Charlene is wrapping the box below. How much wrapping paper will she need? *

Answer:

16 quarts

Step-by-step explanation:

16 quarts is bigger than 2 gallons because every 4 quarts equals 1 gallon.

Answer:

  D. 12 in²

Step-by-step explanation:

The area of a parallelogram is given by the formula ...

  A = bh

Substituting the given values for the length of the base (b) and the height (h), we have ...

  A = (4 in)(3 in)

  A = 12 in²

The area is 12 square inches.

Answer:

D 12

Step-by-step explanation:

I just did the lesson and got it right.

Answer:

242

Step-by-step explanation:

Answer:

14.14 units

Step-by-step explanation:

Klan Academy- I checked and it was correct.

Answer:

  P'(-6, -4)

Step-by-step explanation:

The (x, y) coordinates of the plotted point P are (-2, 2).

Putting those values into the translation formula, you get ...

  (x, y) ⇒ (x -4, y -6)

  (-2, 2) ⇒ (-2 -4, 2 -6) = (-6, -4)

The coordinates of the translated point P' are ...

  P'(-6, -4)

Answer:       equation = dA/dt = K₁ (M - A) - K₂A

Step-by-step explanation:

Let us follow this carefully to get our equation right.

From the question we are told to (Assume the constants of proportionality for the rate at which material is memorized and the rate at which material is forgotten are k1 > 0 and k2 > 0, respectively. Use A for A(t) ).

The Rate of memorizing the material is ∝ [Total amount to be memorized]  - [Amount memorized]

remember using A for A(t).

where A rep the amount memorized at a time t and M is the Total amount memorized.

so we have that dA/dt  ∝ M - A

which is dA/dt = K₁ (M - A) ---------------(*)

remember it was stated that forgetfulness is taken into account

Forgetfulness, F ∝ A

F = K₂A --------------- (**)

which implies the rate of memorization is decreased as a result of forgetting;

this leads to

dA/dt = K₁ (M - A) - K₂A

The  rate of differential equation is  ⇒  dA/dt = K₁ (M - A) - K₂A

cheers i hope this helped!!!!

Answer:

lol good luck with that but you add them

Step-by-step explanation:

Answer:

The depreciation expense of the truck in 2008 and 2009 are $14,000 and $8,400 respectively.

Step-by-step explanation:

The double declining depreciation method depreciates assets twice as fast as the traditional declining balance method.

The method records larger depreciation expenses during the earlier years of an asset’s useful life, and smaller ones in later years.

As a result, companies opt for the method for assets that are likely to lose most of their value early on, or which will become obsolete faster.

For double declining depreciation method,

- Divide “100%” by the number of years in the asset’s useful life, this is the straight-line depreciation rate.

- Then, multiply that number by 2 and that is the Double-Declining Depreciation Rate. - In this method, depreciation continues until the asset value declines to its salvage value.

Number of useful lives = 5 years.

- Divide 100% by 5 years

100% / 5 = 20%

- Then, multiply that percentage by 2

20% x 2 = 40%

The Double-Declining Depreciation rate is 40%.

Value of the truck at the start of 2008 = $35,000

Depreciation in 2008 = 40% × 35000 = $14,000

Book Value of the truck at the start of 2009 = $35000 - $14000 = $21000

Depreciation in 2009 = 40% × 21000 = $8,400

Hope this Helps!!!

Answer:Harriet

Step-by-step explanation:

Answer:

The aNSWER IS d

Step-by-step explanation: i JUST DID THE TEST

Answer:

  23

Step-by-step explanation:

Maybe you want to evaluate ...

  f(x) = 3x^2 -2x +7

for x = -2.

Put the value of x where x is, then do the arithmetic.

  f(-2) = 3(-2)^2 -2(-2) +7 = 3(4) +4 +7

  f(-2) = 23

Answer:

1/10(1 out of every 10)

Step-by-step explanation:

6/60 = 1/10

Answer:

[tex]t=\frac{282-280}{\frac{38}{\sqrt{89}}}=0.497[/tex]    

Now we can calculate the p value for the test

We are conducting a right tailed test so then the p value is given by:  

[tex]p_v =P(z>0.497)=0.310[/tex]  

Since the p value is higher than the significance level we have enough evidence to conclude that the true mean is not significantly higher than 280 so then the administrator claim is not true

Step-by-step explanation:

Data provided

[tex]\bar X=282[/tex] represent the mean for the assesment test

[tex]\sigma=38[/tex] represent the population deviation

[tex]n=89[/tex] sample size  

[tex]\mu_o =280[/tex] represent the value to verify

[tex]\alpha=0.05[/tex] represent the significance level

t would represent the statistic

[tex]p_v[/tex] represent the p value

Hypothesis to test

We want to determine if the mean score for the​ state's eighth graders on this exam is more than 280, so then the system of hypothesis would be:  

Null hypothesis:[tex]\mu \leq 280[/tex]  

Alternative hypothesis:[tex]\mu > 280[/tex]  

Since we know the population deviation we can use a z test for the true mean and the statistic is given by:

[tex]z=\frac{\bar X-\mu_o}{\frac{\sigma}{\sqrt{n}}}[/tex]  (1)  

Replacing the info given by the problem we got:

[tex]t=\frac{282-280}{\frac{38}{\sqrt{89}}}=0.497[/tex]    

Now we can calculate the p value for the test

We are conducting a right tailed test so then the p value is given by:  

[tex]p_v =P(z>0.497)=0.310[/tex]  

Since the p value is higher than the significance level we have enough evidence to conclude that the true mean is not significantly higher than 280 so then the administrator claim is not true

To determine if there is enough evidence to support the administrator's claim, we need to perform a hypothesis test. By comparing the z-score to the critical value at α=0.05, we can reject the null hypothesis and conclude that there is enough evidence to support the administrator's claim.

To determine if there is enough evidence to support the administrator's claim, we need to perform a hypothesis test. The null hypothesis (H0) is that the mean score for the state's eighth graders is <=280. The alternative hypothesis (Ha) is that the mean score is >280.

To conduct the test, we can calculate the z-score using the formula z = (x - μ) / (σ / sqrt(n)), where x is the sample mean, μ is the hypothesized population mean (280), σ is the population standard deviation (38), and n is the sample size (8989). Plug in the given values, we get z = (282 - 280) / (38 / sqrt(8989)) = 3.055.

Next, we compare the z-score to the critical value at α=0.05. For a one-tailed test, the critical value is 1.645. Since 3.055 > 1.645, we reject the null hypothesis and conclude that there is enough evidence to support the administrator's claim that the mean score for the state's eighth graders on this exam is more than 280.

Answer:

51 + 29+ 80

Step-by-step explanation:

she got this by adding 51 + 29

Answer:

The total area of the figure is 52 in²

Step-by-step explanation:

This figure requires you to find the area of the square and the triangle separately, and then subtract the area of the triangle from the area of the square.

Find the area of the square

l=8in

A=l²

A=8²

A=64 in²

The area of the square is 64 in²

Find the area of the triangle

b=8in

h=3in

A=(bh)/2

A=(8*3)/2

A=24/2

A=12 in²

The area of the triangle is 64 in²

Now we need to subtract the areas

64-12=52 in²

The total area of the figure is 52 in²

Answer:

  (2/9)cis(30°)

Step-by-step explanation:

We can express the two numbers in magnitude∠angle form, then find their ratio.

  |z1| = 3√((-1)² +(√3)²) = 3√4 = 6

  ∠z1 = arctan((3√3)/(-3)) = -arctan(√3) = 120°

  z2 = 27∠90°

So, the ratio is ...

  z1/z2 = (6∠120°)/(27∠90°) = (6/27)∠(120°-90°)

  z1/z2 = (2/9)∠30°

Answer:

The formula to find the sum of the first n terms of our sequence is n divided by 2 times the sum of twice the beginning term, a, and the product of d, the common difference, and n minus 1. The n stands for the number of terms we are adding together.

Answer:

60. Got it wrong, but oh well.

Step-by-step explanation:

Answer:

0.05

Step-by-step explanation:

The equation for water depth in the aquarium after evaporation is  y = 22 - 2c.

a. Equation: The equation approximating the depth y of water in the aquarium c weeks after filling it is y = 22 - 2c.

b. Depth after Two Weeks: Substitute c = 2 into the equation, y = 22 - 2(2) = 18 inches.

Answer:

conclusion one solution (-1 , 1)

Step-by-step explanation:

hello :

5x + 7y = 2 ...(*)

-2x + 7y = 9....(**)

by(*) and (**) calculate 7y

7y = 2-5x

7y = 9+2x

9+2x = 2-5x

2x+5x = 2-9

7x=-7   so : x= - 1

put this value in expression : 7y = 9+2x

7y = 9+2(-1)

7y =7

y =1

conclusion one solution (-1 , 1)

Answer:

A. Take 10% of $85

Step-by-step explanation:

Taking away 15% from $100 leaves you with $85 to take the second discount away from (10%)

Answer:

Conclusion

    The average rental rate in Hong Kong are higher than in Paris

Step-by-step explanation:

From the question we are told that

  The sample size for Hong Kong is  [tex]n_1 = 30[/tex]

  The mean for Hong Kong is [tex]\mu_h = 1,114 \ m^2[/tex]

   The standard deviation for Hong Kong is[tex]s = 230[/tex]

   The sample size for Paris is  [tex]n_2 = 40[/tex]

      The mean for Paris is [tex]\mu_p = 989 \ m^2[/tex]

    The standard deviation for Paris is [tex]s_p = 195[/tex]

      The level of significance is  [tex]\alpha = 0.05[/tex]

The Null Hypothesis is  

          [tex]H_o : \mu_1 - \mu_2 = 0[/tex]  

The alternative hypothesis is

          [tex]H_a: \mu_1 - \mu_2 >0[/tex]

The test statistics is mathematically represented as

          [tex]t = \frac{\mu _1 - \mu_2 - d }{\sqrt{(\frac{s^2}{n1} )+(\frac{(s_p^2}{n_2} )}}[/tex]

Substituting values

        [tex]t = \frac{1114 - 989 - 0 }{\sqrt{(\frac{230^2}{30} )+(\frac{(195^2}{40} )}}[/tex]  

       [tex]t = 2.399[/tex]

Since the value of the test statistics is higher than the  significance level then there  is enough evidence to conclude that the average rental rate in Hong Kong are higher than in Paris

Using the t-distribution, it is found that since the test statistic is more than the critical value, there is enough evidence to conclude that the mean annual lease rate is higher in Hong Kong than in Paris.

At the null hypothesis, it is tested if the average is not higher in Hong Kong, that is, the result of the subtraction if not greater than 0.

[tex]H_0: \mu_H - \mu_P \leq 0[/tex]

At the alternative hypothesis, it is tested if it is higher, that is:

[tex]H_1: \mu_H - \mu_P > 0[/tex]

The standard errors for both samples are:

[tex]s_H = \frac{230}{\sqrt{30}} = 42[/tex]

[tex]s_P = \frac{195}{\sqrt{40}} = 30.83[/tex]

The distribution of the differences has mean and standard deviation given by:

[tex]\overline{X} = \mu_H - \mu_P = 1114 - 989 = 125[/tex]

[tex]s = \sqrt{s_H^2 + s_P^2} = \sqrt{42^2 + 30.83^2} = 52.1[/tex]

The test statistic is:

[tex]t = \frac{\overline{X} - \mu}{s}[/tex]

In which [tex]\mu = 0[/tex] is the value tested at the null hypothesis.

Hence, the value is:

[tex]t = \frac{125 - 0}{52.1}[/tex]

[tex]t = 2.4[/tex]

The critical value, for a right-tailed test, as we are testing if the mean is greater than a value, with a significance level of 0.05 and 30 + 40 - 2 = 68 df, is [tex]t^{\ast} = 1.67[/tex]

Since the test statistic is more than the critical value, there is enough evidence to conclude that the mean annual lease rate is higher in Hong Kong than in Paris.

A similar problem is given at https://brainly.com/question/16402495

Answer: the answer is i think* A, Translate the pre-image down 4 and right 3 and then reflect the figure over the x-axis.

Step-by-step explanation: it's the only one that makes sense im takin the test

Answer:

A, Translate the pre-image down 4 and right 3 and then reflect the figure over the x-axis.

Step-by-step explanation:

I took the test hope this helps!!!!!!!!!!!!!!

Answer:

∅ = 50°

Step-by-step explanation:

YOU NEED A CALCULATOR TO SOLVE THIS!

You need to use Law of Sines

[tex]\frac{a}{sinA} =\frac{b}{sinB} = \frac{c}{sinC}[/tex]

Here you will be doing [tex]\frac{a}{sinA} =\frac{c}{sinC}[/tex]

a and c are the lengths, while A and C are the angles

[tex]\frac{3.46}{sinA} = \frac{2.54}{sin43}[/tex] you want to get the denominators out from underneath so multiply both sides by sinA and sin43

[tex]3.46sin43 = 2.54sinA[/tex]

Now you want to get sinA alone so divide both sides by 2.54

[tex]\frac{3.46sin43}{2.54} = sinA[/tex] now get A alone

[tex]sin^{-1} (\frac{3.46sin43}{2.54}) = A[/tex] put that into the calculator

[tex]49.61741033 = A[/tex]

Answer:

25 hours

Step-by-step explanation:

30 times 5 is 150 and 5 times 5=25

Answer:

Check the explanation

Step-by-step explanation:

Use the below R Code

Sales=c(245,138,352,322,228,275,560,366)

Advertising=c(16.5,18,22.3,17.4,19,20,32,18.6)

Commission=c(10.5,2,4,3.5,4.5,1.8,9,8.5)

data=as.data.frame(cbind(Sales,Advertising,Commission))

model1=lm(Sales~Advertising+Commission, data = data)

dat2=data.frame(Advertising=25,Commission=8)

predict(model1,dat2)

The predicted value of Sales for 25000 dollar on Advertising and 8% on Commission is 424685 dollars approximately (rounded to 0 decimal places)

Answer:

a. Ignacio recibió $9000. Mariela recibió $2400 y Laura, $3600. b. Ignacio y Mariela recibieron [tex] \\ \frac{19}{25}[/tex] del total del premio (diecinueve veinticincoavos) ($11400).

Step-by-step explanation:

Tenemos un total de $15000, que fue el premio del concurso, el cual fue repartido entre tres personas: Ignacio, Mariela y Laura.

Lo que tenemos que hacer es multiplicar cada fracción por la totalidad del premio ($15000), para determinar cuánto recibió cada uno.

Recordemos que para resolver estos casos, la regla general es que sólo tenemos que multiplicar el numerador de la fracción por dicho total ($15000) y luego dividir el producto resultante entre el denominador de la fracción.

De esta manera, procedemos a resolver cada caso.

Lo recibido por Ignacio

Si Ignacio recibió las 3/5 partes del premio: ¿cuánto recibió Ignacio?

Como ya sabemos, la respuesta es multiplicar la fracción por el total del premio. Es decir:

[tex] \\ \frac{3}{5}*15000[/tex]

[tex] \\ \frac{3*15000}{5}[/tex]

[tex] \\ \frac{45000}{5}[/tex]

[tex] \\ 9000[/tex]

Que podemos también resolver de la siguiente manera, considerando que es más fácil dividir 15000 entre 5, por ser 5 un divisor de 15000:

[tex] \\ \frac{15000}{5}*3[/tex]

[tex] \\ 3000*3[/tex]

[tex] \\ 9000[/tex]

Es decir, Ignacio recibió $9000.

Lo recibido por Mariela

Para el caso de Mariela, aplicamos el mismo procedimiento.

Como Mariela recibió las 4/25 (cuatro veinticincoavos) del premio, tenemos entonces:

[tex] \\ \frac{4}{25}*15000[/tex]

[tex] \\ \frac{4*15000}{25}[/tex]

[tex] \\ \frac{60000}{25}[/tex]

[tex] \\ 2400[/tex]

También lo hubiéramos resuelto, sin tener que hacer una multiplicación y división extensas, si consideramos que 15000 y 25 son múltiplos de 5. Por lo tanto:

[tex] \\ \frac{4}{25}*15000[/tex]

[tex] \\ \frac{15000}{25}*4[/tex]

Es decir, dividir 15000 entre 25, y luego multiplicamos por cuatro. Así:

[tex] \\ 600*4[/tex]

[tex] \\ 2400[/tex]

Obteniendo el mismo resultado

De esta manera, Mariela recibió $2400.

Lo recibido por Laura

Laura recibió el resto de lo dejado por Ignacio y Mariela. Podemos resolver ésto de diversas formas. Una de ellas es restar del total del premio la suma de lo recibido por Ignacio y Mariela.

[tex] \\ 15000 - (9000 + 2400)[/tex]

[tex] \\ 15000 - 11400[/tex]

[tex] \\ 3600[/tex]

De esta manera, Laura recibió $3600.

¿Qué parte del premio recibieron Ignacio y Mariela?

En otras palabras, qué parte del premio recibieron Ignacio y Mariela en conjunto, en forma de fracción.

Una manera de resolver esta pregunta es sumando las fracciones que recibió cada uno, es decir, [tex] \\ \frac{3}{5} + \frac{4}{25}[/tex].

Hay varias maneras de sumar ambas fracciones. Una de ellas (la manera más general) es multiplicar el denominador de cada fracción por el numerador de la otra fracción, sumar cada producto obtenido y luego dividirlo entre el producto de los denominadores de cada fracción.

[tex] \\ \frac{3}{5} + \frac{4}{25}[/tex]

[tex] \\ \frac{3*25 + 5*4}{5*25}[/tex]

[tex] \\ \frac{75 + 20}{125}[/tex]

[tex] \\ \frac{95}{125}[/tex]

Podemos observar que 95 y 125 son múltiplos de 5, así que podemos simplificar el numerador y el denominador de la fracción dividiendo a ambos entre 5:

[tex] \\ \frac{95}{125}[/tex]

[tex] \\ \frac{\frac{95}{5}}{\frac{125}{5}}[/tex]

[tex] \\ \frac{19}{25}[/tex]

El número 19 es un número primo y no podemos simplificar más la fracción.

De esta manera, Ignacio y Mariela recibieron [tex] \\ \frac{19}{25}[/tex] del total del premio (diecinueve veinticincoavos), lo cual podemos comprobar si multiplicamos esta fracción por el total del premio y lo comparamos con la suma de los resultados para Ignacio y Mariela:

[tex] \\ \frac{19}{25}*15000[/tex]

[tex] \\ \frac{15000}{25}*19[/tex]

[tex] \\ 600*19[/tex]

[tex] \\ 11400[/tex]

Lo que es igual a la suma de lo recibido por Ignacio ($9000) y Mariela ($2400), es decir $11400.

Laura, por lo tanto recibió [tex] \\ \frac{6}{25}[/tex]

Por cuanto

[tex] \\ \frac{6}{25} + \frac{19}{25} = \frac{6+19}{25} = \frac{25}{25} = 1[/tex]

Es decir, la suma de las fracciones de lo recibido por Ignacio y Mariela más lo que recibió Laura debe sumar la totalidad, es decir, la unidad (1).

Answer:

5

Step-by-step explanation:

so you can think of it as b is 5 and 2 times by 5 is 10. you can then make 10 - 5 which is 5. so a is 5

Answer:

15 small bottles

30 large bottles

Step-by-step explanation:

Let the number of small bottle sold=s

Let the number of large bottle sold=l

She sold all 45 of the hand sanitizer bottles, therefore:

The small bottle sells for $5.00

The large sells for  $12.00

She collected a total of $435

We solve the two equations simultaneously to obtain s and l.

From the first equation, s=45-l

Substitute s=45-l into 5s+12l=435

5(45-l)+12l=435

225-5l+12l=435

7l=435-225

7l=210

Divide both sides by 7

l=30

Recall: s=45-l

Therefore, s=45-30=15

Allanah sold 15 small bottles and 30 large bottles of hand sanitizer.

Answer:

3150^3

Step-by-step explanation: