How many units were started into production in a period if there were zero units of beginning work in process inventory, 4,714 units in ending work in process inventory, and 20,661 completed and transferred out units?

Answer:

A.

Step-by-step explanation:

The parabola opens down, so the "a" value (the number in front of x^2) must be negative. The y-intercept is (0, 5) so the constant must be positive 5.

The function f(x) = x² + 6x + 7 is increasing over the interval x > -3 and decreasing over the interval x < -3.

An equation is an expression that shows the relationship between two or more numbers and variables.

Given the function f(x) = x² + 6x + 7. This is a quadratic equation,that is of degree two.

The function f(x) = x² + 6x + 7 is increasing over the interval x > -3 and decreasing over the interval x < -3.

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Answer: 4.2%

Step-by-step explanation:

Multiplying these, we get (1/6)(1/4), which is about 4.2%

The area of the quadrilateral is 16.80 square units if the diagonal divides the quadrilateral into two triangles.

It is defined as the four-sided polygon in geometry having four edges and four corners. It has one pair of opposite congruent angles and the diagonals of a kite are perpendicular.

We have a quadrilateral shown in the picture.

The diagonal divides the quadrilateral into two triangles

The area of the quadrilateral = area of the triangle ADC + area of the

                                                   triangle ADB

= (1/2)3.42×4.39 + (1/2)5.44×3.42

= 7.5069 + 9.3024

= 16.80 square units

Thus, the area of the quadrilateral is 16.80 square units if the diagonal divides the quadrilateral into two triangles.

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Answer:

[tex]\frac{2}{3}|2-x|=\frac{1}{15}[/tex]

Step-by-step explanation:

[tex]\frac{1}{5} + \frac{2}{3} |2-x| = \frac{4}{15} \\\\\frac{1}{5}*(\frac{3}{3}) = \frac{3}{15}\\\\\frac{3}{15}-\frac{3}{15} + \frac{2}{3}|2-x| =\frac{4}{15}-\frac{3}{15}\\\\\frac{2}{3}|2-x|=\frac{1}{15}[/tex]

The question is incomplete. Below you will find the missing figure.

Two friends, Andrew and Liz, are playing a game using this spinner. If the

spinner lands on region 2 or 3, Andrew wins. If it lands on region 4, Liz wins. If it lands on any other region, neither wins. Is this a fair game?

A. Yes. Each friend has a 1/4 probability of winning.

B. Yes. Each friend has a 1/6 probability of winning.

C. No. Andrew has a probability of 1/4 winning and Liz has a probability of 1/6 winning.

D. No. Andrew has a probability of 1/3 winning and Liz has a probability of 1/4 winning.

The correct option is Option A: Yes. Each friend has 1/4 probability of winning.

Probability is the possibility of an event to happen which is the ratio of no. favorable outcomes and no. of total outcomes.

P = no. of favorable outcome/ total no. of outcome

Here given in the question,

If the spinner touches region 2 or 3, Andrew wins

If the spinner touches region 4, Liz wins.

This is fair play because both have the same size of region for winning.

If we cut the circle into 8 pieces,

as region 1 is the sum of 2 sub-parts of the circle,

possibility of spinner touching region 1= 2/8= 1/4

possibility of spinner touching the small region = 1/8

So the possibility of the spinner touching the region 2or 3= 1/8+1/8= 2/8= 1/4

Hence the possibility of Andrew wins= possibility of the spinner touching region 1= 1/4

possibility of Liz wins= possibility of the spinner touching the region 2 or 3= 1/4

Therefore the correct option is Option A: Yes. Each friend has 1/4 probability of winning.

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Answer:

x²-16x+64

Answer:

  (x -8)² = x² -16x +64

Step-by-step explanation:

A lot of math is about pattern recognition. For many of the patterns you are asked to recognize, it is helpful to be very familiar with basic math facts: addition facts, multiplication facts, and the squares and cubes of small integers.

All of algebra is based on a few properties of arithmetic and equality. One that is important here is the distributive property.

__

One of the patterns that is used with quadratics is the square of a binomial.

  (a - b)² = a² -2ab +b²

This is the result of applying the distributive property several times.

First of all, the exponent indicates repeated multiplication:

  (a -b)² = (a -b)×(a -b)

The distributive property tells you each term outside parentheses multiplies each term inside:

  = a×(a -b) -b×(a -b)

  = a·a -a·b -b·a +b·b . . . . . and again

Now, we collect terms, recognizing that ab=ba.

  = a² -2(a·b) +b² . . . . . . . using exponents for repeated multiplication

So, the pattern for the square of a binomial is ...

  (a -b)² = a² -2ab +b²

__

For your specific case, ...

  (x -8)² = x² -2(x)(8) +8² . . . . . . using the above pattern

  (x -8)² = x² -16x +64

_____

Additional comment

If you want to do this without using the pattern, just make use of the distributive property:

  [tex](x-8)^2=(x-8)(x-8)\\\\=x(x -8) -8(x-8)\\\\=x^2-8x-(8x-64)\\\\=x^2-8x-8x+64\\\\\boxed{(x-8)^2=x^2-16x+64}}[/tex]

__

While the distributive property is the fundamental property involved, some find it helpful to remember a mnemonic that gets you to the same result for the product of binomials: FOIL. The letters refer to First, Outer, Inner, Last, and they remind you of the terms that make up the expansion of the product:

Then the product is ...

  (x -8)² = x² -8x -8x +64 = x² -16x +64

__

Of course, the distributive property is involved in what we call "collecting terms."

  -8x -8x = (-8-8)x = -16x

The variable is factored out using the distributive property, then the coefficients are added to simplify the expression in parentheses.

A function assigns the values. The correct option is C, x=-6.

A function assigns the value of each element of one set to the other specific element of another set.

A.) When the value of x is -12,

f(-12) = 2/3(-12) + 7 = -1

g(-12) = 2(-12) + 15 = -9

B.) When the value of x is -9,

f(-9) = 2/3(-9) + 7 = 1

g(-9) = 2(-9) + 15 = -3

C.) When the value of x is -6,

f(-6) = 2/3(-6) + 7 = 3

g(-6) = 2(-6) + 15 = 3

D.) When the value of x is -3,

f(-9) = 2/3(-3) + 7 = 5

g(-9) = 2(-2) + 15 = 11

Hence, the correct option is C, x=-6.

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Step-by-step explanation:

[tex] \sqrt{10} = 3.2 \\ then \: the \: sign \: there \: is \: = \\ \sqrt{10 } = 3.2 \\ \\ \: \sqrt{12} = 3.5 \\then \: the \: sign \: there \: is \: = \\ \: \sqrt{12} = 3.5 \\ \\ 6 \frac{1}{3} = 6.3 \: and \: \sqrt{40 } = 6.3 \\ therefore \: 6 \frac{1}{3} = \sqrt{40} \\ \\ 2 \frac{2}{5} = 2.4 \: and \: \sqrt{5.76} = 2.4 \\ then \: \: 2 \frac{2}{5} = \sqrt{5.76} \\ \\ 5 \frac{1}{6} = 5.16 \: and \: 516 \: \: therefore \: \\ 5 \frac{1}{6} = 5.16 \\ \\ \sqrt{6.2} = 2.5 \\ and \: 2.4 \: therefore \: \\ \sqrt{6.2} > 2.4[/tex]

Answer: Length = 9 cm, Width = 6 cm

Step-by-step explanation:

L - 3 + L - 3 + L + L = 30

2L - 6 + 2L = 30

4L - 6 = 30

4L = 36

L = 9

Length = 9 cm

Width = 9-3 = 6 cm

Answer:

First figure out the angle measure of CBA and DBE to find out what Angle measure of ABE is.

Angle CBA and DBE are vertical angles, meaning they are congruent.

so set the equation as:

(2x+21)=(5x)

21=5x-2x

21=3x

x=7

It doesn't matter in which angle you plug 7 you get the same angle measure, so : 5x=5(7)=35 degrees

So to find angle measure of ABE:

We know that ABE and DBE form linear pair, so

180-35=145 degrees

145 degrees is the answer.

Hope it helps!

Answer:

∠ABE = 145°

Step-by-step explanation:

because angle CBA and ABE form a straight line, we know that they must add together to 180 degrees

and because DBE and ABE also form a straight line/angle, they must add together to 180 degrees

we can set this up as a system of equations (I will be writing ABE as "y")

2x + 21 + y = 180

5x + y = 180

We can combine this to beL

2x + 21 + y = 5x + y

 - 2x              -2x

21 + y = 3x + y

   - y       - y

21 = 3x

x = 7

If we plug this back into our original equations (which is set to 180 degrees), we can find y

2(7) + 21 + y = 180

14 + 21 + y = 180

35 + y = 180

- 35       - 35                  

y = 145

(remember, "y" is angle ABE)

we can check this value (ABE = 145) by substituting our second equation

5(x) + ABE = 180

35 + 145 = 180

       180 = 180

(TRUE)

so, the measure of ∠ ABE is 145°

hope this helps!!

Answer:

(4, -3)

Step-by-step explanation:

A vertex is just a point at which 2 lines going in different directions meet, hence (4, -3)

Answer: [tex]y=-\frac{1}{3} x-3[/tex]

Step-by-step explanation:

To find the inverse of a function you must first swap the places of x and y

[tex]x=-3y-9[/tex]

Now solve for y

Step 1: Flip the equation.

[tex]-3y-9=x[/tex]

Step 2: Add 9 to both sides.

[tex]-3y-9+9=x+9\\-3y=x+9[/tex]

Step 3: Divide both sides by -3.

[tex]\frac{-3y}{-3} =\frac{x}{-3} +\frac{9}{-3} \\y=-\frac{1}{3} x-3[/tex]

Therefore,

We know that :

Substituting the values :

>> V = π × (7 / 2)^2 × 8

>> V = π × (49 / 4) × 8

>> V = π × 49 × 2

>> V = 98π

Henceforth,

We know , the volume of a cylinder is given by the formula – πr²h, where r is the radius of the cylinder and h is the height.

Therefore, putting the values, we get,

[tex] \Large \mathcal \purple {Volume }\large\red\implies \tt \large \:\pi \: {r}^{2}h[/tex]

[tex] \Large \mathcal \purple {Volume }\large\red\implies \tt \large \:\pi \times \: \bigg(\frac{7}{2} \bigg)^{2} \: \times \: 8 \\ [/tex]

[tex] \Large \mathcal \purple {Volume }\large\red\implies \tt \large \:\pi \: \times \: \frac{7}{2} \: \times \: \frac{7}{2} \: \times \: 8 \\ [/tex]

[tex] \Large \mathcal \purple {Volume } \large\red\implies \tt \large \:\pi \: \times \: \frac{7}{2} \: \times \: \frac{7}{ \cancel2} \: \times \: \cancel{8} \: ^{ \orange4} \\ [/tex]

[tex]\Large \mathcal \purple {Volume }\large\red\implies \tt \large \:\pi \: \times \: \frac{7}{ \cancel2} \: \times \: {7} \: \times \: \cancel4 \: ^{ \orange2} \\ [/tex]

[tex] \\ \Large \mathcal \purple {Volume }\large\red\implies \tt \large \:\pi \: \times \: 7 \: \times \: 7 \: \times \: 2[/tex]

[tex]\Large \mathcal \purple {Volume }\ \large\red\implies \tt \large \:\pi \: \times \: 49 \: \times \: 2[/tex]

[tex]\Large \mathcal \purple {Volume }\large\red\implies \tt \large \:98 \:\pi[/tex]

Hence , the volume of cylinder is 98 pi

The probability that the person has an IQ greater than 120 is 0.2524 of 25.24%

It is a branch of mathematics that deals with the occurrence of a random event.

Given:

IQ is normally distributed with a mean of 100 and a standard deviation of 15.

probability that the person has an IQ greater than 120,

P(x >120)

= P(Z > 120-100/ 15)

= P(Z > 0.667)

 P(x >120) = 1-  P(Z <  0.667)

                  = 1-0.7476

                 = 0.2524

                = 25.24%

Hence, the probability is 0.2524.

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Answer:

width = 10 cm

Step-by-step explanation:

the ratio of width to length is 2 : 5 = 2x : 5x ( x is a multiplier )

the perimeter (P) of a rectangle is calculated as

P = 2 × width + 2 × length

given P = 70 then

2(2x) + 2(5x) = 70

4x + 10x = 70

14x = 70 ( divide both sides by 14 )

x = 5

Then

width = 2x = 2 × 5 = 10 cm and length = 5x = 5 × 5 = 25 cm

[tex](6^-^8)^4[/tex]

[tex]=6^-^2^4[/tex]

[tex]=\frac{1}{6^2^4}[/tex]

The probability that both are smokers is 6903/180000

The given parameters are:

Male smoker = 177

Female smoker = 78

Total student = 78 + 522 = 600

The probability of a male smoker is

P(Male) = 177/600

The probability of a female smoker is

P(Female) = 78/600

The probability that both are smokers is

P(Smoker) =P(Male) *P(Female)

So, we have:

P(Smoker) = 177/600 * 78/600

Simplify

P(Smoker) = 177/600 * 39/300

Evaluate the product

P(Smoker) = 6903/180000

Hence, the probability that both are smokers is 6903/180000

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Answer: [tex]\frac{5\pi}{3}[/tex]

Step-by-step explanation:

[tex]A=(\sqrt{20})^{2}(\pi)\left(\frac{30}{360} \right)=\boxed{\frac{5\pi}{3}}[/tex]

The correct answer is option B which is 3

Mean is defined as the ratio of the sum of the number of the data sets to the total number of the data.

Given data:-

4,3,2

The mean will be calculated as:-

Mean = (4 + 3 + 2) / 3

Mean =  9 / 3

Mean = 3

Therefore the correct answer is option B which is 3

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Answer: Right iscoleces triangle

Step-by-step explanation: The square on the left bottom side means it is a right angle. The lines means that a side is congruent to the other side. By definition, iscoleces triangles have two congruent sides, so this must be it.

Answer:

right isosceles

Step-by-step explanation:

the right angle and the two sides that are equal make the triangle a right isosceles

Answer:

Step-by-step explanation:

[tex] \bf {x}^{2} + 5x + 6 = 0[/tex]

Write the equation in factored form.

[tex]\bf (x + 2)(x + 3) = 0[/tex]

Separate equations, and set each factor to zero.

[tex]\bf x + 2 = 0[/tex]

[tex]\bf x + 3 = 0[/tex]

Rearrange and isolate the variable to find the solutions

[tex]\bf x = - 2[/tex]

[tex]\bf x = - 3[/tex]

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

Answer:

x=-3           x=-2

Step-by-step explanation:

x^2 +5x+6 =0

We need to factor the equation

What two numbers multiply to 6 and add to 5

3*2 = 6

3+2 =5

(x+3)(x+2)

Using the zero product property

x+3 =0  x+2 =0

x=-3           x=-2

Answer:

y = -7x

Explanation:

Take two points from table: (-4, 28), (-3, 21)

Find slope:

[tex]\sf slope: \dfrac{y_2 - y_1}{x_2- x_1} \ \ where \ (x_1 , \ y_1), ( x_2 , \ y_2) \ are \ points[/tex]

[tex]\rightarrow \sf slope\ (m): \dfrac{21-28}{-3-(-4)} = -7[/tex]

Now find equation:

[tex]\sf y - y_1 = m (x - x_1)[/tex]

[tex]\rightarrow \sf y - 21 = -7(x - (-3))[/tex]

[tex]\rightarrow \sf y = -7(x +3) + 21[/tex]

[tex]\rightarrow \sf y = -7x -21 + 21[/tex]

[tex]\rightarrow \sf y = -7x[/tex]

Slope

Equation of line

Answer:

27

Step-by-step explanation:

Answer:

J Trump has to be a great day of school and I have a great

Step-by-step explanation:

you thank you thank you thank you thank you thank you thank you thank you thank you thank you thank you for your loss of school and I have a great day of school ii

Answer:

first option

Step-by-step explanation:

[tex]\frac{(2g^5)^3}{(4h^2)^3}\\= \frac{8g^1^5}{64h^6} \\= \frac{g^1^5}{8h^6}[/tex]

Based on the information given, the correct options will be

y = x + 6 and 3x - 3y = -18 .... Infinitely many solutions.

y = -2x + 5 and 2x + y = -7 .... No solution.

y = -4x + 11 and -6x + y = 11 ... One solution.

Solving equations

y = -4x + 11 ....... equation i

-6x + y = 11 ...... equation ii

Put equation i into ii.

-6x + y = 11

-6x + (-4x + 11) = 11

-6x - 4x + 11 = 11

-6x - 4x = 11 - 11

-10x = 0

x = 0

Therefore, x = 0 and y = 11. This gives a solution for each variable.

y = -2x + 5 ..... i

2x + y = -7 ..... ii

Put equation I into ii

2x + y = -7

2x + (-2x + 5) = -7

2x - 2x = -7 - 5

0 = -12

This indicates no solution.

y = x + 6 ..... i

3x - 3y = -18 ..... ii

Put equation I into ii

3x - 3y = -18

3x - 3(x + 6) = -18

3x - 3x - 18 = -18

3x - 3x = - 18 + 18

0 = 0

This implies that there are infinitely many solutions.

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None of the options is true.

Three Different, Regular tessellation is formed 1. if we join regular polygons of side 3, called equilateral triangle,2. Regular polygon of side 4, called Square, and 3. Regular polygon of side,6 called hexagon,

to form a pattern.

A polygon is said to be regular if all interior angles and all sides are equal.

The regular polygon of side 3, when joined together can be named: 3.3.3.

The regular polygon of side 4, when joined together can be named 4.4.4.

The regular polygon of side 6, when joined together can be named 6.6.6.

So, a regular tessellation is formed, from a regular polygon having,3,4, and 6 Sides.

None of the sides of the polygon, which is given in the option, can be used to form a regular tessellation.

None of the options is true.

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Answer:

For plato users, the answer would be letter C.

Step-by-step explanation:

A.

It represents neither a relation nor a function.

B.

It represents a relation only.

C.

It represents both a relation and a function.

D.

It represents a function only.

This equation represents both a relation and a function.

Took the test, hope this helps!

Step-by-step explanation: