Answer:
[tex] \boxed{ \bold{ \huge{ \boxed{ \sf{ \: Rs \: 200}}}}}[/tex]
Step-by-step explanation:
Given,
Selling price ( SP ) = Rs 230
Profit % = 15 %
Cost price ( CP ) = ?
Finding the Cost price
[tex] \boxed{ \sf{cost \: price = \frac{selling \: price \times 100}{100 + profit \: \%}}} [/tex]
plug the values
⇒[tex] \sf{ \frac{230 \times 100}{100 + 15 \: }} [/tex]
Muliply the numbers : 230 and 100
⇒[tex] \sf{ \frac{23000}{100 + 15}} [/tex]
Add the numbers : 100 and 15
⇒[tex] \sf{ \frac{23000}{115} }[/tex]
Divide 23000 by 115
⇒[tex] \sf{200}[/tex]
Cost price ( CP ) = Rs 200
Hope I helped!
Best regards!!
(2.3 x 10^-4)(4.5 x 10^6)=
does anyone know the answer to this
Answer:
1035
Step-by-step explanation:
(2.3 × 10^4)(4.5 × 10^6)
First we do the exponents:
10^-4 = 0.0001
10^6 = 1,000,000(1 mil)
Now we plug them into the equation:
(2.3 × 0.0001)(4.5 × 1,000,000)
Now we multiply the numbers in the paranthesis:
(0.00023)(4,500,000) = 0.00023 × 4,500,000
Now we multiply both of them:
0.00023 × 4,500,000 = 1035
PLEASE SOLVE WILL GIVE BRAINLIST
Answer:
School to library = 875 feet
School to train station = 1000 feet
School to town hall = 1125 feet
Step-by-step explanation:
School to library: 3.5 cm
Since 2 cm is equal to 500 feet, then 1 cm is equal to 250 feet.
3.5 cm = 250 (3.5) = 875 feet.
School to train station: 4 cm
4cm = 4 (250) = 1000 feet.
School to town hall: 4.5 cm
4.5 cm = 4.5 (250) = 1125 feet.
Simplify the expression.
(the quantity x to the one-sixth power end quantity to the power of 3.)
Answer:
[tex]\sqrt{x}[/tex]
Step-by-step explanation:
If we have that worded expression, we can convert it into actual mathematical terms.
x to the one sixth power: [tex]x^{\frac{1}{6}}[/tex]
That to the power of 3:
[tex](x^{\frac{1}{6}})^3[/tex]
Using exponent rules, since we have a power to a power, the powers multiply, so:
[tex]x^{\frac{1}{6}\cdot 3}\\\\x^{\frac{3}{6}}\\\\ x^{\frac{1}{2}}[/tex]
If we have a number to a fraction power, the denominator becomes the “find the (denominator) root of x.
So:
[tex]x^{\frac{1}{2}} = \sqrt{x}[/tex]
Hope this helped!
Answer:
x 1/2 took the quiz
David’s family is driving from New York to Florida. They know the distance they will travel is about 1100 miles. If a map has a scale of 1 in. = 80 mi, about how far will the trip be on the map?
Answer:
Step-by-step explanation:
do the proportion ...
1 inch/ 80 miles =x inch/ 1100 miles
1100= 80x
x=1100/80=13.75
The trip would be about 13.75 inches on the map
hope this will help u
Answer:
Basically to sum it up the answer is C. 13 3/4 in.
Step-by-step explanation:
This is just for the people that don't understand- or have this answer.
Have a great day.
ANSWER FAST PLEAEE!:) I REALLY NEED HELP:)
Questions
1. How many theme is Noah considering?
2. How many locations is Noah considering?
3. How many days of the week is Noah considering
4. One possibility that Noah is considering is a party with a space theme at the skating rink on Sunday. Write two other possible parties Noah is considering
5. How many different possible outcome are in the sample space?
Answer:
1. 3 themes : space, safari, comics
2. 2 locations : skating rink, park
3. 3 days of the week : Friday, Saturday, Sunday
4. A safari theme at the skating rink on Saturday.
A comics theme at the park on Friday.
5. 6 different possible outcome are in the sample space.
I'm not sure if it's right but I hope it helps.
The following list details the numbers of tickets sold for a talent show grade 9:22; grade 10:32; grade 11: 41; and grade 12:30. What are the domain and range of this relation? A domain: (22, 32, 41, 30); range: {9, 10, 11, 12} B. domain: {9, 22, 10, 32); range: {11, 41, 12, 30} C. domain: {9, 10, 11, 12); range: (22, 32, 41, 30) D domain: {11, 41, 12, 30}; range: {9, 22, 10, 32)
Answer:
The correct option is;
C. Domain: {9, 10, 11, 12}; range {22, 32, 41, 30}
Step-by-step explanation:
The given parameters are;
The ticket sold at the talent show for different grades;
For grade 9, 22 tickets were sold
Grade 10, had 32 tickets sale
The number of tickets sold for grade 11 = 41 tickets
The number of tickets sold for grade 12 = 30 tickets
We note that the domain are the inputs and independent variables, x, of a function,f(x), while the range is the set of outputs, dependent, variables, of the function or the values of f(x)
Therefore, given that the domain are the independent variable, that is their values are not influenced by other variables, then the domain are the grades, which are 9, 10, 11, 12, while the range are the range are the number of tickets sold (22, 32, 41, 30) which are dependent on the grades
Please help me understand this
Answer:
[tex]x=11[/tex]
Step-by-step explanation:
So we have the equation:
[tex]\frac{-2-2x}{3} =-8[/tex]
First, multiply both sides by 3. This cancels out the denominator:
[tex]3(\frac{-2-2x}{3} )=3(-8)[/tex]
The left side cancels. Multiply the right:
[tex](-2-2x)=-24[/tex]
Add 2 to both sides. The 2s on the left cancel:
[tex](-2-2x)+2=(-24)+2\\-2x=-22[/tex]
Divide both sides by -2. The -2 on the left cancel.
[tex](-2x)/-2=(-22)/-2\\x=11[/tex]
Therefore, the answer is 11.
Answer:
x = 11
Step-by-step explanation:
Rearrange the equation by subtracting what is to the right of the equal sign from both sides of the equation:
*(-2-2*x)/(3)-(-8)=0
Simplify:
*-2 - 2x / 3
Pull out like factors:
*-2 - 2x = -2 • (x + 1)
Now It should look like this:
-2 • (x + 1) / 3 - (-8) = 0
Rewrite the whole as a equivalent fraction using 3 as the denominator:
*-8 = -8 / 1 = -8 • 3 / 3
Add the two equivalent fractions which now have a common denominator
-Combine the numerators together, put the sum or difference over the common denominator then reduce to lowest terms if possible:
*-2 • (x+1) - (-8 • 3) / 3 = 22 - 2x / 3
Pull out like factors:
*22 - 2x = -2 • (x - 11)
Now you should have this:
*-2 • (x - 11) / 3 = 0
Where a fraction equals zero, its numerator, the part which is above the fraction line, must equal zero.
-Now, to get rid of the denominator, multiply both sides of the equation by the denominator.
*-2•(x-11) / 3 • 3 = 0 • 3
-Now, on the left hand side, the 3 cancels out the denominator, while, on the right hand side, zero times anything is still zero.
Now you should have this:
*-2 • (x-11) = 0
Now Solve:
x-11 = 0
-Add 11 to both sides of the equation:
x = 11
How To Multiply Decimals And Fractions
Answer:
[tex]\large \boxed{\mathrm{view \ explanation}}[/tex]
Step-by-step explanation:
Convert the decimal into a fraction, then multiply both fractions.
For example:
0.5 × 1/4
0.5 is also 5/10 or 1/2.
1/2 × 1/4
Multiply both fractions.
(1 × 1)/(2 × 4)
= 1/8
Simplify (x + 4)(x2 − 6x + 3). (5 points) a x3 − 14x2 + 3x + 12 b x3 − 6x2 − 17x + 12 c x3 − 10x2 − 27x + 12 d x3 − 2x2 − 21x + 12
Answer:
the answer is x −[tex]5x+6(x5)24+|−2|[/tex] ohhh i didnt see the abcd
Step-by-step explanation:
Answer:
The answer is option DStep-by-step explanation:
( x + 4)( x² - 6x + 3)
Using the distributive property expand the expression
That's
x³ - 6x² + 3x + 4x² - 24x + 12
Group like terms
That's
x³ - 6x² + 4x² + 3x - 24x + 12
Simplify
We have the final answer as
x³ - 2x² - 21x + 12Hope this helps you
Which of the following is an equivalent expression of 76543−4? Question 1 options: 176543−4 765434 1765434 765436
Answer:
1/76543⁴
Step-by-step explanation:
76543¯⁴
The above expression can be simplified as follow:
76543¯⁴
Recall:
a¯ⁿ = 1/aⁿ
Therefore,
76543¯⁴ = 1/ 76543⁴
Thus, 76543¯⁴ is equivalent to 1/76543⁴.
Answer:
Answer:
1/76543⁴
Step-by-step explanation:
76543¯⁴
The above expression can be simplified as follow:
76543¯⁴
Recall:
a¯ⁿ = 1/aⁿ
Therefore,
76543¯⁴ = 1/ 76543⁴
Thus, 76543¯⁴ is equivalent to 1/76543⁴.
Step-by-step explanation:
PLEASE HELP!!! Find the measure of AB¯¯¯¯¯¯¯¯. A. 11 B. 13 C. 12 D. 14
Answer:
A. 11
Step-by-step explanation:
BC×AC = DC × LC
7(2x +3 +7 ) = 9 ( x+ 1 +9)
7 ( 2x +10) = 9( x + 10 )
14x - 9x = 90 - 70
5x = 20
x = 4
then,
AB = 2x + 3
= 2× 4 + 3
= 11
The difference of a number and 10 is equal to eleven times the number
Answer:
let the number be x
x-10=11*x
x-10=11x
-10=11x-x
-10=10x
x= -10/10
x= -1
What are the roots of the graph below?
Answer:
(1, 0) and (-2, 0)
-2, 1, 2
Hope this helps anyone who needs it! :)
I need help on this right quick please someone help
Answer:
the answer seems to be A
Simplify the expression: 3(x-5)+ 2x-3
Answer:
5x - 18
Step-by-step explanation:
3(x-5)+ 2x-3
Distribute
3x -15 +2x -3
Combine like terms
5x -18
Answer:
5x - 18
Step-by-step explanation:
3(x-5) + 2x - 3
=(3*x + 3*-5) + 2x - 3
= 3x - 15 + 2x - 3
= 5x - 18
if the distance between the points (2, -2) and (1, x) is 5 one of the values of x is
Answer:
2.899
Step-by-step explanation:
The formula for calculating the distance between two points P(x1, y1) and (x2, y2) is expressed as:
D = √(x2-x1)²+(y2-y1)²
Given the points (2,-2) and (1,x) and the distance between the point as 5, we are to get x. To get x we will substitute the points and the distance given into the formula.
Given x1 = 2, y1 = -2, x2 = 1, y2 = x and D = 5
On substitution:
5 = √(1-2)²+(x-(-2))²
5 = √1²+(x+2)²
5 = √1+(x+2)²
Square both sides of the equation
5² = (√1+(x+2)²)²
25 = 1+(x+2)²
(x+2)² = 25-1
(x+2)² = 24
Square both sides
√(x+2)² = √24
x+2 = √24
x = √24- 2
x = 4.899-2
x = 2.899
Hence the other value is 2.899
Which measurement is greater:640 ft or 0.5 mi
Answer:
0.5 mi (2640 feet)
Step-by-step explanation:
Answer:
0.5 mi
Step-by-step explanation:
1 mile = 5280 feet
1 foot = 0.000189394 miles
0.5 miles = 2640 feet
640 feet = 0.121212
therefore, 0.5 mi is greater
Find the area of this parallelogram.
8.7 cm
10.1 cm
16.9 cm
Answer:
[tex]A=147.03\text{ cm}^2[/tex]
Step-by-step explanation:
Recall that area for a parallelogram is given by the formula:
[tex]A=bh[/tex]
Where b is the base length and h is the vertical height.
The base length is 16.9 while the vertical height is 8.7. Thus:
[tex]A=(16.9)(8.7)[/tex]
Multiply using a calculator:
[tex]A=147.03\text{ cm}^2[/tex]
In conclusion, the area of the parallelogram is 147.03 square centimeters.
Answer:
147.03 sq.cm.
Step-by-step explanation:
Equation for finding the area of a parallelogram:
b·h=area
Equation for this parallelogram(you don't need the 10.1):
16.9·8.7=147.03
-2n(5+n-8-3n) n =3 algebra
Answer:
54Step-by-step explanation:
[tex] - 2n(5 + n - 8 - 3n) \\ n = 3 \\ - 2(3)(5 + 3 - 8 - 3(3)) \\ - 6(5 + 3 - 8 - 9)[/tex]
[tex] - 6(8 - 8 - 9) \\ - 6( - 9) \\ = 54[/tex]
What is the perimeter of this rectangle? *
5 cm
8 cm
ar swer
Answer:
Perimeter of rectangle = 2(l+b)
= 2(8+5)cm
= 2*13 cm
= 26cm
simplify (5+1)^2-(11+3^2) divides by 4
Answer:
4
Step-by-step explanation:
(5+1)^2−(11+3^2) / 4 = 4
Answer: 31
Step-by-step explanation:
Factor completely 2x2 + 9x + 4. (1 point) (2x + 2)(x + 4) (2x + 2)(x + 2) (2x + 4)(x + 1) (2x + 1)(x + 4)
Answer:
(2x + 1)(x + 4)
Step-by-step explanation:
2x² + 9x + 4 cannot be factored normally - we must use the grouping technique (a > 1).
First, check for a GCF. Because there is not a GCF within this (factors of 9 are 1 and 3 - taking a 1 out is pointless), we will instead break the equation into two factors.
2x² will be apart of the first factor. You want to break the 9x into factors that will evenly break down with the 2x^2, so 3x will not work.
Your grouping factors should then be (2x^2 + 8x)(x + 4).
Then, take out the GCFs of the factors.
2x can come out of (2x^2 + 8x), so your new factor is 2x(x + 4). Your second factor set has no GCF, so you take out a 1 and get 1(x+4). In order to verify you did this correctly, the terms having the GCF distributed cannot be different in anyway.
Your factors are now (2x + 1)(x + 4) take the two GCFs and make them a factor set, then the second factor is the common factor.
Answer:
Answer is the fourth option
Step-by-step explanation:
Which of the following functions is graphed below
Answer:
b
Step-by-step explanation:
bet
Andrew loves skiing-- he just hates the ski lift. To make matters worse, the ski lift has been acting up today. Andrew is using the GPS on his phone to track the ski lift's progress as it travels up the mountain. It moves at a steady rate of 400 feet per minute until it stops suddenly. Andrew calls his friends to tell them he is stuck. They talk on the phone for 10 minutes until finally the ski lift begins moving again. What is the independent quantity? What is the dependent quantity?
Answer:
1.) Time in minutes
2.) Distance in feet.
Step-by-step explanation:
What is the independent quantity?
Independent quantity are the domain. In this question since the rate is 400 feet per minute, this can be refer to slope.
The independent quantity is therefore the time in minutes.
What is the dependent quantity?
Dependent quantity depends on independent quantity. Since time is the independent quantity, distance in feet will be the dependent quantity.
Irene is gathering information about students at a local college. Here is some of the data she collected.
Answer:
Step-by-step explanation:
The individuals in the given data set are college students while the data set contains 3 variables, three (3) of which are categorical in nature.
What is a categorical data?A categorical data can be defined as a type of statistical data that is used to group information that are having the same attributes or characteristics. Some examples of a categorical data include the following:
AgeGenderRaceReligion ClassIn this scenario, the individuals in the given data set are college students while the data set contains 3 variables, three (3) of which are categorical in nature i.e junior, senior and sophomore.
Read more on categorical data here: https://brainly.com/question/20038845
#SPJ2
What was the political impact of the Justinian Code?
It reformed old, existing Greek laws.
It made women and enslaved people citizens.
It made Justinian I the emperor of Rome.
It influenced the laws of other countries.
Answer:
The correct option is;
It influenced the laws of other countries
Step-by-step explanation:
The Justinian Code was the rationalization of previous existing Roman laws so as to remove contradiction and eliminate conflicting statutes including the repeal of laws not included in the code.
For close to a millennia, the Justinian Code served as the bedrock of the Byzantine Judiciary and of civil law, fostering law and order for the people of Byzantines and civil law spread to Europe and Latin America.
The Justinian Code influenced the laws of other countries.
The Justinian Code consisted of a collection of older imperial regulations and especially rescripts, which mainly applied during the early 2nd century.It was directly and continuously valid until 1946 in various states and countries that previously belonged to the Eastern Roman Empire. Not only in the East, but also in the West, the creation of Justinian has been attributed authority for centuries by legal scholars, even in areas that had previously fallen outside the Roman sphere of influence. During the Middle Ages, and in many areas afterwards, this law was regarded by legal scholars as an important source of law.Learn more in https://brainly.com/question/1892861
look at picture and solve
Answer:
Option C: x = 300
Step-by-step explanation:
Step 1. Expand the brackets.
When factorising (putting into brackets) and expanding (taking out of brackets), it is always important to remember that the number on the outside multiplies everything on the inside. It is also important to remember the signs of the outside and inside numbers (i.e. if the numbers are positive or negative).
[tex]\frac{1}{3}[/tex](x - 15)
= ([tex]\frac{1}{3}[/tex] × x) - ([tex]\frac{1}{3}[/tex] × 15)
= (x ÷ 3) - (15 ÷ 3)
= [tex]\frac{x}{3}[/tex] - 5
Step 2. Solve the equation.
[tex]\frac{x}{3}[/tex] - 5 = 95
What we want to do is to get x on its own on one side, so that we can figure out the value of x.
[tex]\frac{x}{3}[/tex] - 5 = 95
+ 5 to both sides (do the opposite of what is there, [tex]\frac{x}{3}[/tex] is subtracting 5 right now, but we want to cancel that subtraction out, so we do the opposite of subtraction, i.e. addition)
[tex]\frac{x}{3}[/tex] = 95 + 5
[tex]\frac{x}{3}[/tex] = 100
× 3 to both sides (do the opposite of what is there: x is divided by 3 right now, but we want to cancel that division out, so we do the opposite of division, i.e. multiplication)
[tex]\frac{x}{3}[/tex] x 3 = 100 x 3
x = 100 x 3
x = 300
Step 3. We look for out answer within the options given.
As we can see, the option of [x = 300] is option C, so the answer we would give would be "C".
Simplify this expression 7/3+3(2/3-1/3)^2
Answer:
8/3
Step-by-step explanation:
Hope its correct:)
Grace weaves a rug that is 1/3 yard wide and 2 yards long. She wants to
weave a rug that uses the same design but is 1 yard wide. How long will
the rug be?
What did you do first to find the length? Why did you choose that method?
Answer:
6 yards long
Step-by-step explanation:
1/3 yards wide = 2 yards long
Let x = length of the other rug
1 yard wide = x yards long
1/3 : 2 = 1 : x
1/3 ÷ 2 = 1 ÷ x
1/3 × 1/2 = 1 / x
1/6 = 1/ x
Cross product
1*x = 6*1
x= 6 yards
Therefore, the length of the new rug with 1 yard wide is 6 yards long
The first thing to do is to find the ratio of wide to long of the two rugs by representing the long of the second rug with x
It is the simplest method to solve the question
What is the length of the diagonal of a square of side 8cm, after getting your answer, put it in one decimal place. 13.1cm 12cm 11.4cm 11.3cm
Answer:
11.3 cm
Step-by-step explanation:
The diagonal d divides the square into 2 right triangles with legs 8 and hypotenuse the diagonal d.
Using Pythagoras' identity in one of the right triangles, then
d² = 8² + 8² = 64 + 64 = 128 ( take square root of both sides )
d = [tex]\sqrt{128}[/tex] ≈ 11.3 cm
Answer:
[tex]\huge\boxed{c = 11.3 cm}[/tex]
Step-by-step explanation:
Using Pythagorean Theorem:
[tex]c^2 = a^2 + b^2[/tex]
Where c is the length of diagonal and a and b are the sides of the square
[Remember that all sides of the square are equal]
=> [tex]c^2 = 8^2 + 8^2[/tex]
=> [tex]c^2 = 64+64\\[/tex]
=> [tex]c^2 = 128[/tex]
Taking sqrt on both sides
=> c = 11.3 cm