Little Boy Kuku needs help!
Miriam works at the ballpark. She gets paid $45 each day she works. She is given a 10% raise for being a good employee.
If she works 20 days next month, how much will she earn?
A.$900
B.$990
C.$1000
D.$1100
Answers
Answer:
990
Step-by-step explanation:
Related Questions
There are 9 red and 6 green marbles in a bag. A child reaches in the bag and randomly takes one marble. What is the probability pf that child getting a green marble
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The probability is the green over the total
Answer: The required probability that the child took a green marble is 40%.
Step-by-step explanation: Given that there are 9 red and 6 green marbles in a bag and a child reaches in the bag and randomly takes one marble.
We are to find the probability that the child took a green marble.
Let S denote the sample space of choosing a marble from the bag and A be the event of choosing a green marble.
Then,
n(S) = 9 + 6 = 15 and n(A) = 6.
Therefore, the probability of event A will be
[tex]P(A)=\dfrac{n(A)}{n(S)}=\dfrac{6}{15}=\dfrac{2}{5}\times 100\%=40\%.[/tex]
Thus, the required probability that the child took a green marble is 40%.
A line passes through (2, −1) and (4, 5).
Which answer is the equation of the line?
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subract 5 by -1 which is 6 and divide that by 4-2 which is 2 so 6 divided by 2 is 3. then subtract the y value by 6 to get 0,-7
20. What percent of 392 is 98? 22. 33% of what number is 145? 24, 17 is 40% of what number?
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if we take 392 to be the 100%, what is 98 off of it in percentage?
[tex]\bf \begin{array}{ccll} amount&\%\\ \text{\textemdash\textemdash\textemdash}&\text{\textemdash\textemdash\textemdash}\\ 392&100\\ 98&p \end{array}\implies \cfrac{392}{98}=\cfrac{100}{p}\implies p=\cfrac{98\cdot 100}{392}[/tex]
22)
let's say is "x", so if "x" is the 100%, and we know that 145 is the 33%, what the dickens is "x"?
[tex]\bf \begin{array}{ccll} amount&\%\\ \text{\textemdash\textemdash\textemdash}&\text{\textemdash\textemdash\textemdash}\\ x&100\\ 145&33 \end{array}\implies \cfrac{x}{145}=\cfrac{100}{33}\implies x=\cfrac{145\cdot 100}{33}[/tex]
24)
again, if we take "x" to be the 100%, and we know that 17 is 40%, what is "x"?
[tex]\bf \begin{array}{ccll} amount&\%\\ \text{\textemdash\textemdash\textemdash}&\text{\textemdash\textemdash\textemdash}\\ x&100\\ 17&40 \end{array}\implies \cfrac{x}{17}=\cfrac{100}{40}\implies x=\cfrac{17\cdot 100}{40}[/tex]
Mr. Thomas purchased a car for $30,000. in 4 years the value of the car decreased to $22,000. Which integer represents the average net change in value per year?
Answers
$22,000 - 30,000 = -$8,000
so the average change in value per year is
-8000/4 = -2000
What is the greatest common factor of 49 and 84? 3 4 7 9
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84: 1, 2, 3, 4, 6, 7, 12, 14, 21, 28, 42, 84
The GCF is 7
In an eye color study, 25 out of 50 people in the sample had brown eyes. in this situation, what does the number .50 represent?
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The number .50 in the context of this question represents the proportion (or probability) of people in the sample who have brown eyes. It's calculated by dividing the count of individuals with brown eyes by the total number of individuals in the sample.
Explanation:In this context, the number .50 represents the proportion or probability of people with brown eyes in the sample. This number is obtained by dividing the number of people with brown eyes (25) by the total number of people in the sample (50).
Hence, .50 means there is a 50% chance that a randomly selected person from the sample will have brown eyes. This is often used in the field of statistics where proportions are utilized to represent probabilities of outcomes.
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Mr.chu is slicing 4 cantaloupes for his class.There are 24 students in class. If Me.Chu cut the cantaloupes to make an equal portion for each student , how much of a whole cantaloupe will each student get?
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Each student will receive approximately 0.1667 parts of a whole cantaloupe when Mr. Chu evenly divides 4 cantaloupes among 24 students.
Explanation:The subject of this problem is how to divide a quantity fairly between multiple recipients, also known as division. If Mr. Chu is slicing 4 cantaloupes and wants to divide them equally among 24 students, we need to find how much each student would receive.
This is solved by simply dividing the total quantity of cantaloupes by the number of students. So, 4 (whole cantaloupes) divided by 24 (students) equals 0.1667.
Therefore, each student will get approximately 0.1667 of a whole cantaloupe.
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Complete te pattern 3,400,000 34,000
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340 and 0.034 should be your answer
hope this helps
How would you write 1+1 in distributive property
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Hope this helps
What is the smallest natural number that has three distinct prime factors in its factorization?
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PLS HELP! 20 POINTS AND BRAINLIEST!
25 POINTS!!!!!
In the figure below, lines m and n are parallel:
Two parallel lines are shown crossed by a transversal. The angles are labeled with number 1-8. The angles on line m where the line is crossed by the transversal are 1, 2, 3, and 4 in clockwise order from top left. The angles on line n where the line is crossed by the transversal are 5, 6, 7, and 8 in clockwise order from top left.
In the diagram shown, ∠7 measures 92 degrees. What is the measure of ∠8?
8 degrees
88 degrees
92 degrees
180 degrees
Answers
7 and 8 have to equal 180 degrees
180- 92 = 88
so angle 8 is 88 degrees
Answer:
The correct option is B) 88°.
Step-by-step explanation:
Consider the provided information.
Consider the figure 1,
m∠7=92°, then by using the property of liner pair angles, we have
m∠7 + m∠8 = 180° (Liner pair angles)
⇒m∠8 + 92° = 180°
⇒m∠8 = 180 - 92
⇒m∠8 = 88°
Therefore, the measure of m∠8 is 88°.
Hence, the correct option is B) 88°.
A cylinder has a height of 16 cm and a radius of 5 cm. A cone has a height of 12 cm and a radius of 4 cm. If the cone is placed inside the cylinder as shown, what is the volume of the air space surrounding the cone inside the cylinder? (Use 3.14 as an approximation of π.)
452.16 cm3
840.54 cm3
1,055.04 cm3
1,456.96 cm3
Answers
Cylinder: height = 16 cm ; radius = 5 cm
cone: height = 12 cm ; radius = 4 cm
Volume of cylinder = 3.14 * (5cm)² * 16cm = 1,256 cm³
Volume of cone = 3.14 * (4cm)² * 12cm/3 = 200.96 cm³
Volume of air space = 1256 cm³ - 200.96 cm³ = 1,055.04 cm³
cone: height = 12 cm ; radius = 4 cm
Volume of cylinder = 3.14 * (5cm)² * 16cm = 1,256 cm³
Volume of cone = 3.14 * (4cm)² * 12cm/3 = 200.96 cm³
Volume of air space = 1256 cm³ - 200.96 cm³ = 1,055.04 cm³
what is an angle between a side of a polygon and the extension of its adjacent side
Answers
here's an example. hope it helps!
The angle between a side of a polygon and the extension of its adjacent side is the exterior angle at that vertex, forming a linear pair with the adjacent interior angle.
Angle between a side of a polygon and the extension of its adjacent side: When considering a polygon, the angle between a side and the extension of its adjacent side is equal to the exterior angle of the polygon at that vertex. This angle forms a linear pair with the adjacent interior angle of the polygon.
At the beginning of a basketball season, the Panthers won 30 games out of 66 games. At this rate, how many games will they win in a normal 106-game season?
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The number of seats in the first row of a concert hall is 6. The second row has 9seats, the third row has 12 seats, and the fourth row has 15 seats. How many seats are in the eighth row?
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Based upon a long period of record keeping the following represents the probability distribution of the number of times the John Jay wifi network is slow during a week. We call the random variable x.
x 0 1 2 3 4 5 6
p(x) .08 .17 .21 k .21 k .13
a. What is the value of k?
b. Calculate the expected value of x.
c. Calculate the expected value of x^2
.
d. Calculate the variance of x.
e. Calculate the standard deviation of x
f. Calculate the variance of 3x.
g. Suppose that network slowness is independent from week to week. What is the probability that if we look at 5 separate weeks, the network has no more than 4 slow times in any of those weeks?
h. Calculate the variance of the random variable x^2
Answers
[tex]\begin{tabular} {|c|c|c|c|c|c|c|c|} x&0&1&2&3&4&5&6\\[1ex] p(x)&.08&.17& .21& k& .21& k& .13 \end{tabular}[/tex]
Part A:
The total value of p(x) = 1.
Thus,
.08 + .17 + .21 + k + .21 + k + .13 = 1
0.8 + 2k = 1
2k = 1 - 0.8 = 0.2
k = 0.2 / 2 = 0.1
Therefore, the value of k is 0.1
Part B:
The expected value of x is given by
[tex]E(x)=\Sigma xp(x) \\ \\ =0(0.08)+1(0.17)+2(0.21)+3(0.1)+4(0.21)+5(0.1)+6(0.13) \\ \\ =0+0.17+0.42+0.3+0.84+0.5+0.78=3.01[/tex]
Therefore, the expected value of x is 3.01
Part C:
The expected value of [tex]x^2[/tex] is given by
[tex]E(x^2)=\Sigma x^2p(x) \\ \\ =0^2(0.08)+1^2(0.17)+2^2(0.21)+3^2(0.1)+4^2(0.21)+5^2(0.1)+6^2(0.13) \\ \\ =0(0.08)+1(0.17)+4(0.21)+9(0.1)+16(0.21)+25(0.1)+36(0.13) \\ \\ =0+0.17+0.84+0.9+3.36+2.5+4.68=12.45[/tex]
Therefore, the expected value of [tex]\bold{x^2} [/tex] is 12.45
Part D:
The variance of x is given by
[tex]Var(x)=E(x^2)-(E(x))^2 \\ \\ =12.45 - (3.01)^2=12.45-9.06 \\ \\ =3.39[/tex]
Therefore, the variance of x is 3.39.
Part E
The standard deviation of x is given by
[tex] \sqrt{Var(x)} = \sqrt{3.39} =1.84[/tex]
Therefore, the standard deviation of x is 1.84.
Part F:
The variance of ax, where a is a constant is given by
[tex]Var(aX)=a^2Var(X)[/tex]
Thus, the variance of 3x is given by
[tex]Var(3X)=3^2Var(X)=9(3.39)=30.51[/tex]
Therefore, the variance of 3x is 30.51.
Part G:
The probability that the network has no more that 4 slow times in one week is given by
[tex]P(x\leq4)=P(0)+P(1)+P(2)+P(3)+P(4) \\ \\ =0.08+0.17+0.21+0.1+0.21=0.77[/tex]
Since, the network slowness is independent from week to week, the probability that if we look at 5 separate weeks, the network has no more than 4 slow times in any of those weeks is given by
[tex](0.77)^5=0.27[/tex]
Therefore, the probability that if we look at 5 separate weeks, the network has no more than 4 slow times in any of those weeks is 0.27
Part H:
The variance of x^2 is given by
[tex]Var(x^2)=E((x^2)^2)-(E(x^2))^2=E(x^4)-(E(x^2))^2[/tex]
[tex]E(x^4)=\Sigma x^4p(x) \\ \\ =0^4(0.08)+1^4(0.17)+2^4(0.21)+3^4(0.1)+4^4(0.21)+5^4(0.1) \\ +6^4(0.13) \\ \\ =0(0.08)+1(0.17)+16(0.21)+81(0.1)+256(0.21)+625(0.1)\\+1,296(0.13) \\ \\ =0+0.17+3.36+8.1+53.76+62.5+168.48=296.37[/tex]
Thus,
[tex]Var(x^2)=296.37-(12.45)^2=296.37-155.00=141.37[/tex]
Therefore, the variance of the random variable [tex]\bold{x^2}[/tex] is 141.37
Answer:.1
Step-by-step explanation:
Find the unit rate,Kenny reads 5/8 pages in 2/3 minute.Please show your work.
Answers
Dividing a fraction can be done as multiplying by the reciprocal.
(5/8)·(3/2)=15/16pages per minute or 0.9375 pages/min.
a girl is the same age if she takes 3/4 of her age +9 or 1/4 +21. what is her age?
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[tex]\bf \stackrel{her~age}{\cfrac{3x}{4}+9}~~=~~\stackrel{her~age}{\cfrac{x}{4}+21}\impliedby \textit{now, let's multiply both sides by }\stackrel{LCD}{4} \\\\\\ \boxed{4}\cdot \cfrac{3x}{4}+\boxed{4}\cdot 9~~=~~\boxed{4}\cdot \cfrac{x}{4}+\boxed{4}\cdot 21\implies 3x+36=x+84 \\\\\\ 2x=48\implies x=\cfrac{48}{2}\implies x=24[/tex]
Joanne has 2a^3 number of animals. Ronnie has 3a^3 number of animals . Odessa has a^4 number of animals . How many animals do Joanne , Ronnie, and Odessa have altogether?
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2a^3 + 3a^3 + a^4
= 5a^3 + a^4
What does n equal in: -6(n+1) = 42 . Need help quickly. Thank you!
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how do you solve the following
6/13=3/c
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What is the equation of a line that passes through the point (5, −4) and is parallel to the line whose equation is 2x + 5y = 10?
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2x + 5y = 10
dropping the final 10, and
substituting the given x and y values: (5, -4).
Then:
2(5) + 5(-4) = C C = 10-20 = -10
Thus, the equation of this new, parallel line is 2x + 5y = -10.
The equation of a line that passes through the point (5, −4) and is parallel to the line whose equation is 2x + 5y = 10 is y = (-2/5)x - 2
The equation of a straight line is given by:
y = mx + b
where y, x are variables, m is the slope of the line and b is the y intercept.
The slope of the line 2x + 5y = 10 is:
2x + 5y = 10
5y = -2x + 10
y = -2/5x + 10
Hence the slope of the line 2x + 5y = 10 is -2/5
Since both lines are parallel, hence the slope of the other line is the same (-2/5). Hence the equation of the line is:
[tex]y-y_1=m(x-x_1)\\\\y-(-4)=-\frac{2}{5} (x-5)\\\\y+4=-\frac{2}{5} x+2\\\\y=-\frac{2}{5} x-2[/tex]
The equation of a line that passes through the point (5, −4) and is parallel to the line whose equation is 2x + 5y = 10 is y = (-2/5)x - 2
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How l can write a brief summary about measurement for 3rd grade
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You'd be best off by limiting your scope to a couple of familiar situations:
Weighing a piece of chocolate
Having your height and weight measured by the school nurse
Counting the number of coins in your pocket
Getting a rough measure of how well you have learned new material by checking how many questions you got right out of the whole test.
What is the difference of (4-5y)-2(3.5y-8)?
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The sum of two integers is greater than 12. One integer is 10 less than the other. What are the values of the integers?
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x plus y is greater than 12
x + y > 12
One of the integers is ten less than twice the other one
x = 2y -10
Time to start solving:
(2y-10) + y > 12
2y + y > 12 + 10
3y > 22
3y=24
y=8
Now its time to find the value of x:
x=2(8) - 10
x=16-10
x= 6
6 + 8 > 12, 6+8 is greater than twelve.
In conclusion we can wrap up that 6 and 8 are the least value integers.
Evaluate the expression below when x = -2. x2 − 8 x + 6
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Hint: | Rewrite the right hand side of the equation.-2. x^2 - 8 x + 6 = -2 x^2 - 8 x + 6:x = -2 x^2 - 8 x + 6
Hint: | Move everything to the left hand side.Subtract -2 x^2 - 8 x + 6 from both sides:2 x^2 + 9 x - 6 = 0
Hint: | Write the quadratic equation in standard form.Divide both sides by 2:x^2 + (9 x)/2 - 3 = 0
Hint: | Solve the quadratic equation by completing the square.Add 3 to both sides:x^2 + (9 x)/2 = 3
Hint: | Take one half of the coefficient of x and square it, then add it to both sides.Add 81/16 to both sides:x^2 + (9 x)/2 + 81/16 = 129/16
Hint: | Factor the left hand side.Write the left hand side as a square:(x + 9/4)^2 = 129/16
Hint: | Eliminate the exponent on the left hand side.Take the square root of both sides:x + 9/4 = sqrt(129)/4 or x + 9/4 = -sqrt(129)/4
Hint: | Look at the first equation: Solve for x.Subtract 9/4 from both sides:x = sqrt(129)/4 - 9/4 or x + 9/4 = -sqrt(129)/4
Hint: | Look at the second equation: Solve for x.Subtract 9/4 from both sides:Answer: x = sqrt(129)/4 - 9/4 or x = -9/4 - sqrt(129)/4
in a student council election Martha and Hillary received a total of 1600 votes, Martha received 81 more votes than Hillary, how many votes did Martha receive
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If we divide 1600 by 2 people, this leaves 800 votes for each girl.
800-81=719 for Hillary
800+81=881 for Martha
We take 81 votes, from those 800,and place them in martha's votes
Just to confirm: 881+719=1600 total votes
Q equal 1/2 p plus 15 solve for p
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Suppose that 21 girls and 21 boys enter a mathemat- ics competition. furthermore, suppose that each entrant solves at most six questions, and for every boy-girl pair, there is at least one question that they both solved. show that there is a question that was solved by at least three girls and at least three boys.
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Individuals shall draw a table consisting of 21 boys in each column and 21 girls in each row as shown on the image below.
The table will have 21x21 = 441 boxes. Mark each box with a letter showing the problem solved by both that boy and girl. Since at least one problem was solved by a girl and a boy, therefore each box will have a letter. Each entrant solved at most six questions, so there can be at most six letters in any row or column. This means six different letters can be there in a row only if at least 11 of the boxes contain letters appearing three or more times in the row. Individuals go through each row and color all the boxes, say blue. Therefore, 11 boxes in each row must be colored blue.
The number of the boxes that must be colored blue = 21 x 11 = 231. Individuals can apply the same process to the columns and color at least 231 boxes, say green. But the total boxes are 441 only. Therefore, by Pigeonhole principle, there will be some boxes which will be both blue and green. The problem of doubly colored boxes represents a problem solved by at least three boys and three girls.
The Pigeonhole Principle is used to show that there must be a question solved by at least three girls and three boys in a math competition with 21 girls and 21 boys.
To show that there is a question solved by at least three girls and three boys, we will use the Pigeonhole Principle.
We have 21 girls and 21 boys, each solving at most six questions.Let's assume no question is solved by at least three girls and three boys.The total number of questions solved would be at most 21 x 6 = 126, which is fewer than 21 x 2 + 21 x 2 = 84, a contradiction.Therefore, there must be a question solved by at least three girls and three boys.Find the critical points of the function. (enter your answers as a comma-separated list.) g(x) = 4 − x2
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To find the critical point, differentiate g(x), set the result = to 0, and solve for x:
g '(x) = -2x = 0. Then x = 0 is the only critical value in this case.
The graph of g(x) is a vertical parabola opening down, and the horizontal tangent line is y = 4.