2. The Accounting Students Association (ASA) at your college has decided to raise funds by selling three types of T-shirt: one with a single-color “ordinary” design, one with a two-color “fancy” design, and one with a three-color “very fancy” design. The association feels that. it can sell up to 300 T-shirts. “Ordinary” T-shirts will cost the association $6 each, “fancy” T-shirts $8 each, and “very fancy” T- shirts $10 each, and the association has a total purchasing budget of $3,000. It will sell “ordinary” T- shirts at a profit of $4 each, “fancy” T-shirts at a profit of $5 each, and “very fancy” T-shirts at a profit of $4 each. How many of each kind of T-shirt should the association order to maximize profit? What is the maximum profit the club can make? [Using Simplex method​

Answer:

Step-by-step explanation:

it's c

3^3 * 2^3*5

Answer:

[tex]\boxed{\sf x\le \cfrac{15}{2}}[/tex]

[tex]\boxed{\sf x\le \:7.5}[/tex]

Step-by-step explanation:

[tex]\sf 6x-18\le \:27[/tex]

Add 18 to both sides.

[tex]\sf 6x\le \:45[/tex]

Divide  both sides by 6:-

[tex]\sf \cfrac{6x}{6}\le \cfrac{45}{6}[/tex]

[tex]\sf x\le \cfrac{15}{2}[/tex]

or

[tex]\sf x\le \:7.5[/tex]

__________________

-Hope this helps!

The sinusoidal function can be represented as:

[tex]$y = A \sin(Bx + C) + D$[/tex]

Where A is the amplitude, B is the b, C is the phase shift, and D is the vertical shift.

Given that the y-intercept is 2, the vertical shift D is 2.

Given that the midline y = 2, the average value of the function is 2, so the sum of the maximum and minimum value is 4 which means the maximum value is 4, the amplitude of the function is 4-2 = 2.

Given that the maximum value of 4 is at [tex]π/4[/tex] , the phase shift C is π/4.

Given that it completes 2 cycles in the interval [0,2π], the frequency B is

[tex]2/(2π) = 1/π[/tex]

So, the sinusoidal function is:

[tex]$y = 2 \sin(x + \frac{\pi}{4}) + 2$[/tex]

This function starts at y-intercept 2, oscillates between 2+2 =4 and 2-2 = 0, and completes 2 cycles in the interval [0,2π].

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F and G are inverse if both of them satisfy the condition h(x)=x. f(g(x))=g(f(x))=x, as we discovered. The argument f(x) and g(x) are inverse functions is thus established.

If f (x) and g (x) are inverse functions, it can be determined using one of two ways. For more information, see the explanation.

Explanation:

Instance 1

Inverse functions of both functions can be found using the first method.

Example.

Inverse of f (x) = x + 7 is what we're looking for.

We attempt to determine x using the equation y = x + 7.

y = x + 7

Inferring that g (x) is the inverse of f (x) from the fact that x = y 7

Finding g (x inverse )'s is now necessary.

g( x ) = x − 7

y = x − 7

x = y + 7

As a result, we discovered that f (x) is the inverse function of g (x).

f and g are equal if g is inverse of f and vice versa.

The second approach entails locating the compound functions f ( g ( x ) ) and g ( f ( x ) ). In this case, f and g are inverse if they are both h (x ) = x.

Example:

f ( g ( x ) =  [ x − 7 ] + 7

G ( x ) placed as x is the expression in brackets.

f ( g ( x ) ) = x − 7  + 7 = x

g (f ( x ) =  [ x + 7 ] − 7

f ( x ) inserted as x is the expression in brackets.

g ( f ( x ) ) = x + 7 − 7 = x

The equation f ( g ( x ) ) = g ( f ( x ) ) = x was what we discovered. The argument f (x) and g (x) are inverse functions is thus established.

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Answer: 4,5, and 6

Step-by-step explanation:

t should have constraint as in the real world, t is the number of years from 2000,  

T { t ∈ N U {0} | 0 ≤ t ≤ 20} and W = { w ∈ R | w = 0.5t + 47 and 0 ≤ t ≤ 20}

What is the constraint?

A constraint is a condition of an optimization problem that should be satisfied the condition. A cost constraint means that you're limited to a specific project budget, while a time constraint means you must complete your project within a specified timeframe.

The equation W(t) = 0.5t + 47 models the percentage of the population in Guatemala that has access to safe drinking water,

where t represents the number of years since 2000, and W represents the percentage of the population that has access.

Because the data has been collected from 2000 to 2020 and the modelling function is developed on the basis of the collected data. Hence, t should have constraint as in the real world, t is the number of years from 2000.

Because t is the number of years from 2000. Data is collected til 2020, i.e. t=0 to 20,

Let T be the set of all values of t.

T { t ∈ N U {0} | 0 ≤ t ≤ 20}

Because W(t) = 0.5t + 47

Let W be the set of all values of W.

W = { w ∈ R | w = 0.5t + 47 and 0 ≤ t ≤ 20}

Hence, t should have constraint as in the real world, t is the number of years from 2000,  

T { t ∈ N U {0} | 0 ≤ t ≤ 20} and W = { w ∈ R | w = 0.5t + 47 and 0 ≤ t ≤ 20}

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Complete question:

From 2000 to 2020, a world health organization collected data on the percentage of a country's population that had access to safe drinking water. The function W(t) = 0.5t + 47 models the percentage of the population in Guatemala that has safe drinking water where  is the number of years since 2000 and W is the percentage of the population that has access. 5. Explain why the values of  should have a constraint. 6. Write the constraint for the values of t using set builder notation. 7. Write the constraint for the values of W using set builder notation.

Answer:

slope is -1/4

Step-by-step explanation:

We are given the points (-5,2) and (7,-1)

the slope formula is [tex]m=\frac{y_2-y_1}{x_2-x_1}[/tex]

y₂ = -1

y₁ = 2

x₂ = 7

x₁ = -5

[tex]m=\frac{(-1)-2}{7-(-5)}[/tex]

[tex]m=\frac{-3}{12}[/tex]

[tex]m=-\frac{1}{4}[/tex]

In option, D number line shows the sum of -1 and +1 equals zero.

What is the number line?

A number line is a type of line that can be used to show the positions of all numbers. It has two ends which start with -∞, and stops at +∞. A directed number is a number that is either negative or positive. Thus all directed numbers can be located on the number line.

When you have two opposite numbers on a number line, that is, a digit that has a negative value and the same digit having a positive value, when you add them together, you would have 0.

i.e. -a + b = 0

In the above options given, the number line that shows this particular case is the number line in option D.

Hence, In option, D number line shows the sum of -1 and +1 equals zero.

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Answer: 8 fifteenths of the rain gauge will be filled

The distance between the trains after 30 minutes is 28.96 miles.

In 30 minutes, the train traveling at 100 miles per hour traveled 50 miles.

A train traveling at 90 miles per hour has traveled 45 miles in 30 minutes.

It is possible to think of this as a triangle with sides of 50 and 45, and an angle of 35 degrees included.

Take into account a right-angled triangle with x as one of its acute angles.

The cosine formula is then cos x = (adjacent side) / (hypotenuse), where "adjacent side" refers to the side next to angle x and "hypotenuse" refers to the longest side (the side across from the right angle) of the triangle.

By using the cosine law,

c2=a+b+2+cosC or c2=50*45*cos35=2500+2025+4500*0.82=838.82(2dp)c= sqrt 838.82=28.96 miles.

The distance between the trains after 30 minutes is 28.96 miles.

The Complete Question is distance between the trains.

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230p-1010=650p-400-p and 2.3p-10.1=6.49p-4 are the correct options that have the same solution with the parent equation.

The solution of a linear equation is defined as the points, in which the lines represent the intersection of two linear equations. In other words, the solution set of the system of linear equations is the set of all possible values to the variables that satisfies the given linear equation.

Given here: The expression 2.3p-10.1=6.5p-4-0.01p

                                              -4.19p=10.1-4

                                                     p= -1.4558

Now 230p-1010=650p-400-p

              -419p=1660

                     p=-1.4558

Similarly 2.3p-10.1=6.49p-4

                 -4.19p=10.1-4

                         p=-1.4558

Hence, 230p-1010=650p-400-p and 2.3p-10.1=6.49p-4 are the correct options that have the same solution with the parent equation.

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Answer:

a₆ = -13

Step-by-step explanation:

A recursive formula for a sequence allows you to find the nth term of the sequence provided you know the value of the previous term in the sequence.  Therefore, when giving a recursive rule, we need to define the first term of the sequence, as it is not part of the formula.  

Given recursive rule:

[tex]\begin{cases}a_1=7\\a_n=a_{n-1}-4\end{cases}[/tex]

To find the value of a₆, use the recursive formula to find the first 6 terms of the sequence:

[tex]a_1=7[/tex]

[tex]a_2=a_1-4=7-4=3[/tex]

[tex]a_3=a_2-4=3-4=-1[/tex]

[tex]a_4=a_3-4=-1-4=-5[/tex]

[tex]a_5=a_4-4=-5-4=-9[/tex]

[tex]a_6=a_5-4=-9-4=-13[/tex]

Therefore, the value of a₆ is -13.

Answer:

2.5r - 2.5

Step-by-step explanation:

Step 1: Apply the Distributive Property

2.5(r - 1)

2.5 * r - 2.5 * 1

Step 2: Solve

2.5r - 2.5

The unknown angles of the quadrilateral are as follows:

x = 100°

y = 80°

z = 40°

A quadrilateral is a plane figure that has four sides , and also has four corners or vertices. The sum of angles in a quadrilateral is 360 degrees. Examples of quadrilateral are parallelograms, rectangle, square, rhombus etc.

Therefore, let's find the angle x, y and z in the quadrilateral as follows:

x = 100 degrees(vertically opposite angles)

adjacent angles of the quadrilateral is supplementary.

Therefore,

100 + y = 180

y = 80 - 100

y = 80 degrees

Let's find z.

z + z + 100 = 180

2z = 180 - 100

2z = 80

z = 80 / 2

z = 40 degrees

Therefore,

x = 100 degrees

y = 80 degrees

z = 40 degrees

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The length of the line segment AC is 20 units.

A line segment is bounded by two distinct points on a line.

The length of AC is x + 9. The actual length of the line segment AC can be found as follows:

Therefore, using equations,

AB + BC = AC

AB = 3x - 15

BC = x - 9

AC = x + 9

Hence,

AC = AB + BC

x + 9 =  3x - 15 + x - 9

x + 9 = 3x + x - 15 - 9

x + 9 = 4x - 24

x - 4x = -24 - 9

-3x = -33

divide both sides by -3

x = -33 / -3

x = 11

Therefore,

AC = 11 + 9 = 20 units

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The decreased numbers are first number is 2. and the second number is -9.

x - y = 0

The first number decreased 5 times

-5 -y = -10

-y = -10 + 5

-y = -5

y = 5

The second number decreased 2 times

x - (-2) = -1

x + 2 = -1

x = -1 -2

x = -3

Now,

the first number is

-3 - 5 = -10

-8 = -10

10-8 = 0

2 = 0

the second number is

-3 - 5 =-1

-8 = -1

-8 +1 =0

-9 = 0

Hence, the answer is 2, -9.

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Answer: 9

Also could you mark my answer as brainliest? It helps and doesnt hurt

The Least Common Denominator (LCD) of fractions with denominators 27, 18, and 36 is 108. This is found by identifying the Least Common Multiple (LCM) of the three numbers, which is also 108.

The LCD, or Least Common Denominator, of fractions whose denominators are 27, 18, and 36, is the smallest multiple that all three numbers have in common. In this case, the LCD is 108.

To find the LCD, you need to find the Least Common Multiple (LCM) of the denominators. The LCM of 27, 18, and 36 is 108.

Here's how:

Therefore, 108 is the LCD of fractions whose denominators are 27, 18, and 36.

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The number of fourth graders who bought lunch in the cafeteria is given by the equation A = 107 students

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 equation be represented as A

Now , the value of A is

The number of classes of fourth graders = 7 classes

The number of students in each class = 19 students

So , the total number of fourth graders = 7 x 19 = 133 students

And ,

The number of students who brought lunch from home = 26 students

Now , the number of students who bought lunch from cafeteria A = total number of fourth graders - number of students who brought lunch from home

Substituting the values in the equation , we get

The number of students who bought lunch from cafeteria A = 133 - 26

On simplifying the equation , we get

The number of students who bought lunch from cafeteria A = 107 students

Therefore , the value of A is 107

Hence , the number of students is 107 students

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We can start solving this problem using algebra. Let x be the price of the lower section seats. Then the price of the upper level seats is x - 10.

We know that there are a total of 8000 seats in the arena, and 3000 of them are upper level seats. So the remaining seats are in the lower section, which means there are 5000 lower section seats.

We also know that the total revenue for a sellout is $194,000. We can use this information to set up an equation to represent the total revenue:

(x - 10) * 3000 + x * 5000 = 194000

Now we can use this equation to solve for the price of the lower section seats (x).

3000(x-10) + 5000x = 194000

3x - 30,000 + 5x * 10^4 = 194000

8x = 224,000

x = 28000/8 = 3500

Therefore, the price of the lower section seats is $3500 and the price of the upper level seats is $3500 - $10 = $3490.

Answer:

3.52, 3.48

82.633, 82.632, 82.629

438.12, 437.96

8.45, 8.46,8.47,8.48,8.49,

The expression 5z + 5 - 6z is equivalent to the expression 5 - z.

The equivalent is the expression that is in different forms but is equal to the same value.

The definition of simplicity is making something simpler to achieve or grasp while also making it a little less difficult.

The expression is given below.

⇒ 5z + 5 - 6z

Simplify the expression, then we have

⇒ 5z + 5 - 6z

⇒ 5 - z

The expression 5z + 5 - 6z is equivalent to the expression 5 - z.

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Therefore , the solution of the given problem of inequality comes

out to be  x <-2.

In mathematics, an inequality is a linking of two equations or numbers when there isn't an equal sign. Unbalance therefore precedes inequity. When two numerical values are not equal, an inequality results in a relationship between them. Egality and inequality are not the same. Where variables are not similar or equal, have used the most common symbol (). There are various inequalities that can be utilized to contrast values regardless of how small or huge they are. Switching the two sides it until variables represent all that is left can address a variety of basic inequality problems. The combination or division with low values from both sides are only a few examples of the many factors that might cause inequality. You switch sides and the left.

Here,

Given : 2x-7 < -11

=> 2x < -11 + 7

=> 2x < -4

=> x <-2

Therefore , the solution of the given problem of inequality comes

out to be   x <-2.

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Since lines mn are parallel lines, the value of x is equal to 32°.

In Mathematics, the Alternate Interior Angles Theorem states that when two (2) parallel lines are cut through by a transversal, the alternate interior angles that are formed are congruent.

In Mathematics, the Linear Pair Postulate states that the measure of two (2) angles would add up to 180° provided that they both form a linear pair.

By applying the Linear Pair Postulate to the two (2) angles on the straight lines cut by a transversal, we have the following:

x + 148° = 180°

x + 148° = 180°

x = 180° - 148°

x = 32°.

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Answer:

1,110,000

Step-by-step explanation:

I hope this helps!

The equation for the red graph is G(x) = 5 - x⁴.

With a graph, the coordinates show where a point is in relation to the x- and y-axes.

The connection between the data drawn on the specified x-axis and y-axis is depicted by the coordinates in a graph.

The red graph is having y = 5, when x = 0

Put x = 0 in G(x) = (2 - x)⁴

= (2 - 0)⁴

= 2⁴

= 16

Now, put in G(x) = 5 - x⁴

= 5 - 0⁴

= 5

Similarly, for G(x) = 2 - x⁴, we get G(x) = 2

For G(x) = (5 - x)⁴

= 5⁴

= 625

When we put x = 0 in all the options, we observe that the equation G(x) = 5 - x⁴ satisfies the condition. So, this is the equation for the red graph.

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Answer:

C

Step-by-step explanation:

Because the three shapes listed all have at least one right angle as a right angle triangle has one and a square and a rectangle both have two each

Answer:

4!/(1! 1! 1! 1!) = 24

Step-by-step explanation:

None of your answers are correct!

Answer:

CI = Amount - Principal

CI = P (1+(r/12))121 - P

 P= principal amount

 r= interest rate

 t= time

Step-by-step explanation:

The compound interest each month is calculated using the monthly compound interest method. Return on credit is another name for compound interest. Simple interest and compound interest are identical in the initial amount of time, however the variation starts with the following phase. It is characterized as interest on interest because starting with the second intermission, it is also computed on the revenue that was thus generated on the prior time frame.

The interest is accrued directly to the principle every month using a method called monthly compounding principal, often termed as interest-on-interest equation. The ultimate sum minus the principle sum is known as total compound interest.

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The probability that they are both blue given that they are the same color is 7/22.

Probability refers to potential. A random event's occurrence is the subject of this area of mathematics.

The range of the value is 0 to 1. Mathematics has incorporated probability to forecast the likelihood of various events.

The degree to which something is likely to happen is basically what probability means.

Given:

Total socks = 5 + 7 = 12

So, Probability of a blue socks = 7/12

and, the Probability of the second blue socks = 6/11

So, the probability of the 2 blue socks in a row

= 7 /12 x 6/11

= 7/22

Hence, the probability is 7/22.

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Since the ABCD rectangle's vertex coordinates are A(1, -2), B(4, -2), C(4, -4), and D(3, 1), option c is accurate (1,-4)

You may also refer to it as a quadrilateral that is equiangular, meaning that each of its angles is equal. Another possibility for the parallelogram is a straight angle. Four of the sides of a square are of identical length. Four 90-degree vertices and equal parallel sides make up a rectangle-shaped quadrilateral. This leads to the term "equirectangular rectangle" occasionally being used to describe it. A rectangle is also referred to as a parallelogram due to the equal and parallel lengths of its opposite sides.

given

To find the coordinates, first subtract 1 from 4 to get 3 and then add 3 to -2 to get 1.

Since the ABCD rectangle's vertex coordinates are A(1, -2), B(4, -2), C(4, -4), and D(3, 1), option c is accurate (1,-4)

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