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(h x $6.25) - $20 is a equation to figure how how many hair products she needs to sell to generate a profit of $120.

Profit is just the money left over after costs are paid. A loss is deemed to have occurred if the expenses exceeded the income.

A gain is a positive figure, whereas a loss is a negative one.

To determine whether a contract is lucrative or not, the phrases profit and loss are utilized. These words are frequently used in ordinary conversation. If the selling price exceeds the cost price, the difference between the two amounts is known as the profit.

The equation to determine how many hair products Jackie must sell to make a profit of $120 would be:

$120 (profit) = (h x $6.25) - $20 (cost of online membership)

where h is the number of hair products sold.

To solve for h, we can first add $20 to both sides of the equation:

$120 + $20 = h x $6.25

Next, we can divide both sides of the equation by $6.25 to find the value of h:

h = ( $120 + $20 ) / $6.25

h = 20

So Jackie must sell 20 hair products to make a profit of $120.

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(h x $6.25) - $20 is an equation to figure how many hair products she needs to sell to generate a profit of $120.

Profit is just the money that remains after expenses are covered. A loss is deemed to have occurred if the expenses exceeded the income.

A gain is a positive figure, whereas a loss is a negative one.

The terms profit and loss are used to assess how valuable a transaction is. In everyday discourse, these terms are often employed. The difference between the two sums is referred to as the profit if the selling price is higher than the cost price.

The equation to determine how many hair products Jackie must sell to make a profit of $120 would be:

$120 (profit) = (h x $6.25) - $20 (cost of online membership)

where h is the number of hair products sold.

To solve for h, we can first add $20 to both sides of the equation:

$120 + $20 = h x $6.25

Next, we can divide both sides of the equation by $6.25 to find the value of h:

h = ( $120 + $20 ) / $6.25

h = 20

So Jackie must sell 20 hair products to make a profit of $120.

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The number for years that it would take 1600 workers to build 25 ziggurats is 66.67 years.

To find out how many years it would take 1600 workers to build 25 ziggurats, you can use the formula:

(time taken by 1200 workers to build 3 ziggurats) x (1600 workers / 1200 workers) x (25 ziggurats / 3 ziggurats) = time taken by 1600 workers to build 25 ziggurats

Plugging in the given values:

(8 years) x (1600 / 1200) x (25 / 3) = 8 years x (4/3) x (25/3)

= 8*25/3

= 200/3

= 66.67 years

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For the above case, the graph of the linear equation y = 20 + 10x

Each solution inside the scenario involving two variables may be thought of as the Cartesian coordinates of a specific point on the Euclidean plane.The answers to a linear equation create a line inside the Euclidean plane, and each line may be considered as the sum of all solutions to a linear model with two variables.

This is how this type of equation became known as “linear.” The solutions to an equation system with integer variables form a hyperplane in Euclidean space with size n (a subdomain of dimension n1).

Because linear equations typically properly reflect nonlinear systems, they are widely employed in all fields.

Mathematics as well as in physics and engineering.

Here the equation is given as  y = 20 + 10x

Therefore at x = 0 ,  y = 20 and at y = 0, x = -2

This represents that the fixed monthly fee is 20 and the daily fee is 10.

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The number being divided is known as the dividend, the number dividing it is known as the divisor, and the result of the division is known as the quotient.

Factors are the numbers that are being multiplied, and the result of the multiplication is known as the product. Dividend, divisor, and quotient are the terms used to describe the three numbers involved in division: the dividend, the divisor, and the result of the division, the quotient.

The arithmetic procedures of multiplication and division are related and developed from commonplace situations. Multiplication is the same as repeated addition for whole numbers, hence repeated addition exercises are frequently used to teach multiplication.

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The graph of f(x) translated 3 units down.

correct option is D.

What is a graph of a function?

The graph of a function is a visual representation of the function that shows the relationship between the input (x) and output (y) values. It is typically plotted on a coordinate plane, with the x-axis representing the input values and the y-axis representing the output values. Each point on the graph corresponds to an (x, y) pair that satisfies the equation of the function.

The given options are:
A. It is the graph of f(x) translated 3 units up.

B. It is the graph of f(x) translated 3 units to the right.

C. It is the graph of f(x) where the slope is decreased by 3.

D. It is the graph of f(x) translated 3 units down.

Let y = f(x) then f(x)-3 means y-3. Subtracting 3 from the y coordinate of each point will move the entire curve down 3 units.

Thus, the graph of f(x) translated 3 units down.

correct option is D.

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4 is not a perfect number because the sum of its factors (besides 4 itself), 1+2, is less than 4. Numbers like 4 are known as deficient numbers.

In number theory, a natural number is called deficient if it is greater than the sum of its divisors, excluding itself. For example, the number 8 is deficient because its divisors are 1, 2, and 4, and 1 + 2 + 4 = 7, which is less than 8. A number that is not deficient is called abundant.

The concept of deficient numbers was first studied by the ancient Greek mathematician Nicomachus of Gerasa in his work "Introduction to Arithmetic". He classified numbers into three categories: abundant, perfect, and deficient numbers. He defined a perfect number as a number whose divisors (excluding the number itself) sum up to the number and abundant if the sum of divisors (excluding the number itself) is greater than the number.

The study of deficient numbers is closely related to the study of divisors of numbers, which is a fundamental area of number theory. The study of deficient numbers also has connections to other areas of mathematics such as algebraic number theory and the theory of quadratic forms. In addition, the study of deficient numbers has applications in computer science and cryptography.

It is important to note that only a small percentage of numbers are deficient, and the study of deficient numbers is not as widely studied as the study of prime numbers or perfect numbers, but it is still an interesting area of research in number theory.

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A right triangle is a triangle with one right angle (90 degrees). The hypotenuse of a right triangle is the side opposite the right angle and is usually the longest side of the triangle.

To find the area of the triangle, you will need to use the base and the height of the triangle. In this case, the base of the triangle is 48cm and the height is the length of the side opposite to the right angle.

To find the length of the side opposite to the right angle, you can use the Pythagorean Theorem, which states that the square of the length of the hypotenuse of a right triangle is equal to the sum of the squares of the lengths of the other two sides. The theorem can be written as:

c^2 = a^2 + b^2

where c is the hypotenuse, and a and b are the other two sides.

So, substituting the values we have:

50^2 = a^2 + 48^2

2500 = a^2 + 2304

a^2 = 2500 - 2304

a^2 = 196

a = 14

Area of the triangle = (1/2) * base * height

= (1/2) * 48 * 14

= 336 cm^2

So, the area of the triangle is 336 cm^2

The area of the triangle is 336 cm²

The area of a triangle can be found using the formula:

Area = (1/2) × base × height

In this case, we know the base is 48cm and the hypotenuse is 50cm. To find the height, we can use the Pythagorean theorem, which states that the square of the length of the hypotenuse (a) is equal to the sum of the squares of the lengths of the other two sides (a and b) in the right triangle.

c² = a² + b²

So in this case, we have:

50² = 48²  + b²

Solving for b, we get:

b =√ 50² - 48²

b = √2500 - 2304

b = √196

b = 14 cm

So the height of the triangle is 14cm.

Now we can use this information to find the area:

area = (1/2) ×48 ×14 = 336 cm²

Hence, we can say the area of the triangle is 336 cm²

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Answer:

blab blah??

Step-by-step explanation:

thats not a good question tbh

Arcs with the same radius from each endpoint will help you locate the midpoint of the segment more accurately.

When constructing a perpendicular bisector of a segment, it is important to make arcs with the same radius from each endpoint. This will help you to locate the midpoint of the segment more accurately. By using arcs of the same radius, you can ensure that the bisector is perfectly perpendicular to the segment. When the two arcs intersect, the midpoint of the segment will be the point of intersection. This will also ensure that the bisector is exactly in the middle of the segment, as the two arcs with the same radius will be of equal length. By constructing arcs with the same radius, you can achieve a precise and accurate perpendicular bisector of the segment.

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Answer:

66

Step-by-step explanation:

2m = 11

m = 11/2

m = 5.5

m² - 1 = 29.25

m² + 1 = 31.25

The perimeter = 29.25+31.25+5.5 = 66

The Sun transfer its energy to areas A and B by radiation.

The statement compares how much heat is absorbed

by areas A and B : Area A absorbs more heat.

The statement compares the temperatures of areas A

and B : Area A is warmer than area B.

Energy transfer by radiation is a way that energy travels through space without anything touching it. Just like the Sun sends energy to Earth without touching it. The Sun sends energy to Earth in the form of light and heat. This energy travels through the empty space between the Sun and Earth and reaches our planet. When this energy reaches the Earth, it helps plants grow, warms the air and water, and helps create the weather.

Heat absorption is the process by which an object or material takes in or absorbs heat energy from its surroundings. This can happen in a variety of ways, including conduction, convection, and radiation.

The temperature in different areas is determined by a complex interplay of factors, including latitude, altitude, proximity to bodies of water, and local weather patterns. Understanding these factors can help us make predictions about future temperatures and prepare for potential climate change.

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In the equation for acceleration, a, equals final velocity - original velocity/time, acceleration would be negative if the numerator is negative.

The object is slowed down by the acceleration, which is acting against the motion. In this situation, your acceleration is negative. Positive value will be returned if your end velocity is lower than your initial velocity. The equation for acceleration can be related as:

Acceleration, a = [tex]v_{f}[/tex] - [tex]v_{i}[/tex] × [tex]\frac{1}{t}[/tex]

The general equation a = v/t denotes acceleration (a), which determines the change in velocity (v) over the change in time (t). This enables you to calculate the change in velocity in meters per second squared ([tex]m/s^{2}[/tex]). Since acceleration has both its magnitude and direvtion, it is a vector quantity.

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The solution of RR(A) is (-3, -4).

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equation of circle : (x - h)² + (y - k)² = r²

h = x coordinate of center

k = y coordinate of center

hence h = 10, k = 8

center - (10 , 8)

Answer:

Step-by-step explanation:

Given two complementary angles labeled (4x)° and (x-5)°, you want an equation for finding x, and the measures of the two angles.

The equation will reflect the fact that the angles have a sum of 90°:

  4x +(x -5) = 90

The equation simplifies to ...

  5x -5 = 90

  5x = 95

  x = 19

  ∠1 = 4x° = 76° . . . . . . measure of larger angle

  ∠2 = (x -5)° = 14° . . . . . measure of smaller angle

__

Additional comment

The little square at the vertex of the angles means that is a right-angle corner. Its measure is 90°. The two angles 1 and 2 together make up that right angle. That is the relation you use to form the equation.

Rewriting (simplifying) the sum ...

  4x +(x -5) = 5x -5

tells you nothing about the value of x. Any value for x will satisfy this equation. In order to find x, you need to relate this sum to something other than itself. (There is a reason why the angle is marked as a right angle.)

The Real Zeros of the polynomial can be found by equating the given polynomial to zero(0) .

The polynomial function is  a function that involves only non negative integer exponents of a variable in the equation .

For example :  3x+6 is a polynomial which has the exponent equal to 1.

The process to find the real zeros of a polynomial is :

(i) we write the polynomial expression based on what is  given.

(ii) Equate the polynomial equal to zero.

(iii) Solve for the variable(s) by using the polynomial factorization.

The degree of the polynomial tells us about the maximum number of distinct zeros that the polynomial can Have . For example, x - 4 has a degree of 1 . Therefore , it has only one real zero .

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The correct statements are given below.

Exponential growth and decay apply to quantities which change rapidly. Exponential growth and decay have been derived from the concept of geometric progression. Quantities that do not change as constant but change in an exponential manner can be termed as having an exponential growth or exponential decay.

Given here:

Now we know  For exponential growth, the value of b is greater than 1 (b > 1), and for exponential decay, the value of b is lesser than 1 (b < 1), where b is the growth factor and Exponential Growth f(x) = abˣ and Exponential Decay f(x) = ab⁻ˣ

1) f(x)=3×4ˣ

  Clearly b=4>1

Thus the function represents exponential growth.

2) f(x)=4×(1/4)ˣ

  Here b=1/4<1

∴ The function represents exponential decay.

3) f(x)=2×(1/2)ˣ

Again here the growth factor is b=1/2<1 , thus the function represents exponential decay.  

Similarly for equation 4 we have b=12>1 and thus the function represents  

exponential growth.

Hence, equation 1 and 4 represent exponential growth and equations 2 &3 represent exponential decay.

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Three points can define a plane in a three-dimensional space.

Because a plane can be defined as a flat surface that extends infinitely in all directions, three points in space are sufficient to specify a plane. A plane can be determined by any three non-collinear points, i.e., points that are not on the same straight line, as long as they are not on the same line. Imagine three points in space, A, B, and C. We draw straight lines from A to C to create a plane. The triangle formed by these lines is a flat surface. A plane can be made by endlessly extending the flat surface in all directions.

The triangle formed by the three points A, B, and C, which are not collinear, extends in all directions to form a plane. A plane is therefore defined by three points. It's crucial to remember that any new point that lies on the same plane as A, B, and C will also be connected to the three defining points by the same straight line.

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Running a mile in five minutes is similar to moving at 12 mph (19.4 kph) on a treadmill.

the statutory mile, which has a length of 5,280 feet, is one example of a mile (1.609 km). Its original unit of measurement was the 5,000-foot-long Roman mile passus, often known as the "thousand paces."

Discover the distance formula, a Pythagorean theorem application, to determine the separation between two places. To get the separation between any two points, we can rewrite the Pythagorean theorem as d=((x 2-x 1)2+(y 2-y 1)2).

The formula for the distance between the points (a,b) and (c,d) is square root of (a,c)2 + (b,d)2. The distance in three dimensions between points (a, b, c) and (d, e, f) is equal to the square root of (a, d), (b, e), and (c, f)2.

We have,

Car speed = 0.4 miles per minute

We need to find the distance traveled in 30 minutes with a speed of 0.4 miles per minutes.

Speed is given by:

Speed = Distance / Time

Distance = Speed x Time

Distance = 0.4  x  30

Distance = 12 miles

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C.) right and isosceles, but not equilateral

Answer:

C.) right and isosceles, but not equilateral

Step-by-step explanation:

The graphing method is used to solve a system of linear equations by multiplying and adding.

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An inequality is b >  -3 The symbol > represents "greater than OR equal to".

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Answer:

$807.39

Step-by-step explanation:

[tex]\boxed{\begin{minipage}{8.5 cm}\underline{Compound Interest Formula}\\\\$ A=P\left(1+\frac{r}{n}\right)^{nt}$\\\\where:\\\\ \phantom{ww}$\bullet$ $A =$ final amount \\ \phantom{ww}$\bullet$ $P =$ principal amount \\ \phantom{ww}$\bullet$ $r =$ interest rate (in decimal form) \\ \phantom{ww}$\bullet$ $n =$ number of times interest is applied per year \\ \phantom{ww}$\bullet$ $t =$ time (in years) \\ \end{minipage}}[/tex]

Given:

Substitute the given values into the compound interest formula and solve for A:

[tex]\implies A=500\left(1+\dfrac{0.04}{12}\right)^{12 \cdot 12}[/tex]

[tex]\implies A=500\left(1.00333333...\right)^{144}[/tex]

[tex]\implies A=500\left(1.61478492...\right)[/tex]

[tex]\implies A=807.392461...[/tex]

Therefore, Alyson will have $807.39 (nearest cent) in her account at the end of 12 years.

When a die is thrown, getting an even number, The probability of getting an even number when a die is thrown is 1/2.

Some number cards with a whole number on each are in Charlotte's possession. There is a 4/9 chance that the card she chooses at random will have an even number on it.

Charlotte's balance of even to odd cards. Your response should be as brief as possible. Three out of six, or three-sixths, of a die will provide an even number.

As both the numerator and denominator of this fraction can be divided by three, it can be simplified. A definition of an even number An even integer is one that can be divided by two while leaving a 0 as the final digit. Two, four, six, eight, ten, and other even numbers are examples. The first and present definitions are equivalent.

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the value x in this equation will be ±√1/3.

What is quadratic equation?

it's a second-degree quadratic equation which is an algebraic equation in x. Ax2 + bx + c = 0, where a and b are the coefficients, x is the variable, and c is the constant term, is the quadratic equation in its standard form. A non-zero term (a 0) for the coefficient of x2 is a prerequisite for an equation to be a quadratic equation. The x2 term is written first, then the x term, and finally, the constant term is written when constructing a quadratic equation in standard form. In most cases, the numerical values of letters a, b, and c are expressed as integral values rather than fractions or decimals.

The given equation x² - 1/3 =0

x² = 1/3

taking square root both side

x = ±√1/3

Hence the value x in this equation will be ±√1/3.

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An average and standard deviation in R is straightforward. The mean() function calculates the average and the sd() function calculates the standard deviation.

In information, the standard deviation is a degree of the quantity of variation or dispersion of a fixed of values. A low standard deviation indicates that the values tend to be near the implied (additionally called the predicted price) of the set, whilst an excessive preferred deviation suggests that the values are spread out over a wider variety.

Popular deviation can be abbreviated SD, and is maximum commonly represented in mathematical texts and equations by means of the decrease case Greek letter σ (sigma), for the population standard deviation, or the Latin letter s, for the sample general deviation.

The standard deviation of a random variable, pattern, statistical population, statistics set, or possibility distribution is the square root of its variance. it's miles algebraically easier, even though in exercise less sturdy, than the common absolute deviation.

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The reasons why our bags would differ from the expected distribution are sampling error, measurement error, selection bias, quality control issues, human error, environmental factors and external factors

There are several reasons why the distribution of bags might differ from the expected distribution. Some possible causes include:

1. Sampling error: If the sample size of bags is small, the distribution of bags may not accurately reflect the overall population.

2. Measurement error: If the bags were not measured or counted correctly, the distribution may be affected.

3. Selection bias: If the bags were not selected randomly or if certain bags were excluded from the sample, the distribution may not reflect the true population.

4. Quality control issues: If there were issues with the production of the bags, such as variations in size or weight, the distribution may be affected.

5. Human error: If mistakes were made in the handling, counting, or measuring of the bags, the distribution may not be accurate.

6. Environmental factors: External factors, such as temperature, humidity, or transportation, could cause changes in the weight of bags.

7. External factors: The distribution could also differ because of external factors such as competition, marketing, seasonality, etc.

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First of all, we will need to find the set of values of x for which we will get the possible value of y. This is comprehended as the domain of a function. Secondly, to find the range, we need to find all the possible values of y, which we will get after putting the values of x.

Now, to find the domain:-

Case 1: If the equation doesn’t have a denominator, then the domain will be (−∞,∞).

Case 2: If the equation has a denominator, then the domain will be all values other than those where the denominator will become 0.

Case 2: If the equation has a root in the denominator, the domain will be all values except the ones where the value is inside root<0.

To find the range:-

Case 1: If the equation doesn’t have a denominator, the range will be [0,∞). This is because whenever the value of y tends to be negative, the modulus sign will make it positive.

Case 2: If the equation has a denominator, then the range will be all values above 0 except the points where the denominator is equal to 0.

Case 3: If the equation has a root in the denominator, the domain will be all values more than 0 except the ones where the value is inside root<0.

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Answer:

30%

Step-by-step explanation:

Represent 15 out of 50 in fractions:

15/50

Simplify the fraction if you can and multiply by 100:

15/50 = 3/10

3/10 × 100 = 30%

[tex]\huge\text{Hey there!}[/tex]

[tex]\mathsf{9a + 3 + 4 + (3a + 1)}\\\mathsf{= 9a + 3 + 4 + 3a + 1}}\\\text{COMBINE the LIKE TERMS}\\\mathsf{= (9a + 3a) + (3 + 4 + 1)}\\\mathsf{= 9a + 3a + 3 + 4 + 1}\\\mathsf{= 12a + 7 + 1}\\\mathsf{= 12a + 8}\\\\\\\huge\text{Therefore, your answer should be: } \\\huge\boxed{\mathsf{12a + 8}}}\huge\checkmark[/tex]

[tex]\huge\text{Good luck on your assignment \& enjoy your day!}[/tex]