Cooper was out at a restaurant for dinner when the bill came. His dinner came to $28. After adding in a tip, before tax, he paid $33.32. Find the percent tip.

Answer:

all 50 states

Step-by-step explanation:

Answer:

3 months

Step-by-step explanation:

Answer:

Un= 1+(n-1)6

Step-by-step explanation:

a = 1

d= 7-1= 13-7= 6

and using the formula, Un= a+(n-1)d

Answer:

cost of car = 34500

selling price = 29700

amount of loss = 34500 - 29700 = 4800

loss percentage = (loss amount ÷ cost price ) * 100

= 13.913 ≈ 14% loss

Answer:

x=2

Step-by-step explanation:

combine like terms to get 15x=30. divide by 15 on both sides to get x=2

Answer:

x=2

Step-by-step explanation:

1. Simplify the expression

4x+9x+2x=30

Simplify the arithmetic:

15x=30

2. Isolate the x

15x=30

Divide both sides by 15:

[tex]\frac{15x}{15}=\frac{30}{15}[/tex]

Simplify the fraction:

[tex]x=\frac{30}{15}[/tex]

Find the greatest common factor of the numerator and denominator:

[tex]x=\frac{2\cdot 15}{1\cdot 15}[/tex]

Factor out and cancel the greatest common factor:

[tex]x=2[/tex]

Why learn this

Linear equations cannot tell you the future, but they can give you a good idea of what to expect so you can plan ahead. How long will it take you to fill your swimming pool? How much money will you earn during summer break? What are the quantities you need for your favorite recipe to make enough for all your friends?

Linear equations explain some of the relationships between what we know and what we want to know and can help us solve a wide range of problems we might encounter in our everyday lives.

Terms and topics

Please, make sure you understand the solution:

We can notice that x + (x - 28) = 90

2x - 28 = 90
2x = 118
x = 59

Now for y:

We can notice that y + 90 + x = 180

y + 90 + 59 = 180
y + 149 = 180
y = 180 - 149

y = 31

The correct answer is option C which is 230p – 1010 = 650p – 400 – p this expression is same as of 2.3p – 10.1 = 6.5p – 4 – 0.01p.

Expression in maths is defined as the collection of the numbers variables and functions by using signs like addition, subtraction, multiplication, and division.

Given expression:-

2.3p – 10.1 = 6.5p – 4 – 0.01p

The same expression will be calculated as:-

Multiply the given expression by 100 we will get our answer.

E = 100 (s 2.3p – 10.1 = 6.5p – 4 – 0.01p )

E = 230p – 1010 = 650p – 400 – p

Therefore  the correct answer is option C which is 230p – 1010 = 650p – 400 – p this expression is same as of 2.3p – 10.1 = 6.5p – 4 – 0.01p.

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Answer:

shown below

Step-by-step explanation:

a) V = h(pi)r²

let x = height

and c = the constant radius

V1 = 2x(pi)c²

V2 = x(pi)c²

let c = random number, such as 2

let x = 3

2x(pi)4

x(pi)4

pi(4) = 12.57

3 x 12.57 = 37.7

6 x 12.57 = 75.4

We can compare these ans realise that the cylinder with double the height will also have double the volume.

b) SA = h(pi)2c

SA1 = 2x(pi)2c

SA2 = x(pi)2c

let c = 2

let x = 3

2(3)(pi)(2(2))

6(pi)4

24(pi)

3(pi)(2)(2)

3(pi)(4)

12(pi)

I don't need to finish the calulation to see that this is also halved. So the surface area of the one with the double length is twice the surface area of the one with a smaller height.

Comparatively, both the volume and surface area are doubled when the height is doubled.

QED.

Answer:

Linear

Step-by-step explanation:

pretty self explanatory

Answer:

The linear parent function Step-by-step

Step-by-step explanation:

Linear functions are always characterized by a straight line graph with or without an intercept on the vertical or horizontal axis. A linear function usually has an independent variable and a dependent variable.

Hope your having a great day!!

By definition of the subtraction of squares, the binomial 49 · x² - 36 have the following two factors: 7 · x + 6, 7 · x - 6 (Correct choices: C, D)

A subtraction of squares is a binomial which satisfies the following property:

a² - b² = (a - b) · (a + b)     (1)

If we know that a² = 49 · x² and b² = 36, then we have the following factors:

49 · x² - 36 = (7 · x - 6) · (7 · x + 6)

By definition of the subtraction of squares, the binomial 49 · x² - 36 have the following two factors: 7 · x + 6, 7 · x - 6 (Correct choices: C, D)

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Answer:

3. undefined (vertical line)

4. 1

7. -4

8. 3

11. undefined (vertical line)

12. -1/3

Step-by-step explanation:

You can use the slope formula to calculate the slope which is (y2-y1)/(x2-x1)

3. (-4 - (-2)) /  (6-6)  denominator is 0 here so the slope is undefined (vertical line)

4. (7 - 1) / (-2 - (-4)) = 6 / 6 = 1

7. (1 - (-7)) / (2 - 4) = 8 / -2 = -4

8. (-1 - 5) / (0 -2 ) = -6 / -2 = 3

11. (3 - 0) / (-6 - (-6)) = 3 / 0 = undefined (vertical line

12. (2 - 3) / (-5 - (-2) = 1 / -3 = -1/3

The true statement is (b) the random variable is x, the possible values are 0 to 3 and the values are numerical

The table is added as an attachment

From the attached image, we have:

Number of girls (x)          P(x)

0                                         0.125

1                                         0.375

2                                         0.375

3                                         0.125

In the above, the random variable is x, while P(x) represents its probabilities.

Also, the possible values are 0 to 3 as shown in the table.

0 to 3 are numerical digits, and the values are numerical

Hence, the true statement is (b)

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Answer:

x = 1/2

Step-by-step explanation:

Answer:x = 1/2

Step-by-step explanation: Just took the test on EDGE!!

Answer:

2

[tex]3 \times 3[/tex]

After transferring $450 from the savings account to the checking account, the updated balance in :

All of that is based on the notion that Sarah's savings and checking accounts are distinct from one another.

Assume that, Sarah's savings account balance was 'x' and checking account balance was 'y'.

She transferred $450 from the savings to the checking account.

∴Updated savings account balance= x-450 units

∴Updated checking account balance= y+ 450 units.

Therefore, it can be concluded that the current value of Sarah's savings account would be the amount >$450, and the updated value of her checking account would be the balance <$450 if she transferred $450 from her savings account to her checking account.

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Answer:

7

Step-by-step explanation:

You were correct in setting the equation equal to 0 because the problem is asking for when the rock hits the ground and in this problem, you may  assume that the ground is y=0, unless the problem says otherwise.

Ok so where you went wrong is that when you factored out and got

(x-7)(x+2), which is correct, you forgot to set these equal to zero (because your actual equation is set to zero). So you should have

x-7 = 0

and

x+2 = 0

and this gives the actual answers +7 and -2. And since time cant be negative its 7 seconds.

This was a silly mistake and happens a lot more often than you think, so I wouldn't worry too much but make sure you practice more, better to lose points on harder questions than easy ones.

Good luck with your exam !

Answer:

7 seconds

Step-by-step explanation:

Given function:

[tex]y=-2x^2+10x+28[/tex]

where:

To find the time when the rock hits the ground, set the equation to zero and solve for x.

First, simplify by factoring out the common term  -2:

[tex]\implies -2(x^2-5x-14)=0[/tex]

Divide both sides by -2:

[tex]\implies x^2-5x-14=0[/tex]

To factor a quadratic in the form [tex]ax^2+bx+c[/tex], find two numbers that multiply to ac and sum to b.

[tex]\implies ac=1 \cdot -14=-14[/tex]

[tex]\implies b=-5[/tex]

Therefore, the two numbers that multiply to -14 and sum to -5 are: -7 and 2

Rewrite b as the sum of these two numbers:

[tex]\implies x^2-7x+2x-14=0[/tex]

Factorize the first two terms and the last two terms separately:

[tex]\implies x(x-7)+2(x-7)=0[/tex]

Factor out the common term (x - 7):

[tex]\implies (x+2)(x-7)=0[/tex]

Therefore:

[tex]\implies x+2=0 \implies x=-2[/tex]

[tex]\implies x-7=0 \implies x=7[/tex]

As time cannot be negative, the rock hits the ground in 7 seconds.

Answer: 72 inches squared

Step-by-step explanation:

So, the real floor of a classroom is 36 feet by 32 feet.

And the scale drawing, has length of the classroom equal to 9 inches.

What is the area in square inches of the floor in the scale drawing

1 foot = 12 inches

The length of the classroom, measured in feet, has been multiplied by 12, to get converted in inches. After that, it has been divided by a number, a proportion, to get to 9 inches.

36feet * 12 / x = 9 inches

432 inches / x = 9 inches

Now, to solve for x, we can cross-multiply

432 inches = 9x inches

Divide 9 inches on both sides.

x = 48

To solve the exercise, we need to calculate the floor's area in the scale drawing.

We have the length = 9 inches.

Now, let's calculate the width

Width = 32 feet * 12 / 48

Width = 384 inches / 48

Width = 8 inches

Area = Length * Width

Area = 9 inches * 8 inches

Area = 72 inches squared

Hope I helped!

The value of a₃₃ is 1.

Matrices is a plural form of a matrix, which is a rectangular array or a table where numbers or elements are arranged in rows and columns.

Here,  aₓₙ is the element of matrix in which x represents the number of row and n represents the number of column of element.

So, a₄₃ means element from 4th row and 3rd column.

3rd row  =  [6   7   1   8]

3rd column = [tex]\left[\begin{array}{ccc}8\\6\\1\\3\end{array}\right][/tex]

the common value between them is 1.

Thus, the value of a₃₃ is 1.

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Answer:

probability; ( of choosing a yellow marble)

7 yellow marbles + 10 orange marbles = 17 in total

if the no of yellow marbles is 7 therefore = ⁷/10

so that is the probability ⁷/10

Hope this helps

The set that best describes the universal set U is; U = {keys on a keyboard }

We are told that S is a subset within a universal set U.

Now, from the subset S = (x, y, 4, 9, ?), we will need to find among the given sets the one that describes the best set.

From the subset, we see that the Universal set will be keys on a key board due to the fact that the keys on a keyboard will have alphabets, numbers and punctuation marks mentioned in the set.

Therefore U = {keys on a keyboard } will be the correct answer.

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Step-by-step explanation:

if I understand the question, write an equation for n in terms of i for number of Id cards an d for number driver license.

n = 15i + 20d

The value of n for a total minutes processing id card applications and driver's license applications would be 35 minutes.

Used the concept of addition that states,

The process of combining two or more numbers is called the Addition. The 4 main properties of addition are commutative, associative, distributive, and additive identity.

Given that,

For her job, Natasha spent a total of n minutes processing id card applications and driver's license applications.

And, it takes Natasha 15 minutes to process an id card application and 20 minutes to process a driver's license application.

Now by the given condition, we get;

n = 15 minutes + 20 minutes

n = 35 minutes

Therefore, the value n is 35 minutes.

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Answer:

[tex] \frac{18}{12} = \frac{24}{x - 2} [/tex]

Answer:

something like this

Step-by-step explanation:

you want the line to go as close to as many dots as possible

An equation is formed when two equal expressions. Ms. Kilicoglu will buy 20 volleyballs and 25 basketballs.

An equation is formed when two equal expressions are equated together with the help of an equal sign '='.

Let x be the number of volleyballs and y be the number of basketballs. Therefore, the total number of balls can be written as,

x + y = 45

x = 45 - y

Each volleyball costs $8 and each basketball costs $11. Also, Ms. Kilicoglu has only $435, therefore,

8x + 11y = 435

8(45 - y) + 11y = 435

360 - 8y + 11y = 435

3y = 75

y = 25

Substitute the value of y in the first equation,

x + y = 45

x + 25 = 45

x = 20

Hence, Ms. Kilicoglu will buy 20 volleyballs and 25 basketballs.

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Answer:

let the original price be X

now new price = original price + increment

increment = 5 % of X = X/20

new price = 194.25

now, 194.25 = X + X / 20 = 21X / 20

X = 194.25 * 20 / 21

X = 185

original price = 185

The equation is [tex]f(t)=50(0.5)^{\frac {10}{5.3}}[/tex] and approximately 13.52  milligram remains

The missing information in the question is:

[tex]f(t)=m(0.5)^{\frac th}[/tex]

When the mass is 50 mg, it means that:

m = 50

So, we have:

[tex]f(t)=50(0.5)^{\frac th}[/tex]

When 10 years remain in the life of the substance, it means that:

t = 10

So, we have:

[tex]f(t)=50(0.5)^{\frac {10}h}[/tex]

The half life is 5.3. So, we have

[tex]f(t)=50(0.5)^{\frac {10}{5.3}}[/tex]

Evaluate the equation

f(t) = 13.52

Hence, the required equation is [tex]f(t)=50(0.5)^{\frac {10}{5.3}}[/tex] and approximately 13.52  milligram remains

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Answer:c

Step-by-step explanation:

The completed table is given below,

the percentage of girls in the class is 47.62%,

the percentage of boys in the class is (100-47.62)% = 52.38%,

the percentage of students that love Math is 36.5%,

the percentage of students that love Reading is 22%, and

the percentage of students that love Science is 41.27%

To make comparison and statistical analysis easier, numerical data is systematically and logically represented in tabulations as rows and columns. Grouping relevant data together makes comparison easier and aids in statistical analysis and interpretation.

To put it another way, tabulation is the process of organizing data and presenting it in a tabular format. Depending on the type of categorization, it might be double, complicated, or simple.

The below table yields that

The total number of students is 315

The fraction of girls in the class is 150/315 = 0.4762

So, the percentage of girls in the class is 47.62%

Hence the percentage of boys in the class is (100-47.62)% = 52.38%

The fraction of students that love Math is 115/315 = 0.365

So, the percentage of students that love Math is 36.5%

The fraction of students that love Reading is 70/315 = 0.22

So, the percentage of students that love Reading is 22%

The fraction of students that love Science is 130/315 = 0.4127

So, the percentage of students that love Science is 41.27%

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Answer:

1m=100cm

1m squared=100cm×100cm

1msquared= 10000cm squared

She has to multiply 10000 to convert square centimetres to square meters. Hence option D is correct.

Multiplication or division by a numerical factor, selection of the correct number of significant figures, and unit conversion are all steps in a multi-step procedure.

We know that 1 meter is equal to 100 cm now for a 1-meter square the centimetres will be calculated as,

1m=100cm

1m squared=100cm×100cm

1msquared= 10000cm squared

Hence option D is correct.

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