The tax that increases the price of an item or service is called
tax.
Answer:
also called a tariff.
Step-by-step explanation:
Please give the brainliest.
Si un bolso costaba$40.000 y tiene un descuento de un 10%¿cual es el precio final del bolso?
El precio final, esto es, el precio con descuento, del bolso es igual a $ 36.000.
¿Cómo calcular el precio final del bolso?
En este problema debemos determinar el precio final de un bolso (C') adquirido por un cliente con descuento, igual al precio original (C) menos el descuento, descrito en la siguiente fórmula:
C' = C · (1 + r / 100)
Donde r es la tasa de descuento. Nótese que existe descuento para 0 < r < 100.
Si sabemos que C = 40.000 y r = - 10, entonces el precio final del bolso es:
C' = 40.000 · (1 - 10 / 100)
C' = 36.000
El precio final del bolso es igual a $ 36.000.
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What is the intermediate step in the form (x+a)^2=b as a result of completing the square for the following equation?
x^2+32x+116=12x
Answer:
x=246 or x=-266
Step-by-step explanation:
First you bring 12x to the other side and simplify to give
x²+20x+116=0
Then solve by completing the square:
(x+10)²-100+116=0
(x+10)²+16=0
(x+10)²=-16
x+10=±256
x=±256-10
x=246 or x=-266
Hope this helps
ANSWER THIS QUESTION FOR BRAINLISTEST
The transformation rule used to transform Triangle PQR to P'Q'R' is; (x, y) → (⁵/₂x, ⁵/₂y)
How to Interpret Mathematical Transformations?We are given from the question that the triangle P'Q'R' was transformed from the triangle PQR.
We see from the image that the coordinates of the original triangle PQR are;
P(-1, 1)
Q(2, 0)
R(-1, -2)
We also see that the coordinates of the transformed triangle P'Q'R' are;
P(-5/2, 5/2)
Q(5, 0)
R(-5/2, -5)
Thus, we can conclude that the transformation rule used here is;
(x, y) → (⁵/₂x, ⁵/₂y)
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I need help with the properties of exponents. my work is past due and I'm failing my classes!
Answer:
answers found in pdf
Step-by-step explanation:
mathaway will help check your answers that what I did.
Malik created a model of a rectangular flag.
His model is 10 inches long and the actual flag is 25 inches long.
How many times wider is the actual flag than Malik's model?
Answer:
2.5x
Step-by-step explanation:
Given information for width:
Model: 10 in.
Real: 25 in.
Solve: How much times wider is real than model?
To find this, lets divide 25in. by 10in to find the scale factor.
25/10 = 2.5
2.5
We can verify this by multiplying 10 by 2.5
10 x 2.5 = 25
4. Find the measure of
TIL
110
40 50 60
140 130 120 110 100 sp 80 70 60
0 120 130
35 degrees
135 degrees
145 degrees
O95 degrees
Answer:
145 degrees
Step-by-step explanation:
The side through L is at a 35 degree angle, and the side through N is at a 180 degree angle. Taking the difference, we get 145 degrees.
Mitzi looked up prices of thirteen used Chevrolet HHR retro" tracks in the classified ads and found these prices: 8,500, 8,500, 8,500, 9,900, $10,800, 10,800, 11,000, 12,500, $12,500, $13,000, 13,000, $14,500, and $23,000
The price range of the Chevrolet HHR retro will be $14,500.
What is the range of the data?The range of the data is defined as the difference between the maximum value of data and the minimum value of the data.
The given data as:
$8,500, $8,500, $8,500, $9,900, $10,800, 10,800, 11,000, 12,500, $12,500, $13,000, 13,000, $14,500, and $23,000
According to the given information, the required solution would be as:
The maximum value of data = $23,000
The minimum value of data = $8,500
The range of the data = The maximum value of data - The minimum value of data
Substitute the values in the above formula,
The range of the data = 23,000 - 8,500
Apply the subtraction operation to get the answer
The range of the data = 14,500
Therefore, the price range of the Chevrolet HHR retro will be $14,500.
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The question seems to be incomplete the correct question would be:
Mitzi looked up prices of thirteen used Chevrolet HHR retro" tracks in the classified ads and found these prices: 8,500, 8,500, 8,500, 9,900, $10,800, 10,800, 11,000, 12,500, $12,500, $13,000, 13,000, $14,500, and $23,000. Find the range of the data.
Evelyn deposited $90 in an account
earning 10% interest compounded
annually.
To the nearest cent, how much interest
will she earn in 1 year?
Use the formula B = p(1 + r)², where B is
the balance (final amount), p is the
principal (starting amount), r is the
interest rate expressed as a decimal, and t
is the time in years.
The compound interest earned by Evelyn in one year is $9.
Evelyn has a bank account. She deposited $90 in her account. She earns 10% interest on her deposited money. The interest earned is compounded annually. We need to calculate the interest earned by her in one year, to the nearest cent.
We need to calculate the compound interest. The formula is given below.
B = p(1 + r)^t
The variables 'B', 'p', 't', and 'r' represent the final amount, the initial amount, the time duration, and the rate of interest, respectively.
B = $90(1 + 0.1)^1
B = $90*1.1
B = $99
The final amount in her bank account after one year is $99. The interest earned is the difference between the final and the initial amount. Let the variable 'I' represent the interest earned.
I = B - p
I = $99 - $90
I = $9
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please answer this question. I get my cat taken away if I dont
Answer: -3
Step-by-step explanation: Used calculator
Fractions and Decimals
Write each fraction as a decimal.
4. //
2/5
2/5 fraction as a decimal is 0.4.
Any number that is expressed as a fraction has two components, the numerator and the denominator. Typically, we divide the numerator by the denominator to convert a fractional number to decimal form. The formula p/q, where q=0, is used to denote fractions. While the decimal numbers, such as 7.575, are created by joining the entire number and fractional parts with a decimal point.
There are two methods to convert fraction to decimal which are given below:
Long division methodBy converting the denominator of the fraction into a power of 10For 2/5
We will divide them as mentioned above,
2/5 = 0.4
Hence, 2/5 is equal to 0.4 in decimal form.
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Caroline invested $900 in an account paying an interest rate of 8\tfrac{7}{8}8 8 7 % compounded continuously. Jaxon invested $900 in an account paying an interest rate of 8\tfrac{5}{8}8 8 5 % compounded daily. After 8 years, how much more money would Caroline have in her account than Jaxon, ?
Caroline would have $36 more money in her account than Jaxon.
From the question, we have
Caroline amount,
A = P* e^rt
= 900*e^(71*8)/800
= 900*e^(71/100)
=$1830.59
Jaxon amount,
A = P* e^rt
= 900*e^(69*8)/800
= 900*e^(69/100)
=$1794.34
Difference = $1830.59 - $1794.34
= $36.25
= $36 ( to the nearest dollar)
Subtraction:
Subtraction represents the operation of removing objects from a collection. The minus sign signifies subtraction −. For example, there are nine oranges arranged as a stack (as shown in the above figure), out of which four oranges are transferred to a basket, then there will be 9 – 4 oranges left in the stack, i.e. five oranges. Therefore, the difference between 9 and 4 is 5, i.e., 9 − 4 = 5. Subtraction is not only applied to natural numbers but also can be incorporated for different types of numbers.
The letter "-" stands for subtraction. Minuend, subtrahend, and difference are the three numerical components that make up the subtraction operation. A minuend is the first number in a subtraction process and is the number from which we subtract another integer in a subtraction phrase.
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50 Points pls help!
Question: Fred drew the footprint of a stage he was planning to build for his band on a coordinate plane. He decided he wanted to make it smaller because he wanted to make sure it fit at every venue.
Please help me solve letter A and B :)
Answer:
A) Picture added,B) 26 units.=========================
Part AThe smaller figure is added, considering the coordinates of the image follow the rule:
(x, y) → (0.5x, 0.5y)Smaller stage is in blue. See attached
Part BSince each side is half the original, the perimeter of the image is half the larger one:
P = 52/2 = 26 unitsLESSON 8 SESSION 2
Name
Practice Showing That the
Slope of a Line Is Constant
> Study the Example showing that the slope of a
line is constant. Then solve problems 1-5.
Example
Cece draws a graph representing her
family's car trip to the beach. She wants
to show her father that their gas
mileage in miles per gallon was the
same for the entire trip. Cece chose
three points on the line and drew
vertical line segments from the points to
the x-axis. How can she use these
segments to prove that the gas mileage
was constant for the trip?
Distance (mi)
250
150
100
30
0
(S. 155)
(1,31)
8 10
What was the gas mileage for the trip in the Example?
6
Gasoline Used (gal)
The vertical line segments create three
similar right triangles. Because the
triangles are similar, the quotient of the length of the vertical side to the length
of the horizontal side is the same for each triangle. These quotients are slopes
between (0, 0) and the points Cece chose. Because Cece could have chosen any
points on the line to make the similar triangles, the slope is constant for the
whole line. So, the gas mileage is constant for the whole trip
For the graph in the Example, find the slope between the origin and each of the
points Cece chose.
Vocabul
slope
for any two
a line, the
shange
change
of
The slope of origin (0, 0) with (1, 31); (5, 155), and (9, 279) is 31
The slope of a line:The slope of a line will indicate the direction and steepness. It is also defined as the change in the y-coordinate for a corresponding change in the x-coordinate.
Slope of a line with given points (x₁, y₁) and (x₂, y₂) is
Slope, m = (y₂ -y₁) /(x₂-x₁)Here we have
Points (1, 31) (5, 155) and (9, 279)
We need to find slopes between two points
As we know the formula for slope with given points is
Slope, m = (y₂ -y₁) /(x₂-x₁)
Here coordinates of the origin are (0, 0)
The slope between (0, 0) and (1, 31)
=> m = (31 - 0) /(1 - 0) = 31/1 = 31
The slope between (0, 0) and (5, 155)
=> m = (155 - 0) /(5- 0) = 155/5 = 31
The slope between (0, 0) and (9, 279)
=> m = (279 - 0) /(9 - 0) = 279/9 = 31
Therefore,
The slope of origin (0, 0) with (1, 31); (5, 155), and (9, 279) is 31
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the mean age for all foothill college students for a recent fall term was 33.2. the population standard deviation has been pretty consistent at 15. suppose that twenty-five winter students were randomly selected. the mean age for the sample was 30.4. we are interested in the true mean age for winter foothill college students. let x
Lower Limit = 24.52
Upper Limit = 36.28
Error Bound = 5.88
Lower Limit: - The Lower Limit for every class is the smallest value in that class. For example: 5 is a lower lower limit for the set S= { 5,8,42,34}
Upper Limit: - A value that is greater than or equal to every element of a set of data. For example: - { 3,5,11,20,22} is a upper bound of 22.
Given that,
Population Mean,μ = 33.2
sample Mean, χ (x bar) = 30.4
sample Size, n = 25
α (Alpha) = 0.05
Population standard deviation,σ = 15
95% confidence interval:
μ ± z critical σ / √n
Putting the values, we get,
z critical at α0.05 = ± 1.96
30.4 ±1.96( 15/√25) = 30.4 ± 5.88 = (24.52,36.28)
a) Lower Limit = 24.52
b) Upper Limit = 36.28
c) Error Bound =
Margin of Error = z critical × σ /√n
= 1.96 × 15/√25
= 1.96 × 15/5
= 5.88
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how is random error different from systematic error? provide an example that illustrates this difference.
Systematic errors are consistently in the same direction
In contrast , random errors produce different values in random directions
Random error causes a slight difference of one measurement to from the next. It is quite unpredictable in it's variation during an experiment.
Systematic error always affects measurements by the same proportion, provided that a reading is taken the same way each time. It is predictable
An example that illustrates this difference are
Systematic errors are consistently in the same direction
for example they are always 50g , 1% or 99 mm too large or too small
In contrast , random errors produce different values in random directions
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-2f-3.7 < 2.3 find inequality
The inequality results to f > -3.
What is Inequality?Mathematical expressions with inequalities are those in which the two sides are not equal. Contrary to equations, we compare two values in inequality. Less than (or less than or equal to), greater than (or greater than or equal to), or not equal to signs are used in place of the equal sign.
Given:
-2f-3.7 < 2.3
Now, solving the inequality
Add 3.7 both side
-2f-3.7 + 3.7 < 2.3 + 3.7
-2f< 6
Divide both side by 2.
-f< 3
f> -3
Hence, the inequality results to f > -3.
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Lamar will run at most 37 miles this week. So far, he has run 22 miles. What are the possible numbers of additional miles he will run?
The possible numbers of additional miles that Lamar can run are all the solutions of the inequality:
0 ≤ x ≤ 15
What are the possible numbers of additional miles?We know that Lamar will run at most 37 miles this week, and he already did run 22 miles, then the (maximum) distance left this week is:
D = 37mi - 22mi = 15mi
So he can run at most 15 miles, this means that he can run any distance between 0 miles and 15 miles by the end of the week.
So, if we define x as the distance that he will run on the week (in miles), then we can write the inequality:
0 ≤ x ≤ 15
so the possible numbers of additional miles he will run on this week are all the values of x that are a solution for the above inequality.
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Click an item in the list or group of pictures at the bottom of the problem and, holding the button down, drag it into the correct position in the answer box. Release your mouse button when the item is placed. If you change your mind, drag the item to the trashcan. Click the trashcan to clear all your answers.
Simplify by expressing fractional exponents instead of radicals.
8√x²y⁴
The expression can be written without negative exponents as 64xy²
Simplification of ExponentsExponent is defined as the method of expressing large numbers in terms of powers. That means, exponent refers to how many times a number multiplied by itself. For example, 6 is multiplied by itself 4 times, i.e. 6 × 6 × 6 × 6. This can be written as 6⁴. Here, 4 is the exponent and 6 is the base.
Simplifying exponents is a method of simplifying the algebraic expressions involving exponents into a less complex form in a way that they cannot further be reduced. There are methods in algebra for simplifying exponents with different and same bases that we can use.
Steps to solving basic problems like this are;
Step 1
remove parentheses by multiplying factors.
Step 2
use exponent rules to remove parentheses in terms with exponents.
Step 3
combine like terms by adding coefficients.
Step 4
combine the constants.
In this case, we have an expression;
8√x²y⁴ which can be rewritten without using the square.
8√x²y⁴ = 64xy²
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Put the following equation of a line into slope-intercept form, simplifying all fractions. 4x−3y= −21
Answer:
y=4/3x +7
Step-by-step explanation:
4x - 3y = -21
Move 4x to the other side
-3y = -21 -4x
Next divide the other side by -3
y= 7 +4/3x
Move numbers around
y = 4/3x + 7
helppppppppppppppppppppppppppppppppppp pls can you show me how to write out each problem and solve it
Answer:
1) 1.96
2) 6
3) 4/3
Step-by-step explanation:
think of exponents as repeated multiplication. the exponent is how many times you're going to multiply the number itself by.
1) [tex]1.4^{2}[/tex] is really just 1.4 * 1.4, which you can solve by long multiplication or a calculator to get 1.96
2) for this one, you can rewrite the expression as a fraction. you'll also want to use PEMDAS, starting with the parentheses
[tex]\frac{300}{ 2(0.5+4.5)^{2}}\\\\\frac{300}{2*(5)^2}\\\\\frac{300}{2*25} \\\\\frac{300}{50} = 6[/tex]
3) [tex](\frac{1}{2})^{3} = \frac{1}{2} *\frac{1}{2} *\frac{1}{2} = \frac{1}{8} \\[/tex]
you can rewrite the division as a fraction again, only this time. you can change the subtraction to the reciprocal of the denominator
[tex]\frac{1}{3} / (2*\frac{1}{8} )= \frac{1}{3} / \frac{1}{4} = \frac{1}{3} * 4 = \frac{4}{3}[/tex]
hope this helped!
how to find the rate of change of a table
Answer:
To find the rate of change in a table, the same process applies:
Step-by-step explanation:
1. Find the coordinates of the given points. It's optional to label them.
2. Find the difference between the output values.
3. Find the difference between the input values.
4. Calculate the ratio between the change in y to the change in x: ΔyΔx.
What is the sum of (3x + 4) + (9x – 10)?
Answer:
6(2x - 1)
Step-by-step explanation:
Just look up the answer on the calculator
If the triangle equals 12cm in perimeter, what's the equation for the triangle with 5cm,3cm, and a missing number labeled as P
(a) The amount of pure acid in 40 oz of 20% acid solution is oz.
(Type an integer or a decimal.)
neverminding the jumbled wording
how much is 20% of 40?
[tex]\begin{array}{|c|ll} \cline{1-1} \textit{\textit{\LARGE a}\% of \textit{\LARGE b}}\\ \cline{1-1} \\ \left( \cfrac{\textit{\LARGE a}}{100} \right)\cdot \textit{\LARGE b} \\\\ \cline{1-1} \end{array}~\hspace{5em}\stackrel{\textit{20\% of 40}}{\left( \cfrac{20}{100} \right)40}\implies 8[/tex]
when the british ship gaspee ran aground in rhode island, the local population: question 23 options: 1) burned it. 2) rescued its crew. 3) attacked it. 4) pillaged it. 5) claimed it.
Using theories of Rhode island ,we got that when the British ship Gaspee ran a ground in Rhode island, the local population 1) burned it.
On June 9, Gaspee gave chase to the packet ship Hannah, but the Gaspee ran aground in shallow water on the northwestern side of bay on what is now Gaspee Point. Her crew were unable to free her and the Dudingston decided to wait for the high tide, which would possibly set the vessel afloat. Before that could happen, however, the band of Providence men led by John Brown decided to act on a "opportunity offered of putting an end to the trouble and the vexation she daily caused." They rowed out to the ship and boarded at the break of dawn on June 10.
Hence, when the british ship gaspee ran aground in rhode island, the local population 1) burned it.
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On the first part of 550-kilometer trip a salesperson travels 4 hours and 15 minutes at an average speed of 100kilo meters per hour. The salesperson needs to arrive at the destination in another hour and 20 minutes. Find the average speed (in km/h) required for the remainder of the trip.
Answer:
you will need to go 80 km per hr
Step-by-step explanation:
HELP DUE at 2:30 PM!!!!!
Solve.
−8/9 = −1/6 − 3/10x
Enter your answer as a mixed number in simplest form in the box.
Answer: hi
Step-by-step explanation:
What is the slope-intercept form of the equation of the line that passes through the points (7,-5) and (3,- 9)?
y=x-4
y = x + 12
y=x-12
y = x + 5
Answer:
y = x - 12
Step-by-step explanation:
slope = (-9 - (-5))/(3 - 7) = -4/(-4) = 1
y = mx + b
y = x + b
-5 = 7 + b
b = -12
y = x - 12
helpppppppppppppppppppppppppp asapppppppppppppppppppppppppppppppp