[pic] A parallelogram is a quadrilateral in which pairs of opposite sides are parallel and are congruent. Opposite sides are parallel and equal in length‚ and opposite angles are equal (angles "a" are the same‚ and angles "b" are the same) NOTE: Squares‚ Rectangles and Rhombuses are all Parallelograms! Name the kind of parallelogram this figure displays? Example 1: [pic] |[pic] |A parallelogram with: | |
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Sullivan’s Handbags marks up their bags at 45% of the selling price. Pat Sullivan saw a bag at a trade show that she would sell to her customers for $85. What is the most she could pay for the bag and still retain the 45% markup of the selling price? 6. Jeff Jones earns $1‚200 per week. He is married and claims four withholding allowances. The FICA rate is as follows: Social Security rate is 6.2% on $97‚500; Medicare rate is 1.45%. To date his cumulative wages are $6‚000. Each paycheck‚
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1. Solve a. e^.05t = 1600 0.05t = ln(1600) 0.05t = 7.378 t = 7.378/.05 t = 147.56 b. ln(4x)=3 4x = e^3 x = e^3/4 x = 5.02 c. log2(8 – 6x) = 5 8-6x = 2^5 8-6x = 32 6x = 8-32 x = -24/6 x = -4 d. 4 + 5e-x = 0 5e^(-x) = -4 e^(-x) = -4/5 no solution‚ e cannot have a negative answer 2. Describe the transformations on the following graph of f (x) log( x) . State the placement of the vertical asymptote and x-intercept after the transformation. For example‚ vertical shift
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Centre Number For Examiner’s Use Candidate Number Surname Other Names Examiner’s Initials Candidate Signature Pages General Certificate of Secondary Education Higher Tier June 2014 Mark 3 4–5 6–7 Mathematics (Linear) 4365/1H H Paper 1 Monday 9 June 2014 9.00 am to 10.30 am For this paper you must have: 8–9 10 – 11 12 – 13 14 – 15 16 – 17 mathematical instruments. 18 – 19 You must not use a calculator 20 – 21 Time allowed 1 hour 30 minutes 22 – 23 TOTAL Instructions Use black
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Module 8 Business Decisions Capital Gains Page 705‚ question 30 30A- How much tax will you have saved by waiting? $1‚250 $25‚000 X .10 = $2‚500 $25‚000 X .15 = $3‚750 $3‚750 - $2‚500 = $1‚250 30B- How much would you save in 36% bracket? Between $2‚000 to $4‚400 $25‚000 X .20 = $5‚000 $25‚000 X .28 = $7‚000 to $9‚900 $7‚000 - $5‚000 = $2‚000 $9‚900 - $5‚000 = $4‚400 Interpreting the numbers Page 743‚ Question 20 2‚300 2‚430‚ 2‚018‚ 2‚540‚ 2‚675‚ 4‚800
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Understanding What You Read – Week 3 Week 3- Chapter 5- Understanding Your Customer 1. Identify demographic trends that are occurring in the United States‚ related to (a) number of single-person households‚ (b) median age for marriage‚ (c) birthrate‚ (d) U.S. population growth‚ and (e) number of male homemakers. Single person households are showing the greatest increase in numbers and that trend is projected to continue. Birthrate has remained relatively stable in the United States since
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let f(x) be a quadratic polynomial such that that f(2)= -3 and f(-2)=21‚ then the co-efficient of x in f(x) is a. -3 b. 0 c. -6 d. 2 1. if f(x) =x3 +ax+b is divisible by (x-1) 2 ‚then the remainder obtained when f(x) is divided by (x+2) is ; a. 1 b . 0 c. 3 d. -10 3. the remainder when x1999 is divided
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GRE GRE Now duate ded gra by inten d optioniel major f aM w th the ow wiith score dattS N c ® Guide to the Use of Scores This publication includes: • Guidelines for the use of GRE® scores • Concordance information and percentile ranks oreSele Sc • Score interpretation and statistical information 2012–2013 www.ets.org/gre 19398 CONTENTS The GRE® Board and Its Committees ......................................................................................... 3 Overview of
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Discuss the cause of the Tacoma bridge disaster‚ in terms of waves‚ vibrations‚ and resonance. Elaborate the effects with relevant equations and formulae. The Tacoma bridge collapse can be attributed to the waves caused by the buildup of energetic vibrations. These energetic vibrations were built up from the bridge “taking energy from the steadily blowing wind” (Crowell). Eventually enough of these energetic vibrations built up to cause resonance within the system‚ causing the wave-like motion
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Mathematics is highly valued in our society but for many students the thought of learning mathematics is daunting. Learning mathematics in primacy school may have been a positive experience but it may have also been filled with frustration and anxiety. If a teacher has a negative view of mathematics then their students will adopt this view. Students must be shown the relevance and purpose of mathematics in a real life and meaningful way. There is no doubt that mathematics is an indispensable tool
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