A breakfast special consists of choosing one item from each category in the following menu. Juice: Apple, Orange, Grapefruit Toast: White, Brown Eggs: Scrambled, Fried, Poached Beverage: Coffee, Tea, Milk

The ninth term of the geometric sequence with a1=8 and [tex]r = \frac{1}{2}[/tex] is [tex]\frac{3}{2}[/tex]. The term equal to 36 is the fourth term, the term equal to 32 is the third term, and the common ratio is 1/4.

What are the common ratio of the geometric sequence with a1=8 and r=1/2?

The general formula for the nth term of a geometric sequence is given by:

[tex]a_n &= a_1 \times r^{n-1}[/tex]

a) To find the ninth term of the sequence with a1=8, r=1/2, and n=9, we can plug in these values into the formula:

[tex]a_9 &= a_1 \times r^{9-1} \\&= 8 \times \left(\frac{1}{2}\right)^{9-1} \\&= 8 \times \left(\frac{1}{2}\right)^8 \\&= 8 \times \frac{1}{256} \\&= \frac{1}{32}[/tex]

So the ninth term is 1/32.

b) To find the term that is equal to 36, we can set the formula equal to 36 and solve for n:

[tex]a_n &= a_1 \times r^{n-1} = 36 \\a_1 \times \left(\frac{1}{2}\right)^{n-1} &= 36 \\8 \times \left(\frac{1}{2}\right)^{n-1} &= 36 \\\left(\frac{1}{2}\right)^{n-1} &= \frac{36}{8} \\\left(\frac{1}{2}\right)^{n-1} &= 4.5 \\n-1 &= \log_{1/2}(4.5) \\[/tex]

n-1 = 3.17 (rounded to two decimal places)

n = 4.17 (rounded to two decimal places)

Therefore, the term that is equal to 36 is the fourth term.

c) To find the term that is equal to 32, we can set the formula equal to 32 and solve for n:

[tex]a_n &= a_1 \times r^{n-1} = 32 \\a_1 \times \left(\frac{1}{2}\right)^{n-1} &= 32 \\8 \times \left(\frac{1}{2}\right)^{n-1} &= 32 \\\left(\frac{1}{2}\right)^{n-1} &= 4 \\n-1 &= \log_{1/2}(4) \\[/tex]

n-1 = 2

n = 3

Therefore, the term that is equal to 32 is the third term.

d) To find the common ratio, we can use the formula:

[tex]r &= \frac{a_n}{a_{n-1}}[/tex]

where an is the nth term and a(n-1) is the term before it. For this problem, we are given a1=8 and n=9, so we can use the formula to find a9 and a8, and then calculate the ratio:

[tex]a_9 &= a_1 \times r^{n-1} = 8 \times (1/2)^8 = \frac{1}{256} \\[/tex]

[tex]a_8 &= a_1 \times r^{n-2} = 8 \times (1/2)^7 = \frac{1}{64} \\[/tex]

[tex]r &= \frac{a_9}{a_8} = \frac{\frac{1}{256}}{\frac{1}{64}} = \frac{1}{4}[/tex]

Therefore, the common ratio is 1/4.

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Answer:

X = 115

Step-by-step explanation:

Answer:

r≈3.39

Step-by-step explanation:

I'm not quite sure but it's the best I can do.

Answer:

radius of base = 6 cm

Step-by-step explanation:

In order to calculate the radius of the base of a cone given its volume and height, we have to use the formula for the volume of a cone:

[tex]\boxed{\mathrm{V = \frac{1}{3} \pi r^2h}}[/tex],

where:

• V ⇒ volume of the cone

• r ⇒ radius of the base of the cone

• h ⇒ height of the cone

The question gives us the value of the volume of the cone (72π cm³) as well as its height (6 cm). By substituting these values into the equation above, we can solve for r to get the radius of the base of the cone:

[tex]\mathrm{V = \frac{1}{3} \pi r^2h}[/tex]

⇒ [tex]72 \pi = \frac{1}{3} \times \pi \times r^2 \times 6[/tex]

⇒ [tex]r^2 = \frac{72 \pi}{2 \pi}[/tex]

⇒ [tex]r = \sqrt{\frac{72 \pi}{2 \pi}}[/tex]

⇒ [tex]r = \sqrt{36}[/tex]

⇒ r = 6 cm

Therefore, the radius of the base of the cone is 6 cm.

The students answered 150 questions correctly in total based on proportions concept if points are given.

If the first paper scored 30 points and the second scored 50 points, then the total score is 30 + 50 = 80 points. Since each question answered correctly is worth 2 points, we can divide the total score by 2 to find the number of questions answered correctly altogether.

80 / 2 = 40

Therefore, the students answered 40 questions correctly in total.

Another way to approach this problem is to use proportions. Let's say that the number of questions answered correctly on the first paper is x, and the number of questions answered correctly on the second paper is y. Then we can set up a proportion:

x/15 + y/25 = 1

where 15 and 25 are the total number of questions on each paper, and 1 represents the total proportion of questions answered correctly.

Multiplying LHS and RHS by least common multiple of 15 and 25, which is 75:

5x + 3y = 75

If we know that x = 30 and y = 50, we substitute these values into equation and check that if its true:

5(30) + 3(50) = 150 + 150 = 300

Dividing sides by 2 to get:

300 / 2 = 150

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The antiderivative of the given function is: [tex]-3/x^2 + 8ln|x| + C[/tex], where x is not equal to 0.

What is antiderivative?

Antiderivative is the reverse process of differentiation in calculus. Given a function f(x), an antiderivative of f(x) is another function F(x) whose derivative is equal to f(x).

The given function can be written as:

[tex](9x^3+8x^5)/x^6 = 9/x^3 + 8/x[/tex]

To find the antiderivative, we integrate each term separately using the power rule of integration:

∫(9/[tex]x^3[/tex]) dx = -3/[tex]x^2[/tex] + C1

and

∫(8/x) dx = 8ln|x| + C2

where C1 and C2 are constants of integration.

Therefore, the antiderivative of the given function is:

∫([tex]9x^3+8x^5[/tex])/[tex]x^6 dx[/tex] = ∫([tex]9/x^3[/tex]) dx + ∫(8/x) dx

= ([tex]-3/x^2 + C1[/tex]) + (8ln|x| + C2)

= [tex]-3/x^2[/tex] + 8ln|x| + C

where C = C1 + C2 is a constant of integration. Therefore, the antiderivative of the given function is:

[tex]-3/x^2 + 8ln|x| + C[/tex], where x is not equal to 0.

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A value 3 standard deviations above the mean is 110

a. To find a value that is 3 standard deviations above the mean, we can use the formula:

value = mean + (number of standard deviations) x standard deviation

So, substituting the given values, we get:

value = 77 + (3) x 11

value = 77 + 33

value = 110

Therefore, a value 3 standard deviations above the mean is 110.

b. To find a value that is 2.5 standard deviations below the mean, we can use the same formula:

value = mean - (number of standard deviations) x standard deviation

Substituting the given values, we get:

value = 77 - (2.5) x 11

value = 77 - 27.5

value = 49.5

Therefore, a value 2.5 standard deviations below the mean is 49.5.

c. To find a value that is 2 standard deviations below the mean, we can use the same formula:

value = mean - (number of standard deviations) x standard deviation

Substituting the given values, we get:

value = 77 - (2) x 11

value = 77 - 22

value = 55

Therefore, a value 2 standard deviations below the mean is 55.

d. To find a value that is 1 standard deviation above the mean, we can use the same formula:

value = mean + (number of standard deviations) x standard deviation

Substituting the given values, we get:

value = 77 + (1) x 11

value = 77 + 11

value = 88

Therefore, a value 1 standard deviation above the mean is 88.

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The correct answer of the following is option A which is 49+32+m =180 because an angle on a straight line is equal to 180 degree.

what is angle?

Angles are an important concept in mathematics, physics, and engineering. An angle is formed by two rays or lines that share a common endpoint called a vertex. The measurement of an angle is usually expressed in degrees or radians.

In geometry, angles are classified according to their measure. An acute angle measures less than 90 degrees, a right angle measures exactly 90 degrees, an obtuse angle measures greater than 90 degrees but less than 180 degrees, and a straight angle measures exactly 180 degrees.

Angles can be formed by lines that intersect or by shapes such as triangles, quadrilaterals, and circles. The study of angles is an important part of trigonometry, which is the branch of mathematics concerned with the relationships between angles and the sides and heights of triangles.

Angles are also used in physics to describe the orientation and motion of objects. For example, the angle between two vectors can be used to calculate the direction of a force or the trajectory of a moving object.

In engineering, angles are used to design structures such as bridges, buildings, and machines. Engineers use trigonometry to calculate the angles and lengths of the various components of these structures to ensure they are safe and structurally sound.

Overall, angles are a fundamental concept in mathematics and have numerous applications in science, technology, and everyday life.

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Thus, the cardinal number of the given set A is found as: n(A) = 4.

Cardinal numbers are those that are used to count things or actual items. They are also referred to as "cardinals" or "counting numbers."

Given set:

set A = {2, 5, 6 , 8}.

n(A)  shows the cardinal number for the set A, which is the total number of elements in the set.

n(A) = 4

Thus, the cardinal number of the given set A is found as: n(A) = 4.

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Complete question:

Find cardinal number n(A) for the set A = {2, 5, 6 , 8}.

Answer:

150 cubic meters

Step-by-step explanation:

A rectangular prism is a box. The volume of a rectangular prism is:

Volume=

length×width×height

All three of these measures are given, so we just fill them in.

Vol = 10 × 3 × 5

= 150 cubic meters

Answer:

A = (1/2)(20 yd)(7.75 yd) = 77.5 square yards

"Rolling a die until a 3 shows" can be modeled by a geometric distribution due to independent trials with a constant probability of success, with an expected value of 6 rolls.

What is the geometric distribution and how does it model the rolling of a die until a 3 shows?

Rolling a die until a 3 shows can be modeled by a geometric distribution because:

The geometric distribution models the number of trials needed to achieve the first success in a sequence of independent trials with a constant probability of success. In this case, the number of trials needed to roll a 3 for the first time can be modeled by a geometric distribution with a probability of success of 1/6.

The expected value of the geometric distribution is calculated as 1/p, where p is the probability of success. Therefore, the expected number of rolls needed to roll a 3 for the first time is 1/(1/6) = 6.

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There are 44,352 possible ways to select the top six finalists, and thus six singers finish first through sixth.

There are two methods for counting the number of potential outcomes in a situation: permutations and combinations. Nevertheless, they differ in how they take into account the sequence in which the items were selected.

On the other hand, a combination is a collection of items chosen randomly. The number of possibilities of the three letters A, B, and C taken two at a time would be AB, AC, and BC using the same example.

The total number of singes are 12.

Using the multiplication rule we have:

12 x 11 x 10 x 9 x 8 x 7 = 44,352

Hence, there are 44,352 possible ways to select the top six finalists, and thus six singers finish first through sixth.

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Using operations, we can find the values:

Option D. Customer will pay = $41.26

Option A. Customer pays for T-shirt = $34.82

A set of guidelines that must be followed in a specific order in order to solve an equation is known as the order of operations. The term "operations" in mathematics is used to refer to the process of evaluating any mathematical expression, which includes arithmetic operations like addition, subtraction, multiplication, and division.

If it costs the shop $16.88, we will add $3.75 and double it.

2(16.88 + 3.75) = $41.26

Next part,

If it costs the shop $12.99, we will add $3.75 and double it.

2(12.99 + 3.75) = $33.48

Next, we will add the sales tax to this amount.

$33.48 + $1.34 = $34.82

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Answer:

B

Step-by-step explanation:

given a parabola in standard form

f(x) = ax² + bx + c (a ≠ 0 ) , then

the x-coordinate of the vertex is

[tex]x_{vertex}[/tex] = - [tex]\frac{b}{2a}[/tex]

f(x) = - 4x² - 16x - 13 ← is in standard form

with a = - 4 , b = - 16 , then

[tex]x_{vertex}[/tex] = - [tex]\frac{-16}{2(-4)}[/tex] = - [tex]\frac{-16}{-8}[/tex] = - 2

substitute x = - 2 into f(x) for corresponding y- coordinate

f(- 2) = - 4(- 2)² - 16(- 2) - 13

        = - 4(4) + 32 - 13

        = - 16 + 19

        = 3

vertex = (- 2, 3 )

The width of the coal tray is approximately 16.24 inches.

The width of the coal tray is determined as follows:

The given formula is P α 1/(1 + d²).

We can rewrite it as P = k/(1 + d²), where k is a constant of proportionality.

Since the problem states that the width of the coal tray is equal to d, we can assume that the width of the tray is equal to 1 (arbitrary units), without loss of generality.

So, we have P = k/(1 + d²) = k/(1 + (distance from food to coals / 1)²)

P = k/(1 + distance from food to coals²)

When the food is 16 inches above the tray, the distance from food to coals is d = 16/1 = 16.

When P = 0.53, we have:

0.53 = k/(1 + 16²)

k = 0.53(1 + 16²)

k ≈ 139.88

Now we can use the equation P = 0.53 = 139.88/(1 + d²) to solve for d:

0.53(1 + d²) = 139.88

1 + d² = 264.45

d² = 263.45

d ≈ 16.24

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Answer:

[tex]x = y = \frac{5 \sqrt{2} }{2} [/tex]

Step-by-step explanation:

Use trigonometry:

[tex] \sin(45°) = \frac{x}{5} [/tex]

Cross-multiply to find x:

[tex]x = 5 \times \sin(45°) = 5 \times \frac{ \sqrt{2} }{2} = \frac{5 \sqrt{2} }{2} [/tex]

Use the Pythagorean theorem to find y:

[tex] {y}^{2} = {5}^{2} - {x}^{2} [/tex]

[tex] {y}^{2} = {5}^{2} - ( { \frac{5 \sqrt{2} }{2}) }^{2} = 25 - \frac{25 \times 2}{4} = \frac{25}{1} - \frac{50}{4} = \frac{25 \times 4}{4} - \frac{50}{4} = \frac{100}{4} - \frac{50}{4} = \frac{50}{4} = \frac{25}{2} [/tex]

[tex]y > 0[/tex]

[tex]y = \sqrt{ \frac{25}{2} } = \frac{5 \sqrt{2} }{2} [/tex]

Answer:

x = 3√3;

y = 3

Step-by-step explanation:

Use trigonometry:

[tex] \sin(30°) = \frac{y}{6} [/tex]

Cross-multiply to find y:

[tex]y = 6 \times \sin(30°) = 6 \times 0.5 = 3[/tex]

Use the Pythagorean theorem to find x:

[tex] {x}^{2} = {6}^{2} - {y}^{2} [/tex]

[tex] {x}^{2} = {6}^{2} - {3}^{2} = 36 - 9 = 27[/tex]

[tex]x > 0[/tex]

[tex]x = \sqrt{27} = \sqrt{9 \times 3} = 3 \sqrt{3} [/tex]

The final equation of the exponential function is [tex]y = 27/3^x[/tex], which passes through the points (2,3) and (5,1/9).

When mοdelling a cοnnectiοn, expοnential functiοns simulate hοw a cοnstant change in the independent variable results in the same prοpοrtiοnal change. The expοnentiaI functiοn is a mathematicaI functiοn denοted by f(x)=[tex]\exp[/tex] or [tex]e^{x}.[/tex]

Let's start by plugging in the values οf the first pοint (2,3) intο the equatiοn:

3 = ab²

Similarly, we can plug in the values οf the secοnd pοint (5,1/9):

1/9 = ab^5

Sοlving fοr a in the first equatiοn:

a = 3/b²

Substituting a in the secοnd equatiοn:

1/9 = (3/b²) * b^5

Simplifying:

1/9 = 3b³

b^3 = 1/27

b = 1/3

Substituting b intο the first equatiοn tο sοlve fοr a:

3 = a(1/3)²

3 = a/9

a = 27

Therefοre, the equatiοn οf the expοnential functiοn is y = 27(1/3)^x οr y = 27/3^x.

So the final equation of the exponential function is [tex]y = 27/3^x[/tex], which passes through the points (2,3) and (5,1/9).

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The exact values for trigonometric functions are:

a) cos(A+B)=56/65

b) sin(A+B)=-33/65

c) sin(A-B)=-33/65

a) We have, cos A = -3/5 (using Pythagorean identity

and sin B = -5/13 (using Pythagorean identity  = 1).

Using the formula for cosine of sum of two angles, we have:

cos (A+B) = cos A cos B - sin A sin B

[tex]=(-3/5)(-12/13)-(4/5)(-5/13)\\\\=56/65[/tex]

b) Using the same formula for sine of sum of two angles, we have:

sin (A+B) = sin A cos B + cos A sin B

[tex]=(-3/5)(-12/13)-(4/5)(-5/13)\\\\=-33/65[/tex]

c) Using the formula for sine of difference of two angles, we have:

sin (A-B) = sin A cos B - cos A sin B

[tex]453=(4/5)(-12/13)+(-3/5)(-5/13)\\\\=-33/65[/tex]

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The inverse function:  [tex]f^{-1} (x) =[/tex] [tex](\frac{x -5}{5} )^{2} -13[/tex]

The inverse is defined on the domain x < 5 and x ≥ -13 for the original function, which means that the range of the original function is y ≥ 5.

A function is a relationship that exists between two sets of numbers, with each input from the first set, known as the domain, corresponding to only one output from the second set, known as the range.

Given function is;   [tex]f(x) = 5\sqrt{(x + 13)} + 5[/tex]

To find the inverse of the given function, we first replace f(x) with y:

⇒  [tex]y = 5\sqrt{(x + 13)} + 5[/tex]

Subtract 5 from both sides:

⇒ [tex]y -5 = 5\sqrt{(x + 13)}[/tex]

⇒ [tex]\frac{(y -5)}{5} = \sqrt{(x + 13)}[/tex]

⇒ [tex](\frac{y -5}{5} )^{2} = x + 13[/tex]

⇒ [tex](\frac{y -5}{5} )^{2} -13 = x[/tex]

Now we have x in terms of y, so we can replace x with f⁻¹(x) and y with x to get the inverse function:

f⁻¹(x) = [tex](\frac{x -5}{5} )^{2} -13[/tex]

The domain of the inverse function is x ≥ 5, because this is the range of the original function, and we were given that the inverse is defined on the domain x < 5. However, we must also exclude the value x = 5, because the denominator of the fraction [tex](\frac{x -5}{5} )^{2}[/tex] becomes zero at this value. Therefore, the domain of f⁻¹(x) is x > 5.

We were given that x ≥ -13 for the original function, which means that the range of the original function is y ≥ 5. Therefore, the domain of the inverse function becomes the range of the original function, and the range of the inverse function becomes the domain of the original function.

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The angles with a common reference angle of 319° in each quadrant are:

First quadrant: 319°, Second quadrant: -139°, Third quadrant: 139°, Fourth quadrant: 41°.

To find an angle in each quadrant with a common reference angle of 319°, we can start by subtracting 360° from 319° repeatedly until we get a result between 0° and 360°. This is because angles that differ by a multiple of 360° are coterminal, which means they have the same reference angle.

319° - 360° = -41° (not in the range 0° to 360°)

319° - 2(360°) = -401° (not in the range 0° to 360°)

319° - 3(360°) = -721° (not in the range 0° to 360°)

319° - 4(360°) = -1041° (not in the range 0° to 360°)

319° - 5(360°) = -1361° (not in the range 0° to 360°)

319° - 6(360°) = -1681° (not in the range 0° to 360°)

319° - 7(360°) = -2001° (not in the range 0° to 360°)

Since none of these results are in the range of 0° to 360°, we need to add multiples of 360° instead.

319° - 1(360°) = -41° (not in the range 0° to 360°)

319° - 0(360°) = 319°

319° + 1(360°) = 679° (not in the range 0° to 360°)

319° + 2(360°) = 1039° (not in the range 0° to 360°)

319° + 3(360°) = 1399° (not in the range 0° to 360°)

So, the angle with a common reference angle of 319° in the first quadrant (0° to 90°) is:

θ = 319° - 1(360°) = -41° + 360° = 319°

The angle with a common reference angle of 319° in the second quadrant (90° to 180°) is:

θ = 180° - 319° = -139°

The angle with a common reference angle of 319° in the third quadrant (180° to 270°) is:

θ = 319° - 180° = 139°

The angle with a common reference angle of 319° in the fourth quadrant (270° to 360°) is:

θ = 360° - 319° = 41°

Therefore, the angles with a common reference angle of 319° in each quadrant are:

First quadrant: 319°

Second quadrant: -139°

Third quadrant: 139°

Fourth quadrant: 41°

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Answer: For Damian's investment:

The interest rate is 3%, compounded quarterly, which means the interest rate per quarter is 3%/4 = 0.75%.

The number of quarters in 16 years is 16*4 = 64.

Using the formula for compound interest, the balance after 16 years is:

A = P*(1 + r/n)^(n*t)

where:

P = the principal (initial investment) = $81,000

r = the interest rate per quarter = 0.75%

n = the number of times the interest is compounded per year = 4 (quarterly)

t = the number of years = 16

A = 81000*(1 + 0.0075/4)^(4*16) = $157,222.39

For Marques's investment:

The interest rate is 2%, compounded continuously.

Using the formula for continuous compound interest, the balance after 16 years is:

A = Pe^(rt)

where:

P = the principal (initial investment) = $81,000

r = the interest rate per year = 2%

t = the number of years = 16

A = 81000e^(0.0216) = $131,518.16

Therefore, Damian would have $157,222.39 - $131,518.16 = $25,704.23 more than Marques in his account after 16 years. Rounded to the nearest dollar, this is $25,704.

Step-by-step explanation:

Damian would have approximately $351 more in his account than Marques after 16 years.

Interest rate is the percentage of a loan or deposit that is charged as interest or earned as interest over a period of time. It is expressed as a percentage of the principal amount borrowed or deposited, and it represents the cost of borrowing or the reward for saving money.

We can use the compound interest formula to calculate the future value of each investment after 16 years and then subtract to find the difference.

For Damian's investment, the interest rate is 3% per year, compounded quarterly. This means that the quarterly interest rate is r = 0.03/4 = 0.0075, and the number of compounding periods is n = 16 x 4 = 64. The future value of Damian's investment is:

F = 81000 * [tex](1 + r)^n[/tex]

  = 81000 * [tex](1.0075)^64[/tex]  

  = 129,535.28

For Marques's investment, the interest rate is 2% per year, compounded continuously. This means that the continuously compounded interest rate is r = 0.02, and the number of compounding periods is n = 16 x 1 = 16. The future value of Marques's investment is:

F = 81000 * [tex]e^(rn)[/tex]

  = 81000 * [tex]e^(0.0216)[/tex]

  = 129,183.81

The difference between the two investments is:

129,535.28 - 129,183.81 = 351.47

So Damian would have approximately $351 more in his account than Marques after 16 years. Rounded to the nearest dollar, the difference is $351.

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The shaded figure consists of a square with side length x and four identical quarter circles with radius x/2.

The area of the square is given by (side length)^2, so the area of the square is x^2.

The area of one quarter circle is given by (1/4)π(radius)^2, so the area of all four quarter circles is π(x/2)^2 = (1/4)πx^2.

Therefore, the total area of the shaded figure is the area of the square plus the area of the quarter circles, which is:

x^2 + (1/4)πx^2 = (4/4)x^2 + (1/4)πx^2 = (4+π)/4 x^2

So, the expression that represents the total area of the shaded figure is ((4+π)/4)x^2, where x is measured in meters and the area is measured in square meters.

Answer:

[tex]x = 4 \frac{2}{3} [/tex]

[tex]y = 5[/tex]

Step-by-step explanation:

Multiply the second equation by -5 to eliminate 15x:

{15x - 4y = -50,

{3x - 2y = -16; / × (-5)

+ {15x - 4y = -50,

{-15x + 10y = 80;

----------------------------

6y = 30 / : 6

y = 5

Make x the subject from the 2nd equation (it doesn't matter, you can do it from the 1st one instead):

15x = -50 + 4y / : 15

[tex]x = 3 \frac{1}{3} + \frac{4}{15} y[/tex]

[tex]x = 3 \frac{1}{3} + \frac{4}{15} \times 5 = \frac{14}{3} = 4 \frac{2}{3} [/tex]

Using simple interest, we can find the value of interest here to be $162 per month.

Calculating the amount of interest that will be owed on a sum of money at a certain rate and for a specific period of time is possible using simple interest. The principal amount in the case of simple interest does not change, in contrast to compound-interest, where the interest is added to the principal to calculate the principal for the new principal for the following year.

Given in the question,

Principle, P = $18000

Rate of interest, R = 0.45%

= 0.45/100

Time in years, T = 24 months

= 2 years.

I = P R T

= 18000 × 0.45/100 × 2

= $162

Therefore, interest here is $162 per month.

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Answer:       command economic systems:

  China: China's economy has been under the control of the Communist Party since 1949. Although the country has gradually introduced market-oriented reforms in recent decades, the government still exercises significant control over the economy.

   Cuba: Since the Cuban Revolution in 1959, Cuba has been a one-party socialist state with a command economy. The government controls almost all economic activity, including the allocation of resources and setting of prices.

   North Korea: North Korea is a communist state with a command economy. The government controls all economic activity and owns all major industries, including agriculture, manufacturing, and transportation.

   Vietnam: Vietnam is a one-party socialist state with a command economy. The government controls the allocation of resources, sets prices, and owns much of the economy's key industries.

   Venezuela: Venezuela is a socialist state with a command economy that has been in crisis in recent years. The government controls much of the economy, including the country's vast oil reserves, but the country has been plagued by hyperinflation and shortages of basic goods.

5 countries that follow mixed economic system in and out of Africa:

   United States: The United States has a mixed economy, which means that it has both private and public ownership of the means of production. The government regulates some industries and provides social services, while others are left to the free market.

  United Kingdom: The United Kingdom is another example of a mixed economy. It has a strong tradition of free-market capitalism, but the government also provides social services and regulates some industries.

  South Africa: South Africa is a country in Africa that has a mixed economy. It has a well-developed private sector, but the government also provides social services and regulates certain industries.

   Brazil: Brazil is a country in South America that has a mixed economy. It has a large and growing private sector, but the government also plays a significant role in the economy, particularly in areas such as energy, telecommunications, and transportation.

   India: India is a country in South Asia that has a mixed economy. It has a large and diverse private sector, but the government also plays an active role in the economy through regulation, public ownership of some industries, and social services.

Answer:

[tex]x ^{2} - 4x + 1[/tex]

It would take 64 small cubes to fill the large cube. This is because the volume of a cube is equal to the length of its edges.

The amount of space occupied by an object or the amount of space an object can fill. It is usually expressed in cubic units, such as cubic centimeters or cubic meters.

This is because the volume of a cube is equal to the length of its edges cubed, or V = s³, where s is the length of the edge.

We can calculate the volume of the large cube by replacing the length of its edges with 5 inches, or V = 53 = 125 in³.

To find the number of small cubes, we must first figure out the volume of a single small cube.

We can do this by replacing the length of the small cube's edges with 2.5 inches, or V = 2.53 = 15.625 in³

We can then divide the volume of the large cube (125 in³) by the volume of the small cube (15.625 in³) to get the number of small cubes needed to fill the large cube, which is equal to

125 / 15.625 = 8 * 8 = 64.

Therefore, it would take 64 small cubes to fill the large cube.

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The original price of the bracelet was £1400.

Percentage is a way of expressing a proportion or a fraction as a part of 100. It is denoted using the symbol "%". For example, 50% means 50 out of 100, or half, while 25% means 25 out of 100, or one-quarter.

We can start by using the information given to set up an equation that relates the original price of the bracelet with the sale price and the percentage reduction:

original price x (100% - 70%) = sale price

Simplifying the percentage reduction:

original price x 30% = sale price

Substituting the given sale price (£420):

original price x 30% = £420

To solve for the original price, we need to isolate it on one side of the equation. We can do this by dividing both sides by 30% (which is the same as multiplying by 100/30 or 10/3):

original price = sale price / 30% = £420 / 30% = £1400

Therefore, the original price of the bracelet was £1400.

Complete question - A jewelry shop is having a sale. A bracelet is now reduced to £420. This is 70% of the original price. Work out the original price of the bracelet.

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