Erm, i don't think so but i hope this helps you :)
We can solve
this problem by using the formula:
1 +
fractional increase = (original employees + new employees) / original employees
Lets say,
x = original
employees
Therefore
substituting the known values:
1 + 0.05 = (x
+ 30) / x
1.05 x = x +
30
0.05 x = 30
x = 600
Therefore
the number of employees working now is:
<span>x + 30</span>
<span>= 630
employees</span>
Answer:
$2.28
Step-by-step explanation: find 90% of 1.20 and add it to 1.08. 90% of 1.20 is 1.08
Here, formula: 5h²
Coefficient = 5
Hope this helps!
<span><span>DO use multiplication sign '*' (the STAR) symbol. For the simplifier, xy is NOT the same as x*y or yx. Simplifier thinks that xy is a separate variable. Good example: x*y-y*(x+2). Bad example: xy-y(x+2).</span>DO use '*' when multiplying a variable by an expression in parentheses: x*(x+2). Otherwise, my simplifier will think that you are trying to use a function and will become confused.Use parentheses liberally to avoid any ambiguity. (x+y)/(x-y) is NOT the same as x+y/x-y. x+y/x-y means x+(y/x)-y.</span>Operations<span>Use '*' (STAR) for multiplication. 2*3 is legal, 2x3 will be misunderstood.Use '^' (CARET) for power. 2^3 means 2 to degree of 3, or 8.Use '/' (FORWARD SLASH) for divisionOnly '(' and ')' (parentheses) are allowed for grouping terms. Curly or square brackets are used for other purposes.</span>
Operation priority: + and - have lowest priority, * and / h
Good Examplesx*y-x*(y+2) <-- '*' is used for multiplications
a^b*3 <-- means (a to the degree of b) multiplied by 3
Bad examples<span>xy-yx <-- variable xy and variable yx are different variables
y(x-2) <-- simplifier will think that it is function y of x-2.</span>
