An annual salary of K31 600 had an increase of 8%. What is the new salary amount? Working out:​

Answer:

  2√6 +2 and 2√6 -2

Step-by-step explanation:

You want two numbers such that one is 4 more than the other and the sum of their squares is 56.

Let x represent the smaller number. The the sum of the squares of the two numbers is ...

  x² +(x +4)² = 56

Simplifying the equation, we have ...

  2x² +8x +16 = 56

  x² +4x = 20 . . . . . . . . . subtract 16, divide by 2

  x² +4x +4 = 24 . . . . . . add 4 to complete the square

  (x +2)² = 2²·6 . . . . . . . write in terms of squares

  x = 2√6 -2 . . . . . . . . positive square root, subtract 6

The two numbers are 2√6 -2 and 2√6 +2.

__

Additional comment

Their approximate decimal values are 6.8990 and 2.8990. As you expect, the sum of the squares of the rounded values differs slightly from 56.

The relationship between the functions f(x) and g(x) is not by translation

From the question, we have the following parameters that can be used in our computation:

When the ordered pairs and the graph g(x) are plotted on a graph, we can see that the function f(x) is not and cannot be translated in any way to get the function g(x)

This means that the relationship between the functions is not by translation

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81

72 + (12% of 72) = 80.64 and since you can't sell .64 computers, she needs to sell 81.

Answer: ∠DEA

Step-by-step explanation:

Starting Angle: ∠FBG

Adjacent (SAME) Angle: ∠DEA

Answer:

1/4 = 0.25

Step-by-step explanation:

Scale Factor from Figure A  to Figure B = Figure B dimensions ÷ Figure A dimensions

Take any one side of Figure B and compare it with the corresponding side of Figure A and the ratio will give the scale factor. Since the figures are similar, the ratios of the other corresponding sides will be the same

Take horizontal top side of A which has a length of 4

The corresponding side of B has a length of 1

Therefore scale factor = 1/4 = 0.25

The other ratios are the same:
1.1/4.4 = 1.5/6 = 1/4 = 0.25

Answer:

79

Step-by-step explanation:

Let's start by writing out what we know:

A = 647 in base-n

A = 513 in base-(n+2)

To find A in base-10, we need to use the place value system and the definition of each base. Let's first convert A to base-10 using the given information.

In base-n, A is equal to:

A = 6n^2 + 4n + 7

In base-(n+2), A is equal to:

A = 5(n+2)^2 + 1(n+2) + 3

A = 5(n^2 + 4n + 4) + (n + 2) + 3

A = 5n^2 + 21n + 20

Now we have two expressions for A, so we can set them equal to each other and solve for n:

6n^2 + 4n + 7 = 5n^2 + 21n + 20

Simplifying and rearranging, we get:

n^2 + 8n + 13 = 0

Using the quadratic formula, we can solve for n:

n = (-8 ± sqrt(8^2 - 4(1)(13))) / (2(1))

n = (-8 ± 2) / 2

n = -3 or n = -5

Since n is a positive integer, we can disregard the negative solution and conclude that n = 3.

Now that we know n, we can substitute it back into the expression for A in base-n and solve for A in base-10:

A = 6n^2 + 4n + 7

A = 6(3^2) + 4(3) + 7

A = 79

Therefore, the number A written in base-10 is 79.

Hope this helps!

The height of the actual pyramid is 98 feet.

How to determine the height of the actual pyramid?

To determine the height of the actual pyramid, we need to use both scales and convert the measurements.

First, let's convert the height of the drawing to the height of the replica,

1 inch : 2 feet (scale for drawing to replica)

[tex]3 \frac{1}{2} \: inches[/tex] = 7 feet (height of the replica)

Next, let's convert the height of the replica to the height of the actual pyramid:

1 foot : 14 feet (scale for replica to actual)

7 feet = 7 x 14 = 98 feet (height of the actual pyramid)

Therefore, the height of the actual pyramid is 98 feet, so the answer is A) 98 feet.

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Using the function y = √ (x-4) has the following:

Domain: x≥−4, Range: y≥0.

Correct answer is A.

A function is a relationship between each element of a non-empty set A and at least one element of another non-empty set B. A relation f between a set A (the function's domain) and a set B is how a function is defined in mathematics (its co-domain). Anytime an A and b B exist, f = (a,b)|

The domain of the function y=√ (x-4) is restricted by the square root of a non-negative number, which means that x-4 must be greater than or equal to zero. Thus, we have:

x-4 ≥ 0

x ≥ 4

Therefore, the domain of the function is x≥4.

The range of the function is determined by the output values of the function. Since the square root of any non-negative number is always non-negative, the output values of the function y=√x-4 will always be non-negative. Thus, the range of the function is y≥0.

Therefore, the correct answer is A. Domain: x≥−4, Range: y≥0.

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Answer:

The correct answer is 16

Step-by-step explanation:

Answer:

C. 100

Step-by-step explanation:

Assuming that the proportion of tagged hogs in the population is the same as the proportion of tagged hogs in the sample that was later observed, we can set up a proportion to estimate the total population of wild hogs:

tagged hogs in population / total population = tagged hogs in sample / size of sample

We know that 20 wild hogs were tagged and released, and that 8 out of 40 hogs observed were tagged. So we can plug these numbers into the proportion and solve for the total population:

20 / total population = 8 / 40

Simplifying this equation, we get:

total population = (20 * 40) / 8 = 100

Therefore, the wildlife group can estimate that the total population of wild hogs in the area is 100. Answer choice C is correct.

Hope this helps!

The above is an analysis of data related to income and expenditure. See the working below as well as the attached information.

R Calculation

Note that:

X: X Values

Y: Y Values

Mx: Mean of X Values

My: Mean of Y Values

X - Mx & Y - My: Deviation scores

(X - Mx)2 & (Y - My)2: Deviation Squared

(X - Mx)(Y - My): Product of Deviation Scores

X Values

∑ = 273195

Mean = 6829.875

∑(X - Mx)2 = SSx = 119242794.375

Y Values

∑ = 33625

Mean = 840.625

∑(Y - My)2 = SSy = 2396869.375

X and Y Combined

N = 40

∑(X - Mx)(Y - My) = 15978328.125

R Calculation

r = ∑((X - My)(Y - Mx)) / √((SSx)(SSy))

r = 15978328.125 / √((119242794.375)(2396869.375)) = 0.9451

Thus, the value of R is 0.9451.

4. This is a strong positive correlation, which means that high X variable scores go with high Y variable scores (and vice versa).

5) The value of R², the coefficient of determination, is 0.8932.

To drive this, just square the coefficient of determination. That is

R² = 0.9451² = 0.8932

5. To compute the standard errors of the estimate:

SE = √(SSE / (n-2))

where SSE is the sum of squared errors and n is the sample size.

From the regression output, we have SSE = 0.9326 and n = 40.

SE = √ (0.9326 / (40-2)) = 0.1570

Therefore, the standard error of estimate is 0.1570.

6) Yes, because the coefficient of determination is high (0.8932), indicating that 89.32 % of the variability i  n the amount spent can be explained by the linear relationship with monthly  income.

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Full Question:

Although part of your question is missing, you might be referring to this full question: See attached.

Answer:

I would say C. Because it shows ABC, and all the others are either upside down or lopsided. I hope it was correct for you

The perimeter of the rectangular table is 52m.

What are the rectangle's area and perimeter?

When calculating a rectangle's area, we multiply the length by the width of the rectangle. In essence, the area of a rectangle is equal to the sum of its length and breadth. The perimeter of a shape is the space surrounding it. Space inside a shape is measured by area.

Area of rectangular table = length * breadth

Here, length of the table = 3x+2

width of the table = 9

Area of rectangular table = 153m

(3x+2) * 9 = 153

3x + 2 = 153/9

3x = 17 -2

x = 15/3

x = 5

Now, the length of the table = 3x+2

= 3*5 + 2

= 15+2

= 17m

Perimeter of the rectangle = 2(length+width)

= 2(17+9)

= 2(26)

= 52m

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Answer:

(8m + 7)^2 = 64m^2 + 112m + 49

(8m)^2 = 64m^2

2(8m)(7) = 112m

7^2 = 49

The standard deviation for non-employed students is given as 0.524,

the margin of error is 0.083 and the 90% confidence interval for the mean GPAs of non-employed students is (3.147, 3.313).

Variables needed to solve the problem Sample size (n)

Sample mean, Sample standard deviation (s), Confidence level (CL)

Margin of error (E)

b. The standard deviation for non-employed students is given as 0.524.

c. Point estimate:

The point estimate for the mean GPA of non-employed students is the sample mean, which is given as 3.23.

Margin of error:

We can use the formula for the margin of error:

E = z(s/√n)

For a 90% confidence level, the critical value is 1.645.

E = 1.645(0.524/√114) = 0.083

Therefore, the margin of error is approximately 0.083.

d. Confidence interval:

The confidence interval is given by the formula:

(3.23 - 0.083, 3.23 + 0.083)

= (3.147, 3.313)

Therefore, the 90% confidence interval for the mean GPAs of non-employed students is (3.147, 3.313).

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The result of the matrix operation is

1   2   3   6

0  -1   -2  -8

0 2   1     5

From the question, we have the following parameters that can be used in our computation:

Matrix A  

Such that the matrix is

1   2   3   6

1   1    1    -2

0 2   1     5

The matrix operation is -R1 + R2 = R2

So, we have

1   2   3   6

0  -1   -2  -8

0 2   1     5

Hence, the result is the matrix above

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(A) The gross profit is $20,150.

(B) The net income is $16,550

(A) To calculate the gross profit, we need to subtract the cost of goods sold from the total revenue generated by selling the printers.

Total revenue = 26 x $1,750 = $45,500

Cost of goods sold = 26 x $975 = $25,350

Gross profit = Total revenue - Cost of goods sold

Gross profit = $45,500 - $25,350

Gross profit = $20,150

Therefore, the gross profit is $20,150.

(B) To calculate the net income, we need to subtract all the operating expenses from the gross profit.

Gross profit = $20,150

Salary = $3,000

Advertising = $50

Office lease = $550

Total operating expenses = $3,600

Net income = Gross profit - Total operating expenses

Net income = $20,150 - $3,600

Net income = $16,550

Therefore, the net income is $16,550.

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Ahem, here goes, my attempt at a minute-long rap in praise of the parallelogram:

Yo, listen up, the parallelogram is where it's at,

A shape so brilliant, the angles are sat.

Parallel sides that never converge,

Internal angles that never diverge.

Each side an equal length,

A geometry prodigy's dream length.

The diagonals intersect, another line through the middle they meet,

Creating symmetry so neat.

A rectangle it could be,

But it's oblong, not square, can't you see?

With depth and width in perfect balance we see,

A two-dimensional form of complexity.

While the square is simple, the parallelogram is hip,

A mathematical masterpiece, skip, skip, skip!

four right angles keep the shape so tight,

Parallel lines dominate left and right.

Rotated or reflected without a care,

Its structural integrity beyond compare.

triangles form at each corner you'll note,

Acute or obtuse, depends on the protractor's groove.

A versatile shape with reason and purpose galore,

The parallelogram, simply, carries the floor.

From geometry to art, its angles they intrigue,

As a basis for patterns, its potential we can truly plug.

A forgotten form that deserves more acclaim,

Put the parallelogram on geometry's game!

This shape so underrated, rarely appreciated it seems,

But with logic and virtue, strong foundations it gleams.

The parallelogram, the parallelogram, Hooray!

This is why the parallelogram is the best shape, I say!

The square of the hypotenuse is equal to the sum of the squares of the other two sides of a triangle.

Given:

Let us consider one length i.e. 16 to be Perpendicular and other length i.e. 19 to be Width.

According to the Pythagoras theorem:

[tex]\text{Hypotenuse}^2=\text{Perpendicular}^2+\text{Base}^2[/tex]

Let us consider the value of Hypotenuse to be x.

[tex]x^2=19^2+16^2[/tex]

[tex]x^2=361+256[/tex]

[tex]x^2=617[/tex]

[tex]x=\sqrt{617}[/tex]

[tex]x=24.84[/tex]

Thus, from the value of x we can infer that the given lengths are not forming Pythagorean triple.

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Vector operations are a powerful tool for solving mathematical and real-world problems that involve direction and magnitude.

Here are some general steps for using vector operations to solve problems:

Define the problem: Start by clearly defining the problem and the variables involved. Identify the quantities that need to be represented by vectors, such as position, velocity, force, or acceleration.

Represent the vectors: Represent the vectors using appropriate notation. For example, a vector in two-dimensional space can be represented as (x, y), where x and y are its components along the x- and y-axes, respectively. A vector in three-dimensional space can be represented as (x, y, z).

Perform vector operations: Use vector operations such as addition, subtraction, scalar multiplication, dot product, cross product, and projection to manipulate the vectors and solve the problem. For example, to add two vectors, you simply add their components separately. To find the dot product of two vectors, you multiply their corresponding components and then add the products.

Interpret the results: Once you have obtained a solution, interpret the results in the context of the problem. Make sure your answer makes sense and is physically plausible.

Here are some examples of how vector operations can be used to solve real-world problems:

Finding the resultant force acting on an object: If multiple forces are acting on an object, you can use vector addition to find the resultant force, which is the net force that determines the object's motion. The direction and magnitude of the resultant force can be found using trigonometry.

Calculating the trajectory of a projectile: When a projectile is launched into the air, its motion can be described using vectors. By using the principles of projectile motion and vector operations, you can calculate the trajectory of the projectile, its maximum height, its range, and its time of flight.

Analyzing fluid flow: Fluid flow can be analyzed using vectors, particularly velocity vectors. By visualizing the flow using vector fields, you can determine the direction and magnitude of the flow at different points, and identify features such as vortices, eddies, and turbulence.

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Hence, the critical value for the 81% confidence interval is 1.311 occurs while comparing equations (1) and (2).

The cut-off scores used during confidence intervals, hypothesis testing, and other statistical techniques are known as the crucial values. They are used to establish the boundaries of confidence intervals in the case of confidence intervals.

Level of confidence c = 0.81

The degree of assurance c =  81%.

Now, the overall confidence level is shown as (1−α) , where α is the significance level.

= 1.0 - 0.81

= 0.19

Thus, the 81% confidence level suggests a significance level of 0.19.

Critical value Z(α/2) is:

P(Z >   Z(α/2)) =  (α/2)

                       = 0.19/2

P(Z >   Z(α/2)) = 0.095  ...eq 1

Using the z-table online, check the p-value for the z 0.095.

P(Z > 1.311) = 0.095  ...eq 2

Hence, the critical value for the 81% confidence interval is 1.311 occurs while comparing equations (1) and (2).

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As per the hypothesis, t (1.7518) is less than the critical value (1.7823), we fail to reject the null hypothesis.

For this scenario, our null and alternative hypotheses can be stated as follows:

H0: u₁ - u₂ = 0 (There is no significant difference between the mean earnings of PGA and LPGA golfers)

H1: u₁ - u₂ > 0 (There is a significant difference between the mean earnings of PGA and LPGA golfers)

Assuming a level of significance (alpha) of 0.05, the degrees of freedom can be calculated as follows:

df = (s₁²/n₁ + s₂²/n₂)² / [(s₁²/n₁)²/(n₁-1) + (s₂²/n₂)²/(n₂-1)]

where s₁ and s₂ are the sample standard deviations, n₁ and n₂ are the sample sizes.

For the PGA sample, we have n₁ = 8, s₁ = 3139.71

For the LPGA sample, we have n₂ = 8, s₂ = 1232.59

Using the above formula, we get df = 12.61

Using a t-distribution table with 12 degrees of freedom and a one-tailed test, we find the critical value to be 1.7823.

Next, we need to calculate the test statistic t, which can be calculated as follows:

t = (x₁ - x₂) / √[s₁²/n₁ + s₂²/n₂]

where x₁ and x₂ are the sample means.

For the PGA sample, we have x₁ = 4358.22

For the LPGA sample, we have x₂ = 1128.50

Using the above formula, we get t = 1.7518.

Now, we can compare the test statistic t to the critical value 1.7823. Since In other words, we do not have enough evidence to support the claim that there is a significant difference between the mean earnings of PGA and LPGA golfers.

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Answer:

Whenever the base of an exponential function is less than 1 (5/7 < 1), the graph exhibits exponential decay and when the base is greater than 1, the graph exhibits exponential decay (7 > 1).

Final answer:  a base of 7 will cause the graph to increase as you go from left to right in both the x coordinates and the y coordinates.  

I provided a picture of a graph that shows both bases just in case you want to alter my answer slightly, but aren't sure how the graph would look

The requried, Al initially had 750 pennies.

Let's start by finding out how many pennies Bev got from Al. According to the problem, Al gave 2/5 of his pennies to Bev. So, if we let x be the number of pennies Al initially had, then Bev received 2/5 of x or (2/5)x pennies.

We know that Bev gave 2/5 of what she got from Al to Carl. So, Carl received 2/5 of (2/5)x or (4/25)x pennies.

Carl gave 2/5 of what he got from Bev to Danny. So, Danny received 2/5 of (4/25)x or (8/125)x pennies.

And we are told that Danny received 48 pennies. So, we can write:

(8/125)x = 48

Multiplying both sides by (125/8), we get:

x = 750

Therefore, Al initially had 750 pennies.

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Answer:

D. y = (x - 3)(x - 6)

Step-by-step explanation:

The graph shows a parabola and the parabola intersects the x-axis at (-6, 0) and at (-3, 0).  When a function intersects the x-axis, the y value must automatically equal 0, since there is only horizontal movement on the x-axis.

(x-3)(x-6) is a binomial expression that will make a quadratic equation when expanded.  We refer to the coordinate where a parabola intersects the x-axis as roots, which are numbers that make the quadratic equation equal 0.

We know from the zero-product property, that when the product of two numbers is 0, at least on the numbers must be 0 (e.g., 4 * 0 = 0 or even 0 * 0 = 0).  Thus, we can solve any quadratic equation in the the x-intercept form (i.e., the form tha (x-3)(x-6) is currently in) by setting both expressions equal to 0 and solving for x.  This wil give an x-coordinate both times, but since you set the equations equal to 0, you know that your y-coordinate each time is 0:

Solution for x - 3 = 0:

x - 3 = 0

x = 3

Solving for x - 6 = 0

x - 6 = 0

x = 6

You can check by plugging in 3 for x and 6 for x and see if you get 0:

3 for x:

(3 - 3)(3 - 6) = 0

0 * -3 = 0

0 = 0

6 for x:

(6 - 3)(6 - 6) = 0

3 * 0 = 0

0 = 0

The length of the chord whose central angle is 80° in a circle with a radius of 4 centimeters is 5.14 cm using the law of cosines.

Given that,

Central angle of a chord = 80°

Radius of the circle = 4 centimeters

There will be a triangle formed by the chord and the two radius.

Let a be the length of the chord.

Using the law of cosines,

a² = 4² + 4² - (2 × 4 × 4) cos (80°)

a² = 16 + 16 - 32 cos (80°)

a² = 32 - 32 cos (80°)

a² = 26.4433

a = 5.14

Hence the length of the chord is 5.14 cm.

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The truth tables for the logic expression is

p   q   p v q

F   F      F

F   T     T

T   F     T

T  T     T

From the question, we have the following parameters that can be used in our computation:

p v r

The expression is pronounced p or r

The rule of the truth table is

Using the above as a guide, we have the following truth tables

p   q   p v q

F   F      F

F   T     T

T   F     T

T  T     T

The above represents the truth tables for the logic expression

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Answer:

584

Step-by-step explanation:

To find the herd population after 6 years, we need to evaluate P(6) using the given function:

P(6) = 205(1.13)^6

Using a calculator, we get:

P(6) ≈ 584

Rounding this to the nearest whole number, we get:

The herd population after 6 years ≈ 584.

Let's denote the width of the printed material on the poster as "x" cm and the height as "y" cm.

According to the given information, the top and bottom margins are each 6 cm, and the side margins are each 8 cm. This means that the actual width of the entire poster, including the margins, is "x + 2(8)" cm, and the actual height, including the margins, is "y + 2(6)" cm.

Given that the area of the printed material on the poster is fixed at 380 square centimeters, we can set up the following equation:

Actual Area of Poster = Area of Printed Material on Poster

(x + 2(8))(y + 2(6)) = 380

(x + 16)(y + 12) = 380

To find the dimensions of the poster with the smallest area, we need to minimize the product (x + 16)(y + 12).

Since the given area of the printed material on the poster is fixed at 380 square centimeters, the actual area of the entire poster, including the margins, will be minimized when (x + 16)(y + 12) is minimized.

To minimize the product (x + 16)(y + 12), we need to minimize both x + 16 and y + 12, as they are both positive quantities.

Since x and y represent the width and height of the printed material on the poster, respectively, the smallest possible values for x + 16 and y + 12 would be 0, which means x = -16 and y = -12. However, since width and height cannot be negative, we need to find the next best option.

The smallest possible values for x + 16 and y + 12 that are greater than or equal to 0 would be when x = 0 and y = 0. This means that the width of the printed material on the poster should be 0 cm and the height should be 0 cm, which would make the dimensions of the poster with the smallest area:

Width = 0 cm

Height = 0 cm

However, please note that this would mean there is no printed material on the poster, as the width and height are both 0. If you want to have a non-zero width and height for the printed material on the poster, you would need to adjust the given area of the printed material on the poster accordingly.

The geodesic dome has a diameter of 249.958 feet.

In this problem we must determine the diameter of a geodesic dome located in Montreal, Canada, (D), in feet. The volume of the geodesic dome (V), in cubic feet, is well described by this formula:

V = (3 / 4) · (π / 6) · D³

If we know that V = 6,132,812.5 ft³, then the diameter of the geodesic dome is:

6,132,812.5 = (3 / 4) · (π / 6) · D³

D³ = 15,617,078.79 ft³

D = 249.958 ft

The diameter of the geodesic dome is equal to 249.958 feet.

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