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3 years ago

Sara bought a dress on sale for $33. She saved 40%. What was the original cost? $

Mathematics

1 answer:

bezimeni [28]3 years ago

8 0

Answer:

$55

Step-by-step explanation:

Step 1

Subtracted the discounted price by 100 to find the percentages original price giving you *60%*

Step 2

Multiply the price payed(final price which is $33) by 100 giving you *3300*

Step 3

Go back to step 1 and divide your answer in step 2(3300) by the percentage in step 1(60%) (3300/0.60=55)

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What's the standard equation of the circle with the general equation x2 + y2 + 4x – 2y – 20 = 0? answers: 1) (x + 2)2 + (y – 1)2

gizmo_the_mogwai [7]

Answer:

4). (x + 2)^2 + (y - 1)^2 = 25.

Step-by-step explanation:

x^2 + y^2 + 4x - 2y - 20 = 0

x^2 + 4x + y^2 - 2y = 20

Completing the square on the x and y terms:

(x + 2)^2 - 4 + (y - 1)^2 - 1 = 20

(x + 2)^2 + (y - 1)^2 = 20 + 4 + 1

(x + 2)^2 + (y - 1)^2 = 25.

3 0

3 years ago

The Internal Revenue Service (IRS) provides a toll-free help line for taxpayers to call in and get answers to questions as they

Airida [17]

Answer:

a) Null hypothesis: $\mu \geq 14$

Alternative hypothesis: $\mu < 14$

H0: μ -greater than or equal to 14

Ha: μ - less than 14

b) $p_v =P(t_{(49)}$

c) For this case since the p value is higher than the significance level given of 0.05 the answer would be NO

We can't conclude that the actual mean waiting time is significantly less than the claim of 14 minutes made by the taxpayer advocate

Step-by-step explanation:

Data given

$\bar X=12$ represent the sample mean

$\sigma=10$ represent the population standard deviation

$n=50$ sample size

$\mu_o =14$ represent the value that we want to test

$\alpha=0.05$ represent the significance level for the hypothesis test.

z would represent the statistic (variable of interest)

$p_v$ represent the p value for the test (variable of interest)

Part a: System of hypothesis

We need to conduct a hypothesis in order to check if the true mean is less than 14 minute, the system of hypothesis would be:

Null hypothesis: $\mu \geq 14$

Alternative hypothesis: $\mu < 14$

The statistic is given by:

$z=\frac{\bar X-\mu_o}{\frac{\sigma}{\sqrt{n}}}$ (1)

Calculate the statistic

If we replace we got:

$t=\frac{12-14}{\frac{10}{\sqrt{50}}}=-1.414$

Part b: P-value

The first step is calculate the degrees of freedom, on this case:

$df=n-1=50-1=49$

Since is a one sided lower test the p value would be:

$p_v =P(t_{(49)}$

Part c

For this case since the p value is higher than the significance level given of 0.05 the answer would be NO

We can't conclude that the actual mean waiting time is significantly less than the claim of 14 minutes made by the taxpayer advocate

8 0

3 years ago

What is the easiest way to solve negative fractions plus positive fractions?

katen-ka-za [31]

Answer:

Step-by-step explanation:

and I'll explain why so when when we're

looking into combining fractions

positive negative fractions the main

important thing we need to make sure we

have is like denominators

all right common dinar common

denominator the easiest the easiest way

to find a common denominator is to

multiply the denominators right that's

the easiest way to go ahead and find one

just multiply three times eight which is

24 that's gonna give you your comments

and on there does that make sense so

make sense multiply the denominator but

that's not always going to be the least

common denominator so an easy way to

always check to find the least common

denominator is choose the largest

denominator which would be 8 and then

kind of list out the multiples so is and

sitting determine it does 3 divide into

any of those multiples before we get to

24 so just 3 to buy an 8 no so 8 is not

the least common denominator then we go

to 16 just 3 divided into 16 No

24 yes it does so actually end up 3

times 8 is gonna equal 24 and it's okay

lays knowing if you always want to

multiply your denominators you can

always do that but that just because

you're multiplying you're not always

gonna get the least common denominator

and the problem with that is you're

gonna have to simplify your fraction a

little bit more at the end all right but

it is also a way to always get a common

denominator so my lcd is 24 and what I

like you guys to do is always like write

that down so you can always kind of

remember it and basically when we have

an LCD of 24 what we want to be able to

do is say alright what do I need to

multiply now both of my denominators by

to get to 24 well to get 3 forget about

the negative sign per second for do get

3 we need to multiply by 8 right but

there's a problem if you have a fraction

and you only multiply the denominator by

it you've now changed the fraction think

about 1/2 if you have 1/2 and you

multiply the denominator by 3 you now

have 1/6 right is 1/6 equal to 1/2

no so we need to multiply the numerator

and the denominator by 8 think about

again 1/2 times 3 over 3 equals 3 over 6

is 3 over 6 equivalent to 1/2 yes so

when you're multiplying your fraction we

want to make sure we

keep equivalent fractions for 3/8 we

need to multiply by five over five and

then when I multiply fractions I just

simply multiply across numerator times

numerator denominator times denominator

therefore I get negative 8 over 24 plus

I don't know 3 right thank you I don't

know I was like off in my own world I

guess there you go

sorry so therefore now I have negative 8

24 plus 9 over 24 and now when we need

to add combined fractions we need to

combine fractions as long as they have

common denominators we just add or

subtract our numerators so just think

about negative you owe eight dollars you

have nine dollars in your pocket

therefore you're gonna have one dollar

left right and you keep the denominator

the same question okay letting it

internalize

7 0

3 years ago

The math department faculty at a large university wanted to know what portion of the student body believes students should be ab

Leya [2.2K]

Answer:

The population of interest for this student is the students whom are enrolled in statistics classes.

Step-by-step explanation:

Sampling

This is a common statistics practice, when we want to study something from a population, we find a sample of this population.

For example:

I want to estimate the proportion of New York state residents who are Buffalo Bills fans. So i ask, lets say, 1000 randomly selected New York state residents wheter they are Buffalo Bills fans, and expand this to the entire population of New York State residents.

The population of interest are all residents of New York State.

A simple random sample of 500 students was selected from all the students enrolled in statistics classes.

This means that the population of interest for this student is the students whom are enrolled in statistics classes.

3 0

3 years ago

SOMEONE, PLEASE HELP, I NEED THE ANSWER NOW

faltersainse [42]

3. -155.15
4. -140.95
5. -1.40
6. 5.80
I’m not 100% sure but I think it’s right

8 0

3 years ago