Calculate the net profit margin for boots sold for $80 that have a cost of $30 cost of goods sold and 20% operating expenses

Answer:

$38

Step-by-step explanation:

He earned $62 in total, and earned $24 in the morning, so we can subtract we he earned in the morning to what he earned in total to figure out how much he made in the afternoon. 62 - 24 = 38

Answer:

C

Step-by-step explanation:

73.89 x .05 = 3.6945

but to round it will become 3.69

Answer:

C. $3.69

Step-by-step explanation:

I hope this helps!

Answer:

3.141592654...

Step-by-step explanation:

it just keeps going and going and never stops.

please give me brainliest

The logically equivalent statement to p → q is:

~q → ~p

The conditional statement:

p → q

Assuming p and q are propositions, the conditional statement may be expressed as:

"If p holds true, then q follows suit. "

'

Whenever p is true, q is true as well. This implies that if q is false, then p must also be false.

We can rephrase this statement cleverly using the negative propositions, which include the opposite or contradictory statements.

~p  and ~q

These mean:

Not p and Not q respectively.

Then the statement:

"If q is not true, then p is not true"

Is written as:

~q → ~p

So this is the logically equivalent statement.

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The Complete Question

Given a conditional statement p → q, which statement is logically equivalent?

~p → ~q

~q → ~p

q → p

p → ~q

the original price was really "x", which oddly enough is the 100%, but today the collar is on sale at 15% off, that means the sale price is 100% - 15% = 85% of the original price, and we happen to know that's $3.91, so

\(\begin{array}{ccll} Amount&\%\\ \cline{1-2} x & 100\\ 3.91& 85 \end{array} \implies \cfrac{x}{3.91}~~=~~\cfrac{100}{85} \\\\\\ \cfrac{x}{3.91} ~~=~~ \cfrac{20}{17}\implies 17x=78.2\implies x=\cfrac{78.2}{17}\implies x=4.6\)

Answer:

4x,5y

Step-by-step explanation:

you look at it

The angle PMR in the quadrilateral is 32 degrees.

The angle PMR can be found as follows;

The line AP is an angle bisector of angle RPM. Therefore, the following relationships are formed.

∠RPM ≅ ∠WPM

Hence,

∠RPM ≅ ∠WPM = 58 degrees

Therefore,

∠WPM = 58 degrees

∠PWM = 90 degrees

Let's find ∠PMR as follows

∠PMR = 180 - 90 - 58

∠PMR = 90 - 58

∠PMR  = 32 degrees

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A set of numbers that can represent the side lengths, in centimeters, of a right triangle is any set that satisfies the Pythagorean theorem, where the square of the hypotenuse's length is equal to the sum of the squares of the other two sides.

A right triangle is a type of triangle that contains a 90-degree angle. According to the Pythagorean theorem, in a right triangle, the square of the length of the hypotenuse (the side opposite the right angle) is equal to the sum of the squares of the lengths of the other two sides.

Let's consider a set of numbers that could represent the side lengths of a right triangle in centimeters.

One possible set could be 3 cm, 4 cm, and 5 cm.

To verify if this set forms a right triangle, we can apply the Pythagorean theorem.

Squaring the length of the shortest side, 3 cm, gives us 9. Squaring the length of the other side, 4 cm, gives us 16.

Adding these two values together gives us 25.

Finally, squaring the length of the hypotenuse, 5 cm, also gives us 25. Since both values are equal, this set of side lengths satisfies the Pythagorean theorem, and hence forms a right triangle.

It's worth mentioning that the set of side lengths forming a right triangle is not limited to just 3 cm, 4 cm, and 5 cm.

There are infinitely many such sets that can be generated by using different combinations of positive integers that satisfy the Pythagorean theorem.

These sets are known as Pythagorean triples.

Some other examples include 5 cm, 12 cm, and 13 cm, or 8 cm, 15 cm, and 17 cm.

In summary, a right triangle can have various sets of side lengths in centimeters, as long as they satisfy the Pythagorean theorem, where the square of the hypotenuse's length is equal to the sum of the squares of the other two sides.

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The value of the the integer is 1 or 5

An integer is a whole number that can be positive, negative, or zero. Examples of integers are: -5, 1, 5, 8, 97, and 3,043. Examples of numbers that are not integers are: -1.43, 1 3/4, 3.14, . 09, and 5,643.1

Let's represent the integer by x, therefore

six times an integer minus 5 equals the square of the integer can be put into equation as:

6x-5 = x²

x² - 6x +5 = 0

x²-5x - x + 5 = 0

(x²-5x)(-x+5) = 0

x(x-5) - 1 ( x -5) = 0

(x-1)(x-5) = 0

therefore x-1 = 0 or x-5 = 0

x = 1 or 5

therefore the value of the integer can either be 5 or 1

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Answer:

-1 is the answer , your welcome haha

There are no solutions to the system of inequalities Option (d)

Inequalities are a fundamental concept in mathematics and are commonly used in solving problems that involve ranges of values.

A system of two inequalities is a set of two inequalities that are considered together. In this case, the system of inequalities is

y > 3x + 1

y < 3x - 3

The inequality y > 3x + 1 represents a line on the coordinate plane with a slope of 3 and a y-intercept of 1. The inequality y < 3x - 3 represents another line on the coordinate plane with a slope of 3 and a y-intercept of -3. We can draw these lines on the coordinate plane and shade the regions that satisfy each inequality.

The first line has a positive slope and goes through (negative 2, negative 5) and (0, 1). Everything to the left of the line is shaded. The second line has a positive slope and goes through (0, negative 3) and (1, 0). Everything to the right of the line is shaded.

We can start by analyzing the inequality y > 3x + 1. This inequality represents the region above the line with a slope of 3 and a y-intercept of 1. Therefore, any point that is above this line satisfies this inequality.

Next, we analyze the inequality y < 3x - 3. This inequality represents the region below the line with a slope of 3 and a y-intercept of -3. Therefore, any point that is below this line satisfies this inequality.

To determine which values satisfy both inequalities, we need to find the region that satisfies both inequalities. This region is the intersection of the regions that satisfy each inequality.

When we analyze the regions that satisfy each inequality, we see that there is no region that satisfies both inequalities. Therefore, there are no values that satisfy the system of inequalities shown.

There are no solutions to the system of inequalities y > 3x + 1 and y < 3x - 3 by analyzing the regions that satisfy each inequality on a coordinate plane. The lack of a solution is determined by the fact that there is no region that satisfies both inequalities.

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Complete Question :

Which is true about the solution to the system of inequalities shown?

y > 3x + 1

y < 3x – 3

On a coordinate plane, 2 solid straight lines are shown. The first line has a positive slope and goes through (negative 2, negative 5) and (0, 1). Everything to the left of the line is shaded. The second line has a positive slope and goes through (0, negative 3) and (1, 0). Everything to the right of the line is shaded.

Options:

a)Only values that satisfy y > 3x + 1 are solutions.

b)Only values that satisfy y < 3x – 3 are solutions.

c)Values that satisfy either y > 3x + 1 or y < 3x – 3 are solutions.

d)There are no solutions.

Answer:

D

Step-by-step explanation:

Answer:

k = \(\frac{3}{4}\)

Step-by-step explanation:

given variation equation

y = kx

to find k substitute y = 3 and x = 4 into the equation and solve for k

3 = 4k ( isolate k by dividing both sides by 4 )

\(\frac{3}{4}\) = k

The value of the expression 18 + 4(28) will be 130.

When the relevant factors and natural laws of a mathematical model are given values, the outcome of the calculation it describes is the expression's outcome.

PEMDAS rule means for the Parenthesis, Exponent, Multiplication, Division, Addition, and Subtraction. This rule is used to solve the equation in a proper and correct manner.

The expression is given below.

⇒ 18 + 4(28)

Simplify the expression, then the value of the expression will be

⇒ 18 + 4 x (28)

⇒ 18 + 4 x 28

⇒ 18 + 112

⇒ 130

Thus, the value of the expression 18 + 4(28) will be 130.

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Using the distance formula, the length of segment PQ is:

C. √68 units

The distance formula is given as:

d = \(\sqrt{(x_2 - x_1)^2 + (y_2 - y_1)^2}\).

Segment PQ has the following endpoints:

P(-2, 3)

Q(6, 1)

To find the length of segment PQ using the distance formula, we can apply the formula, where:

\((x_1, y_1)\)are the coordinates of point P

\((x_2, y_2)\) are the coordinates of point Q.

Given:

P(-2, 3) = \((x_1, y_1)\)

Q(6, 1) = \((x_2, y_2)\)

Let's substitute the values into the formula:

PQ = √[(6 - (-2))² + (1 - 3)²]

PQ = √[(8)² + (-2)²)

PQ = √(64 + 4)

length of segment PQ = √68 units

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The answer is just 45

Answer:

65

Step-by-step explanation:

See image below:)

Answer:

standard deviation=2.94

Answer:

1 1/8

Step-by-step explanation:

The function is continuous in the domain x ≥ 3/4

Here we have a root function:

f(x) = ⁴√(4x - 3)

This is an even degree root function, so we have problems when the argument is negative.

Then the allowed values (where the function is defined, and thus, continuous) are:

4x - 3 ≥ 0

4x ≥ 3

x ≥ 3/4

There the function is continuous.

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Answer: The energy balance equation states that the amount of energy (calories) consumed must be equal to the amount of energy used or expended in order for body weight to remain stable. If the amount of energy consumed is greater than the amount of energy used, the excess energy will be stored as body fat, leading to weight gain. If the amount of energy used is greater than the amount of energy consumed, the body will use stored body fat for energy, leading to weight loss.

The energy balance equation can be expressed as: Energy Intake (calories consumed) = Energy Expenditure (calories burned through physical activity and metabolism).

Individuals have control over two parts of the energy balance equation: energy intake (what and how much they eat) and energy expenditure (physical activity level).

To tip the energy balance equation in favor of weight loss, individuals can either decrease their energy intake (eat fewer calories) or increase their energy expenditure (burn more calories through physical activity). To tip the energy balance equation in favor of weight gain, individuals can either increase their energy intake (eat more calories) or decrease their energy expenditure (burn fewer calories through physical activity).

Step-by-step explanation:

Answer:

3

Step-by-step explanation:

Answer:

m = 2

Step-by-step explanation:

Slope Formula: \(m=\frac{y_2-y_1}{x_2-x_1}\)

Simply plug our coordinates into the slope formula and solve for m:

m = (5 - 3)/(4 - 3)

m = 2/1

m = 2

Answer:

Step-by-step explanation:

Let the points be A and B

A( 3 , 3 ) -----> ( x1 , y1 )

B(4 , 5 ) ------>( x2 , y2 )

Now,

finding the slope,

Slope =\( \frac{y2 - y1}{x2 - x1} \)

\( = \frac{5 - 3}{4 - 3} \)

\( = \frac{2}{1} \)

\( = 2\)

Hope this helps...

Good luck on your assignment..

a. It represents the spread of the middle 50% of the data.

b. At least 50% of the students scored between 80 and 86.

c. Overall, we can say that the Math 6 class had a range of test scores, with some students performing very well and others performing less well.

How evenly distributed the middle 50% of the data is is determined by the interquartile range. In order to calculate it, the first quartile is subtracted from the third quartile.

A. The interquartile range (IQR) in a box-and-whisker plot is the distance between the first quartile (Q1) and the third quartile (Q3) of the data. It represents the spread of the middle 50% of the data.

B. To determine what percent of the students got 80% or higher, we need to find the upper fence, which is defined as 1.5 times the IQR above Q3. From the box-and-whisker plot, we can see that Q3 is approximately 86 and Q1 is approximately 71. Therefore, the IQR is 86 - 71 = 15. The upper fence is 1.5 * 15 + 86 = 108.5.

Looking at the plot, we can see that there are no data points above 100, so we can safely assume that no students scored above 100%. The highest score is 94, which is within the whiskers of the box-and-whisker plot. Therefore, we know that the percent of students who scored 80% or higher is between the percent of students who scored 80% or higher and the percent of students who scored 94% or higher.

From the plot, we can see that the median is approximately 80 and the third quartile (Q3) is approximately 86. This means that at least 50% of the students scored between 80 and 86. Additionally, we know that the maximum score is 94, so we can say that at least some students scored higher than 86. However, we don't know how many students scored between 86 and 94.

C. Based on the interquartile range, we can say that the middle 50% of the students scored between approximately 71 and 86. This suggests that there is a significant amount of variability in the test scores, as the range is quite wide. Additionally, we know that at least some students scored above 86, but we don't have enough information to determine how many or how high their scores were. Overall, we can say that the Math 6 class had a range of test scores, with some students performing very well and others performing less well.

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During halftime of a basketball game, a slingshot launches T-shirts at the crowd.

What is the maximum height?

Generally, To find the time it takes the T-shirt to reach its maximum height, we need to find the time when the height of the T-shirt stops increasing and starts decreasing. At this point, the velocity of the T-shirt will be 0, since it is not moving up or down.

The velocity of the T-shirt at any time t can be found by taking the derivative of the equation for height:

v(t) = dh/dt = -32t + 72

Setting the velocity to 0 and solving for t, we get:

0 = -32t + 72 32t = 72 t = 72/32 t = 9/4

So it takes the T-shirt 9/4 seconds, or approximately 2.25 seconds, to reach its maximum height.

To find the maximum height, we plug this value back into the equation for height:

h(t) = -16(9/4)^2 + 72(9/4) + 4 h(t) = -81 + 162 + 4 h(t) = 77

The maximum height of the T-shirt is 77 feet.

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Answer:

10.60305932

Step-by-step explanation:

Answer:

a) r(t) = (10, 5, -5) + (5, 5, 0)*t

b) (0, -5, -5)

Step-by-step explanation:

a) 2x + 4 -2y -5 = -3z -6

2x - 2y +3z +5 =0

(10, 5, -5)

(15, 10, -5)

(5, 5, 0)

r = (10, 5, -5) + (5, 5, 0)*t

b) The yz plane is given by the equation x = 0.

x = 0  in the vector equation of a straight line if and only if  t = -2, than r ( - 2) = (0, -5, -5) is the desired intersection point.

Answer:

A number that is irrational are numbers that cannot be expressed as a terminating or repeating decimals.

An example of an irrational number is pie because it is a infinite number

Answer:

since 'rational' numbers can be written as a ratio, such as a/b, then 'irrational' numbers cannot be written that way.

Step-by-step explanation:

since 'rational' numbers can be written as a ratio, such as a/b, then 'irrational' numbers cannot be written that way.

Square roots of non-perfect squares are irrational numbers because they are non-terminating, non-repeating decimals.