An annual pass to a park costs $120. Use a percent model to find 200% of the full price of the annual pass.

200% of the full price is $____

Answer:

C. reduce the probability that the sum of immaterial and/or undetected misstatements in the financial statements is less than materiality for the financial statements as a whole.

Step-by-step explanation:

This is the likely answer going by the relationship between the undetected misstatement and the materiality for the financial statements.

Answer:

12:13

Step-by-step explanation:

The ratio of x to y is x:y

12 boys : 13 girls = 12:13

PLS GIVE BRAINLIEST

Answer: $ 200

Step-by-step explanation:250 * 0.20 = $50 sale

250 - 50 = $200

Answer:

that guys answer is right thx and have a god day :)

Step-by-step explanation:

Answer:

x=22

Step-by-step explanation:

3x+3+27+x+3+2x+18=180

6x+48=180

6x=132

x=22

Answer:

E) A hypothesis test with a null hypothesis that the dropout rate is less than or equal to the highest dropout rate

Step-by-step explanation:

The hypothesis test is the type of test that helped a scientist to determine the relationship between two variables-one constant independent variable and an dependent variable. For the dropout rates in the different schools, it would be better to use the hypothesis test for the evaluation.

Answer:

Quad 4!

Hope I helped!

~PumpkinSPice1

Answer:

75 km/hr

Step-by-step explanation:

So, if a car travels 150 km in 2hours.

Then;

f(t=0) = 0

f(t = 2 hours) = 150 km

Therefore;

f'(c) (speedometer reading) = f(t=2)-f(t=0)/(2-0)

f'(c) (speedometer reading) = 150/2  km/hr

f'(c) (speedometer reading) = 75 km/hr

Answer: x=1 y=-3

just look where the line touches mane

86÷3 =

*The divisor is 3 and the dividend is 86

First step: How many 3's can fit into 8? (8÷3)

8÷3 = 2 r 2

Second step: add a 2 above the eight in the tens place of the answer.

86÷3 = 2_

Third step: multiply 3 x 2; 3 x 2 = 6;

In this step, we put a 6 underneath the 8.

Fourth step: Subtract.

In this step, we subtract 8-6 (=2)

Fifth step: bring down the next number. In this case, it is 6.

In this step, we now have the number 26.

Sixth step: How many 3's can fit into 26? (26÷3)

26÷3 = 8 r 2

Last step: Now put an 8 in the one's place and now we have a remaining 2. That is called the remainder. We put the remainder and represent it as "r". We put r2.

I hope this was easy for you to understand!

Answer:

Step-by-step explanation:

  2  8 R2

3[tex]\sqrt{86[/tex]

-  6  

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

    26

-    24

-----------

     0  2

Answer:

R = 118

Step-by-step explanation:

Given

Represent the polynomial with P and the divisor with D

[tex]P = 19x^2 + 15x + 12[/tex]

[tex]D = x -2[/tex]

Required

Determine the remainder

We start by equating the divisor to 0

i.e.

[tex]D = 0[/tex]

[tex]x - 2 = 0[/tex]

[tex]x = 2[/tex]

Substitute 2 for x in the polynomial.

This gives remainder (R)

[tex]R = 19*2^2 + 15*2 + 12[/tex]

[tex]R = 19*4 + 15*2 + 12[/tex]

[tex]R = 76 + 30 + 12[/tex]

[tex]R = 118[/tex]

Hence, the remainder is 118

Answer:

last one or d

Step-by-step explanation:

Lets test these statements. 1 is incorrect. 2 is incorrect 3 is incorrect 4 is correct.

The answer is the last one

Answer:

DF = 17.12

Step-by-step explanation:

From the picture attached,

From ΔABC and ΔEFD,

m∠ABC = m∠EFD = 28°

m∠BAC = m∠EDF = 68°

By AA property of similarity, ΔABC and ΔEFD will be similar.

And their corresponding sides will be proportional.

[tex]\frac{AB}{EF}=\frac{BC}{DF}=\frac{AC}{ED}[/tex]

[tex]\frac{4}{EF}=\frac{BC}{DF}=\frac{2}{8}[/tex]

[tex]\frac{4}{EF}=\frac{1}{4}[/tex]

EF = 16

Now by applying cosine rule in ΔDEF,

DF² = ED² + EF² - 2(ED)(EF)cos(E)

DF² = 8² + (16)² - 2(8)(16)cos(84)°

DF² = 320 - 26.76

DF = √(293.24)

DF = 17.12

Answer:

1.782

Step-by-step explanation:

8.91 ÷ 5= 1.782

Answer: 1.782

Step-by-step explanation:

Divide  8.91  by  5

1.782

The growth factor of the painting is 0.12

"It is a ratio that can be expressed as a fraction of 100."

For given question,

The value of the painting will increase by 12 percent per year.

The 12% in decimal form,

[tex]=12\times \frac{1}{100}\\\\ =0.12[/tex]

So the growth factor of the painting is 0.12

Learn more about percentage here:

https://brainly.com/question/22111589

#SPJ3

Answer:

A) the hypothesis in words and symbols are;

Null hypothesis: Grades have not improved for most students

Alternative hypothesis: Grades have improved for most students

Null hypothesis; H0: p^ = 0.5

Alternative hypothesis; Ha: p^ > 0.5

B) Null hypothesis: During march madness, employees averaged 15 minutes per day on non - business activities

Alternative hypothesis: During march madness, employees averaged more than 15 minutes per day on non-business activities

Null hypothesis; H0: μ = 15

Alternative hypothesis; Ha: μ > 15

Step-by-step explanation:

A) We are told that they sampled 200 of the students who used their service in the past year and ask them if their grades have improved or declined from the previous year. Thus, there will be a 50% chance of success for their grades to have improved and a 50% chance for it to remain the same.

Thus; p^ = 0.5

So the hypothesis in words and symbols are;

Null hypothesis: Grades have not improved for most students

Alternative hypothesis: Grades have improved for most students

Null hypothesis; H0: p = 0.5

Alternative hypothesis; Ha: p > 0.5

B) We are told that they estimate that on a regular business day employees spend on average 15 minutes of company time checking personal email, making personal phone calls, etc

Also, They also collect data on how much company time employees spend on such non-business activities during March Madness.

The hypotheses in words and symbols are;

Null hypothesis: During march madness, employees averaged 15 minutes per day on non - business activities

Alternative hypothesis: During march madness, employees averaged more than 15 minutes per day on non-business activities

Null hypothesis; H0: μ = 15

Alternative hypothesis; Ha: μ > 15

The Null hypothesis is the initial truth which we would like to counter using the alternative hypothesis. The Null and Alternative hypothesis for the given situation are :

1.)

Null hypothesis : There have been no change in the grade obtained by the students.

Alternative hypothesis : The grade obtained by the students have improved as students now attain better grades after attending the tutoring class

Using symbol :

2.)

Null hypothesis : There is no change in the productivity of employees during the period as the amount of time spent on non-business activities remains the same.

Alternative hypothesis : There is a change in productivity has employees spend more than 15 minutes engaging on non-business activities.

Using symbol :

Learn more : https://brainly.com/question/16819441

Answer:

simplified

Step-by-step explanation:

look this is mad easy the answer is simplified because since there is no equal sign you dont need to find the value of y.

Answer:

she makes $22.80 a day

Step-by-step explanation:

since she makes $0.57 per box and averages at 40 boxes a day, we multiply 40 and 0.57. 40 x 0.57 = 22.8, or $22.80.

hope this helped!

Answer:

Y=-2x+5 (3 or C)

Step-by-step explanation:

Replace the value of x

Y= -2x(-1)+5

Solve

Y= 2+5

Y= 7

Answer:

it's either the 1st choice or 4th

Answer:

50

Step-by-step explanation:

15/3=5

5*10=50

Answer:

the factors of prime numbers are only 1 and itself

Answer:

A factor number can only be divided by itself or 1 meaning it cant be a factor anything more than that.

Step-by-step explanation:

Answer:

a in table → b on number line

b in table → c on number line

c in table → a on number line

Step-by-step explanation:

Here, we see the points are square roots. A square root of a number is a value, that when multiplied by itself, gives the number. For example, 4 × 4 = 16, so the square root of 16 is 4.

We can apply this logic easily by simplifying the square root, or multiplying integers with each other (aka "squaring" the integers) and seeing which result is closest to the value inside the square root.

Simplifying the square root won't help here, if we don't know basic values such as √3 or √2. So, we can just multiply an integer with itself and see if that value is closer to the value inside the square root.

For point a, we see the number inside the root is 27. We can start multiplying:

25 is the closest value to 27 here. So, we know the point is somewhere around 5, and since 27 is slightly larger than 25, the point is slightly larger than 5. So, point a in the table is most likely point b on the number line.

For point b, we see the number inside the root is 32. We can start multiplying:

36 is the closest value to 32 here. So, we know the point is somewhere around 6, and since 32 is smaller than 36, the point is lesser than 6. So, point b in the table is most likely point c on the number line.

For point c, we see the number inside the root is 16. We can start multiplying:

16 is right on the dot! That means that the square root of 16 is 4, which leaves us with point a on the number line.

Answer:

range: (-5, ∞)

domain: (-∞, ∞)

Step-by-step explanation:

given vertex, absolute minimum: (-3, -5)

Range look at y-value

(minimum, maximum) the -5 will be on the left  of the comma b/c its the min

If this was a max, you would put the y-value on the right side of the comma

Answer:

$3,780

Step-by-step explanation:

27*140=3780

Answer:

36.8034

not sure.....

Answer:

Our y-intercept is (0, -36).

Our real zeros are: (-2√3, 0) and (2√3, 0)

And our imaginary zeros are: (i√3, 0) and (-i√3, 0)

Step-by-step explanation:

We have the function:

[tex]y=x^4-9x^2-36[/tex]

Let's identify the y- and x-intercepts.

Y-Intercept:

To determine the y-intercept, we will substitute 0 for x and solve for y. So:

[tex]y=(0)^4-9(0)^2-36[/tex]

Evaluate:

[tex]y=-36[/tex]

Therefore, our y-intercept is at (0, -36).

X-Intercepts:

To determine our x-intercepts, we need to substitute 0 for y and solve for x. So:

[tex]0=x^4-9x^2-36[/tex]

Now, we can factor. Before doing so, we can make the factored easier to see by converting this into quadratic form. Let's let u=x². Then:

[tex]0=(u^2)^2-9(x^2)-36[/tex]

Substitute:

[tex]0=u^2-9u-36[/tex]

Now, let's factor. We can use -12 and 3. So:

[tex]0=u^2+3u-12u-36 \\ 0=(u(u+3)-12(u+3)) \\ 0=(u-12)(u+3)[/tex]

Now, we can substitute back u:

[tex]0=(x^2-12)(x^2+3)[/tex]

Zero Product Property:

[tex]x^2-12=0\text{ or } x^2+3=0[/tex]

Solve for x in each case:

[tex]x^2=12 \text{ or } x^2=-3[/tex]

Take the square root of both sides. Since we're taking an even root, we will need plus/minus. Therefore:

[tex]x=\pm\sqrt{12}=\pm2\sqrt{3}\text{ or } x=\pm\sqrt{-3}=\pm i\sqrt{3}[/tex]

Therefore, our zeros (both real and imaginary) are: (2√3, 0), (-2√3, 0), (i√3, 0), and (-i√3, 0)