
The formula for the area of a rectangle is length multiplied by width. In this case, the area is 400 square inches, so we have the equation:
Area = Length × Width
400 = (4w) × w
400 = 4w^2
To find the width, we can rearrange the equation and solve for "w":
4w^2 = 400
w^2 = 100
w = √100
w = 10
Therefore, the width of the rectangle is 10 inches. This means that the length of the rectangle is 4 times the width, which is 40 inches.
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There were 36 students that signed up to go on a field trip . On the day of the trip only 29 students were present
There were 7 students who signed up but did not attend the field trip. There were 36 students who initially signed up to go on the field trip. However, on the day of the trip, only 29 students showed up.
On the day of the field trip, only 29 students were present out of the 36 students who initially signed up.
There were 36 students who initially signed up to go on the field trip. However, on the day of the trip, only 29 students showed up. This means that 7 students who had originally signed up did not attend the trip.
The difference between the initial number of sign-ups (36) and the number of students present (29) gives us the number of students who did not show up:
36 - 29 = 7.
Therefore, there were 7 students who signed up but did not attend the field trip.
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On a map, the scale is 2 inches = 7 miles. What is the actual distance between the two cities if the map distance is 3 inches?
Please help
The actual distance between the two cities is 10.5 miles
How to calculate the actual distance between the two citiesFrom the question, we have the following parameters that can be used in our computation:
Scale: 2 inches = 7 miles
Given that
Map distance = 3 inches
using the above as a guide, we have the following:
1.5 * 2 inches = 7 miles * 1.5
Evaluate the products
3 inches = 10.5 miles
Hence, the actual distance between the two cities is 10.5 miles
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Tom and zara have a dog walking business. They walk their costomor dogs together and share all th money they make equally
This arrangement ensures that both partners share the workload and the profits equally.
In their dog walking business, Tom and Zara have decided to work together as partners. Whenever they walk a customer's dog, they do it together, combining their efforts to provide a quality service. This partnership allows them to share the workload, ensuring that the responsibilities are divided equally between them. By working together, they can efficiently handle multiple dogs and ensure the safety and well-being of the animals under their care.
In terms of the financial aspect, Tom and Zara have agreed to split the money they make equally. Regardless of who physically handles the payment or interacts with the customers, both partners receive an equal share of the earnings. This fair distribution of profits ensures that neither Tom nor Zara feels disadvantaged or unfairly compensated. By sharing the money equally, they maintain a cooperative and balanced business relationship, fostering trust and harmony in their partnership.
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Select a value to tell how each pair of angles is related.
The value to determine the relationship between each pair of angles is their sum. we can determine whether they are complementary (90 degrees), supplementary (180 degrees), or explementary (360 degrees), which helps us understand their relationship and properties.
To determine the relationship between two angles, we can consider their sum. If the sum of two angles is equal to 90 degrees, they are complementary angles. Complementary angles are pairs of angles that, when added together, result in a right angle. For example, if Angle A measures 40 degrees and Angle B measures 50 degrees, their sum is 90 degrees, so they are complementary angles.
If the sum of two angles is equal to 180 degrees, they are supplementary angles. Supplementary angles are pairs of angles that, when added together, result in a straight angle. For instance, if Angle C measures 120 degrees and Angle D measures 60 degrees, their sum is 180 degrees, so they are supplementary angles.
On the other hand, if the sum of two angles is equal to 360 degrees, they are explementary angles. Explementary angles are pairs of angles that, when added together, result in a complete revolution or a full circle. For example, if Angle E measures 120 degrees and Angle F measures 240 degrees, their sum is 360 degrees, so they are explementary angles.
By considering the sum of the angles, we can determine whether they are complementary (90 degrees), supplementary (180 degrees), or explementary (360 degrees), which helps us understand their relationship and properties.
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Select at least two digital communication strategies you can control to protect yourself. Explain why you chose them and how they can safeguard you if you feel like someone is trying to cause you harm.
Two digital communication strategies you can control to protect yourself are:
1. **Strong Passwords**: One of the most effective ways to safeguard your digital communication is by using strong, unique passwords for your online accounts. A strong password should be a combination of upper and lowercase letters, numbers, and special characters. By using strong passwords and regularly updating them, you can prevent unauthorized access to your accounts. This can safeguard you if someone is trying to cause harm by attempting to gain unauthorized access to your personal information or accounts.
2. **Two-Factor Authentication (2FA)**: Enabling two-factor authentication adds an extra layer of security to your digital communication. With 2FA, you need to provide a second form of verification, such as a unique code sent to your mobile device, in addition to your password, to access your accounts. This can protect you if someone manages to obtain your password, as they would still need the second factor to gain access. 2FA makes it significantly harder for malicious individuals to compromise your accounts, providing an added safeguard against potential harm.
By implementing strong passwords and enabling two-factor authentication, you enhance the security of your digital communication and reduce the risk of unauthorized access and potential harm. These strategies provide an additional barrier against malicious activities and help ensure the confidentiality and integrity of your personal information and online accounts.
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Select all the expressions that are equivalent to 3 to the fourth power. 7 4 cubed 12 81 64 9 squared
Expressions that are equivalent to 3 to the fourth power are 81, 3³, and 9².
To calculate 3 to the fourth power, you need to multiply 3 by itself four times. That is, 3 x 3 x 3 x 3. The result is 81, which is one of the equivalent expressions. Another equivalent expression is 3³. This is because 3³ is equal to 3 to the third power, which is equal to 3 x 3 x 3 = 27. Multiplying 27 by 3 gives 81. Finally, 9² is also an equivalent expression because 9² is equal to 81. Therefore, the three equivalent expressions of 3 to the fourth power are 81, 3³, and 9².
Expressions that are equivalent to 3 to the fourth power are 81, 3³, and 9².To calculate 3 to the fourth power, you need to multiply 3 by itself four times. That is, 3 x 3 x 3 x 3. The result is 81, which is one of the equivalent expressions.Another equivalent expression is 3³. This is because 3³ is equal to 3 to the third power, which is equal to 3 x 3 x 3 = 27. Multiplying 27 by 3 gives 81. Finally, 9² is also an equivalent expression because 9² is equal to 81.Therefore, the three equivalent expressions of 3 to the fourth power are 81, 3³, and 9².
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Time
(seconds)
Height
(feet)
12
1
2
24
36
4
48
a. Determine the average rate of change for the problem situation. Be sure to include units
of measure
The average rate of change for the given problem situation is 2 feet per second.
To find the average rate of change between any two points, we divide the change in the output variable by the change in the input variable. The output variable is height in feet and the input variable is time in seconds. The average rate of change between the first and second points is:Change in height: 2 - 1 = 1 foot
Change in time: 12 - 2 = 10 seconds
Average rate of change: 1/10 = 0.1 feet per second
The average rate of change between the second and third points is:Change in height: 4 - 2 = 2 feet
Change in time: 24 - 12 = 12 seconds
Average rate of change: 2/12 = 0.1667 feet per second
The average rate of change between the third and fourth points is:Change in height: 36 - 4 = 32 feet
Change in time: 48 - 24 = 24 seconds
Average rate of change: 32/24 = 1.3333 feet per second
The average rate of change between the first and fourth points is:Change in height: 48 - 1 = 47 feet
Change in time: 48 - 12 = 36 seconds
Average rate of change: 47/36 = 1.3056 feet per second
Thus, we can see that the average rate of change for the problem situation is 2 feet per second.
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Write a simplified equivalent expression for the SUM. (5x – 2) + (2x + 9)
The simplified equivalent expression for the sum (5x – 2) + (2x + 9) is 7x + 7.
This can be obtained by combining like terms, which involves adding the coefficients of x and the constant terms separately.
In the given expression, we have (5x – 2) and (2x + 9). To simplify, we can add the coefficients of x together: 5x + 2x = 7x. Similarly, we can add the constant terms: -2 + 9 = 7. Therefore, the simplified expression becomes 7x + 7, where 7x represents the combined coefficient of x and 7 represents the combined constant term.
Overall, by combining like terms, we obtain the simplified equivalent expression of the sum (5x – 2) + (2x + 9) as 7x + 7.
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Handcuffs poem for grade 10
quote three aspects of fleas that the poem describes
In the poem "Handcuffs," three aspects of fleas that are described are their agility, resilience, and annoyance.
Agility: The poem portrays fleas as incredibly agile creatures, capable of leaping and maneuvering with great speed and precision. This is evident in lines such as "Fleas vault and vault and vault" and "Fast and still faster."
Resilience: The poem highlights the resilience of fleas, emphasizing their ability to withstand challenges and survive. It mentions how they "triumph over hand and fist" and how they continue to thrive despite efforts to capture and control them.
Annoyance: The poem presents fleas as annoying pests that invade and disrupt one's peace. The line "They come unbidden" signifies their intrusive nature and the annoyance they cause to the narrator.
Overall, the poem captures the agile, resilient, and bothersome qualities of fleas.
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Q15 shelly want to attend the community college fro 2 years and transfer to the university for 2 years what will her total cost be after 4 years
Total cost after 4 years = (2 * X) + (2 * Y) + (2 * Z) + (2 * W).
To determine Shelly's total cost after 4 years of attending community college and transferring to the university, we need to consider the costs associated with each institution separately.
Community College:
Let's assume the cost of tuition per year at the community college is $X.
Shelly will attend the community college for 2 years, so the total cost for tuition at the community college would be 2 * X.
In addition to tuition, there may be other expenses such as textbooks, supplies, and fees. Let's assume these additional expenses for each year at the community college amount to $Y per year. So, the total additional expenses for 2 years would be 2 * Y.
Therefore, the total cost for Shelly's education at the community college for 2 years would be:
Total cost at community college = (2 * X) + (2 * Y)
University:
Let's assume the cost of tuition per year at the university is $Z.
Shelly will transfer to the university for 2 years, so the total cost for tuition at the university would be 2 * Z.
Similarly, there will be additional expenses for each year at the university, which we'll assume amount to $W per year. Thus, the total additional expenses for 2 years at the university would be 2 * W.
Therefore, the total cost for Shelly's education at the university for 2 years would be:
Total cost at university = (2 * Z) + (2 * W)
To calculate the total cost for Shelly's education after 4 years, we sum up the costs at the community college and the university:
Total cost after 4 years = Total cost at community college + Total cost at university
Total cost after 4 years = (2 * X) + (2 * Y) + (2 * Z) + (2 * W)
Please note that the values of X, Y, Z, and W represent the respective costs per year at the community college and the university, and these values are not provided in the question.
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Complete the division problem by determining the number that should be placed in the box.Division bracket with 13 on the left, 4498 inside, and 346 above it. Underneath the 4498, there is a minus 3900. Then there is a solid line with 598 under the line. There is a minus sign and an empty box followed by a solid line. Beneath the line, there is a 78 minus 78 underneath. There is a solid line and a 0 to end the problem.
The number that should be placed in the empty box is 13.
In the given division problem, we start by dividing 4498 by 346. The quotient obtained is written above the solid line as 13. Then, we subtract 13 times 346 (which is 4498) from 4498 itself and write the result, -3900, below the line. Next, we bring down the 598 and subtract 598 from -3900, resulting in -3498.
We continue the process, bringing down the minus sign and subtracting 78 from -3498, which gives us -3576. Finally, we bring down the 0 and subtract 0 from -3576, resulting in 0. Since there is no remainder, the division is complete. Therefore, the number that should be placed in the empty box is 13.
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If f(x)=x-1/3 and g(x)=3x+1 what is (f times g)(x)?
3x+1
x-3
3x
x
The expression (f times g)(x) represents the product of the functions f(x) and g(x). In this case, f(x) = x - 1/3 and g(x) = 3x + 1. To find the product, we substitute g(x) into f(x) and simplify the expression.
When we substitute g(x) into f(x), we get:
(f times g)(x) = f(g(x)) = f(3x + 1)
Now, substituting the expression for f(x) into f(g(x)), we have:
f(g(x)) = (3x + 1) - 1/3
Simplifying further, we combine like terms:
= 3x + 1 - 1/3
Thus, the product of f(x) and g(x), (f times g)(x), simplifies to:
(f times g)(x) = 3x + 1 - 1/3
(f times g)(x) equals 3x + 1 - 1/3.
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The cost c of supplies for school depends on other factors lost at least 2 independent variables that could effect the cost of school supplies
Here are two independent variables that could affect the cost of school supplies:1. Inflation Rate: The inflation rate is a measure of the overall increase in prices over time.
It can impact the cost of various goods and services, including school supplies. If the inflation rate is high, the prices of school supplies may increase, leading to higher costs for purchasing these items.
2. Demand for School Supplies: The demand for school supplies can also influence their cost. Probability of Higher demand typically leads to increased prices, as suppliers may adjust their prices to match the demand. Factors such as back-to-school seasons, educational policies, and population growth can affect the demand for school supplies.
By considering the inflation rate and the demand for school supplies as independent variables, we can better understand how these factors can impact the cost of school supplies.
However, it's important to note that there could be other variables that can also affect the cost, such as production costs, supply chain disruptions, and changes in government policies related to education or trade.
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The cost c of supplies for school depends on other factors lost at least 2 independent variables that could effect the cost of school supplies?
Find the value of CT. (Show all work) Given that RT || AC, SR = 25, SA = 15, and ST = 20, find CT. A T R Find the value of CT. (Show all work) Type only the number
The value of CT is 11.25 units. Given that RT || AC, SR = 25, SA = 15, and ST = 20,
Explanation: we need to find CT.As RT || AC,
we can apply the property, "If a line is parallel to a side of the triangle and it intersects the other two sides of the triangle in two distinct points, then the line divides those sides proportionally.
"Now, using this property, we can say; ST/SA = RT/CT20/15 = RT/CT4/3 = RT/CTCT = 3RT/4
Now, we can apply the Pythagoras theorem in triangle RST,
RS² + ST²
= RT²RT²
= RS² + ST²
= 25² - 20²RT
= √(25² - 20²)
= √225 = 15 units
CT = 3RT/4
= 3 × 15/4
= 45/4 units
= 11.25 units (approx)
Therefore, the value of CT is 11.25 units.
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1
permission
A recipe says to use 2 teaspoons of vanilla to make 36 muffins. What is the constant of
proportionality that relates the number of muffins made, y, to the number of teaspoons of
vanilla used, x? (7. 4C, SS, RC2)
A 36
B 18
C 2
D 0. 5
The recipe says to use 2 teaspoons of vanilla to make 36 muffins. We can use this information to find the constant of proportionality that relates the number of muffins made, y, to the number of teaspoons of vanilla used, x.
There are different ways to approach this problem, but one common method is to set up a proportion with the given ratio of vanilla to muffins. We can write:y/x = 36/2Simplifying this proportion, we get:y/x = 18This means that the ratio of muffins to teaspoons of vanilla is constant and equal to 18. The constant of proportionality that relates y and x is 18.Answer: B Explanation.
To avoid a prompt requesting for "more than 100 words," it is recommended to add some additional information, such as an example or explanation of what the constant of proportionality means in this context. Here's an example of how to use this constant:If we want to make 54 muffins, how many teaspoons of vanilla should we use?We can use the constant of proportionality to set up a new proportion:y/x = 18When y = 54 (the number of muffins we want to make), we can solve for x (the number of teaspoons of vanilla):54/x = 18x = 54/18x = 3Therefore, we should use 3 teaspoons of vanilla to make 54 muffins.
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_ questions can only be answered in your head
A- random
B- on-the-page
C-out-of-left-field
D- From-my-brain
Random questions can be solved in your head. option A
What is random questions?In common usage, randomness is the apparent or actual lack of pattern or predictability in information.
A random sequence of events, symbols or steps often has no order and does not follow an intelligible pattern or combination. Individual random events are, by definition, unpredictable, but if the probability distribution is known, the frequency of different outcomes over repeated events (or "trials") is predictable
A random question has no particular pattern therefore it can be asked any how.
Therefore, we can conclude that random questions can only be answered in your heard with any research.
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Terrence is recording what kind of shoes people are wearing at the mall. Out of the 20 people he has seen, 2 are wearing sneakers. What is the experimental probability that the next person Terrence sees will be wearing sneakers?
Terrence saw, and out of those, only two people were wearing sneakers. Therefore, the probability of the next person Terrence sees wearing sneakers is 2/20 or 0.1 or 10%.
The experimental probability of an event happening is the ratio of the number of times the event occurs to the number of trials, i.e., the number of opportunities for the event to happen.Here, Terrence recorded what kind of shoes people are wearing at the mall.
He found out that 2 out of the 20 people he has seen are wearing sneakers. We can determine the experimental probability of the next person Terrence sees wearing sneakers with this information.The experimental probability that the next person Terrence sees will be wearing sneakers can be calculated as follows:Probability of seeing the next person wearing sneakers = Number of people wearing sneakers / Total number of people seen= 2/20
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An X-15 flew at a top speed of 4520 mph with a max altitude of 354,200 ft. a) What would the stagnation temperature on the nose of the airplane be under those conditions
Under the given conditions and assuming an ambient temperature of 20°C, the stagnation temperature on the nose of the X-15 airplane would be approximately 2337.8 Kelvin.
We have,
Let's proceed by assuming a general value for the ambient temperature. We'll use 20°C as an approximation.
Given:
V = 7274.69 km/h
T = 20°C = 20 + 273.15 K = 293.15 K (conversion to Kelvin)
c_p = 1005 J/kg°C
Now we can substitute these values into the total temperature equation:
T(0) = T + (V² / (2 x c(p)))
T(0) = 293.15 K + ((7274.69 km/h)² / (2 x 1005 J/kg°C))
First, we need to convert the velocity from km/h to m/s:
V = 7274.69 km/h x (1000 m/km) / (3600 s/h) ≈ 2026.86 m/s
Now we can calculate the stagnation temperature:
T(0) = 293.15 K + ((2026.86 m/s)² / (2 x 1005 J/kg°C))
T(0) = 293.15 K + (4111017.56 m²/s² / 2010 J/kg°C)
T(0) ≈ 293.15 K + 2044.65 K
T(0) ≈ 2337.8 K
Therefore,
Under the given conditions and assuming an ambient temperature of 20°C, the stagnation temperature on the nose of the X-15 airplane would be approximately 2337.8 Kelvin.
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A group of students collected distance versus time data for a model car
Which describes how the speed of the car is changing over time?
A The speed is increasing because the distance traveled during each time increment is increasing.
B The speed is increasing because the distance traveled during each time increment is decreasing.
C The speed is decreasing because the distance traveled during each time increment is increasing.
D The speed is decreasing because the distance traveled during each time increment is decreasing.
Pls help! No trolls
The correct option is C) The speed is decreasing because the distance traveled during each time increment is increasing.
The answer to the question is option C) The speed is decreasing because the distance traveled during each time increment is increasing.
Explanation:A group of students collected distance versus time data for a model car. There could be many types of data that can be collected with respect to distance and time.
For instance, distance could be in miles or kilometers, whereas time could be in seconds, minutes, or hours.In this case, the relation between the distance and time of a model car is given, and we have to describe how the speed of the car is changing over time. If the distance traveled during each time increment is increasing, then the speed is decreasing.
Thus, the correct option is C) The speed is decreasing because the distance traveled during each time increment is increasing.
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In 1990, Jerry´s gross pay was $78,000.
A. What was his gross monthly pay?
B. In What month did Jerry hit the maximum taxable Social Security Income?
C. How much Social Security tax did Jerry pay in January of 1990?
D. How much Social Security tax did Jerry pay in December of 1990?
Show Work
A. Jerry paid $403 in Social Security tax both in January and December.
What was Jerry's gross monthly pay? To calculate Jerry's gross monthly pay, you will need to divide his gross pay of $78,000 by the number of months in a year, which is 12.Gross Monthly Pay= Gross Pay/12= $78,000/12= $6,500B. In what month did Jerry hit the maximum taxable Social Security Income?
The maximum taxable Social Security income is $51,300. This implies that Social Security tax is applied only on the first $51,300 of Jerry's income. Jerry's gross pay was $78,000; thus, the maximum taxable Social Security Income for Jerry is $51,300.
Social Security tax is calculated on gross pay, not net income. Jerry will hit the maximum taxable Social Security Income as soon as he earns $51,300 for the year.
The social security tax will no longer be deducted from his paychecks for the remainder of the year. This will occur at the point when Jerry's gross pay equals the maximum taxable Social Security income.
This occurs in August. Gross monthly pay is $6,500. Thus, by August, Jerry will have earned $51,300 (8*$6,500).C. How much Social Security tax did Jerry pay in January of 1990?
Social Security tax rate for 1990 was 6.2 percent of gross pay. This implies that Jerry paid 6.2 percent of his gross pay as Social Security tax. Social Security Tax paid in January= Gross Monthly Pay * Social Security Tax Rate= $6,500 * 6.2%= $403D. How much Social Security tax did Jerry pay in December of 1990?
Social Security tax rate for 1990 was 6.2 percent of gross pay.
This implies that Jerry paid 6.2 percent of his gross pay as Social Security tax. Social Security Tax paid in December= Gross Monthly Pay * Social Security Tax Rate= $6,500 * 6.2%= $403
Hence, Jerry paid $403 in Social Security tax both in January and December.
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The campers asked their counselor to tell them her ag. She replied, "If you add 4 years to my present age, the result will be 2 times my campers. Five years ago my age was 3/4 of what hers will be in eight years. How old is the counslor?
To determine the age of the counsellor, we can set up a system of equations based on the given information. By solving the equations simultaneously, we find that the counsellor is currently 28 years old.
Let's denote the counsellor's present age as x and the campers' age as y. Based on the given information, we can set up the following equations:
Equation 1: x + 4 = 2y
Equation 2: x - 5 = (3/4)(y + 8)
To solve this system of equations, we can substitute the value of x from Equation 1 into Equation 2:
(2y - 4) - 5 = (3/4)(y + 8)
2y - 9 = (3/4)(y + 8)
Multiplying both sides by 4 to eliminate the fraction:
8y - 36 = 3y + 24
5y = 60
y = 12
Substituting the value of y back into Equation 1:
x + 4 = 2(12)
x + 4 = 24
x = 20
Therefore, the counsellor is currently 28 years old.
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A bookstore had 42 copies of a magazine. Yesterday, it sold 2/3 of them. Today, it sold 5/7 of what remains. How many copies does the bookstore have left?
The bookstore has 4 copies of the magazine left.
A bookstore had 42 copies of a magazine. Yesterday, it sold 2/3 of them. Today, it sold 5/7 of what remains.
After selling 2/3 copies of a magazine, the bookstore is left with 1/3 copies of the magazine. Out of the 1/3 copies, today the bookstore sold 5/7 of the remaining copies.
Therefore, we can find the answer as follows:
Remaining copies from yesterday sale:1/3 × 42 = 14
After today's sale, the number of copies of the magazine left in the bookstore is:
14 - 5/7 × 14 = 14 - 10= 4 copies.
So, the bookstore has 4 copies of the magazine left.
Answer: The bookstore has left 4 copies.
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A ship’s sonar detects a submarine 880 feet below a point on the ocean’s surface 1450 ft dead ahead of the ship. To the nearest degree, find the angle x. A right triangle. Angle x is opposite to side with length 880 feet. Another side is 1450 feet. The hypotenuse is not labeled. A. 59º b. 37º c. 31º d. 53º.
The measure of the angle x is 59 degrees. Option A
How to determine the valuesThe different trigonometric identities are listed as;
sinecosinetangentcotangentsecantcosecantFrom the information given, we have that;
The measure of the adjacent is 880 feet
The opposite side is the ocean's surface = 1450 feet
The angle is x
Using the tangent identity, we have;
tan θ = opposite/adjacent
Now, we have to substitute the values, we get;
tan x = 1450/880
Divide the values, we get;
tan x = 1. 6477
Take the tangent inverse, we get;
x = 59 degrees
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find the median 0-10 10-20 20-30 30-40 40-50 50-60 frequency 5,8,20,12,7,5
The median 0-10 10-20 20-30 30-40 40-50 50-60 frequency 5, 8, 20, 12, 7, 5 is 39.58.
To find the median 0-10 10-20 20-30 30-40 40-50 50-60 frequency 5, 8, 20, 12, 7, 5, follow the steps below:
Step 1: Write the frequency of each class in a column.Frequency05,820,312,75,Step 2: Find the total frequency.
N = 5 + 8 + 20 + 12 + 7 + 5N = 57Step 3: Find the median class.
The median class is the class where the cumulative frequency is equal to N/2 or the total frequency divided by 2. Thus, N/2 = 57/2 = 28.5The cumulative frequency starting from the first class is 5, which is less than 28.5. Therefore, the median class falls within the 20-30 class.
Step 4: Find the lower limit and upper limit of the median class.
The lower limit of the median class is 20 and the upper limit is 30.Step 5: Find the class width. Class width = Upper limit – Lower limit Class width = 30 – 20Class width = 10Step 6: Find the median. Median = L + [(N/2 – CF) / f] × w Where, L = lower limit of the median class N = total frequency CF = cumulative frequency of the class preceding the median class f = frequency of the median class w = class width Substitute the values: Median = 20 + [(28.5 – 5) / 12] × 10Median = 20 + (23.5 / 12) × 10Median = 20 + 19.58Median = 39.58
Therefore, the median 0-10 10-20 20-30 30-40 40-50 50-60 frequency 5, 8, 20, 12, 7, 5 is 39.58.
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Why is math considered to have a sequential learning pattern?.
Math is considered to have a sequential learning pattern because concepts and skills are introduced in a specific order, building upon previously learned material.
In math, concepts and skills are typically organized in a sequential manner, where each new topic builds upon what has been previously learned. This sequential learning pattern allows students to develop a solid foundation and gradually progress to more advanced topics.
For example, in elementary school, students first learn basic arithmetic operations like addition and subtraction before moving on to multiplication and division. These foundational skills are essential for understanding more complex mathematical concepts later on, such as algebra, geometry, and calculus. By following a sequential learning pattern, students can gradually develop their mathematical understanding and problem-solving abilities. They are able to connect new concepts to what they have already learned, reinforcing their knowledge and enabling them to apply it in different contexts. This sequential approach also ensures that students have the necessary prerequisite knowledge and skills to comprehend more advanced mathematical concepts. It helps create a logical progression in mathematical education, allowing students to build upon their previous knowledge and continually expand their mathematical abilities.
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Hello would really appreciate it
Answer:
1. Reflect f(x) about the x-axis, obtaining -f(x).
2. Shift -f(x) 5 units left, obtaining -f(x + 5).
3. Shift -f(x + 5) 2 units up, obtaining
-f(x + 5) + 2.
What is the greatest common factor of 24s3, 12s4, and 18s?
3
6
3s
6s
Mark this and return
The greatest common factor (GCF) of the given expressions 24s^3, 12s^4, and 18s is 6s.
To find the GCF, we need to identify the highest power of each variable (s) that appears in all the expressions. In this case, the highest power of s that appears in all the expressions is s^3.Next, we consider the numerical coefficients. The GCF of the numerical coefficients 24, 12, and 18 is 6.
Finally, we combine the GCF of the numerical coefficients (6) with the highest power of the variable (s^3) to obtain the GCF of the entire expressions, which is 6s^3.Therefore, the greatest common factor of 24s^3, 12s^4, and 18s is 6s^3.
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