Answer:
288in³
Step-by-step explanation:
volume for one = 12 X 6 X 2 = 144.
for two books, it is 2 X 144 = 288in³
Identify the new coordinates of polygon
ABCD after a translation of 2 units down
and 3 units right.
A. A "(-6, -5)
B. D'(2,-5)
C. C (2.0)
D. D(5,-5)
E. C'(-1,0)
F. A (-3,-5)
G. B'(-5, 0)
H. B (-2, 0)
Please help
The translated coordinates are:
A: A'(-6, -5) ⇒ A''(-3,-7)
B: D'(2,-5) ⇒ D''(8, -7)
C: C (2, 0) ⇒ C'(5, -2)
D: D(5,-5) ⇒ D'(8, -7)
E; C'(-1,0) ⇒ C''(2, -2)
F: A (-3,-5) ⇒ A'(0, -7)
G: B'(-5, 0 ) ⇒ B''(-2, -2)
H: B (-2, 0) ⇒ B'(1, -2)
Here,
We have to apply a translation of 2 units down and 3 units right to these coordinates.
Translation means moving the entire polygon in a particular direction by a certain distance.
To apply the translation,
Add the same amount of distance to the x-coordinate of each vertex for the rightward motion, and subtract the same amount of distance from the y-coordinate of each vertex for the downward motion.
In this case,
the translation is 2 units down and 3 units right.
So the new coordinates will be:
A: A'(-6, -5) ⇒ A'( -6+ 3, -5-2)
= A''(-3,-7)
B: D'(2,-5) ⇒ D'(5+3, -5 -2 )
= D''(8, -7)
Similarly apply for each coordinates we get,
C: C (2, 0) ⇒ C'(5, -2)
D: D(5,-5) ⇒ D'(8, -7)
E; C'(-1,0) ⇒ C''(2, -2)
F: A (-3,-5) ⇒ A'(0, -7)
G: B'(-5, 0 ) ⇒ B''(-2, -2)
H: B (-2, 0) ⇒ B'(1, -2)
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sett up 12-5*9√49-5²
Answer:
-328
Step-by-step explanation:
Simply use BODMAS or BIDMAS; this is the order of your operations. It is an acronym that tells you what to do in what order
Brackets: there are no brackets, move on to indices/order
Indices/Order: for the first step, do 5^2, which is 25, and √49, which is 7. The equation is no 12-5*9(7)-25
Division/Multiplication: For this step, multiply 5, 9 and 7 to get 315. The equation is now 12-315-25
Addition/subtraction: For the final step, just solve 12-315-25 in the traditional left to right way, which is -328.
I have grouped addition and subtraction as well as division and multiplication together because they are done at the same time; if a question has either both addition and subtraction or division and multiplication, just solve these parts from left to right. Division is not superior to multiplication and, likewise, addition is not above subtraction.
Determine the length of the missing side of the triangle. Round your answer to the
hundredths place.
Answer:
670
We can use the pythagorus theorum which says
The square of hypotenuse is equal to the square of perpendicular added to sq of base
Step-by-step explanation:
Use h2=p2+b2
H=6.708
Rounding to the hundredth place the answer is 670.8
Using Pythagoras Theorem (since the triangle is a right angled triangle)
[tex]( {hyp}^{2}) = ( {base}^{2} ) + ( {per}^{2} )[/tex]
[tex]( {hyp}^{2} ) = ( {3}^{2} ) + ( {6}^{2}) [/tex]
[tex]( {hyp}^{2} ) = 9 + 36[/tex]
[tex] {hyp}^{2} = 45[/tex]
Taking under root on both sides
[tex]hyp = 6.7[/tex]
Hence the missing side is 671
Michelle’s robotics club plans to sell reusable water bottles with their logo as a fundraiser. They buy 75 water bottles for $443.25. They agree to sell each water bottle for 25% more than the price at which they were purchased. At what price should they sell each water bottle?
The required selling price of each water bottle is $554.06 such that Michelle's robotics club will achieve 25% increase in the purchase price.
Given that number of water bottles purchased is 75 and cost price (C,P) of the 75 water bottles is $443.25. The increase % on the purchase price is profit % = 25%.
To calculate the selling price when cost price and profit % is given by following steps:
Step 1 - Calculate the 25% of the cost price which gives profit.
Step 2 - Calculate SP, Selling price = Cost price + profit.
That implies, Profit = 25% of C.P.
Profit = 25/100 × 443.25.
Therefore, Profit = $110.81.
That implies, Selling price(S.P) = Cost price + profit.
S.P = 443.25 + 110.81.
Thus, S.P = $554.06.
Hence, the required selling price of each water bottle is $554.06 such that Michelle's robotics club will achieve 25% increase in the purchase price.
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which of the four venn diagrams repesents x
[tex]X'=\varepsilon\setminus X[/tex] where [tex]\varepsilon[/tex] is the universe. It means that [tex]X'[/tex] is everything except the set [tex]X[/tex], and that in shown in the image C.
Complete the given statement below please
The complete statements are;
m<Y = 90 degrees
m<M = 56.3 degrees
m<Z = 57 degrees
XY = 8
YZ = 12
How to determine the valuesTo determine the values, we need to know the following;
The sum of the angles in a triangle is 180 degreesThe angle at right angle is 90 degreesFrom the image shown, we have that;
1. The measure of <Y is 90 degrees; angle at right angle
2. For m<M , we have;
Using the tangent identity, we have;
tan M = 12/8
tan M = 1.5
M = 56. 3 degrees
3. For m<Z, we have;
33 + m<Y + m<Z = 180
collect like terms
m<Z = 57 degrees
4. NM = XY
XY = 8
5, YZ = 12
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Analyze the columns below and complete the instructions that follow. Column A Column B The slope of the line through the points and The slope of the line through the points and Compare the quantity in column A with the quantity in column B. A. The quantity in column A is greater. B. The quantity in column B is greater. C. The quantities in the two columns are equal. D. The quantities in the two columns cannot be compared.
The quantities in the two columns cannot be compared due to the absence of specific point values. D.
The given question presents two columns, Column A and Column B, representing the slopes of lines through different sets of points.
The actual points themselves are not provided in the question.
Without the specific point values, it is not possible to determine the slope values or compare the quantities in Column A and Column B.
The slope of a line is determined by the change in the y-coordinate divided by the change in the x-coordinate between two points.
Since the coordinates of the points are missing, it is impossible to calculate the slopes accurately or make any comparison between the quantities in Column A and Column B.
Without the points, it is not possible to determine the slopes or establish any relationship between the quantities in Column A and Column B.
To draw any conclusions or comparisons, the coordinates of the points through which the lines pass are crucial.
Without that information, we lack the necessary data to assess the slopes and make any meaningful comparison.
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Need to figure out how to solve this one. TIA
All the slopes of tables are,
13) m = 2
14) m = - 1/1
15) m = 0
16) m = 3
17) m = infinite
18) m = - 1/3
We have to given that;
All the tables are shown.
And, To find the slope of all the table.
Since, We know that;
Slope passing through the points (x₁ , y₁) and (x₂, y₂) is defined as,
⇒ m = (y₂ - y₁) / (x₂ - x₁)
Hence, We get;
13) Two points are (- 2, - 3) and (- 1, - 1)
Hence, Slope is,
m = (- 1 + 3) / (- 1 + 2)
m = 2/1
m = 2
14) Two points are (- 4, 6) and (0, 4)
Hence, Slope is,
m = (4 - 6) / (0 + 4)
m = - 2/4
m = - 1/2
15) Two points are (6, 2) and (3, 2)
Hence, Slope is,
m = (2 - 2) / (3 - 6)
m = 0
16) Two points are (- 2, - 3) and (0, 3)
Hence, Slope is,
m = (3 + 3) / (0 + 2)
m = 6/2
m = 3
17) Two points are (3, 6) and (3, 4)
Hence, Slope is,
m = (4 - 6) / (3 - 3)
m = infinite
18) Two points are (- 4, 4) and (- 1, 3)
Hence, Slope is,
m = (3 - 4) / (- 1 + 4)
m = - 1/3
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Snacknow, a food service firm, is calculating its monthly productivity report. From the following raw data calculate the labor, Multifactor, and Energy productivity.
Labor rate $10
Units produced 10,000
Labor hours 1,000
Cost of materials $2000
Cost of energy $500
The calculated productivities are:
Labor Productivity: 10 units per labor hour.
Multifactor Productivity: 0.8 units per dollar.
Energy Productivity: 20 units per dollar.
Answers to the aforementioned questionsTo calculate the labor productivity, divide the units produced by the labor hours:
Labor Productivity = Units Produced / Labor Hours
Labor Productivity = 10,000 / 1,000 = 10 units per labor hour.
To calculate the multifactor productivity, divide the units produced by the sum of labor, material, and energy costs:
Multifactor Productivity = Units Produced / (Labor Cost + Material Cost + Energy Cost)
In this case, the labor cost is $10 per labor hour, so the labor cost is 1,000 labor hours * $10 = $10,000.
The material cost is $2,000, and the energy cost is $500.
Multifactor Productivity = 10,000 / ($10,000 + $2,000 + $500)
Multifactor Productivity = 10,000 / $12,500 = 0.8 units per dollar.
Finally, to calculate the energy productivity, divide the units produced by the energy cost:
Energy Productivity = Units Produced / Energy Cost
In this case, the units produced are 10,000, and the energy cost is $500.
Energy Productivity = 10,000 / $500 = 20 units per dollar.
Therefore, the calculated productivities are:
Labor Productivity: 10 units per labor hour.
Multifactor Productivity: 0.8 units per dollar.
Energy Productivity: 20 units per dollar.
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Which is an exponential function with a y-intercept of (0, 4)?
Help please
Answer:
D) y = 2ˣ + 3-----------------
The y-intercept of (0, 4) means the function has a value of 4 when x = 0.
Verify it with given functions:
A) y = 3x + 1
x = 0 ⇒ y = 3*0 + 1 = 1 ≠ 4, NoB) y = 4ˣ
x = 0 ⇒ y = 4⁰ = 1 ≠ 4, NoC) y = 1ˣ
x = 0 ⇒ y = 1⁰ = 1 ≠ 4, NoD) y = 2ˣ + 3
x = 0 ⇒ y = 2⁰ + 3 = 1 + 3 = 4, YesEach column of the matrix (blank) represents a vertex of a triangle. If Bella scales the triangle by finding 3T, what are the vertices of the scaled triangle?
Answer:
(d) (0, 0), (0, 9), (9, 0)
Step-by-step explanation:
You want to know the vertices represented by the matrix 3T, where ...
[tex]T=\left[\begin{array}{ccc}0&0&3\\0&3&0\end{array}\right][/tex]
ScaledThe scaled matrix 3T is found by multiplying each element by the scale factor:
[tex]3T=\left[\begin{array}{ccc}0&0&9\\0&9&0\end{array}\right][/tex]
Each column is an (x, y) pair representing a vertex. The vertices of the scaled triangle are ...
(0, 0), (0, 9), (9, 0)
<95141404393>
Pure acid is to be added to a 10% acid solution to obtain 90L of 84% solution. How many liter of 10% solution should be in the mixture?
Answer:
16 liters of the 10% acid solution should be in the mixture.
Step-by-step explanation:
Let x represent the volume of the 10% acid solution to be added.
The volume of pure acid added would be (90 - x).
The equation to solve is: 0.1x + (90 - x) = 0.84(90)
Simplifying, we get: 0.1x + 90 - x = 75.6
Combining like terms, we have: -0.9x + 90 = 75.6
Subtracting 90 from both sides: -0.9x = -14.4
Dividing by -0.9: x = 16
Therefore, 16 liters of the 10% acid solution should be in the mixture.
La ganancia obtenida después de t años de
haber realizado una inversión inicial de
$1.000.000 está dada por la expresión:
1.000.000 × 2t
¿Qué representa el número 2 en la
expresión anterior?
A)las ganancias obtenidas en el segundo año
B)las ganancias obtenidas en el último año
C) que cada nuevo año las ganancias se reducen a la mitad
D) que cada nuevo año las ganancias se duplican con respecto al año anterior
In the given expression, "2" represents that each new year the profits double with respect to the previous year. So the correct answer is D) that each new year the profits double with respect to the previous year.
How to explain the expressionIn the given expression, the variable "t" represents the number of years that have passed since the initial investment was made. The expression 1,000,000 × 2t calculates the profit obtained after "t" years.
Therefore, the correct answer is D) that each new year the profits double with respect to the previous year.
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The profit obtained after t years of
have made an initial investment of
$1,000,000 is given by the expression:
1,000,000 × 2t
What does the number 2 represent in the
previous expression?
A) the profits obtained in the second year
B) the profits obtained in the last year
C) that every new year the profits are cut in half
D) that each new year the profits double with respect to the previous year
Mis disculpas por la respuesta anterior, cometí un error en la explicación. La respuesta correcta es la opción D. La expresión 1.000.000 × 2t indica que cada nuevo año las ganancias se duplican con respecto al año anterior.
En la expresión, el número 2 indica que las ganancias se duplican cada año con respecto al año anterior. La expresión 1.000.000 × 2t significa que la inversión inicial de un millón de dólares se multiplica por 2 elevado a la potencia de t, donde t es el número de años que han pasado.Cuando t=1, se refiere al primer año después de la inversión, y la ganancia sería 1.000.000 dividido por 2=1, es decir, dos millones. Esto significa que las ganancias del segundo año (opción A) serían de 2.000.000 de dólares.En general, las ganancias del año anterior se duplican cada año subsiguiente. Por lo tanto, la D es la opción correcta porque significa que las ganancias se duplican cada año con respecto al año anterior.
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s = the amount of snowfall
t = the length of time it takes to plow all of the streets
which is the dependent variable?
To stay healthy, Emily decided to walk for mile every day. She walked mile to work and walked mile at lunchtime. How much more does she need to walk after dinner if she wants to meet her target distance?
Based on fractional subtraction, Emily must walk ¹/₂₀ miles after dinner to meet her target walking distance of ⁴/₅ miles daily.
What is a fraction?A fraction represents a portion or part of a whole value.
Subtractions involving fractions can be accomplished by finding the common factor of the denominators as follows:
The target walking distance that Emily set = ⁴/₅ miles
The distance Emily covered to work = ²/₅ miles
The distance Emily covered during lunchtime = ¹/₄ miles
The distance that Emily needs to walk after dinner to meet her set target = ¹/₂₀ (⁴/₅ - ²/₅ - ¹/₄)
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Complete Question:To stay healthy, Emily decided to walk 4/5 miles every day. She walked 2/5 miles to work and walked 1/4 mile at lunchtime. How much more does she need to walk after dinner if she wants to meet her target distance?
The value 37 is a solution for the equation 3√√2 sece +7 = 1.
A. True
B. False
The statement that, the value 3π/4 is a solution for the equation 3√2 sec θ + 7 = 1 is true.
Given an equation,
3√2 sec θ + 7 = 1
We have to find that whether 3π/4 is a solution for the given equation or not.
Solving the given equation, we get,
3√2 sec θ + 7 = 1
3√2 sec θ = 1 - 7
3√2 sec θ = -6
sec θ = -6 / 3√2
sec θ = -2 / √2
sec θ = -√2
Now, we know that, sec θ = 1/ cos θ
So the equation becomes,
1/ cos θ = -√2
cos θ = -1/√2
Thus the solutions for the given equation are all values of θ such that cos θ = -1/√2.
cos 3π/4 = cos (π - π/4) = -cos (π/4) = -1/√2
So 3π/4 is a solution for the equation 3√2 sec θ + 7 = 1.
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Myron records the number of chirps per minute (x) that crickets make at different temperatures (y) in degrees Fahrenheit.
He determines that the association is linear and that the line of best fit is
y = =+50.
What is the interpretation of the slope and y-intercept of this equation?
A. The slope predicts a temperature increase of about 50° for every
increase of 1 chirp per minute. The y-intercept shows that when
the crickets are not chirping (x=0), the temperature is 0.
B. The slope predicts a temperature increase of about 6° for every
increase of 50 chirps per minute. The y-intercept shows that when
the crickets are not chirping (x=0), the temperature is
OC. The slope predicts a temperature increase of about for every
increase of 1 chirp per minute. The y-intercept shows that when
the crickets are not chirping (x=0), the temperature is 50°.
OD. The chirping increases as the temperature goes down.
The correct interpretation of the slope and y-intercept of the equation y = mx + b in this context is:
A. The slope predicts a temperature increase of about 50° for every increase of 1 chirp per minute. The y-intercept shows that when the crickets are not chirping (x=0), the temperature is 0.
In other words, according to the given equation, for each additional chirp per minute, the temperature is expected to increase by approximately 50 degrees Fahrenheit. Additionally, when there are no chirps (x=0), the equation suggests that the temperature is 0 degrees Fahrenheit.
~~~Harsha~~~
Answer:
C
Step-by-step explanation:
I am pretty certain the math is incorrect on the other posted answer
The slope is rise/run means every degree produces 6 chirps more ....or conversely , 1/6 degree produces one more chirp.
when the temperature is 50 F there are ZERO chirps
Tell me about algebra
Answer:
Algebra is the study of variables and the rules for manipulating these variables in formulas; it is a unifying thread of almost all of mathematics. Elementary algebra deals with the manipulation of variables as if they were numbers and is therefore essential in all applications of mathematics.
The commutative rule of addition, the commutative rule of multiplication, the associative rule of addition, the associative rule of multiplication, and the distributive property of multiplication make up the fundamental rules of the algebra.
ps. i copy from the internet
Please quickly help me will give 100 points and brainliest!
A shipping box has dimensions as shown in the diagram. The red, dashed line represents the longest length of item that will fit inside the box. What is the length of the longest item that will fit inside the shipping box?
Enter the correct answer in the box by replacing the values of m and n.
School administrators asked a group of students and teachers which of two school logo ideas, logo A or logo B, they prefer. This table shows the results.
Students
Teachers
Total
Logo A
84
21
105
Logo B
16
4
20
Total
100
25
125
Are being a student and preferring logo A independent events?
Why or why not?
• A. No, they are not independent, because P(student) = 0.8 and
P(student | logo A) = 0.8.
• B. No, they are not independent, because P(student) = 0.8 and
P(student logo A) = 0.84.
• C. Yes, they are independent, because P(student) = 0.8 and
P(student logo A) = 0.84.
O D. Yes, they are independent, because P(student) = 0.8 and
P(student | logo A) = 0.8.
The statement, yes, they are independent because P(student) = 0.8 and P(student | logo A) = 0.8.
To determine if being a student and preferring logo A are independent events, we need to compare the probabilities of these events occurring.
The probability of being a student, denoted as P(student), is given as 0.8. This means that out of the total population (125), 80% are students.
The probability of a student preferring logo A, denoted as P(student | logo A), is given as 0.8.
This means that out of the students (100), 80% prefer logo A.
If the events of being a student and preferring logo A are independent, then the probability of a student preferring logo A (P(student | logo A)) should be the same as the probability of being a student (P(student)).
However, in the given options, both options A and D state that P(student | logo A) = 0.8, which is the same as P(student).
This suggests that being a student and preferring logo A are independent events.
Hence, Yes, they are independent because P(student) = 0.8 and P(student | logo A) = 0.8.
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A normal distribution has a mean of 137 and a standard deviation of 6. Find the z-score for a data value of 155.
Round to two decimal places
Answer:
3
Step-by-step explanation:
To find the z-score for a data value of 155 in a normal distribution with a mean of 137 and a standard deviation of 6, you can use the formula:
z = (x - μ) / σ
where:
x is the data value,
μ is the mean, and
σ is the standard deviation.
Plugging in the values, we have:
z = (155 - 137) / 6
Calculating this expression:
z = 18 / 6 = 3
List all of the integer values that could take that would satisfy the inequality
shown on the number line below.
0 1 2 3 4 5 6 7 8 9
8
Answer:
{3, 4, 5}
Step-by-step explanation:
You want the integer values that satisfy the inequality 3 ≤ x < 6.
Or equal toThe interval of interest has an open circle at 6, which means x=6 is not included in the solution set. (The "or equal to" condition is missing there.) The integers that are included are shown in the attachment.
{3, 4, 5} . . . . possible integer values of x
<95141404393>
The points on the graph represent both an exponential function and a linear function.
Complete this table by reading the values from the graph. Estimate any function values that are less than one.
x -3 -2 -1 0 1 2 3
Exponential function _____ _____ _____ _____ _____ _____ _____
Linear function _____ _____ _____ _____ _____ _____ _____
At approximately what values of x do both the linear and exponential functions have the same value for y?
We are given two curves on a graph paper and we have to find the y values for the given x.
From the graph we can check for a value of x, what is the value of y from the curve.
x -3 -2 -1 0 1 2 3
Exp 8 4 2 1 0.5 0.25 0.125
Lin. 7.5 6 4.5 3 1.5 0 -1.5
We find that the two have the same values where the two curves intersect.
From the graph we find that near to -3 and near to 2 both have the same values.
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The missing graph is attached below.
In a class of 42 students, the number of boys is 2/5 of the girls. Find the number of boys and girls in the class.
Answer:
BOYS = 30.
GIRLS = 12.
Step-by-step explanation:
Boys: B
Girls: G
B = (2/5)G
B + G = 42.
(2/5)G + G = 42
2G + 5G = 210
7G = 210
G = 210/7
G = 30.
B = (2/5)G
B = (2/5)(30)
B = 60/5
B = 12.
Answer:
[tex]\Huge \boxed{\bold{\text{12 Boys}}}[/tex]
[tex]\Huge \boxed{\bold{\text{30 Girls}}}[/tex]
Step-by-step explanation:
Let the number of girls be [tex]g[/tex] and the number of boys be [tex]b[/tex].
According to the problem: [tex]b = \frac{2}{5} \times g[/tex]
We also know that the total number of students is 42, so [tex]b + g = 42[/tex].
Now, we have two equations with two variables:
[tex]b = \frac{2}{5} \times g[/tex] [tex]b + g = 42[/tex]We can solve these equations to find the values of [tex]b[/tex] and [tex]g[/tex].
Step 1: Solve for [tex]\bold{b}[/tex] in terms of [tex]\bold{g}[/tex]
From the first equation, we have[tex]b = \frac{2}{5} \times g[/tex]
Step 2: Substitute the expression for [tex]\bold{b}[/tex] into the second equation
Replace [tex]b[/tex] in the second equation with the expression we found in step 1.
[tex]\frac{2}{5} \times g + g = 42[/tex]
Step 3: Solve for [tex]\bold{g}[/tex]
Now, we have an equation with only one variable, [tex]g[/tex]:
[tex]\frac{2}{5} \times g + g = 42[/tex]
To solve for [tex]g[/tex], first find a common denominator for the fractions:
[tex]\frac{2}{5} \times g + \frac{5}{5} \times g = 42[/tex]
Combine the fractions:
[tex]\frac{7}{5} \times g = 42[/tex]
Now, multiply both sides of the equation by [tex]\frac{5}{7}[/tex] to isolate [tex]g[/tex]:
[tex]g = 42 \times \frac{5}{7}[/tex][tex]g = 30[/tex]Step 4: Find the value of [tex]\bold{b}[/tex]
Now that we have the value of [tex]g[/tex], we can find the value of [tex]b[/tex] using the first equation:
[tex]b = \frac{2}{5} \times g[/tex][tex]b = \frac{2}{5} \times 30[/tex][tex]b = 12[/tex]So, there are 12 boys and 30 girls in the class.
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What is the minimum selling price on the special order to produce net income of 5.17 per basketball
The minimum selling price on the special order to produce net income of 5.17 per basketball is $ 29.79 per ball.
How to calculate the valueVariable cost of goods sold for the special order = $ ( 3,582,000 - 960,000 ) / 120,000 * 10,000 = $ 218,500
Variable selling and administrative expenses for special order = $ [( 513,400 - 271,000) / 120,000 + 0.75] x 10,000 = $ 27,700
Fixed costs are not relevant, as they would remain unchanged.
c. Profit required = $ 5.17 x 10,000 = $ 51,700
Minimum selling price required = $ ( 51,700 + 218,500 + 27,700) / 10,000
= $ 29.79 per ball.
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ThreePoint Sports Inc. manufactures basketballs for the Women's National Basketball Association (WNBA). For the first 6 months of 2017, the company reported the following operating results while operating at 80% of plant capacity and producing 120,000 units.What is the minimum selling price on the special order to produce net income of 5.17 per basketball
help it’s past due and i have a test on it tomorrow
Reflect on what led to this situation and identify strategies to prevent it from happening again. This way, you can develop better time management skills and study habits for future assignments and tests.
Stay calm: It's important to remain calm and composed to think clearly and make the best use of your time.
Prioritize: Assess the situation and determine the importance of each task. Focus on completing the task that is past due first.
Communicate: If possible, reach out to your teacher or professor and explain the situation. Apologize for the delay and request an extension or an opportunity to make up the assignment or test.
Allocate time: Allocate dedicated time to work on the overdue task. Break it down into smaller, manageable parts to make it less overwhelming.
Seek help: If you're struggling with the task or need clarification, reach out to classmates, friends, or online resources for assistance. Don't hesitate to ask for help when you need it.
Plan your study time: Make a study schedule for the test that you have tomorrow. Allocate sufficient time for each subject or topic, focusing on areas that require more attention.
Review efficiently: Prioritize the key concepts, formulas, or theories that are likely to be covered in the test. Use active studying techniques such as summarizing, creating flashcards, or teaching the material to someone else.
Take breaks: While it's important to work efficiently, don't forget to take short breaks to rest and recharge. Breaks can help improve focus and prevent burnout.
positive: Maintain a positive mindset and believe in your ability to overcome challenges. Negative thoughts can hinder your productivity and performance.
Learn from the experience: Reflect on what led to this situation and identify strategies to prevent it from happening again. This way, you can develop better time management skills and study habits for future assignments and tests.
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How do you determine a the coordinates
Emma runs 12km
Cycles 26km
Running speed X km/m
Cycling speed 10km/hr faster than running speed
Total time taken 22 hrs and 48 minutes
An expression for time in hrs he takes to run 12km is 12/x
Show time of x for the total time he takes in hrs
The value of x in the expression is 66/114.
Let's begin by addressing the issue in detail:
Emma runs 12 km, hence the time it takes her to complete that distance is 12/x hours.
Emma cycles 26 kilometers at a speed that is 10 kilometers per hour faster than she runs.
Her cycling pace is therefore (x + 10) km/hr. Her cycle distance is 26 kilometers, which can be calculated as 26/(x + 10) hours.
Emma's total time spent cycling and running is 22 hours and 48 minutes. By dividing 48 minutes by 60, we can translate it to hours: 48/60 = 0.8 hours.
We can now formulate an equation to express the entire amount of time spent:
12/x + 26/(x + 10) = 22.8
To get rid of the denominators and solve this equation, multiply both sides by x(x + 10).
12(x + 10) + 26x = 22.8x(x + 10)
To make the calculation easier:
12x + 120 + 26x = 22.8x² + 228x
Combining comparable phrases
38x + 120 = 22.8x² + 228x
Changing the equation's order:
22.8x² + 228x - 38x - 120 = 0
22.8x² + 190x - 120 = 0
By dividing the equation by 0.4, the coefficients are made simpler:
57x² + 475x - 300 = 0
Solving the equation by x = (-b ± √(b² - 4ac)) / (2a),
x = (-475 ± √(475² - 4 * 57 * -300)) / (2 * 57)
Simplifying further:
x = (-475 ± √(225625 + 68400)) / 114
x = (-475 ± √293025) / 114
x = (-475 ± 541) / 114
Now, we can calculate the two possible solutions:
x₁ = (-475 + 541) / 114
x₁ = 66 / 114
x₁ ≈ 0.579
x₂ = (-475 - 541) / 114
x₂ = -1016 / 114
x₂ ≈ -8.912
Take x = 66/114
Hence the value of x in the expression is 66/114.
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1/8 of the cans in George‘s pantry are vegetables. 1/3 of the cans in George’s pantry are soup what fraction of the cans in George’s pantry are either soup or vegetables?
The fraction of the cans in George’s pantry which are either soup or vegetables is 11/24.
What fraction of the cans in George’s pantry are either soup or vegetables?Fraction of cans in George‘s pantry that are vegetables = 1/8
Fraction of cans in George‘s pantry that are soups = 1/3
Fraction of the cans in George’s pantry which are either soup or vegetables = 1/3 + 1/8
= (8+3) /24
= 11/24
Hence, 11/24 is the fraction of the cans in George’s pantry that are either soup or vegetables.
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The assets and liabilities of a 22-year-old recent college graduate are listed below.
Furniture $4,091
Car Loan $6,060
Credit Card Balances $3,940
Savings Account Balance $2,143
Student Loans $29,400
Car Value $21,500
Equipment $4,805
The college graduate is hired at a law firm with a $10,000 signing bonus, that will be deposited into the savings account. The firm also agrees to immediately pay off $25,000 in student loan debt. What is the college graduate's new net worth?
$11,309
$14,400
$23,643
$28,139
