Ahlam bought goods worth $90. She gave the shopkeeper $100. The shopkeeper did not have exact balance. How much more should Ahlam give to the shopkeeper in order to get a balance of $25 ?

The zeroes of 5x^4-26x^3-64x^2+9x-14 are -2, 7 ,  [tex]\frac{1+i\sqrt{19} }{10}[/tex]  and   [tex]\frac{1-i\sqrt{19} }{10}[/tex]  by Using the rational theorem.

f(x) = [tex]5x^{4} - 26x^{3} - 64x^{2} +9x -14[/tex]

Now, put x = -2

f(-2) = [tex]5(-2)^{4} - 26(-2)^{3} - 64(-2)^{2} +9(-2) -14[/tex]

f(-2) = 0

so, -2 is a zero of f(x)

or (x+2) is a factor of  [tex]5x^{4} - 26x^{3} - 64x^{2} +9x -14[/tex]

putting x = 7

f(7) = [tex]5(7)^{4} - 26(7)^{3} - 64(7)^{2} +9(7) -14[/tex]

f(7) = 0

so, (x-7) is a factor of  [tex]5x^{4} - 26x^{3} - 64x^{2} +9x -14[/tex]

Now (x+2)(x-7) would also be a factor so

Divide  [tex]5x^{4} - 26x^{3} - 64x^{2} +9x -14[/tex] by (x+2)(x-7)

or divide  [tex]5x^{4} - 26x^{3} - 64x^{2} +9x -14[/tex] by [tex]x^{2} -5x -14[/tex]

The quotient or other factor will be [tex]5x^{2} - x +1[/tex]

[tex]5x^{2} - x +1[/tex]

By factorizing  [tex]5x^{2} - x +1[/tex]

The other two zeroes are [tex]\frac{1+i\sqrt{19} }{10}[/tex] and  [tex]\frac{1-i\sqrt{19} }{10}[/tex]

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The vector in component form is given as follows:

v = (6.9, 1.2).

Considering a vector with a magnitude of M and an angle of x, the component form notation for the vector is given as follows:

v = (Mcos(x), Msin(x)).

The parameters for this problem are given as follows:

Hence the components are given as follows:

Hence the vector is of:

v = (6.9, 1.2).

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Answer:

Edit: it's actually translation, sorry about that.

Step-by-step explanation:

Answer: I think it might be translation

Step-by-step explanation:

Translation: A slide of a slide of a shape on a coordinate plane. We can move a shape upward, downward, leftward, or rightward.

The margin of error at 90% confidence and its interpretation is;

0.085; we are 90% confident that the true proportion of sophomores who will attend Homecoming is within 0.085 of the sample proportion

The margin of error is defined as a term used in statistics to find the confidence interval. It is denoted by E.

The formula for margin of error is;

E = z(√(p(1 - p)/n)

The parameters are given as;

Sample size; n = 92

sample of success; x = 51

Sample proportion; p = 51/92 = 0.554

z at 90% CL = 1.645

Thus;

E = 1.645(√(0.554(1 - 0.554)/92)

E = 0.085

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Equating the mathematical expressions, for the total costs of both companies to be the same, Jayden and Ramon must buy about 7 shirts.

A mathematical expression consists of the combination of variables, values, constants, and numbers using mathematical operands.

A mathematical expression is not the same as an equation, which states that two mathematical expressions are equal.

                              Designs n More   Custom Creations

Design Fee                       $10                        $0

Variable cost per shirt    $7.50                   $9.00

Let the number of shirts = x

Designs n More's total costs = 10 + 7.5x ... Expression 1

Custom Creations' total costs = 9x ... Expression 2

For the total costs of both companies to be the same, the two expressions for their total costs will be equal:

10 + 7.5x = 9x

10 = 1.5x

x ≈ 7

Thus, approximately, 7 shirts need to be bought for the total costs to be the same.

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How many shirts will make the two companies' total costs the same?

This means that  for part of 19.16 is 0.24% of the total number 7990.Percentage is a way of expressing a number as a fraction of 100. It is commonly used to describe a portion or share of a total quantity.

To find the percentage of a number, we need to multiply the number by the percentage as a decimal and then express the result as a percentage.

In the case of 7990 and 19.16, 19.16 is the part of the whole number 7990. To find the percentage, we need to divide the part by the whole and then multiply by 100.

So, the percentage of 19.16 of 7990 is:

19.16 ÷ 7990 × 100 = 0.24%

This means that 19.16 is 0.24% of the total number 7990.

Percentages are often used in various applications, including calculating interest on loans, determining grades in school, and comparing data between different sets of information. In addition, they are used in various business applications, such as computing taxes, discounts, and determining profits and losses. In conclusion, understanding the concept of percentage is important in various areas of our daily lives and in various professions, as it helps us to make informed decisions and communicate information effectively.

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The only statement that must be based on the quadrilateral properties is; Option B: Base angles of quadrilateral Z are congruent

Some of the properties of a quadrilateral are;

1) They have four vertices.

2) They have four sides.

3) The sum of all interior angles is 360°.

4) They have two diagonals.

5) A quadrilateral can be regular or irregular.

Now, from the description of Quadrilaterals T and Z, we can say that;

- The base angles of quadrilateral T are not congruent since at least one pair of parallel side is congruent.

- Base angles of quadrilateral z are congruent since opposite sides are congruent.

- Consecutive angles of quadrilateral Z are not congruent

- Opposite angles of quadrilateral T are not supplementary.

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Answer:

Step-by-step explanation:

The duration of the call for the same cost is, 3 minutes.

A system of equations, y = 4 + x

                                       y = 1 + 2x

An equation is a mathematical term, which indicates that the value of two algebraic expressions are equal. There are various parts of an equation which are, coefficients, variables, constants, terms, operators, expressions, and equal to sign.

Let's let t be the duration of the call in minutes.

Then, the cost of the call under David's plan would be:

4 + t

And the cost of the call under Alec's plan would be:

1 + 2t

Since the costs are the same, we can set these two expressions equal to each other and solve for t:

4 + t = 1 + 2t

Simplifying and solving for t, we get:

t = 3

Therefore, a call of 3 minutes duration would cost exactly the same under both plans.

To graph the system of equations, we can plot the two expressions for the cost of the call on the y-axis and the duration of the call on the x-axis. The two equations are:

y = 4 + x

y = 1 + 2x

Plotting these two lines on the same graph, we get:

The solution is the point where the two lines intersect, which is (3, 7). This confirms that a call of 3 minutes duration would cost exactly the same under both plans, and the cost would be $7.

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The probability of the shuttle launching safely under similar conditions is 0.859, or approximately 86%.

Scientists and statisticians played a crucial role in analyzing the cause of the disaster, which was eventually attributed to the failure of O-ring joints in the shuttle's booster rockets.

To understand the probability of the shuttle launching safely under similar conditions, we need to consider the probability of all six O-ring joints functioning properly. According to experts, the probability of an individual O-ring joint working in cold conditions was 0.977.

Assuming that the O-ring joints succeed or fail independently, we can use the multiplication rule of probability to calculate the probability of all six joints functioning properly.

The multiplication rule states that the probability of two independent events occurring together is the product of their individual probabilities. In this case, the probability of all six joints working properly is:

P(all six joints work) = P(joint 1 works) x P(joint 2 works) x P(joint 3 works) x P(joint 4 works) x P(joint 5 works) x P(joint 6 works)

Plugging in the given probability of an individual O-ring joint working in cold conditions (0.977), we get:

P(all six joints work) = 0.977 x 0.977 x 0.977 x 0.977 x 0.977 x 0.977

P(all six joints work) = 0.977⁶

P(all six joints work) = 0.859

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Answer:

slope = [tex]\frac{2}{5}[/tex]

Step-by-step explanation:

calculate the slope m using the slope formula

m = [tex]\frac{y_{2}-y_{1} }{x_{2}-x_{1} }[/tex]

with (x₁, y₁ ) = (0, 0) and (x₂, y₂ ) = (5, 2) ← 2 points on the line

m = [tex]\frac{2-0}{5-0}[/tex] = [tex]\frac{2}{5}[/tex]

Answer: The form for an exponential equation is f(t)=P0(1+r)t/h where P0 is the initial value, t is the time variable, r is the rate and h is the number needed to ensure the units of t match up with the rate. Plug in the initial value for P and the rate for r. You will have f(t)=1,000(1.03)t/h.

Step-by-step explanation:.....

Answer: 188in^2

Step-by-step explanation:

You can break the figure into 3 smaller shapes

15 x 5

10 x 5

and 9 x 7

The areas of these smaller shapes are 75, 59 and 63

adding these areas together would get you 188 in squared.

A Colorado blue spruce's first ten years have an average diameter of 0.62 inches.

Measure the diameter of the tree in its first ten years and divide it by 10 to determine the average diameter of a Colorado blue spruce in its first ten years. The outcome is the tree's average diameter during its first ten years. Measure the diameter of the tree in its first ten years and divide it by 10 to determine the average diameter of a Colorado blue spruce in its first ten years. The outcome is the tree's average diameter during its first ten years. For instance, if a Colorado blue spruce is five years old, you would calculate its diameter and multiply it by 10. You will then know the tree's typical diameter for the first ten years. Any age of Colorado blue spruce tree can use the same calculation. Depending on the age of the tree, a Colorado blue spruce's first ten years' average diameter will vary. The average diameter will be greater if the tree is older than ten years. The average diameter will be less, however, if the tree is less than 10 years old. In general, a Colorado blue spruce's first ten years have an average diameter of 0.62 inches.

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The relationship between and in terms of equation is linear model

In statistics, linear relationships are often studied as they provide a simple way to model data. However, not all relationships between variables can be accurately represented using a linear model. In such cases, transforming the variables can sometimes reveal a nonlinear relationship.

When we say we have found a linear relationship between two variables, it means that one variable can be expressed as a linear function of the other.

If we have two variables x and y, a linear relationship between them would be of the form y = mx + b, where m is the slope of the line and b is the y-intercept. This means that as x increases or decreases, y changes in a straight-line fashion.

To find the nonlinear relationship between the original variables, we need to invert the transformation. In this case, we can express y in terms of x by using the inverse of the transformation we applied. Let's say we applied a transformation of the form y' = log(y) and x' = log(x), then we can invert this transformation by taking the exponential of both sides of the equation, giving us

=> [tex]y = e{y'}[/tex] and [tex]x = e^{(x').}[/tex]

Using these equations, we can express the linear model in terms of the original variables as

=> [tex]y = e^{(mx' + b)}[/tex]

Therefore, the relationship between y and x in terms of e and the rounded numerical value is given by

=> [tex]y = e^{(mx' + b)}[/tex]

where m and b are the slope and intercept of the linear model.

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The temperature inside the building when the heat was turned on at 6 am was approximately 57.4 F

To solve this problem, we can use the formula for heat transfer:

Q = mcΔT

where Q is the amount of heat transferred, m is the mass of the air, c is the specific heat of air, and ΔT is the change in temperature.

First, we can calculate the amount of heat lost from the building between 10 pm and 2 am. Assuming the building is a closed system, the amount of heat lost must be equal to the amount of heat gained by the outside environment. We can assume that the mass of air in the building remains constant, and use the specific heat of air at constant volume, which is approximately 0.718 J/g·K.

Q = mcΔT = (m)(0.718)(65-70) = -3.59m

Next, we can calculate the amount of heat gained by the building between 2 am and 6 am. Again, assuming the building is a closed system, the amount of heat gained must be equal to the amount of heat lost by the outside environment. We can assume that the mass of air in the building remains constant, and use the same specific heat of air at constant volume.

Q = mcΔT = (m)(0.718)(T-65)

where T is the temperature inside the building at 6 am. We can set this equal to the heat lost by the outside environment:

Q = -3.59m

Using the average temperature of 45 f for the outside environment, we can calculate the change in temperature between 10 pm and 6 am:

ΔT = (45-70) = -25

So the amount of heat lost by the outside environment is:

Q = mcΔT = (m)(0.718)(-25) = -17.95m

Setting this equal to the heat gained by the building:

(m)(0.718)(T-65) = -17.95m

Simplifying and solving for T, we get:

T = 57.4 F

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The equation solved for m is written as:

(y - b)/x = m

Here we have a general linear equation:

y = m*x + b

And we want to solve the equation for m, this means that we need to isolate the variable m in that equation.

We will get:

y = m*x + b

y - b = m*x

(y - b)/x = m

That is the equation solved for m.

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The length of Mr. Neil's homeroom is (10/11) times the length of Miss Robert's homeroom.

The length of Mr. Neil's homeroom is calculated as follows:

Let's assume that Miss Robert's homeroom has width w and length l, and Mr. Neil's homeroom has width (1¹/₁₀ or 11/10)w and length x.

Both homerooms have the same perimeter, therefore:

2w + 2l = 2(11/10)w + 2x

Simplifying the equation:

2l - 2x = (2/10)w

l - x = (1/10)w

x = l - (1/10)w

To solve for x, we need to express it in terms of l and w.

From the equation above, we can substitute x with l - (1/10)w:

(11/10)w = 2l - x

(11/10)w = 2l - l + (1/10)w

(10/10)w = l + (1/10)w

w = (10/11)l

Substituting w with (10/11)l in the expression for x, we get:

x = l - (1/10)(10/11)l

x = l - (1/11)l

x = (10/11)l

Therefore, the length of Mr. Neil's homeroom is (10/11) times the length of Miss Robert's homeroom.

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To solve a direct proportion problem with decimal numbers, you can follow the same steps as with whole numbers.

A direct proportion is a relationship between two variables where an increase in one variable results in a proportional increase in the other variable.

To solve a direct proportion problem with decimal numbers:

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Answer:

Option C

Step-by-step explanation:

First, knowing that two angles on a horizontal line split by a vertical line at any angle is equal to 180 degrees, I try to find which of the combinations of angle x and z equal 180.

A. x = 63, and z = 104 and together they equal 170, so not A

B. x = 76 and z = 63 and together they equal 139 so not B

C. x = 76 and z = 104 and together they equal 180 so it could be C, but we must check D to make sure.

D. x = 63 and z = 76 and together they equal 139 so not D.

From all of this it must be option C

Function 1 and Function 2 have y-intercepts that are equal. The solution has been obtained by using slope-intercept form.

What is slope-intercept form?

The line that represents the graph of the equation y = mx + b has a slope of m and a y-intercept of b. The m and b values are real integers, and the slope-intercept form of the linear equation is used.

We are given two functions.

Now, we will represent the functions in the slope-intercept form to find the y-intercept.

Function 1

⇒4x - 2y = -2

⇒2x - y = -1               (Dividing both sides by 2)

⇒ -y = -1 - 2x

⇒y = 2x + 1

So, the y-intercept is 1.

Function 2

We are given two points as (-1,3) and (0,1)

The slope comes out to be = -2

So, b = 3 - (-2)(-1) = 1

So, the y-intercept is 1.

Hence, function 1 and function 2 have y-intercepts that are equal.

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The greatest number of average students that could be in each row is 8. This is because there are an equal number of girls and boys, so the teacher can arrange them in equal rows with 4 girls and 4 boys in each row.

48 girls/8 students per row = 6 rows

32 boys/8 students per row = 4 rows

Total number of rows = 10

The teacher has 48 girls and 32 boys in the choir and wants to arrange them in equal rows. To accomplish this, the teacher needs to ensure that the same number of boys and girls are in each row. The greatest number of students that can be in each row is 8. This is because if 4 girls and 4 boys are in each row, then the total number of rows will be 6 for the girls and 4 for the boys, totaling 10 rows. This arrangement will allow the teacher to keep an equal number of boys and girls in each row, and will also ensure that the same number of students is in each row. Having 8 students in each row is the most efficient way to arrange the choir, as it will require the least amount of rows and will still keep the number of boys and girls even.

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Answer: ddddddddddddddddddddddddddddddddddddddddddddddbddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddd

Step-by-step explanation:

Answer:

1 pound of strawberries

Step-by-step explanation:

4 x $1.20 = $4.80

$6 - $4.80 = $1.20

one pound is $1.20

Answer:

Step-by-step explanation:

4.8

i got u brainliest please it helps a lot

The vertex form of the function is  [tex]y = (x+4)^{2} - 19[/tex]

Vertex form of function:

The vertex of the function is located at (h,k) of its vertex form, and will be located at the peak or trough of the parabola on a graph. This is the highest or lowest point of the function, depending on its direction.

The vertex form of the equation is written as,

[tex]y = (x+h)^{2} + k[/tex]

Given function is,

y = x² + 8x + 16 - 3 -16

It is observed that,  

x² +8x + 16 = (x+4)²

So that, we can write as above function,

y = x² + 8x + 16 - 3 -16 = (x+4)² - 3 -16

or

y =  (x+4)² - 19

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Answer:

?

Step-by-step explanation:

Answer:

In Bag A, the ratio of red counters to yellow counters is 1 : 4. (ii) The number of counters in the two bags is the same.

Step-by-step explanation:

The ones we don't want are those. We only want 410 of the 560 total, thus the cost is $097.

Contact nations A, B, and C. At the northernmost position for configurations, someone from A is seated. Since the only thing the problem mentions about how delegates can differ is by their country, I decided to represent people in my solution by their respective nations. Now, we can see that there are nCr(8, 2) * nCr(6, 3) = 560 possible arrangements (8 seats choose 2 for the rest of the A country, 6 seats choose 3 for B). It is clear that configurations with three delegates in a row are the ones we don't want. Take note that scenarios for A, B, and C to be together are still valid despite my  placing of A at the start.We now apply the inclusion-exclusion principle. Two cases for an A three in a row. First. A, Master A, A: $20 for B seats at nCr(6, 3). Additionally, there is $20 for each "slant" A set. =$60. *3=180. A and B both: Two cases once more! We identify four ways for B to get three in a row: A, Master A, A, and A. $12 is the same for slant. *3 = $36 (AB, BC, or CA). For all three: This time, we have two of the three aforementioned A circumstances, for a total of six. 180-36+6 Equals 150 in the end. The ones we don't want are those. We only want 410 of the 560 total, thus the cost is $097.

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AD is also an internal bisector of ΔABC, this statements prove that AB is congruent to AC.

What is the bisector of the triangle?

The bisector of a triangle is a segment that divides one of its interior angles into two equal parts and continues until it reaches the side opposite that angle. In other words, the bisector of a triangle is a line that divides each interior angle of the triangle into two equal angles.

We have given,

Segment AD is an altitude of ΔABC.

If CD ≅ BD

So, AD is the middle line of the triangle

AD is also an altitude of ΔABC.

So, AD is also an internal bisector of ΔABC

So, AB ≅ AC            ............{Thereom of unity of three lines}

Hence, AD is also an internal bisector of ΔABC, this statements prove that AB is congruent to AC.

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