Coupon A: $16 rebate on a $55 jacket

Coupon B: 35% off a $55 jacket


Coupon A gives the lower price ?

The price of coupon A is ? less than the price with Coupon B


Coupon B gives the lower price?

The price of coupon B is ? less than the price with Coupon A

Answer:

18

Step-by-step explanation:

36-10-2-6

26-8

18

[tex]\huge\text{Hey there!}[/tex]

[tex]\mathsf{6^2 - 2(5 + 1 + 3)}\\\mathsf{= 6^2 - 2(5) - 2(1) - 2(3)}\\\mathsf{= 6^2 - 10 -2(1) - -2(3)}}\\\mathsf{= 6\times 6 - 10 - 2(1) - 2(3)}\\\mathsf{= 36 - 10 - 2(1) - 2(3)}\\\mathsf{= 26 - 2(1) - 2(3)}\\\mathsf{= 26 - 2 - 2(3)}\\\mathsf{= 24 - 2(3)}\\\mathsf{= 18}[/tex]

[tex]\huge\text{Therefore, your answer should be:}[/tex]

[tex]\huge\boxed{\mathsf{18}}\huge\checkmark[/tex]

[tex]\huge\text{Good luck on your assignment \& enjoy your day!}[/tex]

The angle that the golfer has between the spectator and the hole is 60°. Therefore, option A is the correct answer.

Law of Sines In trigonometry, the law of sines, sine law, sine formula, or sine rule is an equation relating the lengths of the sides of any triangle to the sines of its angles.

The formula for sine rule is sinA/a=sinB/b=sinC/c

Given that, in a tournament, a professional golfer knows that she is 200 yards from the hole. A spectator is watching her play and is 140 yards away from the golfer.

Let the angle that the golfer has between the spectator and the hole be x

Here, sin 120°/200 =sin x/140

0.8660/200 =sin x/140

0.00433 = sin x/140

sin x=0.866

x=60°

Therefore, option A is the correct answer.

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Hi hi! The answer would be 22.7°, I took the test a while ago.

Answer:

Step-by-step explanation:

You want to solve graphically the system of inequalities expressing that Rashaad has no less than a total of 18 dimes (x) and nickels (y) with a combined value of at most $1.50, of which at least 4 are dimes.

An inequality can be written for each of the constraints:

  x + y ≥ 18 . . . . . . . no less than 18 coins

  0.10x +0.05y ≤ 1.50 . . . . . . at most $1.50 in value

  x ≥ 4 . . . . . . . . . . at least 4 dimes

A graph of these inequalities is attached. The marked points are the vertices of the triangular solution space. Each is a possible solution, along with all of the grid points inside the triangle.

One possible solution is 4 dimes and 22 nickels, for a total of 26 coins with a value of $1.50.

Using graph to solve the system of linear inequality the most likely solutions will be 4 dimes and 22 nickels, for a total of 26 coins with a value of $1.50

Systems of linear inequalities are equations with two or more linear inequalities that contain two or more variables. These equations can be used to represent real-world problems and to find the solutions of such problems. The solutions of a system of linear inequalities are all the points that are common to all of the linear inequalities in the system.

In this problem, we have to define our variables and then solve this using graphical method. The point of intersection between the two lines lies the solution to the linear inequality.

Let;

x + y ≥ 18

0.1x + 0.05y ≤ 1.50

x ≥4

Using a graphing calculator to solve this,

The possible solutions is 4 dimes and 22 nickels, for a total of 26 coins with a value of $1.50.

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Answer:

8.3

Step-by-step explanation:

The number after three is below 5 so it stays as 8.3

Answer:

The average minutes per song would be 3.

We found the value of K is 5 and the root of equation is x = -1/2 and x = -5/2

An equation of second order polynomial having one variable is called quadratic equation. Second order means the highest power used with variable is 2.

We are given, 4x²+ 12x +k =0, k =Z and x = R

the quadratic equation is 4x²+12x+k =0

we know the roots of a quadratic equation is x = - b ± √ (b² - 4ac) / 2a

when the quadratic equation is ax²+bx+ c= 0

Hence, roots of the equation given in question will be,

 x = - 12 ±√ (12² - 4×4×k) / 2×4

x = - 12 ± √(144-16k) / 8

as per the condition given in question, one root of this equation is 5 times the other root.

hence, - 12 -12 √(144-16k) / 8 = [- 12 + √(144-16k) / 8] × 5

multiplying both sides by 8

- 12 - √(144-16k) = [-12 + √(144-16k)] ×5

- 12 - √(144-16k) = - 60 + 5√(144-16k)

- 12 + 60 = 6√(144-16k)

48 = 6√(144-16k)

8 = √(144-16k)

64 = 144 -16k

16k = 80

k = 5

the value of k =5

by putting the value of k =5

x = -12 ± √ (144 - 80) / 8 = (-12 ± 8) /8

x = -1/2 and x = -5/2

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The solution to the equations are

0 ∈ N is False               7/2 ∈ Q is True

√16 ∈ Q' is False          π ∈ Q' is True

3/2 ∈ I is False              -3 ∈  R is True

0 ∈ I is True                  -1 ∈ I⁺ is False

( 1 - 3 ) ∈ N is False       8/2 ∈ I is True

Equations are mathematical statements with two algebraic expressions flanking the equals (=) sign on either side.

It demonstrates the equality of the relationship between the expressions printed on the left and right sides.

Coefficients, variables, operators, constants, terms, expressions, and the equal to sign are some of the components of an equation. The "=" sign and terms on both sides must always be present when writing an equation.

Given data ,

Let the number be represented as A

Now , the equation will be

a)

Let the number be A = 0

The number 0 is a whole number , rational number and an integer

0 is not a natural number

So , the equation is False

b)

Let the number be A = √16

The value of A = 4

The number 4 is a natural number , whole number , rational number and an integer

4 is not an irrational number

So , the equation is False

c)

Let the number be A = 3/2

The number 3/2 is a rational number

3/2 is not an integer

So , the equation is False

d)

Let the number be A = 0

The number 0 is a whole number , rational number and an integer

0 is an integer

So , the equation is True

e)

Let the number be A =  ( 1 - 3 )

The value of A = -2

The number -2 is a rational number and an integer

-2 is not a natural number

So , the equation is False

f)

Let the number be A = 7/2

The number 7/2 is a rational number

7/2 is a rational number

So , the equation is True

g)

Let the number be A = π

The number π  is an irrational number

π is an irrational number

So , the equation is True

h)

Let the number be A = -3

The number -3 is a real number

7/2 is a real number

So , the equation is True

i)

Let the number be A = -1

The number -1 is an integer and real number

-1 is a negative integer

So , the equation is False

j)

Let the number be A = 8/2

The value of A = 4

The number 4 is a natural , whole , integer and rational number

4 is an integer

So , the equation is True

Hence , the equations are solved

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Answer:4 = -117,3=-212,4+3

Step-by-step explanation:

Therefore , the solution of the given problem of perimeter comes out to be the perimeter is represented by the expression of Perimeter = 30 -6x.

In geometry, a shape's perimeter, or overall length, is referred to as its perimeter. The lengths of all a shape's sides and edges are added up to determine its perimeter.

Here,

Given :  length = 5 - 1(x) or

=> length = 5-x

Width is twice the length

thus,

=>Width = 2(5-x)

=>Width = 10-2x

So ,To find the perimeter

We use,

=> Perimeter = 2(length + width)

=> Perimeter = 2( 5-x + 10-2x )

=>  Perimeter = 2( 15 -3x)

=>   Perimeter = 30 -6x

Therefore , the solution of the given problem of perimeter comes out to be the perimeter is represented by the expression of Perimeter = 30 -6x.

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Answer:

3 feet

Step-by-step explanation:

To solve this problem, we can use the Pythagorean theorem. Let's call the distance from the tent pole to the rope x. We can set up the following equation:

x^2 + 12^2 = 15^2

Solving for x, we get:

x = sqrt(15^2 - 12^2)

x = sqrt(9)

x = 3

Therefore, the distance from the tent pole to the rope is 3 feet.

Answer:

2 1/3

Step-by-step explanation:

Seperate equation

(3 1/2) - 1

( 3 - 1 ) + 1/2

2 and 1/3

Considering the definition of a line, the equation of the line in standard form is y - 7/10x= -4

A linear equation o line can be expressed in the form y = mx + b

where

The standard form of a linear equation is Ax + By = C. In this type of equation, x and y are variables and A, B, and C are integers.

In this case, you know:

So, the line can be expressed as:

y=7/10x -4

Expresed in standard form:

y - 7/10x= -4

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The dimension of V is 2, and it is spanned by the basis vectors (1, 0, -1), (3, 1, 2).

The dimension of a vector space is the number of vectors in a basis for the space. To find a basis for a subspace of R³, we need to find a set of linearly independent vectors that span the subspace.

First, let's consider U. The subspace U is defined by the equations x + y = 2z and x - y = 0.

Solving these equations for x and y, we can express them in terms of z: x = 2z and y = -2z. Therefore, every vector in U can be written as (x, y, z) = (2z, -2z, z) = z(2, -2, 1).

Since z is a scalar, the vector (2, -2, 1) is the only vector needed to span the subspace U, which means that it is a basis for U.

Therefore, the dimension of U is 1, and it is spanned by the basis vector (2, -2, 1).

Now let's consider V. The subspace V is defined by the set of vectors that can be written as a linear combination of the vectors (1, 0, -1) and (3, 1, 2). We can start by showing that these vectors are linearly independent. Suppose that there are scalars a and b such that a(1, 0, -1) + b(3, 1, 2) = (0, 0, 0). Then we have:

a + 3b = 0

b = 0

-a = 0

Since a and b are real numbers, the above equation only holds if a = 0 and b = 0. This shows that (1, 0, -1) and (3, 1, 2) are linearly independent, and a basis of V.

Therefore, the size of V is 2, and it is traversed by the basis vectors (1, 0, -1), (3, 1, 2).

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Answer:

The area of a square is equal to the side length of the square squared. If the side length of the small square is "s" and the side length of the big square is "b", then we can write the following two equations to represent the area of the two squares:

Area of small square = s^2

Area of big square = b^2

Since the area of the big square is 30 units more than the area of the small square, we can write the equation:

b^2 = s^2 + 30

To find the radius of the circle, we need to find the side length of the small square. To do this, we can rearrange the equation above to solve for s:

s^2 = b^2 - 30

s = sqrt(b^2 - 30)

Now we just need to find the value of "b", which is the side length of the big square. To do this, we can use the fact that the big square is inscribed in the circle, so the side length of the big square is equal to the diameter of the circle. Let's call the diameter of the circle "d". Then we can substitute "d" for "b" in the equation above:

s = sqrt(d^2 - 30)

To find the radius of the circle, we just need to divide the diameter of the circle by 2, so the radius is equal to "d" divided by 2. Therefore, the radius of the circle is:

r = d/2 = sqrt(d^2 - 30)/2

So to find the radius of the circle, we just need to know the diameter of the circle. Can you provide the diameter of the circle in the question?:

The radius of the circle is: r = d/2 = sqrt(d^2 - 30)/2

The area of a circle is π multiplied by the square of the radius. The area of a circle, (A) when the radius 'r' is given is πr2. π is approximately  3.142

Here, we have,

The area of a square is equal to the side length of the square squared. If the side length of the small square is "s" and the side length of the big square is "b", then we can write the following two equations to represent the area of the two squares:

Area of small square = s^2

Area of big square = b^2

Since the area of the big square is 30 units more than the area of the small square, we can write the equation:

b^2 = s^2 + 30

To find the radius of the circle, we need to find the side length of the small square. To do this, we can rearrange the equation above to solve for s:

s^2 = b^2 - 30

s = sqrt(b^2 - 30)

Now we just need to find the value of "b", which is the side length of the big square. To do this, we can use the fact that the big square is inscribed in the circle, so the side length of the big square is equal to the diameter of the circle. Let's call the diameter of the circle "d". Then we can substitute "d" for "b" in the equation above:

s = sqrt(d^2 - 30)

To find the radius of the circle, we just need to divide the diameter of the circle by 2, so the radius is equal to "d" divided by 2. Therefore, the radius of the circle is:

r = d/2 = sqrt(d^2 - 30)/2

So to find the radius of the circle, we just need to know the diameter of the circle.

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Since "slope" tells us the angle of the line being graphed, the word "slope" is commonly used in mathematics.

Planar geometry states that all lines have slopes. Any slope can be calculated by comparing it to another line, usually the x-axis. A line's slope, or angle, in relation to that x-axis value is how steep it is.

In mathematics, slope is the proportion of the change in the y value to the change in the x value.

Two perpendicular lines have a slope such that the reciprocal of the negative slope of one line equals the slope of the other. The slope of perpendicular lines is -1 as a result.

The relationship between the slopes of parallel lines can be demonstrated using the formula m1.m2 = -1, if the slopes of the two perpendicular lines are m1, m2.

Like a fraction, a slope works by favoring the rise, up-and-down movement, over-the-run, or side-to-side movement. If a line rose up one unit for every rightward unit traveled, the slope would be a positive one.

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The rate of growth or decay, r, is equal to 0.10.

Population in math refers to the set of all items of interest in a given context. It is the target or focus of a statistical study, and the objects described by the population's characteristics are known as population elements. It is important to define the population in detail before analyzing data and drawing conclusions. Examples of populations can include all students at a school, all people living in a particular country, or all people who bought a particular product.

So each year the number of residents in the town is 1.10 times the number in the previous year.

There were around 14,641 residents in the town 14 years after 2005.

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Answer:

Step-by-step explanation:

Answer:

Step-by-step explanation:

Answer:

Having 3 students pick a raffle

Step-by-step explanation:

Answer:

1 [tex]\frac{1}{4}[/tex] miles

Step-by-step explanation:

the routes from Lexington to Somerville are

Lexington → Brookfield → Somerville with distance

[tex]\frac{3}{8}[/tex] + [tex]\frac{7}{8}[/tex] = [tex]\frac{3+7}{8}[/tex] = [tex]\frac{10}{8}[/tex] = 1 [tex]\frac{2}{8}[/tex] = 1 [tex]\frac{1}{4}[/tex] miles

the other route is

Lexington → Brookfield → Yardley → Somerville with distance

[tex]\frac{3}{8}[/tex] + [tex]\frac{1}{2}[/tex] + [tex]\frac{1}{2}[/tex] = [tex]\frac{3}{8}[/tex] + [tex]\frac{4}{8}[/tex] + [tex]\frac{4}{8}[/tex] = [tex]\frac{3+4+4}{8}[/tex] = [tex]\frac{11}{8}[/tex] = 1 [tex]\frac{3}{8}[/tex] miles

the shortest distance is

Lexington → Brookfield → Somerville , a distance of 1 [tex]\frac{1}{4}[/tex] miles

Answer: The function G(x) = [x] returns the greatest integer less than or equal to x. This means that for any value of x, G(x) will be the largest integer that is less than or equal to x. For example, G(3.5) = 3 and G(5) = 5.

The function R(x) = x/+2, x is any real number, this function returns the value of x incremented by 2. In other words, it is the result of adding 2 to x.

On the other hand, the graph of R(x) is a line that goes through the point (0, 2) and has a slope of 1, this means that for every change of 1 unit in the x-axis, the y-axis will change by 1 unit as well.

When we compare the two graphs, we can see that the graph of R(x) is shifted up 2 units from the graph of G(x) . If the graph of G(x) is thought of as the "ground", the graph of R(x) is "floating" two units above it. Also, the graph of R(x) is continuous while the graph of G(x) is not.

To sum up:

-The graph of G(x) is a step function, which start at the negative infinity and jumps up to the next integer at every point.

The graph of R(x) is a line that goes through the point (0, 2) and has a slope of 1

-R(x) is always two units above G(x) , and is a continuous function, while G(x) is not.

Step-by-step explanation:

The correct solutions for this question are as:

(A) Bearing of B from A = 72°

(B) Bearing of B from C = 342°

(C) Bearing of A from B = 252°

(D) Bearing of A from C = 293°

Step by step solution:

(A) Bearing of B from A:

= 72° (Given in question)

(B) Bearing of B from C: = 342°

Solution:

As sum of co-interior angles is 180° , i.e.  ∠NBC +∠NCB =180°

so, 162° + ∠NCB = 180°

     ∠NCB = 180°-162°

     ∠NCB = 18°

reflexive angle NCB =360° - ∠NCB

reflexive angle NCB = 360° - 18°

reflexive angle NCB = 342°

So, bearing of B from C: = 342°

(C) Bearing of A from B: = 252°

Solution:

First extend the line AB to any point (let's say "X")

So, ∠NBX = 72°   [BY USING CORRESPONDING ANGLES]

Bearing of A from B = ∠NBX + 180°

Bearing of A from B =72° + 180°

Bearing of A from B =252°

(D) Bearing of A from C: = 293°

Solution:

Bearing of A from C= 360° - (∠BCA + ∠BCN)

Bearing of A from C= 360° - (49° + 18°)

Bearing of A from C= 360° - (67°)

Bearing of A from C= 293°

Important Points for "Bearing of Angles":

A bearing is an angle that is calculated clockwise from the north. A traverse should be regarded as anticlockwise unless differently stated or obvious from the bearings.

The angle between two lines cannot be directly read using a regular compass. By tracking the two lines bearings away from their point of confluence, the angles can be found.

Two angles—an inner angle and an exterior angle—are created when the two lines converge at a place. These two angles add up to a 360° angle.

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Answer:

chocolate chip 7

walnuts 3.5

Step-by-step explanation:

assume x=chocolate chips

 y=walnuts.

equation

4x + 8y=33

(2x+3y=13)×2

new eq

4x + 8y=33

4x + 6y=26

------------------

 2y=7

  y=7/2

4x+ 8y = 33

4x + 8(7/2)= 333

4x= 33-28

x=7.00

Step-by-step explanation:

false.

3a²b≠3ab².

If a is 3 and b is3 it is not equal

Answer: 72 square units

Step-by-step explanation: It is 72 square units because if you count the sides p and q you get 9 and the same with sides q and r you get 8 and if you multiply them together you get 72.

The speed of the carts after collision is  3 m/s.

We have to note that in this case, we would need to apply the principle of the conservation of linear momentum. This implies that the momentum before collision would have to be the same as the momentum after collision.

Then we have;

Momentum before collision = Momentum after collision thus;

(3 * 4) + ( 1 * 0) = (3 + 1) v

Note that the two carts are said to stick together and move with a common speed

Hence;

12 = 4v

v = 12/4

v = 3 m/s

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Answer:

Step-by-step explanation:

1 in a tenth of a million. I did the math with all the cards and how many are kinds diamonds or red or queens yk.

Step-by-step explanation:

To find the GCD or GCF of two numbers , you should:

The rate of inflation of potatoes is 0.019.

The rate of inflation of Oranges is 0.019.

The rate of inflation of Ground beef is 0.019.

Inflation is an increase in the level of prices of the goods and services that households buy. It is measured as the rate of change of those prices.

Given:

Here, the annual rate of inflation r (in decimal form) is given by

r = [tex](p_2/ p_1)^{1/n[/tex] - 1

Now, The average price of a  potatoes increased from $0.620 in 2009 to $0.749 in 2019.

Thus, The required rate of inflation,

r = [tex](0.749/ 0.620)^{1/10[/tex] - 1

r = 1.019 - 1

r = 0.019

Now, The average price of a Oranges increased from $0.910 in 2009 to $1.280 in 2019.

Thus, The required rate of inflation,

r = [tex](1.280/ 0.910)^{1/10[/tex] - 1

r = 1.034 - 1

r = 0.034

Now, The average price of a Ground beef increased from $2.251 in 2009 to $3.375 in 2019.

Thus, The required rate of inflation,

r = [tex](3.775/ 2.251)^{1/10[/tex] - 1

r = 1.0321 - 1

r = 0.0321

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