Customer: "I prepaid 70% of the total cost of $127. 50 last week. "

Employee: "Okay. The total you still owe is

Answers

Answer 1

The total amount the customer still owe is $38.25. Customer: "I prepaid 70% of the total cost of $127.50 last week."
Employee: "Okay. The total you still owe is $38.25."

Here the customer prepaid 70% of total cost of $127.50 last week and the employee need to replay how much amount the customer still owe is. To find out the total amount the customer still owes after prepaying 70% of the total cost of $127.50,

Calculate the prepaid amount: 70% of $127.50 = 0.7 * 127.50 = $89.25Subtract the prepaid amount from the total cost: $127.50 - $89.25 = $38.25

So the total amount the customer still owe is $38.25.

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Related Questions


a.
Volume measured in cups (c) vs. the same volume measured in ounces
(z): c = 1/8 z

Answers

The equations a-d all represent proportional relationships, meaning that the ratio between the two measurements is constant. This means that for any given area, perimeter, or volume, the two measurements can be determined by simply multiplying or dividing by the constant.

What is equation?

An equation is a mathematical expression that relates two or more variables in such a way that the values of the variables satisfy the equation. In other words, an equation is a statement of equality between two expressions, usually involving numbers and symbols. Equations are used to describe physical principles, solve problems, and uncover relationships between different parts of an equation.

a. Volume measured in cups (Vc) vs. the same volume measured in ounces (Vo): Yes, this equation represents a proportional relationship. The ratio between Vc and Vo is constant, meaning that for any given volume, the number of cups is equal to the number of ounces multiplied by the same constant. For example, if Vc = 4 cups and Vo = 32 ounces, then 4 cups = 32 ounces * 1/8, meaning that 1 cup = 8 ounces.

b. Area of a square (A) vs. the side length of the square (s): Yes, this equation represents a proportional relationship. The ratio between A and s is constant, meaning that for any given area, the side length of the square is equal to the area divided by the same constant. For example, if A = 36 square units and s = 6 units, then 36 square units = 6 units * 6, meaning that 1 square unit = 1 unit.

c. Perimeter of an equilateral triangle (P) vs. the side length of the triangle (s): Yes, this equation represents a proportional relationship. The ratio between P and s is constant, meaning that for any given perimeter, the side length of the triangle is equal to the perimeter divided by the same constant. For example, if P = 18 units and s = 3 units, then 18 units = 3 units * 6, meaning that 1 unit = 1/6 of the perimeter.

d. Length (L) vs. width (W) for a rectangle whose area is 60 square units: Yes, this equation represents a proportional relationship. The ratio between L and W is constant, meaning that for any given area, the length of the rectangle is equal to the width multiplied by the same constant. For example, if L = 8 units and W = 5 units, then 8 units = 5 units * 1.6, meaning that 1 unit = 1.6 of the width.

In conclusion, the equations a-d all represent proportional relationships, meaning that the ratio between the two measurements is constant. This means that for any given area, perimeter, or volume, the two measurements can be determined by simply multiplying or dividing by the constant.

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Complete questions as follows-
Decide whether or not each equation represents a proportional relationship. a. Volume measured in cups ( ) vs. the same volume measured in ounces ( ): b. Area of a square ( ) vs. the side length of the square ( ): c. Perimeter of an equilateral triangle ( ) vs. the side length of the triangle ( ): d. Length ( ) vs. width ( ) for a rectangle whose area is 60 square units:

Mean Mode 42 X X X X 43 X X X - 44 Median Range X X 45 X X 46 47 48​

Answers

The mean, median, mode and the range of the data given is 44.21, 44, 44 and 3 respectively.

Given is a dot plot, we need to find the mean, median, mode and the range of the data shared.

So, the data is = 43, 43, 43, 43, 44, 44, 44, 44, 44, 45, 45, 45, 46, 46

So, mean = 43×4+44×5+45×3+46×2 / 14

= 619/14 = 44.21

Median = 44+44/2 = 44

Mode = 44

Range = 46-43 = 3

Hence, the mean, median, mode and the range of the data given is 44.21, 44, 44 and 3 respectively.

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A basket contains a red, a yellow, and a green apple. A second basket contains an orange, a lemon, and a peach. Use an organized list to show all the outcomes in sample space

Answers

There are 9 different outcomes in the sample space when selecting one fruit from each basket.

Using an organized list, we can represent all the possible outcomes in the sample space for the two baskets of fruit:

1. Red Apple, Orange
2. Red Apple, Lemon
3. Red Apple, Peach
4. Yellow Apple, Orange
5. Yellow Apple, Lemon
6. Yellow Apple, Peach
7. Green Apple, Orange
8. Green Apple, Lemon
9. Green Apple, Peach

In total, there are 9 different outcomes in the sample space when selecting one fruit from each basket.

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#1 - The value of y varies directly with x. When y = 75, x = 4. What is the value of y when x = 2? **For your response, enter the numerical value ONLY. NO Letters & NO Spaces. ** *

Answers

The answer is 37.5.

What is the value of y when x = 2 if y varies directly with x and when y = 75, x = 4?The problem provides the information that "the value of y varies directly with x", which means that there is a constant of proportionality between y and x, denoted by k. This can be written as an equation: y = kx. To find the value of k, we can use the information given in the problem. When y = 75 and x = 4, we have 75 = k(4), which means k = 75/4. Now, we can use this value of k to find the value of y when x = 2: y = (75/4)(2) = 37.5.

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11 term of 7 -28 112

Answers

The 11th term of this geometric sequence 7 -28, 112, ....​ include the following: 7,340,032.

How to calculate the nth term of a geometric sequence?

In Mathematics, the nth term of a geometric sequence can be calculated by using this mathematical equation (formula):

aₙ = a₁rⁿ⁻¹

Where:

aₙ represents the nth term of a geometric sequence.r represents the common ratio.a₁ represents the first term of a geometric sequence.

Next, we would determine the common ratio as follows;

Common ratio, r = a₂/a₁

Common ratio, r = -28/7

Common ratio, r = -4

For the 11th term, we have:

a₁₁ = 7(-4)¹¹⁻¹

a₁₁ = 7,340,032.

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Ted spent 1 hour 21 minutes less than Jared reading last week. Jared spent 52 minutes less than Pete. Pete spent 3 hours reading. How long did Ted spend reading?

Answers

Ted spent 67 minutes reading.

Ted spent 1 hour and 21 minutes less Jared reading last week. Jared spent 52 minutes less  Pete. Pete spent 3 hours reading. How long did Ted spend reading?

First, let's determine how long Jared spent reading:

Jared = Pete - 52 minutes

Jared = 3 hours * 60 minutes/hour - 52 minutes

Jared = 148 minutes

Now we can use the fact that Ted spent 1 hour 21 minutes less than Jared:

Ted = Jared - 1 hour 21 minutes

Ted = 148 minutes - 81 minutes

Ted = 67 minutes

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Mandy bought a desktop computer system to start her business from home for $4,995. It is expected to depreciate at a rate of 10% per year. How much will her home computer system be worth after 9 years? Round to the nearest hundredth

Answers

Mandy's home computer system is expected to be worth $1,576.11.

Mandy's home computer system is expected to depreciate at a rate of 10% per year. After 1 year, the value of the computer system will be 90% of its original value.

After 2 years, it will be worth 90% of that value, or 0.9 × 0.9 = 0.81 times the original value. Continuing in this way, we can write the value of the computer system after n years as [tex]0.9^n[/tex] times its original value. Thus, after 9 years, the computer system will be worth [tex]0.9^n[/tex] times its original value:

Value after 9 years = 4995 × [tex]0.9^n[/tex]

Using a calculator, we find that the value is approximately $1,576.11 when rounded to the nearest hundredth. Therefore, after 9 years, Mandy's home computer system is expected to be worth $1,576.11.

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When calculating the price (p) of an item that has been marked down by 25%, Denise states that the expression


p - 0. 25p will calculate the


sale price. Kristal says that a shorter way to calculate the sale price would be to use the expression 0. 75p. Who is correct


A Denise is correct.


B Kristal is correct. .


C Both Denise and Kristal are correct.


D Neither Denise nor Kristal are correct.


Answers

Both Denise and Kristal are correct. The expression "p - 0.25p" is equivalent to "0.75p," which represents the sale price after a 25% markdown. Therefore, option C is the correct answer.

Denise's expression, "p - 0.25p," represents the original price (p) minus the 25% markdown (0.25p). This simplifies to 0.75p, which is indeed the sale price.

On the other hand, Kristal's expression, "0.75p," directly represents the sale price after applying a 25% discount. This expression skips the intermediate step of subtracting the markdown from the original price.

Both expressions, "p - 0.25p" and "0.75p," yield the same result, which is the sale price after a 25% markdown. Therefore, both Denise and Kristal are correct in their calculations.

The choice between the two expressions comes down to personal preference or convenience. Some individuals may find it easier to directly calculate the sale price using a percentage of the original price, while others may prefer subtracting the markdown amount from the original price.

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Part A


Alex has \$ 30,000$30,000 in his savings account that earns 10\%10% annually.


​How much interest will he earn in one year?







Interest == \$$












Part B


If Alex spends 20\%20% of the interest received on buying furniture for his new house, what amount did he spent on furniture?

Answers

A) The amount of interest he will earn in a year is $3,000.

B) The amount he spent on furniture is $600.

Part A: To calculate the interest Alex will earn in one year, use the formula for simple interest:

Interest = Principal × Rate × Time.

In this case, Principal = $30,000, Rate = 10% (0.10), and Time = 1 year. So,

Interest = $30,000 × 0.10 × 1 = $3,000.

Part B: Alex spends 20% of the interest on furniture. To calculate this amount, multiply the interest by 20% (0.20): $3,000 × 0.20 = $600.

Therefore, in one year, Alex will earn $3,000 in interest. He will spend $600 on furniture for his new house.

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Alyssa makes $200 for every 8 hour shift she works as a personal trainer. She graphs the amount of money she earns on the y-axis, and number of hours she works the x-axis. What is the slope of the graph?

Answers

The slope of this graph is equal to 25.

How to calculate the slope of a line?

In Mathematics and Geometry, the slope of any straight line can be determined by using this mathematical equation;

Slope (m) = (Change in y-axis, Δy)/(Change in x-axis, Δx)

Slope (m) = (y₂ - y₁)/(x₂ - x₁)

Based on the information provided above, we can reasonably infer and logically deduce that Alyssa made $200 for every 8 hour shift she works as a personal trainer. Additionally, the amount of money Alyssa earned would be plotted on the y-axis while the number of hours she work would be plotted on the x-axis of a graph;

Slope (m) = 200/8

Slope (m) = 25.

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In circle N with \text{m} \angle MQP= 44^{\circ}m∠MQP=44 ∘ , find the angle measure of minor arc \stackrel{\Large \frown}{MP}. MP ⌢. M P N Q

Answers

The measure of minor arc MPQ in a circle with central angle <MQP measuring 44 degrees is 316 degrees.

To find the measure of minor arc MPQ, we need to first find the measure of central angle <MNQ that intercepts this arc. Since minor arc MPQ and minor arc MP are adjacent, their sum equals the measure of minor arc MPNQ,

<MPQ+arc MP = <MPNQ

Substituting the measure of minor arc MP as 44 degrees, we get,

ZMPQ+ 44 360

Solving for MPQ, we get,

ZMPQ = 360-44

<MPQ = 316 degrees

Therefore, the measure of minor arc MPQ is 316 degrees.

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Baking company wants to know how many muffins it made in one night if it made b muffins in the first hour then threw half of them away on the second hour due to sour milk. on the third hour they made 3 times as much as the first two hours and then on last hour made 7 more. write an expression of how many they made in total and simplify.

Answers

The expression is (5/2)b + 7 for muffins is made by the baking company  in total in one night.

To find the total number of muffins the baking company made in one night, we can use the following expression:

Total = b - (b/2) + 3b + 7

Let's break it down by each hour:

- In the first hour, the company made b muffins.
- In the second hour, they threw away half of the muffins made in the first hour, which is b/2. So, they only have b - (b/2) muffins left.
- In the third hour, they made 3 times as much as the first two hours, which is 3b.
- In the last hour, they made 7 more muffins.

If we simplify the expression by combining like terms, we get:

Total = (5/2)b + 7

Therefore, the baking company made (5/2)b + 7 muffins in total in one night.

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An educational psychologist wants to check claims that regular physical exercise improves academic achievement. To control for academic aptitude, pairs of college students with similar GPAs are randomly assigned to either a treatment group that attends daily exercise classes or a control group. At the end of the experiment, the following scores were reported for the six pairs of participants:



GPAs Pair number Physical Exercise No Physical exercise


1 4 3. 75


2 2. 67 2. 74


3 3. 65 3. 42


4 2. 11 1. 67


5 3. 21 3


6 3. 6 3. 25


7 2. 8 2. 65




Using t, test the null hypothesis at the. 01 level of significance Specify the p-value for this test result. If appropriate (because the test result is statistically significant), use Cohen’s d to estimate the effect size. How might this test result be reported in the literature?

Answers

The calculated t-value of 1.100 is less than the critical t-value of 2.718, we fail to reject the null hypothesis.

To test the hypothesis that regular physical exercise improves academic achievement, we will conduct a two-sample t-test for independent samples. The null hypothesis is that there is no difference in the mean academic achievement scores between the treatment group (physical exercise) and the control group (no physical exercise).

Let's calculate the mean and standard deviation for each group:

Treatment group (physical exercise):

mean = (4 + 2.67 + 3.65 + 2.11 + 3.21 + 3.6) / 6 = 3.3833

standard deviation = 0.7589

Control group (no physical exercise):

mean = (3.75 + 2.74 + 3.42 + 1.67 + 3 + 3.25 + 2.65) / 7 = 3.0071

standard deviation = 0.7037

We can now calculate the t-statistic:

t = (3.3833 - 3.0071) / sqrt((0.7589^2 / 6) + (0.7037^2 / 7)) = 1.100

The degrees of freedom for this test are 6 + 7 - 2 = 11 (assuming equal variances).

Using a t-table or a t-distribution calculator with 11 degrees of freedom and a significance level of 0.01, we find that the critical t-value is ±2.718.

Since the calculated t-value of 1.100 is less than the critical t-value of 2.718, we fail to reject the null hypothesis. We do not have enough evidence to conclude that regular physical exercise improves academic achievement.

The p-value for this test can be calculated as the probability of getting a t-value as extreme as 1.100, assuming the null hypothesis is true. Using a t-distribution calculator with 11 degrees of freedom, we find that the p-value is 0.294 (rounded to three decimal places).

Since the test result is not statistically significant (p > 0.01), we do not need to report an effect size using Cohen's d.

This test result could be reported in the literature as follows: "A two-sample t-test for independent samples was conducted to examine the effect of regular physical exercise on academic achievement, while controlling for academic aptitude. Six pairs of college students with similar GPAs were randomly assigned to either a treatment group that attended daily exercise classes or a control group. The mean academic achievement score for the treatment group was 3.3833 with a standard deviation of 0.7589, while the mean academic achievement score for the control group was 3.0071 with a standard deviation of 0.7037. The t-test result was not statistically significant (t(11) = 1.100, p = 0.294), indicating that there is not enough evidence to conclude that regular physical exercise improves academic achievement."

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Let ⋆ be the binary operation on z (set of integers) defined by
a ⋆ b = 2ab + 5
show that ⋆ is commutative. hint: show that a ⋆ b = b ⋆ a
solution:










show that ⋆ is associative. hint: show that (a ⋆ b) ⋆ c = a ⋆ (b ⋆ c)
solution:












a. let ⋆ be the binary operation on z (set of integers) defined by
a ⋆ b = a + b + ab
1. show that ⋆ is commutative. hint: show that a ⋆ b = b ⋆ a
solution:

2.show that ⋆ is associative. hint: show that (a ⋆ b) ⋆ c = a ⋆ (b ⋆ c)
solution: ​

Answers

Since the expression is the same, we can conclude that the binary operation ⋆ is associative.

To show that the binary operation ⋆ is commutative, we need to demonstrate that a ⋆ b is equal to b ⋆ a for any integers a and b.

Let's start by evaluating a ⋆ b:

a ⋆ b = 2ab + 5.

Now let's evaluate b ⋆ a:

b ⋆ a = 2ba + 5.

By comparing the expressions for a ⋆ b and b ⋆ a, we can see that they are indeed equal:

2ab + 5 = 2ba + 5.

Since the expression is the same, we can conclude that the binary operation ⋆ is commutative.

To show that the binary operation ⋆ is associative, we need to demonstrate that (a ⋆ b) ⋆ c is equal to a ⋆ (b ⋆ c) for any integers a, b, and c.

Let's evaluate (a ⋆ b) ⋆ c:

(a ⋆ b) ⋆ c = (2ab + 5) ⋆ c = 2(2ab + 5)c + 5 = 4abc + 10c + 5.

Now let's evaluate a ⋆ (b ⋆ c):

a ⋆ (b ⋆ c) = a ⋆ (2bc + 5) = 2a(2bc + 5) + 5 = 4abc + 10a + 5.

By comparing the expressions for (a ⋆ b) ⋆ c and a ⋆ (b ⋆ c), we can see that they are indeed equal:

4abc + 10c + 5 = 4abc + 10a + 5.

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15. Given that M ={x:x^2-5x+2x+8=0}
show that
P(A)= (1, 2), (1, 4), (2, 1), (2, 4), (2, 4, 1), (1, 4), (4, 2}, {}.

Answers

The powerset of M can be written as P(M) = {(1, 2), (1, 4), (2, 1), (2, 4), (2, 4, 1), (1, 4), (4, 2}, {}}.

Given that, M = {x: x² - 5x + 2x + 8 = 0}

This is a quadratic equation and it can be written in the form of (x - a)(x - b) = 0, where a and b are the roots of the equation.

Substituting x² - 5x + 2x + 8 = 0 in (x - a)(x - b) = 0, we get

(x - a)(x - b) = (x - (-3))(x - 5) = 0

Therefore, the roots of the equation are a = –3 and b = 5.

Now, the powerset of M can be written as P(M) = {(1, 2), (1, 4), (2, 1), (2, 4), (2, 4, 1), (1, 4), (4, 2}, {}}.

Here,

(1, 2) represents the set containing only the root ‘–3’,

(2, 1) represents the set containing only the root ‘5’,

(2, 4) represents the set containing both the roots

Therefore, the powerset of M can be written as P(M) = {(1, 2), (1, 4), (2, 1), (2, 4), (2, 4, 1), (1, 4), (4, 2}, {}}.

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In triangle efg, ef=fg. if m < e = (4x+50), m < f = (2x+60), and m < g = (14x+30), find m < g

Answers

In the given  isosceles triangle, the measure of angle G is 74 degrees.

In the given problem, we are dealing with an isosceles triangle where angle G measures 74 degrees. It is mentioned that EF and FG are congruent, indicating that triangle EFG is isosceles.

Since EFG is an isosceles triangle, we can conclude that angles E and G are congruent. Therefore, we can set the measure of angle E equal to the measure of angle G and solve for x.

By setting 4x + 50 (measure of angle E) equal to 14x + 30 (measure of angle G), we have the equation 4x + 50 = 14x + 30.

Solving for x, we find that x = 2.

Now that we have the value of x, we can substitute it into each angle measure to determine their values.

The measure of angle E (mE) is given by 4x + 50, which becomes 4(2) + 50 = 58 degrees.

The measure of angle F (mF) is given by 2x + 60, which becomes 2(2) + 60 = 64 degrees.

Finally, the measure of angle G (mG) is already known to be 74 degrees.

Therefore, the measures of the angles in the isosceles triangle are: mE = 58 degrees, mF = 64 degrees, and mG = 74 degrees.

By understanding the properties of isosceles triangles and utilizing algebraic equations, we can determine the measures of the angles in the given triangle.

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Let D be the smaller cap cut from a solid ball of radius 6 units by a plane 3 units from the center of the sphere. Express the volume of D as an iterated triple integral in (a) spherical, (b) cylindrical

Answers

To express the volume of D as an iterated triple integral in (a) spherical, (b) cylindrical coordinates, we can use the following formulas:

(a) Spherical Coordinates:

We know that the equation of a sphere with radius 6 units is given by:

x^2 + y^2 + z^2 = 6^2

The equation of the plane 3 units from the center of the sphere is given by:

z = 3

To find the equation of the smaller cap cut from the sphere by this plane, we need to find the upper limit of the radial coordinate. This can be found by solving the equation of the sphere for z, and substituting z = 3:

z = sqrt(6^2 - x^2 - y^2)
3 = sqrt(6^2 - x^2 - y^2)
x^2 + y^2 = 27

Thus, the smaller cap D is the region of the sphere bounded by the plane z = 3 and the surface x^2 + y^2 + z^2 = 6^2, with x^2 + y^2 <= 27.

To express the volume of D as an iterated triple integral in spherical coordinates, we can use the following limits:

0 <= r <= sqrt(27)
0 <= θ <= 2π
arcsin(3/6) <= φ <= π

The volume of D can be expressed as the triple integral:

∫∫∫ D  r^2 sin φ dr dφ dθ

(b) Cylindrical Coordinates:

To express the volume of D as an iterated triple integral in cylindrical coordinates, we can use the following limits:

0 <= r <= sqrt(27)
0 <= θ <= 2π
3 <= z <= sqrt(6^2 - r^2)

The volume of D can be expressed as the triple integral:

∫∫∫ D  r dz dr dθ
(a) In spherical coordinates, the volume element is given by dV = ρ²sin(φ)dρdθdφ. To find the limits of integration, note that the radius of the smaller cap ranges from 0 to 3 units, the angle θ ranges from 0 to 2π, and the angle φ ranges from 0 to φ₀, where φ₀ is the angle between the plane and the line from the sphere's center to the plane's intersection with the sphere.

Using the cosine rule, we can find φ₀ as follows:
cos(φ₀) = (6² + 3² - 3²) / (2 × 6 × 3) = 1/2
φ₀ = π/3

Now, we can express the volume of D as an iterated triple integral in spherical coordinates:
∫(ρ=0 to 3) ∫(θ=0 to 2π) ∫(φ=0 to π/3) ρ²sin(φ)dρdθdφ

(b) In cylindrical coordinates, the volume element is given by dV = rdzdrdθ. To find the limits of integration, note that the height z ranges from 3 to 6 units, the radius r ranges from 0 to √((6 - z)²), and the angle θ ranges from 0 to 2π.

Now, we can express the volume of D as an iterated triple integral in cylindrical coordinates:
∫(z=3 to 6) ∫(θ=0 to 2π) ∫(r=0 to √((6 - z)²)) rdzdrdθ

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4. A person wants to buy a car from Toyota Company. If the price of car
including VAT is Birr 5,000,000 then,
a) What is the price of car before VAT?
b) What is the value of VAT?

Answers

Answer:

Step-by-step explanation:a) To find the price of the car before VAT, we need to first calculate the percentage of VAT included in the price:

VAT% = (VAT / Total Price) x 100

where VAT% is the percentage of VAT, VAT is the value of VAT, and Total Price is the price of the car including VAT.

From the given information, we have:

Total Price = Birr 5,000,000

VAT% = 15% (assuming a VAT rate of 15% in Ethiopia)

Therefore, we can solve for the value of the car before VAT as follows:

Total Price = Car Price + VAT

Birr 5,000,000 = Car Price + 0.15Car Price

Birr 5,000,000 = 1.15Car Price

Car Price = Birr 4,347,826.09

So the price of the car before VAT is Birr 4,347,826.09.

b) To find the value of VAT, we can use the same formula as above and solve for VAT:

Total Price = Car Price + VAT

Birr 5,000,000 = Birr 4,347,826.09 + VAT

VAT = Birr 652,173.91

Therefore, the value of VAT is Birr 652,173.91.

Which is an expression in terms of π that represents the area of the shaded part of ⊙R

Answers

The expression in terms of π that represents the area of the shaded part of ⊙R is 3πR²/4, obtained by subtracting the area of the smaller circle from the larger circle.

How to find the area of the shaded region in terms of π?

To find the area of circle of the shaded part of ⊙R, we need to subtract the area of the smaller circle from the area of the larger circle.

The area of a circle is given by the formula A = πr², where r is the radius of the circle.

Let the radius of the larger circle be R and the radius of the smaller circle be r. Then the area of the shaded part can be expressed as:

A(shaded) = A(large circle) - A(small circle)

= πR² - πr²

We can simplify this expression further by noticing that the radius of the smaller circle is half the radius of the larger circle, so r = R/2. Substituting this into the equation gives:

A(shaded) = πR² - π(R/2)²

= πR² - πR²/4

= 3πR²/4

Therefore, the area of the shaded part of ⊙R can be expressed as 3πR²/4. This expression represents the difference in the area between the larger and smaller circles, which gives us the area of the shaded region.

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The expression in terms of π that represents the area of the shaded part of ⊙R is 3πR²/4, obtained by subtracting the area of the smaller circle from the larger circle.

How to find the area of the shaded region in terms of π?

To find the area of circle of the shaded part of ⊙R, we need to subtract the area of the smaller circle from the area of the larger circle.

The area of a circle is given by the formula A = πr², where r is the radius of the circle.

Let the radius of the larger circle be R and the radius of the smaller circle be r. Then the area of the shaded part can be expressed as:

A(shaded) = A(large circle) - A(small circle)

= πR² - πr²

We can simplify this expression further by noticing that the radius of the smaller circle is half the radius of the larger circle, so r = R/2. Substituting this into the equation gives:

A(shaded) = πR² - π(R/2)²

= πR² - πR²/4

= 3πR²/4

Therefore, the area of the shaded part of ⊙R can be expressed as 3πR²/4. This expression represents the difference in the area between the larger and smaller circles, which gives us the area of the shaded region.

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please solve for each
Use a calculator or program to compute the first 10 iterations of Newton's method for the given function and initial approximation f(x)=2 sin x + 3x +3.x = 15 Complete the table (Do not found until th

Answers

The first 10 iterations of Newton's method for f(x) = 2 sin x + 3x + 3, with initial approximation x₀ = 15, are approximately 8.156, 6.099, 5.091, 4.941, 4.929, 4.929, 4.929, 4.929, 4.929, 4.929

The first 10 iterations of Newton's method for the given function and initial approximation

x₁ = x₀ - f(x₀)/f'(x₀) = 15 - (2sin(15) + 45) / (2cos(15) + 3) ≈ 8.156

x₂ = x₁ - f(x₁)/f'(x₁) ≈ 6.099

x₃ = x₂ - f(x₂)/f'(x₂) ≈ 5.091

x₄ = x₃ - f(x₃)/f'(x₃) ≈ 4.941

x₅ = x₄ - f(x₄)/f'(x₄) ≈ 4.929

x₆ = x₅ - f(x₅)/f'(x₅) ≈ 4.929

x₇ = x₆ - f(x₆)/f'(x₆) ≈ 4.929

x₈ = x₇ - f(x₇)/f'(x₇) ≈ 4.929

x₉ = x₈ - f(x₈)/f'(x₈) ≈ 4.929

x₁₀ = x₉ - f(x₉)/f'(x₉) ≈ 4.929

Therefore, the first 10 iterations are 8.156, 6.099, 5.091, 4.941, 4.929, 4.929, 4.929, 4.929, 4.929, 4.929

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How do I fill this chart with the information given?

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Fill the  two-way frequency table as shown in the image attached.

How to fill the chart with the information given?

A two-way frequency table is a way of displaying frequencies for two different categories collected from a single group of people.  One category is represented by the rows and the other is represented by the columns.

For the frequency table:

Total = 82

Apple

Total = 24

Students = 22

Teachers = 24 - 22 = 2

Grape

Total = 82 - 25 -24 = 33

Students = 33 - 4 = 29

Orange

Teachers = 25 - 24 = 1

Students

Total  = 22 + 29 + 24 = 75

Teachers

Total  = 2 + 4 + 1 = 7

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i need help its due in 2 hours

Answers

Answer:

C. The product of two irrational numbers is irrational.

Example: √3•√3=3

We collected data from 9th and 10th. 9th grade students were 45% of the responses and 10th grade were the


rest. Of the 9th graders 31% said they did like the school lunches and 42% of the 10th graders said they did like


the school lunches. Find the probability that if we chose a student at random that they would not like the school


lunches.

Answers

Answer is 64.05% probability that if we chose a student at random

To find the probability that a randomly chosen student would not like the school lunches, we need to find the complement of the probability that they do like the school lunches.

The proportion of 9th graders in the sample is 45%, so the proportion of 10th graders is 100% - 45% = 55%.

Of the 9th graders, 31% said they liked the school lunches, so the proportion that did not like them is 100% - 31% = 69%.

Of the 10th graders, 42% said they liked the school lunches, so the proportion that did not like them is 100% - 42% = 58%.

So, the probability that a randomly chosen student would not like the school lunches is:

(0.45 * 0.69) + (0.55 * 0.58) = 0.6405 or 64.05% (rounded to two decimal places).

Therefore, there is a 64.05% probability that if we chose a student at random, they would not like the school lunches.

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Which inequalities are true when m= -4

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The inequailty y < m + 4 would be true when m = -4 and all values of y are less than 0

Which inequalities are true when m= -4

From the question, we have the following parameters that can be used in our computation:

The statement that m = -4

The above value implies that we substitute -4 for m in an inequality and solve for the other variable (say y)

Take for instance, we have

y < m + 4

Substitute the known values in the above equation, so, we have the following representation

y < -4 + 4

Evaluate

y < 0

This means that the inequailty y < m + 4 would be true when m = -4 and all values of y are less than 0

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Find the Circumference and area of the circle with the center C=(-1, 6) and a point on the circle A(3, 9). Round to the nearest tenth

Answers

Circumference of circle is 31.4 and area of circle is 78.6

Given, C(-1,6) is center and A(3, 9) is a point on circle.

CA is the radius of the circle.

Using Distance Formula

[tex]r=\sqrt{(3-(-1))^2+(9-6)^2}[/tex]

[tex]r=\sqrt{(4)^2+(3)^2}[/tex]

[tex]r=\sqrt{16+9}[/tex]

[tex]r=\sqrt{25}=5[/tex]

We know the the formula for circumference of circle C = 2πr

C = 2*22/7*5

= 31.428

Rounding to nearest tenth

C = 31.4

Area of the circle = [tex]\pi r^2[/tex]

[tex]A=\frac{22}{7}(5)^2[/tex]

= 78.571

Rounding to nearest tenth

A = 78.6

Hence, circumference of circle is 31.4 and area of circle is 78.6.

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Evaluate (8 + 2)^3 - 6

Answers

Step-by-step explanation:

First you need to do of bracket

(8+2)

=10

Second you need to do of exponential sign ^

10^3=1000(note this sign is also called cube)

Now,

1000-6

=994

Answer:

994

Step-by-step explanation:

We need to use order of operations to solve this problem.

( 8 + 2 ) ^ 3 - 6

According to PEMDAS, Parenthesis must be resolved first.

So we get:

10 ^ 3 - 6

Secondly, PEMDAS states that Exponents go next

1000 - 6

Finally, we only have one operation left, subtraction, so we can go ahead and do that.


994 is your answer.

I put a lot of thought and effort into my answers, so a brainliest would be much appreciated!

State how many terms are in each algebraic expression:


(a) -112y2 ____________________ [1mark]


(b) 7x2 + 5y – 9xy + 3 __________________ [1mark]

Answers

(A) There is only one term in the expression:[tex]-112y^2.[/tex]

(B) There are four terms in the expression[tex]: 7x^2, 5y, -9xy, and 3.[/tex]

In A option, There is only one term within the algebraic expression [tex]-112y^2.[/tex]A term is a single numerical or variable expression this is separated from other expressions through addition or subtraction.

In B option, There are 4 terms within the algebraic expression[tex]7x^2 + 5y - 9xy +[/tex] 3. A time period is a single numerical or variable expression that is separated from other expressions through addition or subtraction.

In this situation, the primary term is[tex]7x^2[/tex], the second time period is 5y, the 0.33 time period is -9xy, and the fourth term is 3.

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The tables represent hat sizes measured in inches for two softball teams.


Pelicans
21.5 25 22
21 22 23
22.5 24 21.5
22 23.5 22
23.5 22 24.5
Falcons
22.5 20 23.5
21 24 22
20.5 21.5 23
23 22.5 21
24 22 24.5


Which team has the largest overall size hat for their playersThe tables represent hat sizes measured in inches for two softball teams.


Pelicans
21.5 25 22
21 22 23
22.5 24 21.5
22 23.5 22
23.5 22 24.5
Falcons
22.5 20 23.5
21 24 22
20.5 21.5 23
23 22.5 21
24 22 24.5


Which team has the largest overall size hat for their players? Determine the best measure of center to compare and explain your answer.
Falcons; they have a larger median value of 22.5 inches
Pelicans; they have a larger median value of 22 inches
Falcons; they have a larger mean value of about 22 inches
Pelicans; they have a larger mean value of about 23 inches? Determine the best measure of center to compare and explain your answer.
Falcons; they have a larger median value of 22.5 inches
Pelicans; they have a larger median value of 22 inches
Falcons; they have a larger mean value of about 22 inches
Pelicans; they have a larger mean value of about 23 inches

Answers

To determine which team has the largest overall size hat for their players, we need to calculate the central tendency of the data. Since there are no outliers in the data and the data is roughly symmetric, the mean is an appropriate measure of central tendency.

Calculating the means of the two teams, we get:
Pelicans: (21.5+25+22+21+22+23+22.5+24+21.5+22+23.5+22+24.5)/12 = 22.25 inches
Falcons: (22.5+20+23.5+21+24+22+20.5+21.5+23+23+22.5+21+24+22+24.5)/15 = 22.3 inches

Therefore, the Falcons have a slightly larger mean hat size than the Pelicans. So the answer is Falcons; they have a larger mean value of about 22 inches.

This box plot shows scores on a recent math test in a sixth grade class. Identify at least three things that you can infer from the box plot about the distribution’s center, variability, and spread.

Answers

The median score, which represents the middle value of the dataset, can be identified by the line inside the box.

The IQR is represented by the length of the box in the box plot.

Based on the provided box plot for the sixth grade math test, we can infer the following information about the distribution's center, variability, and spread:

1. Center: The median score, which represents the middle value of the dataset, can be identified by the line inside the box. This value divides the data into two equal halves and helps to understand the central tendency of the scores.

2. Variability: The Interquartile Range (IQR) represents the variability in the data. It is calculated as the difference between the third quartile (Q3) and the first quartile (Q1).

The IQR is represented by the length of the box in the box plot and indicates how scores are dispersed around the median.

3. Spread: The range of the dataset can be identified by the distance between the minimum and maximum scores, represented by the whiskers in the box plot.

This shows the overall spread of the scores and indicates the extent of variation within the class.

By analyzing these aspects of the box plot, we can better understand the distribution of math test scores in the sixth grade class.

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This box plot shows scores on a recent math test in a sixth grade class. Identify at least three things that you can infer from the box plot about the distribution’s center, variability, and spread.

Please upload a picture of a piece of paper with the problem worked out, and draw the graph for extra points, there will be 6 of these, so go to my profile and find the rest, and do the same, for extra points. solve the system using the ELIMINATION method.

Answers

The solution to this system of equations are x = 7 and y = -3.

How to solve these system of linear equations?

In order to determine the solution to a system of two linear equations, we would have to evaluate and eliminate each of the variables one after the other, especially by selecting a pair of linear equations at each step and then applying the elimination method.

Given the following system of linear equations:

3y = 26 - 5x               .........equation 1.

6x + 7y = 21               .........equation 2.

Rewriting in standard form, we have:

5x + 3y = 26

6x + 7y = 21

By multiplying equation 1 by 6 and dividing by 5, we have:

6x + 3.6y = 31.2   .........equation 3.

By subtracting equation 3 from equation 2, we have:

3.4y = -10.2

y = -3.

x = (26 - 3y)/5

x = (26 - 3(-3))/5

x = 7

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