Dale, Evelyn, and Frank own a business jointly and share profits and losses in the same proportion as their investments. How much of a profit of $4500 will each receive if their investments are $4000, $6000, and $5000, respectively?​

Answer:

30 pounds

Step-by-step explanation:

Since the jumper costs 50 pounds, the decimal for the number will be:

50.

To find ten percent of the number, you move the decimal one time to the LEFT.

Therefore, 10% of 50 pounds will be 5 pounds. To find 40%, we simply will multiply the 10% amount by 4.

40% of 50 will be:

20

Therefore, the jumper will have 20 pounds off.

Since the original cost is 50 pounds, we simply will just subtract 50 - 20:

50 - 20 = 30

The jumper will cost 30 pounds with the sale deal.

Answer: The total cost of buying 5 balls individually is $2.00 x 5 = $10.00.

The box costs $8.50, which means it is $10.00 - $8.50 = $1.50 cheaper to buy the box.

To calculate the percentage difference, we can use the formula:

% difference = (difference ÷ original value) x 100%

In this case, the difference is $1.50, and the original value is $10.00.

% difference = ($1.50 ÷ $10.00) x 100%

% difference = 0.15 x 100%

% difference = 15%

Therefore, it is 15% cheaper to buy the box than to buy 5 individual balls.

Step-by-step explanation:

Answer:

60 - 10 = 50

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Answer:

m = -3/4

Step-by-step explanation:

Calculation of the Slope of a line

The information provided about the line is that the line passes through the points  (-8, 9) to (-4,6)

Therefore, the first step consists in computing the slope. The formula for the slope is:
[tex]m=\frac{y_2-y_1}{x_2-x_1}[/tex]

Now, by plugging the corresponding numbers is , we get that the slope is:

[tex]m=\frac{y_2-y_1}{x_2-x_1}=\frac{6-9}{-4-(-8)} =\frac{6-9}{-4+8} =-\frac{3}{4}[/tex]

So then, we find that the slope is [tex]m=-\frac{3}{4}[/tex] and that the line passes through the point  [tex](-8,9)[/tex].

Answer:

10 metres

Step-by-step explanation:

All sides are equal in Rhombus

So, the length of one side= 40m÷4

=10 metres

Using the power property to simplify the expression (9¹⁺⁴)⁷⁺², we have 9^7/8

Given the expression

(9¹⁺⁴)⁷⁺²

To simplify this expression using the power of a power property, we need to multiply the exponents:

(9¹⁺⁴)⁷⁺² = 9(¹⁺⁴ ˣ ⁷⁺²)

Simplifying the exponents in the parentheses:

(9¹⁺⁴)⁷⁺² = 9⁷⁺⁸ or 9^7/8

Therefore, (9¹⁺⁴)⁷⁺² simplifies to 9^(7/8).

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The Length of arcXY is 4π/3

The Circle identities refer to a set of fundamental identities in trigonometry that relate the six trigonometric functions of an angle in a right-angled triangle.

Given, (radius) WX =3, it means, r = 3

given, m∠XWY = 80°

So, the length of arc XY;

arcXY = [tex]\frac{80}{360}* 2\pi r[/tex]        (by formula: length of arc)

arcXY = [tex]\frac{2}{9}* 2\pi *3[/tex]

arcXY = [tex]\frac{4}{3}\pi[/tex]

Therefore, the Length of arcXY is 4π/3

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Complete question-

The kinetic energy of particle with a de Broglie wavelength of 0.50 nm is 82.6 eV.

The given de Broglie wavelength of 0.50 nm corresponds to photons. The formula for the kinetic energy of a particle with a given de Broglie wavelength λ is given by:

K = (hc/λ) - mc^2

where h is Planck's constant, c is the speed of light, and m is the rest mass of the particle.

For photons, the rest mass is zero, so the formula simplifies to:

K = hc/λ

Plugging in the given wavelength of 0.50 nm, we get:

K = (6.626 × 10^-34 J s × 3.00 × 10^8 m/s) / (0.50 × 10^-9 m)

K = 1.3252 × 10^-17 J

Converting to electronvolts (eV), we use the conversion factor 1 eV = 1.602 × 10^-19 J:

K = (1.3252 × 10^-17 J) / (1.602 × 10^-19 J/eV)

K = 82.6 eV (rounded to three significant figures)

Therefore, the kinetic energy of photons with a de Broglie wavelength of 0.50 nm is 82.6 eV (rounded to three significant figures).

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Answer:

The answer is G = (4,3)

Step-by-step explanation:

G = (4,3)

The  angles can be named with one letter  are 2.

Angles are a type of geometric shape which are formed when two straight lines intersect at a point. They are measured in degrees, usually between 0 and 360. Angles can be classified as acute, right, obtuse, straight and reflex, and the sum of any three angles in a triangle will always equal 180 degrees. Angles can be used in various ways, from providing stability in construction work to helping to identify other shapes. They can also be used to measure the size and shape of objects and to calculate distances and areas on maps. Angles are an important part of mathematics, geometry and trigonometry, and are used in a variety of applications in science and engineering.

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Answer:

Step-by-step explanation:

circumference c=2πr=5π

[tex]r=\frac{5\pi }{2\pi } =\frac{5}{2}~cm \\area=\pi r^{2} =\pi (\frac{5}{2} )^2\\=\frac{25}{4} \pi \\=6.25 ~cm^2[/tex]

Answer:

At 5:10 PM, the minute hand is at the 2-minute mark, and the hour hand is between the 5 and 6 marks, closer to the 5.

The minute hand is at the 2-minute mark, which is 1/30th of the way around the clock face. So, the minute hand has traveled 1/30th of a full circle, which is 360°, or 12°.

The hour hand is between the 5 and 6 marks, closer to the 5. It has passed the 5 and is 1/6th of the way to the 6. Since the clock face is divided into 12 hours, 1/6th of the way from 5 to 6 is 5 + 1/6 = 5.166... hours.

Each hour mark represents 30 degrees, so the hour hand has traveled 5.166... × 30 = 155 degrees from the 12 o'clock position.

The smaller angle between the hands is the angle between the hour hand and the minute hand that is less than 180 degrees. We can find this angle by subtracting the smaller angle between the hands from 360 degrees.

To find the smaller angle between the hands, we can subtract the angle traveled by the hour hand from the angle traveled by the minute hand:

12° - 155° = -143°

The negative sign indicates that the angle is measured clockwise from the 12 o'clock position. To find the positive angle between the hands, we add 360 degrees:

360° - 143° = 217°

Therefore, the degree measure of the smaller angle between the hour and minute hands of the clock at 5:10 PM is approximately 217 degrees. Since this value is not one of the answer choices, we can round it to the nearest choice, which is F. 110°

Answer:

3.33 hours

Step-by-step explanation:

you have a total of 60mg, it is asked how much hours it takes to remove half the caffeine which is 30mg

1 hour removes 15%, 15% of 60 is 9g

(15/100×60) = 9

now it removes only 9g in an hour, we have to find out how long (hours) it'll take to remove 30g

30÷9= 3.33 hours

Answer:

 [tex]30\leq x[/tex]  AND [tex]x \leq 106[/tex]

Notice the valid answer is the one with the AND since need to be both at the same time.

Step-by-step explanation:

Is the one is market, you add 6 to each side and you obtain that answer

[tex]24 \leq x-6\leq 100[/tex]

[tex]24 +6\leq x\leq 100+6[/tex]

[tex]30\leq x\leq 106[/tex]

Therefore, there are 20 girls in the class of fifth-graders.

In mathematics, a fraction represents a part of a whole or a division of two numbers. It is written in the form of a numerator and a denominator separated by a horizontal bar (also known as a fraction bar). The numerator represents the number of equal parts being considered, while the denominator represents the total number of equal parts in the whole or the divisor of the division.

Here,

Let the number of girls in the class be represented by 'g'.

According to the problem, the number of boys is 3/4 as many as the number of girls. This means:

Number of boys = (3/4) * number of girls

Number of boys = (3/4) * g

The total number of students in the class is given as 35. So we have:

Number of girls + Number of boys = Total number of students

g + (3/4)g = 35

Simplifying the equation, we get:

(7/4)g = 35

Dividing both sides by 7/4, we get:

g = 20

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Using binomial theorem, the generating function is G(x) = x^4 + 16x^3 + 96x^2 + 256x + 256 while the associated sequence of (x+4)^4 is {1, 16, 96, 256, 256}.

To find the generating function of (x+4)^4, we expand it using the binomial theorem:

[tex](x+4)^4 = C(4,0)x^4 + C(4,1)x^3(4) + C(4,2)x^2(4^2) + C(4,3)x(4^3) + C(4,4)(4^4)[/tex]

where C(n,k) denotes the binomial coefficient "n choose k".

Simplifying the terms, we get:

[tex](x+4)^4 = x^4 + 16x^3 + 96x^2 + 256x + 256[/tex]

Therefore, the generating function of (x+4)^4 is:

[tex]G(x) = x^4 + 16x^3 + 96x^2 + 256x + 256[/tex]

The associated sequence can be read off by finding the coefficients of each power of x:

To find the generating function of (x+4)^4, we expand it using the binomial theorem:

(x+4)^4 = C(4,0)x^4 + C(4,1)x^3(4) + C(4,2)x^2(4^2) + C(4,3)x(4^3) + C(4,4)(4^4)

where C(n,k) denotes the binomial coefficient "n choose k".

Simplifying the terms, we get:

(x+4)^4 = x^4 + 16x^3 + 96x^2 + 256x + 256

Therefore, the generating function of (x+4)^4 is:

G(x) = x^4 + 16x^3 + 96x^2 + 256x + 256

The associated sequence can be read off by finding the coefficients of each power of x:

The coefficient of x^k is the k-th term of the sequence.

In this case, the sequence is given by the coefficients of G(x):

a₀ = 256

a₁ = 256

a₂ = 96

a₃ = 16

a₄ = 1

Therefore, the associated sequence of (x+4)^4 is {1, 16, 96, 256, 256}.

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There are no very large or small numbers inside the range of 38 to 92. The first data set [tex]48, 44, 41, 50, 38, 42, 92, 39.[/tex] is the one for which the mean would serve as the most accurate indicator of the center.

By adding every value in a collection and dividing by the total number of values, you may get the mean. The median is the value that falls in the center when a group of values are arranged from smallest to greatest. The value that appears the most frequently in the set is the mode.

The mean may be used as a benchmark for all observations since it can be used to reflect the typical value.

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Answer: 1/3 chance or 33.33333%

Step-by-step explanation: There are only 3 odd numbers on the die, 1,3,5 so there is a 1/3 chance it is 3

The sum of the arithmetic progressive sequence will be +∞, for common difference as positive that is d >0.

The difference between every two successive terms in a sequence is the same; this is known as an arithmetic progression (AP).

A good example of an arithmetic progression (AP) is the series 2, 6, 10, 14,..., which follows a pattern in which each number is created by increasing 4 to the previous term. This annual income of a worker whose pay rises by a predetermined amount of $5000 each year serves as a real-world illustration of an AP.

The expression for an arithmetic progression:

a is the first term

l is last term

d is common difference

n is total number of terms

Sn = the sum of term

A.P =  a,a+d,a+2d,a+3d,…, a+(n-1)d

l = a+(n-1)d

Sum formula:

Sn=n/2 [a+(n-1)d]

Or, Sn=n/2 [a+l]

Thus, the sum of the arithmetic progressive sequence will be +∞, for common difference as positive that is d >0.

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Step-by-step explanation:

Use the 110 to find the 70 degree angle   (they form a straight line = 180°)

   then 70 + 64 + R angle = 180°    ( sum of angles of a triangle)

        then  :    R angle = 46°

then the R angle + 2x-10 = 90°    ( because the two lines are perpendicular)

(2x -10)°   + 46 °  = 90 °

x = 27

The statement " all of the following are things you can do when faced with any ethical dilemma as a managerial accountant except: always contact the board of directors first" is false because contacting the board of directors is not always necessary or appropriate when faced with an ethical dilemma as a managerial accountant

Contacting the board of directors is not always necessary or appropriate when faced with an ethical dilemma as a managerial accountant. While the board of directors may need to be informed in some situations, there are other steps that can be taken depending on the specific circumstances. For example, seeking guidance from a supervisor, consulting with a professional organization, or seeking legal advice may be more appropriate in some cases. The appropriate course of action will depend on the specific situation and ethical principles involved.

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The equation of the line passing through A and B is y = (4/5)x - (2/5).

A straight line's general equation is y = mx + c, where m is the gradient and y = c is the value at which the line intersects the y-axis. The y-axis intercept is denoted by the number c. A straight line with gradient m and intercept c on the y-axis has the equation y = mx + c.

The point-slope form of a linear equation can be used to find the equation of the line passing through points A and B:

y - y1 = m(x - x1) (x - x1)

where m denotes the slope of the line, (x1, y1) denotes the coordinates of point A or B, and (x, y) denotes the coordinates of any other point on the line.

To calculate the slope, we can use points A (3, 2) and B (8, 6).

m = (y2 - y1) / (x2 - x1) = (6 - 2) / (8 - 3)\s= 4 / 5

So the equation for the line connecting A and B is:

y - 2 = (4/5)(x - 3) (x - 3)

This equation can be simplified by multiplying both sides by 5:

5y - 10 = 4x - 12

Then we can rearrange it to form the slope-intercept equation, y = mx + b:

5y = 4x - 2

y = (4/5)x - (2/5)

As a result, the equation for the line connecting A and B is y = (4/5)x - (2/5).

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Amelia uses 99 balls of yarn in all to make the sweaters and scarves.

What is addition ?

Addition is a basic mathematical operation that combines two or more quantities to find a total or a sum. It is denoted by the symbol "+" and is usually taught in elementary school. In addition, the order of the numbers does not matter, meaning that you can add them in any order and still get the same result. For example, 3 + 5 is the same as 5 + 3, and the answer is 8 in both cases.

According to the question:
To find the total number of balls of yarn that Amelia uses, we can start by finding the total number of balls of yarn she uses to make the sweaters and scarves separately, and then add those amounts together.

To make 7 sweaters, Amelia uses 7 x 9 = 63 balls of yarn.

To make 9 scarves, Amelia uses 9 x 4 = 36 balls of yarn.

Adding these together, we get:

63 + 36 = 99

So, Amelia uses 99 balls of yarn in all to make the sweaters and scarves.

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Answer:

Let's assume that the rate of interest is r (in decimals), and the time period is also r years. Then we can use the simple interest formula:

I = P * r * t

where I is the interest paid, P is the principal amount (the loan amount in this case), r is the rate of interest per year, and t is the time period in years.

Substituting the given values, we get:

324 = 900 * r * r

Simplifying, we get:

r² = 324/900

r² = 0.36

Taking the square root of both sides, we get:

r = ±0.6

Since the rate of interest cannot be negative, we can take r = 0.6. Therefore, the rate of interest is 0.6 or 60% per year.

y = 2x + 1...so sub in 2x + 1 for y in the other equation

x + 3y = 10

x + 3(2x + 1) = 10

x + 6x + 3 = 10

x + 6x = 10 - 3

7x = 7

x = 1

y = 2x + 1

y = 2(1) + 1

y = 2 + 1

y = 3

the difference : there can be 1 possible answer for this..

y - x = 3 - 1 = 2

ANSWER :

Answer is D.

Thanks for the question today.

The piecewise function forms of the absolute values are, respectively:

Case 1 (|(x - 19) + 11|)

x - 8 for x > 8

0 for x = 8

8 - x for x < 8

Case 2 (|14 - (x - 6)|)

- x + 22 for x < 22

0 for x = 22

x - 22 for x > 22

Case 3 (|14 - (6 - x)|)

x + 8 for x > - 8

0 for x = - 8

- x - 8 for x < - 8

In this problem we find three cases of absolute values represented in a single expression. Herein we need to determine an alternative form without "bar" operators.

This form is represented by a piecewise function derived from definition of absolute value:

Then, we find the following definitions for each of the three cases:

Case 1

|(x - 19) + 11| = |x - 8|

|x - 8| = x - 8 for x > 8

|x - 8| = 0 for x = 8

|x - 8| = 8 - x for x < 8

Case 2

|14 - (x - 6)| = |- x + 22|

|- x + 22| = - x + 22 for x < 22

|- x + 22| = 0 for x = 22

|- x + 22| = x - 22 for x > 22

Case 3

|14 - (6 - x)| = |x + 8|

|x + 8| = x + 8 for x > - 8

|x + 8| = 0 for x = - 8

|x + 8| = - x - 8 for x < - 8

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Examination writing skills refer to a set of abilities that are essential for effective and successful writing in an exam context.

These skills include reading the question carefully, planning your response, writing a clear and concise answer, using appropriate terminology, providing evidence to support your argument, and presenting your answer in a logical and organized manner.

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Complete question:

State one way in which each of the examination writing skills below could effectively assist you when writing your examinations: