Atrap and Bracken are two rival insurance companies. Atrap and Bracken have premiums of $150 and $100 and deductibles of $2,500 and $3,500 respectively. The average expense of surgery is $25,000.If after 1 year, 5 of the 1,000 people registered with Atrap have gone through surgery, where does Atrap stand in terms of gains or losses?

Step-by-step explanation:

K is an upper bound for│f"(x)│on the interval [0, 1], so x ≤ 1.

Sine and cosine have maximums of 1, so an upper bound of │f"(x)│is:

│f"(x)│≤ (76 · 1 + 152 · 1 · 1)

│f"(x)│≤ 228

Answer:

Step-by-step explanation: the y would be 50

Answer:

perdita is correct

Step-by-step explanation:

perdita is correct because A isoceles triangle has two of the same. The triangle will just be very very thin

Problem 1

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Work Shown:

We decrease by 7 each time we need a new term

an = nth term

an = a1+d(n-1)

an = 9+(-7)(n-1)

an = 9-7n+7

an = -7n+16

a14 = -7*14+16

a14 = -82

Sn = sum of the first n terms of an arithmetic sequence

Sn = (n/2)*(a1+an)

S14 = (14/2)*(9+(-82))

S14 = -511  

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Problem 2

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

Explanation:

The nth term of a geometric sequence is a*r^(n-1)

We're given that

Those two facts lead us to these two equations

Divide the second equation over the first equation

The left hand sides would divide to r^3

The right hand sides divide to -216

Solving r^3 = -216 leads to r = -6

This leads to...

a*r = 15

a*(-6) = 15

a = 15/(-6)

a = -2.5

This points us at choice C as the answer. Choice C says that the nth term is found by multiplying the previous term by -6, which is tied directly to the common ratio.

Answer:

Step-by-step explanation:

1st 10 days - 8 GB

2nd 10 days - 8 GB

3rd 10 days - 8 GB

________________

30 days    -  24 GB

Answer:

the answer is one line is increased by 1, and the other increased by 6

hope this helped :))

Answer:

the answer is one line is increased by 1, and the other increased by 6

Step-by-step explanation:

Answer: 2.01

Step-by-step explanation:

A percentage is equal to x/100.

For example, 5% would be equal to 5/100.

5/100 = 0.05

So 201% = 201/100.

201/100 = 2.01

Answer:

81x² + 90x + 48y + 64

Step-by-step explanation:

(9x+8)² = (9x+8)(9x+8) = 9x*9x + 9x*8 + 8*9x + 8*8 = 81x² + 72x + 72x + 64

             = 81x² + 144x + 64

then:

(9x+8)² -54x+48y = (81x² + 144x + 64) -54x + 48y = 81x² + 90x + 48y + 64

We substitute -1+1/6y for x in the second equation (bottom equation) in order to solve the system by the substitution method.

The given system of equations are 2x-1/3y = -2...(1)

3x+y=1...(2)

We solve this system of equations by using substitution method.

Let us solve for x in equation to substitute it in equation (2).

2x=-2+1/3y

Divide both sides of equation by 2.

x=-1+1/6y

Now plug in the value of x in equation 2.

Hence, we substitute -1+1/6y for x in the second equation (bottom equation) in order to solve the system by the substitution method.

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Answer:

Je ne sais pas sur quoi vous avez besoin d'aide, pourriez-vous préciser pour que je puisse vous aider ??

Step-by-step explanation:

Answer:

149 sq. ft

Step-by-step explanation:

For the triangle:

Base = 16-9 = 7 ft

Area of Triangle = 1/2 of  b.h

= 1/2 of 7 * 6

= 21 sq. ft

Area of Rectangle = l.b

= 5 * 16

= 128 sq. ft

Total Area = 149 sq. ft

9514 1404 393

Answer:

  200 m

Step-by-step explanation:

Let d represent the length of the track in meters. The relation of interest is ...

  time = distance/speed

Then the total time to run and walk back is ...

  60 = d/10 + d/5

  600 = d + 2d

  200 = d . . . . . . . divide by 3

The length of the track is 200 meters.

_____

200 m in 20 seconds is a world-record time for a woman; a very good time for a man.

Answer:

2sqr3, the first option

Step-by-step explanation:

Answer:

x+100

Step-by-step explanation:

x^2-10,000/x-100

x^2-10000 is a difference in squares and can be factored.

x^2-10000 = (x+100)(×-100).

(x+100)(x-100)/(x-100)

(x-100) cancel each other.

x+100 remains.

The unit rate for Option A is $4.4 per pound of gummy bears.

The unit rate for each option is a mathematical expression that compares two quantities of different measures by dividing one quantity by the other.

The unit rate is used to determine how much an item costs per unit of measure.

To find the unit rate for each option, we can use the following formula: Unit rate = price ÷ weight Option A: $15.40 for 3.5 lbs of gummy bears Unit rate = 15.40 ÷ 3.5Unit rate = $4.4 per pound of gummy bears.

Therefore, the unit rate for Option A is $4.4 per pound of gummy bears.

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Here is the complete question given below:

The unit rate for each option. 9. Option A: $15.40 for 3.5 lbs of gummy bears. $7.65 for 1.8 Ibs of gummy bears.

Answer:

◉ No

Step-by-step explanation:

   a vertical line is not a function because it will not survive the vertical line test, VLT.

the VLT is a vertical line that touches functions, if it touches it twice or more, then it's not a function

=======================================

\(\textcopyright ELIZA \bullet22/09/'22\)

\(\#CARRYONLEARNING :)\)

The property you are referring to is called the associative property of multiplication. According to this property, when multiplying three numbers, the grouping of the numbers does not affect the result. In other words, you can change the grouping of the factors without changing the product.

In the equation you provided: 3x(5x7) = (3x5)7

The associative property allows us to group the factors in different ways without changing the result. So, whether we multiply 5 and 7 first, or multiply 3 and 5 first, the final product will be the same.

Answer:

23. Similar as well as congruent triangle

25. Conguent triangle

Step-by-step explanation:

Answers:

23. Not enough information

25. Congruent (by the HL theorem)

HL = hypotenuse leg

=============================================

Explanation for problem 23.

Check out figure 1 shown below.

I have marked the given diagram with light blue and light pink to show which angles are congruent.

Because lines UN and TC are parallel, we know the following alternate interior pairs are congruent.

Therefore, we can establish one link of paired congruent angles of the triangles LNU and TCH. However, we cannot determine any other angle pairings. Why not? Because we don't know if segment UL is parallel to segment TH. If they were parallel, then we could establish something like angle LUN = angle CHT as one alternate interior pairing.

But again, we don't know if UL is parallel to TH. The arrow markers aren't shown for these segments.

Therefore, we simply don't have enough information to determine if the triangles are similar or congruent.

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

Explanation for problem 25.

Luckily this problem will provide sufficient info to prove the triangles KSR and ISR are congruent.

We start with the given info that KR = SI due to the identical tickmarks. This represents one node in the flowchart (see figure 2).

Another node is angle RKS = angle RIS because both are right angles, aka 90 degree angles.

A third node is SR = SR because of the reflexive property.

Those three nodes then feed into the final conclusion node that triangle KSR = triangle ISR. The reasoning is "HL theorem" where HL = hypotenuse leg. This theorem works for right triangles only.

Take note how I structured the proof so that it flows from top to bottom. The three nodes side by side are related so they share the same row.

There are many other ways to make the flowchart, so don't feel obligated to use this format. Use whatever works best for you.

The equation that represents a quadratic relationship is y = 4x^2. Option A.

A quadratic relationship is a mathematical relationship where the variable y is a function of the variable x raised to the power of 2. In other words, it is an equation in which the highest power of the variable is 2.

Let's analyze the given equations:

1. y = 4x^2: This equation represents a quadratic relationship because the variable x is raised to the power of 2. The term 4x^2 indicates that the relationship between x and y is quadratic.

2. y = 4x^4: This equation represents a quartic relationship, not a quadratic relationship. The variable x is raised to the power of 4, which indicates a higher degree relationship than quadratic.

3. y = 4x^3: This equation represents a cubic relationship, not a quadratic relationship. The variable x is raised to the power of 3, indicating a higher degree relationship.

4. y = 4: This equation represents a linear relationship, not a quadratic relationship. It is a constant equation where y is always equal to 4, regardless of the value of x. In a quadratic relationship, the variable x should have a power of 2. Option A.

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Answer:

71

Step-by-step explanation:

Evaluate for x=12

(8)(12)−25

(8)(12)−25

=71

Answer:

71

Step-by-step explanation:

To evaluate \(8x - 25\) when \(x = 12\), we have to replace x with 12 in the expression:

\(8x - 25\)

⇒ \(8(12) -25\)

⇒ \(96 - 25\)

⇒ \(\bf 71\)

The value of the product expression (-2x-9y²)(-4x-3) is 8x² + 6x + 27y² + 36xy²

The expression is given as:

(-2x-9y²)(-4x-3)

Expand the expression

8x² + 6x + 27y² + 36xy²

Hence, the value of the product expression (-2x-9y²)(-4x-3) is 8x² + 6x + 27y² + 36xy²

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Answer:

80

Step-by-step explanation:

For every additional 10 hrs, you get 200 more dollars.

Answer:

 0

Explanation:

Given expression:

\(\sf 6 - (1 \times 4) -2\)

Use BODMAS method:

brackets, order, division, multiplication, addition, subtraction

First simplify variables inside brackets

\(\sf 6 - (4) -2\)

Then simply use subtract integers

\(\sf 0\)

\({ \qquad\qquad\huge\underline{{\sf Answer}}} \)

Let's get it done using Bodmas Rule ~

\(\qquad \sf  \dashrightarrow \: 6 - (1 \times 4) - 2\)

\(\qquad \sf  \dashrightarrow \: 6 - (4) - 2\)

\(\qquad \sf  \dashrightarrow \: 6 - ( 4 + 2)\)

\(\qquad \sf  \dashrightarrow \: 6 - 6\)

\(\qquad \sf  \dashrightarrow \: 0\)

We will get the end result 0, on simplification ~

Step-by-step explanation:

x = number of quarters.

y = number of dimes.

z = number of pennies.

0.25x + 0.1y + 0.01× = 1.05

but it is not possible to find a combination of a subset of the coins to create exactly 1 (= the change for $1).

like to have only 3 quarters and 3 dimes (and no pennies). that makes $1.05, and no combination can create exactly $1.

as a consequence

x < 4 (because 4 quarters is $1, and more than 4 quarters is already more than $1.05).

z < 5 (because with 5 or more pennies, since the total sum is $1.05, if I simply remove 5 pennies, I get $1 with the other coins, no matter what combination they are).

with 1 or 2 or 3 or 4 pennies I cannot build a total sum of $1.05, as the other coins will can only build a sum that ends in 0 or in 5.

so, the sum of these other coins and 1, 2, 3, 4 pennies can never end in 5.

that means, we have 0 pennies.

that rules out to have 0 or 2 quarters, because then together with the dimes the sum can only end in 0 (and actually also give change for $1).

so, we can have only 1 or 3 quarters.

that means the solutions are

1 quarters and 8 dimes

or

3 quarters and 3 dimes.

1 quarter and 8 dimes (and 0 pennies) is the desired solution, because it contains more coins.

for the maximum amount of money built by coins not providing change for $1 we need to remember :

4 quarters are $1 (and would provide change for $1). so, we always need less than 4 quarters. but also at least 1 quarter to keep the sum from ending with a 0 (which would allow again to build $1).

10 dimes are $1 (and provide change for $1). we always need less than 10 dimes.

5 or more pennies would always allow to take away or fill up to create a sum that ends in 0 and therefore build $1. so, we always need less than 5 pennies.

that means again

1 or 3 quarters

max. 9 dimes

4 pennies.

if the the maximum possible sum would be higher than 1.19, then we could only increase in steps of 0.10 (dimes) : 1.29, 1.39, ...

if the sum is 1.29, I could remove 1 quarter and 4 pennies to make $1.

if it is 1.39, I could remove 1 quarter, 1 dime and 4 pennies to make $1.

and so on.

any sum >= 1 created incl. 4 or more quarters or 10 or more dimes or 5 and more pennies can always be reduced to a full $1.

$1.19 can only be built by 1 quarter and 9 dimes and 4 pennies, so that we cannot build $1 out of a subset, or by 3 quarters, 4 dimes and 4 pennies.

and 1 quarter, 9 dimes and 4 pennies has more coins.

The equation of the graph is

The table is completed by substituting the x to the function y = sqrt(x) + 2

When x = 0:

y = sqrt(0) + 2

y = 0 + 2

y = 2

When x = 1:

y = sqrt(1) + 2

y = 1 + 2

y = 3

When x = 4:

y = sqrt(4) + 2

y = 2 + 2

y = 4

When x = 9:

y = sqrt(9) + 2

y = 3 + 2

y = 5

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Answer:

543 i think?

Step-by-step explanation:

Answer:

The number of lunch specials possible is 8.

Step-by-step explanation:

• If there are 2 sandwiches, 2 drinks, and 2 desserts to choose from and the lunch special is a sandwich, drink, and dessert:

• To find out the answer, we are going to say that we have sandwich a & sandwich b, drink a & drink b, and dessert a & dessert b:

1.) Sandwich a:

2.) Sandwich a:

3.) Sandwich a:

4.) Sandwich a:

5.) Sandwich b:

6.) Sandwich b:

7.) Sandwich b:

8.) Sandwich b:

Please mark me the Brainliest!?!

The number of lunch specials possible is 8.

Combinations are mathematical operations that count the number of potential configurations for a set of elements when the order of the selection is irrelevant. You can choose the components of combos in any order.

If there are 2 sandwiches, 2 drinks, and 2 desserts to choose from and the lunch special is a sandwich, drink, and dessert.

The total choices are 3 in that 2 options for every choice are available.

Thus total combination can be made = 2³

total combination can be made = 8

Therefore, the total number of possible lunch specials is 8.

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