On Saturday mornings, Roger volunteers at the hospital. One Saturday, he answers phone calls at the information desk while the receptionist is away. Then he spends 40 minutes delivering flowers to patients' rooms. In all, Roger volunteers at the hospital for 90 minutes that day. Which equation can you use to find the amount of time t that Roger answers phone calls?

Answer:

rita and john are susseful the job

js school

El intervalo correspondiente de millas que Juana puede manejar su nuevo auto está entre 10,000 y 14,000 millas.

Para determinar el intervalo correspondiente de millas que Juana puede manejar su nuevo auto, podemos resolver la fórmula del costo anual en términos de la variable m (millas recorridas por año). Dado que el costo anual está entre $6400 y $7100, podemos establecer la siguiente desigualdad:

6400 ≤ 0.35m + 2200 ≤ 7100

Restando 2200 en los tres lados de la desigualdad, obtenemos:

4200 ≤ 0.35m ≤ 4900

Dividiendo por 0.35 en los tres lados, obtenemos:

12000 ≤ m ≤ 14000

Por lo tanto, Juana puede manejar su nuevo auto en un intervalo de millas que va desde 12000 millas hasta 14000 millas por año.

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Answer:

D. 53

Step-by-step explanation:

To calculate total length, just add all those lengths:

5.5 + 6 + (6.5 x 3) + (7 x 2) + 8

5.5 + 6 + 19.5 + 14 + 8

11.5 + 19.5 + 14 + 8

31 + 14 + 8

45 + 8

53

The price of a new ticket after reducing the ticket price by 25% is $6. Maddy will need to sell 400 more tickets this year to raise the same amount of money as last year.

Number of tickets sold = 1200

Cost of each ticket = $8

Part A:

If Maddy lowers ticket costs by 25%, The price of a new ticket will be:

Ticket price = $8 - (25% of $8)

Ticket price = $6

The New ticket price will be calculated by multiplying 0.75 for reducing the 25% tickets

New ticket price = $8 x 0.75 = $6

Part B:

To find how many tickets Maddy requires to sell to equal the same amount of money collected in the previous year:

Total revenue = total number of tickets x Ticket price

1200 tickets x $8 per ticket = $9,600

= $9,600 / $6

= 1,600

Total tickets need to sell = 1600-1200 = 400

Therefore we can conclude that Maddy will need to sell 400 more tickets this year.

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The derivative of the given function is f'(x) = 2(sec x * tan x) + sec^2 x. b) The critical numbers for the function are x = 0 and x = π.of the given function is f'(x) = 2(sec x * tan x) + sec^2 x.

The critical numbers for the function are x = 0 and x = π.

Derivative and critical numbers,

a) Find the derivative: We're given the function f(x) = 2 sec x + tan x.

To find its derivative, we need to find the derivatives of the individual terms (sec x and tan x) and then add them together.

The derivative of sec x is sec x * tan x. So, for the term 2 sec x, the derivative is 2 * (sec x * tan x).

The derivative of tan x is sec^2 x.

Now, we add both derivatives to find the derivative of f(x): f'(x) = 2(sec x * tan x) + sec^2 x

b) Find the critical numbers: Critical numbers are the points where the derivative of the function is either 0 or undefined.

To find the critical numbers, we'll set f'(x) equal to 0 and solve for x, as well as identify where the derivative is undefined.

First, let's set f'(x) to 0: 0 = 2(sec x * tan x) + sec^2 x

We need to solve this equation for x. It's a bit tricky, so let's rewrite the equation in terms of sin and cos: 0 = 2((1/cos x) * (sin x/cos x)) + (1/cos x)^2

Now let's simplify the equation: 0 = 2(sin x/cos^2 x) + 1/cos^2 x

To eliminate the denominators, we'll multiply through by cos^2 x: 0 = 2(sin x) + cos x

Now, we can use the unit circle to find the values of x in the interval 0 ≤ x ≤ 2π that satisfy this equation: For sin x = 0, x = 0, π For cos x = -2, there's no solution in the given interval because the range of cosine is -1 ≤ cos x ≤ 1.

Therefore, the critical numbers are x = 0 and x = π. Your answer:

a) The derivative of the given function is f'(x) = 2(sec x * tan x) + sec^2 x.

b) The critical numbers for the function are x = 0 and x = π.

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So, the answer is:
(a) f(x) does not exist at xa = 16.
(b) lim f(x) as x approaches 16 does not exist.
(c) None of the conditions for continuity are met at xa = 16.

To find the value of xa where the function is discontinuous, we need to look for any points where the function is undefined or where the left and right limits of the function are not equal.
(a) From the given information, we know that the function is undefined at xa = 16. So, this is the point of discontinuity.
(b) To find the left and right limits at xa = 16, we need to approach the point from both sides of the function. So,
lim f(x) as x approaches 16 from the left (denoted as lim-) = Im = 0
lim f(x) as x approaches 16 from the right (denoted as lim+) = Im = 16
Since the left and right limits are not equal, the limit as x approaches 16 does not exist. So,
lim f(x) as x approaches 16 (denoted as lim) does not exist.
(c) To determine which conditions for continuity are not met, we need to check if the function satisfies the three conditions for continuity at xa = 16.
i) The function must be defined at xa = 16. Since the function is undefined at xa = 16, this condition is not met.
ii) The left and right limits of the function must exist and be equal at xa = 16. Since the left and right limits are not equal, this condition is not met.
iii) The value of the function at xa = 16 must be equal to the limit of the function at xa = 16. Since the limit does not exist, this condition is also not met.
Therefore, none of the conditions for continuity are met at xa = 16.
So, the answer is:
(a) f(x) does not exist at xa = 16.
(b) lim f(x) as x approaches 16 does not exist.
(c) None of the conditions for continuity are met at xa = 16.
Note: The terms "discontinuous" and "continuity" are used throughout the explanation to describe the concept and the point of interest. The term "function" refers to the given function that we are analyzing.

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The predicted exam grade for 1 hour of studying is 66. Therefore the residual for 1 hours of studying can be calculated as Residual = Actual Exam Grade - 66.

To find the residual for 1 hour of studying, we first need to determine the predicted exam grade and compare it to the actual exam grade for that specific data point.

Using the line of best fit equation y = 6x + 60, we can find the predicted exam grade for 1 hour of studying:

y = 6(1) + 60
y = 6 + 60
y = 66

So, the predicted exam grade for 1 hour of studying is 66. To calculate the residual, you need the actual exam grade for 1 hour of studying. If that information is not provided, the residual cannot be calculated. If the actual grade is provided, subtract the predicted grade from the actual grade to find the residual:

Residual = Actual Exam Grade - Predicted Exam Grade

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Spencer will be on the phone for 56 minutes in total if he routes 28 calls.

Using unit rates, we can calculate how long Spencer will spend on the phone when routing 28 calls if he spent 10 minutes on the phone while routing 5 calls.

The amount of time spent on each phone call is the unit rate. In this instance, the unit fee is 10 minutes / 5 phone calls = 2 minutes each call.

In order to determine how much time Spencer will spend on the phone when routing 28 calls, we can use this unit rate as follows:

Therefore, Spencer will be on the phone for 56 minutes in total if he routes 28 calls.

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Using various laws of integers we can say that if a is a positive integer and b is a negative integer, statement A is False, B is True, C s True and D is false.

Here we are given that a is a positive integer while b is a negative integer.

A. The statement says that the difference (a - b) could be negative.

According to the subtraction law of integers, when a negative number is subtracted from a positive number, that is we have

2 - (-3)

Here the 2 minus signs will make a positive to give

2 + 3 = 5

Hence (a - b) will be a positive number since b is negative.

B.

The difference (b - a) cannot be positive.

Since a is positive and b is negative, according to the above example we will get

-3 - 2 = -5

Hence it is true that the difference (b - a) can't be positive.

C.

The sum (a + b) could be positive.

Here, we can see that a is a positive number while b is a negative number. In the light of above example, we will get

2 - 3 = -1

Here the sum is nagative as 3 > 2, but if we had

3 + (-2), then the answer would have been 1. Hence (a + b) can be positive. Hence the statement is true.

D.

The sum (b + a) must be negative.

Integers have commutative properties. Hence a + b = b + a

Hence if a + b can be positive, then b + a can also be positive.

Hence the statement is False.

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The volume of the prism in 120 cubic centimeter.

Volume is a measure of the amount of space occupied by a three-dimensional object. It is a scalar quantity that characterizes the "size" or "capacity" of an object in three dimensions.

A prism is a three-dimensional geometric shape that has two parallel and congruent bases connected by lateral faces that are typically rectangular or parallelogram-shaped. Prisms are classified based on the shape of their base, such as rectangular prisms, triangular prisms, pentagonal prisms, hexagonal prisms, and so on. The lateral faces of a prism are perpendicular to the bases, and the bases are usually parallel to each other.

According to the given information:

Given the measures of prism is length = 8cm, breadth = 6 cm, height = 5 cm

The formula for volume of prism = 1/2 l*b*h

                                                      = 1/2 8*6*5

                                                      = 120 cubic centimeter

Hence the volume of prism is 120 cubic centimeter.

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The arc measure of minor BC is 155°

An arc is a segment of a circle is defined by two endpoints and the set of points on the curve between them.

The length of an arc is a fraction of the circumference of the circle, and can be calculated using the angle between the two endpoints and the radius of the circle.

We can say that measure of arc BC is m∠ BPC. Also, arc AD is m∠ APD

By Vertical Angles Theorem. That is:

Provided AC and BD are diameters,

m∠ BPC = m∠ APD

m∠ BPC = 155°

Since m∠ BPC = 155°

Therefore, the arc measure of minor BC is 155°

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Complete Question

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For every 1 gram of raisins, there are 3.5 grams of peanuts in a bag.

To find the number of grams of peanuts for every 1 gram of raisins, you need to set up a ratio and solve for the missing value.

1. Set up the ratio: grams of peanuts / grams of raisins.
2. You are given three sets of values: (14, 4), (21, 6), and (35, 10).

For the first set (14, 4):
3. Calculate the ratio: 14 grams of peanuts / 4 grams of raisins = 3.5 grams of peanuts per 1 gram of raisin.

For the second set (21, 6):
4. Calculate the ratio: 21 grams of peanuts / 6 grams of raisins = 3.5 grams of peanuts per 1 gram of raisin.

For the third set (35, 10):
5. Calculate the ratio: 35 grams of peanuts / 10 grams of raisins = 3.5 grams of peanuts per 1 gram of raisin.

Your answer: For every 1 gram of raisins, there are 3.5 grams of peanuts in a bag.

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The mover is communicating that the weight of the table and 4 chairs combined, represented as t+4C, is greater than or equal to 100 pounds.

The expression t+4C represents the total weight of the table and 4 chairs. The mover's invoice states that this total weight is greater than or equal to 100 pounds, which means that the combined weight of the table and chairs is at least 100 pounds. Therefore, the correct answer is D, "The table and 4 chairs weigh at least 100 pounds."

To solve this mathematically, we can use algebraic inequalities. The inequality t+4C >_ 100 can be rearranged as t >_ 100-4C. This means that the weight of the table t must be greater than or equal to 100 minus four times the weight of a single chair C.

If each chair weighs less than 25 pounds, then the total weight of the table and 4 chairs combined will be at least 100 pounds. So D is correct answer.

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The sample is being used with such referrals of a qualitative researcher studied women's decision to delay childbearing until their late 30s is Snowball, option C.

A non-probability sampling technique called snowball sampling entails the recruitment of new units by existing units to make up the sample. Research regarding people with certain characteristics who would be hard to find otherwise can benefit from snowball sampling (e.g., people with a rare disease).

Snowball sampling, sometimes referred to as chain sampling or network sampling, starts with one or more research participants. Following then, it proceeds based on recommendations from those individuals. This procedure is repeated until the required sample is obtained or a saturation point is reached.

The selection is based on a variety of factors, including:

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Complete question;

A qualitative researcher studied women's decision to delay

childbearing until their late 30s. Initial study participants

referred friends who had made similar decisions. What type

of sample is being used with such referrals?

A.Convenience

B.Volunteer

C.Snowball

D. Purposive

The equation of the line in point-slope form is y - 2 = -3(x + 9), and in slope-intercept form is y = -3x - 25.

To find the equation of the line passing through(- 9,2) and parallel to the line y =  – 3x 3, we need to use the fact that  resemblant lines have the same  pitch.  

The  pitch of the given line y =  – 3x 3 is-3,

so the  pitch of the  resemblant line we want to find is also-3.   Point-  pitch form  Using the point-  pitch form, the equation of the line is given by

 y- y1 =  m( x- x1),

where( x1, y1) is the given point and

m is the  pitch.  

Substituting the given values,

we get   y- 2 = -3( x-(- 9))  

y- 2 = -3( x 9)  

y- 2 = -3 x- 27  

y = -3 x- 25

Hence in slope-intercept form is y = -3x - 25.

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_______________________________

_______________________________

The value is calculated by dividing the total number of occurrences by 200 favourable examples that do not possess a college degree is 0.33 is the determined probability value.

The favourable number of cases is 200.

The total number of cases is 600.

The calculation of the required probability is,

Probability = Favourable cases Total number of cases 200 600 = 0.33

Occurrences refer to events or incidents that happen in a particular time or place. These events can be both positive and negative and can occur in various contexts, such as personal experiences, historical events, natural phenomena, and scientific observations.

Occurrences can be significant or insignificant, depending on their impact on individuals or society as a whole. Some occurrences may be routine and expected, while others may be unexpected and unpredictable. The study of occurrences is important in many fields, including history, sociology, psychology, and environmental science. By analyzing past occurrences, researchers can gain insights into patterns of behavior and trends that can inform future decisions and policies.

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Complete Question:-

The employees of a company were surveyed on questions regarding their educational background (college degree or no college degree) and marital status (single or married). Of the 600 employees, 400 had college degrees, 100 were single, and 60 were single college graduates. The probability that an employee of the company does not have a college degree is:

There is no one definitive list of steps to solving a word problem, as different types of problems may require different approaches.

However, a general set of steps that can be useful in solving many word problems is:

1. Read the problem carefully to understand what it is asking.

2. Identify the relevant information and the unknown quantity you need to find.

3. Translate the problem into an equation or set of equations that relate the given information to the unknown quantity.

4. Solve the equation(s) to find the value of the unknown quantity.

5. Check your answer to make sure it makes sense in the context of the problem.

Additional steps or variations on these steps may be necessary depending on the specific problem, but this general framework can be a useful starting point.

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The function g(x, y) is defined as 15x^2 + 2y^2. To compute g(3,3), g(0,-2), and g(a,b), we substitute the given values into the function.

To find g(3,3), we substitute x = 3 and y = 3 into the function g(x, y) = 15x^2 + 2y^2:

g(3,3) = 15(3)^2 + 2(3)^2

g(3,3) = 135 + 18

g(3,3) = 153

To find g(0,-2), we substitute x = 0 and y = -2 into the function g(x, y) = 15x^2 + 2y^2:

g(0,-2) = 15(0)^2 + 2(-2)^2

g(0,-2) = 0 + 8

g(0,-2) = 8

To find g(a,b), we substitute x = a and y = b into the function g(x, y) = 15x^2 + 2y^2:

g(a,b) = 15a^2 + 2b^2

Note: The function g(a,b) cannot be simplified further without knowing the values of a and b.

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a4 = 2

It is given that,

[tex]a_{1} = 5[/tex], and

[tex]a_{n} = (a_{n-1}) - 1[/tex]

Therefore, it can be said,

[tex]a_{2} = a_{1} - 1\\a_{3} = a_{2} - 1\\a_{4} = a_{3} - 1\\[/tex]

That is,

[tex]a_{2} = 5-1=4\\a_{3} = 4-1=3\\a_{4} = 3-1=2[/tex]

So, a4 = 2

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Based on the equation, when Lisa sells 24 copies of Math is Fun, her total pay will be $3140.

The equation relating P to N is:

P = 1700 + 60N

This is because her base salary is $1700, and she earns an additional $60 for each copy of Math is Fun she sells.

In order to find her total pay if she sells 24 copies of Math is Fun, we simply need to substitute N = 24 into the equation:

P = 1700 + 60(24)

P = 1700 + 1440

P = 3140

Therefore, if Lisa sells 24 copies of Math is Fun, her total pay will be $3140.

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The equation of the line that goes through the point (-2, -5) and is parallel to y = x + 2 is y = x - 3.

To find the equation of a line that goes through the point (-2, -5) and is parallel to y = x + 2, we will follow these steps:

1. Identify the slope of the given line.
2. Use the slope and the given point to find the equation of the new line.

Step 1: Identify the slope of the given line.
The equation of the given line is y = x + 2. This is in slope-intercept form (y = mx + b), where m is the slope and b is the y-intercept. In this case, the slope (m) is 1, as it is the coefficient of x.

Step 2: Use the slope and the given point to find the equation of the new line.
Since the new line is parallel to the given line, it will have the same slope. Therefore, the slope of the new line is also 1.

Now, we will use the point-slope form of a linear equation, which is given by y - y1 = m(x - x1), where m is the slope, and (x1, y1) is the given point.

Plugging in the values, we have:
y - (-5) = 1(x - (-2))
y + 5 = 1(x + 2)

Now, let's rewrite the equation in slope-intercept form:
y + 5 = x + 2
y = x + 2 - 5
y = x - 3

So, the equation of the line that goes through the point (-2, -5) and is parallel to y = x + 2 is y = x - 3.

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After 2 hours, approximately 4.38 grams of Francium remain from the 480-gram sample.

What is Algebraic expression ?

An algebraic expression is a combination of variables, constants, and mathematical operations such as addition, subtraction, multiplication, and division. It may contain one or more terms, with each term separated by a plus or minus sign. Algebraic expressions are used in algebra to represent mathematical relationships and formulas.

a) To write an exponential function that models the mass of Francium remaining after t minutes, we can use the formula:

N = N0 * [tex](1/2)^{(t / t1/2)}[/tex]

where N is the amount remaining after time t, N0 is the initial amount, t1/2 is the half-life, and (t/t1/2) means raised to the power of t/t1/2.

In this case, the initial amount is 480 grams, the half-life is 22 minutes, and we want to find the amount remaining after t minutes. Therefore, the exponential function that models the mass of Francium remaining after t minutes is:

N = 480 * [tex](1/2)^{t/22}[/tex]

b) 2 hours is equal to 120 minutes. To find how many grams of Francium remain after 2 hours, we can substitute t = 120 into the exponential function we found in part a):

N = 480 *[tex](1/2)^{ (120 / 22) }[/tex] ≈ 4.38 grams

Therefore, after 2 hours, approximately 4.38 grams of Francium remain from the 480-gram sample.

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lcmm,n∙gcdm,n=mn is verified for all three pairs of numbers. We can verify lcmm,n∙gcdm,n=mn for each pair of numbers as follows:

For 60 and 90:

lcm(60,90) = 180

gcd(60,90) = 30

180 * 30 = 5400

60 * 90 = 5400

Since both sides of the equation are equal to 5400, the equation is verified.

For 220 and 1400:

lcm(220,1400) = 3080

gcd(220,1400) = 20

3080 * 20 = 61600

220 * 1400 = 61600

Since both sides of the equation are equal to 61600, the equation is verified.

For 3273∙11 and 23∙5∙7:

lcm(3273∙11, 23∙5∙7) = 15015

gcd(3273∙11, 23∙5∙7) = 161

15015 * 161 = 2418315

3273∙11 * 23∙5∙7 = 2418315

Since both sides of the equation are equal to 2418315, the equation is verified.

Therefore, lcmm,n∙gcdm,n=mn is verified for all three pairs of numbers.

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Answer:

156 bundles

Step-by-step explanation:

Total area of the roof = 2(70 x 30) = 4200 sf  

(4200 sf) / (27sf/bundle) = 155.56 ≈ 156 bundles

The lateral surface area of a cylinder is the area of the sides of the cylinder, not including the top or bottom. In the case of a can of beans, the label that wraps around the can represents this lateral surface area.

To find the lateral surface area of the can, we need to use the formula for the lateral surface area of a cylinder: LSA = 2πr*h, where r is the radius of the base of the cylinder and h is the height of the cylinder.

Since we are given the diameter of the can (7 cm), we need to divide it by 2 to get the radius: r = 7/2 = 3.5 cm. The height of the can is given as 11 cm.

Now we can plug these values into the formula to find the lateral surface area of the can: LSA = 2π(3.5)(11) ≈ 242.95 cm².

So the lateral surface area of the can of beans is approximately 242.95 cm². This is the area of the sides of the can that the label would wrap around.

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The percentage of $7,200 that was donated to charity would be = 2%

To calculate the percentage of the total sales that was donated, the following should be carried out.

The total sales at the shoe store = $7,200

The amount of money that was donated = $144

Therefore to calculate the percentage the following is done ;

= 144/7200 × 100/1

= 14400/7200

= 2%

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The height of the CN tower which is 320m away from the Mr.Thayer is 555.85 meters.

Please look at the attached diagram for a clear explanation,

From the diagram point A represents, the Mr.Thayer's eyes, point B represents Mr.Thayer's foot, point C represents the base of the CN tower along with point E represents the top of the tower.

From the following diagram lets find out the height of the tower,

In right-angled triangle ADE, Tan theta = opposite/adjacent

So, Tan (60°) = DE/AD

√3 = DE/320m

DE = 320m x √3

DE= 554.25m

DE represents the height of the CN tower from the eyes of Mr.Thayer.

To find out the total height of the CN tower, the height of Mr.Thayer + the height of the CN tower from Mr. Thayer's eyes = 554.25m + 1.6m = 555.85m.

From the above explanation, we can conclude that the height of the CN tower from the base = 555.85m.

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