Final answer:
Compound interest is the concept discussed in this question. It refers to the interest calculated on both the initial principal amount and any accumulated interest from previous periods.
Explanation:
The subject of this question is Mathematics. Specifically, it relates to the concept of compound interest. Compound interest is the interest that is calculated on both the initial principal amount and any accumulated interest from previous periods. In this case, Angela is choosing between having $1,000 now or investing it in a savings account to have $1,050 a year from now. The $50 earned is the result of the interest earned on the initial $1,000.
There are 33 students in the cafeteria, 15 girls and 18 boys. What is the ratio of girls to boys in the cafeteria?
There are 15 girls and 18 boys. Therefore, the ratio of girls to boys in the cafeteria is 15 : 18 (or 15/18). However, both sides can be divided by 3, which simplifies the ratio to 5 : 6 (or 5/6).
Hope this helps!! :)
Answer: The ratio would be 5 girls to every 6 boys.
Step-by-step explanation:
Find a common number both can be divided be which would be 3, so 15 by 3 is 5, and 18 by 3 is 6. So, there is 5 girls for every 6 boys which is the ratio.
2.8+7.2 repeating answer as a decimal
Answer:
10.022
Step-by-step explanation:
Answers are bolded.
4 2/3 + 7/9 = 49/9
3.64 + 3/5 = 106/25
2.8+ 7.2 = 10.022
When you add two rational numbers, each number can be written as a (Fraction)
The sum of two fractions can always be written as a (Fraction)
Therefore, the sum of two rational numbers will always be (Rational)
Step-by-step explanation:
I got these questions correct
How can knowing about an interception in football help you remember the definition of y- intercept
The y-intercept can be used to discover the high which the ball must be to be intercepted
Step-by-step explanation:
if x represents the distance the ball traveled, y represent the height of the ball. you must use these two points in order to intercept the ball and catch it at the exact location just like a (x,y) graph.
What is x*x=15? (Basically make an equation that equals up to 15.)
Answer:
[tex]\displaystyle \sqrt{15} = x[/tex]
Step-by-step explanation:
Be VERY careful. When it write out the equation that way, it will give the speculation of this:
[tex]\displaystyle 15 = x^2[/tex]
Now, in this case, since you were extra explanatory about this [what is written in parentheses], two factors I know of that multiply to 15 are these:
** [tex]\displaystyle 15 = 2 \times 7\frac{1}{2}[/tex]
I am joyous to assist you at any time. ☺️
Find the vertex and axis of symmetry for f(x)=2x^2-1
Solution:
Given is:
[tex]f(x) = 2x^2 - 1[/tex]
We have to find the vertex and axis of symmetry
The general equation is given as:
[tex]f(x) = ax^2 + bx + c[/tex]
Comparing with given equation,
a = 2
b = 0
c = -1
The axis of symmetry is given as:
[tex]x = \frac{-b}{2a}[/tex]
[tex]x = \frac{0}{2(2)}\\\\x = 0[/tex]
Thus axis of symmetry is 0
The x coordinate of the vertex is the same
x coordinate of the vertex = 0
h = 0
The y coordinate of the vertex is:
k = f(h)
k = f(0)
[tex]f(0) = 2(0) - 1\\\\f(0) = 0 - 1\\\\f(0) = -1[/tex]
Thus, y coordinate of the vertex is -1
Therefore, vertex is (0, -1)
Help!! Which of the following uses the reciprocal property to rewrite 12/x-3 = 20/x+3?
A:12/x+3 = 20/x-3
B:x-3/20 = 12/x+3
C:x-3/12 = x+3/20
D:x-3/12 = 20/x+3
The reciprocal property is:
[tex]\frac{x - 3}{12} = \frac{x + 3}{20}[/tex]
Solution:
Given that,
[tex]\frac{12}{x - 3} = \frac{20}{x + 3}[/tex]
The reciprocal property is given as:
The reciprocal of a fraction is the numerator and denominator switched
[tex]\frac{a}{b} = \frac{c}{d}\\\\Then\\\\\frac{b}{a} = \frac{d}{c}[/tex]
Therefore,
[tex]\frac{12}{x - 3} = \frac{20}{x + 3}[/tex]
By reciprocal property,
Switch the numerator and denominator of right side fraction as well as left side fraction
The we get,
[tex]\frac{x - 3}{12} = \frac{x + 3}{20}[/tex]
Thus option C is correct
A ladder is leaning against a tree 15 feet away. The ladder makes a 36-degree angle with the ground and the tree makes an 87-degree angle with the ground. How tall is the ladder?
Answer:
17.861 feet or 17.9 feet (3 sf)
Step-by-step explanation:
180 - 36 - 87 = 57
X/sin(87) = 15/sin(57)
X = 17.861 feet
What is the measure, in degrees, of the supplement of an angle measuring $50$ degrees? I will vote Brainliest first correct answer!!
Supplement of an angle measuring 50 degrees is 130 degrees
Step-by-step explanation:
Step 1 :
Given,
Measure of the angle = 50 °
We need to calculate the supplement of this angle
Step 2 :
2 angles are supplement to each other if the sum of their measures is 180°.
Hence the supplement of one angle can be computed by subtracting the value of that angle from 180°
Hence the supplementary angle to 50 ° is 180° - 50 ° = 130 °
Step 3:
Answer:
Supplement of an angle measuring 50 degrees is 130 degrees
Archie is building a model of the Titanic kids using a scale factor where to in represents 50 feet if the titanic was 882.75 ft long how long will the model need to be round to the nearest hundredth if necessary PLZZZ HELP ME THE ANSWER CHOICES ARE IN THE PICTURE I WILL MARK YOU AS THE BRAINLIST PLZZ
Answer:
8.73
Step-by-step explanation:
what are the y-intercept and the slope of the graph of the following equation? -2x + 4y = 8
Answer:
Slope=2/4 or 1/2
Y-Intercept=8
Step-by-step explanation:
-2x+4y=8
+2x both sides
4y=2x+8
/4
y=2/4x+8
Slope=2/4 or 1/2
Y-Intercept=8
The slope of the graph of the equation -2x + 4y = 8 is [tex]\frac{1}{2}[/tex] , and the
y-intercept is 2.
To calculate the y-intercept and slope of the graph of the equation -2x + 4y = 8, to change the given equation in the general form of line. The general form of the line is y = mx + b, where m is the slope of the line and b is the y-intercept of the line.
Find the value of y from the given equation of graph.
Calculate y as:
[tex]-2x + 4y = 8\\4y = 2x + 8\\y=\dfrac{2}{4}x+2\\ y=\dfrac{1}{2}x +2[/tex]
Here, the slop of the graph m is [tex]\dfrac{1}{2}[/tex] and y-intercept is 2
Therefore, the slope of the graph is 1/2, and the y-intercept is 2.
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Q! and Q2 A fair six-sided dice has five red faces and one grey painted face. The spinner is spun. If the spinner shows an even number, the dice is thrown.
Work out the probability of getting an even number and the colour grey.
0.4
0.215
0.185
0.066
2) .A is (2, 12) and B is (8, 2). What is the midpoint AB?
(3, 5)
(5, 7)
(4, 6)
(6, 10)
We can't answer the first question, because we know nothing about the spinner (looks like some information is missing).
As for the second question, the coordinates of the midpoint are simply the average of the coordinates of the endpoint, so if we let [tex]M[/tex] be the midpoint of [tex]A[/tex] and [tex]B[/tex], we have
[tex]M=\left(\dfrac{A_x+B_x}{2},\dfrac{A_y+B_y}{2}\right)[/tex]
Plugging in the numbers, we have
[tex]M=\left(\dfrac{2+8}{2},\dfrac{12+2}{2}\right)=(5, 7)[/tex]
Jill collected a total of 19 gallons of honey.if she distributes all of the honey equally between 9 jars,how much honey will be in each jar
Answer:
2.1 gaallons of honey
Step-by-step explanation:
If you have to istrubute things then its obvous you need to divide something. To get 19 equally into 9 containers you divide 19 by 9 an get 2.1
I hope this helped
Each jar will have approximately [tex]\( \boxd{2.111 \text{ gallons}} \)[/tex] of honey.
Step 1
To find out how much honey will be in each jar when Jill distributes all of the honey equally among 9 jars, we need to divide the total amount of honey by the number of jars.
Given:
Total amount of honey = 19 gallons
Number of jars = 9
So, to find out how much honey each jar will have, we divide the total amount of honey by the number of jars:
[tex]\[ \text{Amount of honey per jar} = \frac{\text{Total amount of honey}}{\text{Number of jars}} \]\[ \text{Amount of honey per jar} = \frac{19 \text{ gallons}}{9} \]\[ \text{Amount of honey per jar} = \frac{19}{9} \text{ gallons} \][/tex]
Step 2
Now, let's perform the division:
[tex]\[ \text{Amount of honey per jar} = 2.111111 \text{ gallons} \][/tex]
So, each jar will have approximately [tex]\( \boxd{2.111 \text{ gallons}} \)[/tex] of honey.
How many students are in Ms. Jackson’s class?
A. 10
B. 15
C. 23
D. 25
There are 15 students in Ms. Jackson’s class
How many students are in Ms. Jackson’s class?
From the question, we have the following parameters that can be used in our computation:
The Venn diagram
Where, we have
Both = 5
None = 2
Using the above as a guide, we have the following:
Total students = (10 -5) + 5 + (8 -5) + 2
Evaluate
Total students = 15
Hence. there are 15 students in Ms. Jackson’s class
Simplify the following expression 30-(3x2)-5
Answer:19
Step-by-step explanation:
30-(3x2)-5=9
there are points (1,62) (2,123) (3,188) (4,228) (5,280) (6,344) on a graph
I need to find the slope in the form of y=Mx+b
Answer:
Step-by-step explanation:
Find the change in y over the change in x.
1. 123-62/2-1
2. Slope = 39x
Which expression is equivalent to (5g^4+5g^3-17g^2+6g)-(3g^4+6g^3-7g^2-12)/g+2
Option C:
[tex]2 g^{3}-5 g^{2}+6[/tex]
Solution:
Given expression:
[tex]$\frac{\left(5 g^{4}+5 g^{3}-17 g^{2}+6 g\right)-\left(3 g^{4}+6 g^{3}-7 g^{2}-12\right)}{g+2}[/tex]
To find which expression is equal to the given expression.
[tex]$\frac{\left(5 g^{4}+5 g^{3}-17 g^{2}+6 g\right)-\left(3 g^{4}+6 g^{3}-7 g^{2}-12\right)}{g+2}[/tex]
Expand the term [tex]-\left(3 g^{4}+6 g^{3}-7 g^{2}-12\right):-3 g^{4}-6 g^{3}+7 g^{2}+12[/tex]
[tex]$=\frac{5 g^{4}+5 g^{3}-17 g^{2}+6 g- 3 g^{4}-6 g^{3}+7 g^{2}+12}{g+2}[/tex]
Arrange the like terms together.
[tex]$=\frac{5 g^{4}- 3 g^{4}+5 g^{3}-6 g^{3}-17 g^{2}+7 g^{2}+6 g+12}{g+2}[/tex]
[tex]$=\frac{2 g^{4}- g^{3}-10 g^{2}+6 g+12}{g+2}[/tex]
Factor the numerator [tex]2 g^{4}-g^{3}-10 g^{2}+6 g+12=(g+2)\left(2 g^{3}-5 g^{2}+6\right)[/tex]
[tex]$=\frac{(g+2)\left(2 g^{3}-5 g^{2}+6\right)}{g+2}[/tex]
Cancel the common factor g + 2, we get
[tex]=2 g^{3}-5 g^{2}+6[/tex]
Hence option C is the correct answer.
Answer:
C.
Step-by-step explanation:
Answer A
Answer B
Answer C
Answer D
Answer:
D
Step-by-step explanation:
Polynomials are closed under addition and subtraction because we will still get a polynomial
Polynomials are closed under multiplication because we still get a polynomial.
Polynomials are not closed under division because we can get negative exponents
2x/ 4x^2 = 1/2x This is not a polynomial
Answer:
D
Step-by-step explanation:
Quotient of 2 polynomials may not be a polynomial
Example:
(10x+5)/(5x²) = 2/x + 1/x²
= 2x^-1 + x^-2
which is not a polynomial because the power is negative
Tell which quadrant each of the following points is located in: I, II, III, or IV.
11. (20, 10) -
10. (-9,17) -
9. (15, -12)
13. (30,-8)
12. (-6, -23)
14. (-5.-5)
16. (-14,-2)
17. (-8, 35)
15. (18, 10)
Can anyone help me I did not know how to do it
answer:
11.Quadrant 1 10.quadrant II 9. IV 13. IV 12. III 14. III 16: III 17: II 15 I
Step-by-step explanation:
this should help https://socratic.org/questions/what-is-the-order-of-quadrants-in-a-graph just look at the coordinates x and y if they correspond to which quadrant.
Each point is placed in a quadrant based on its x and y values. Quadrant I contains points where both values are positive, Quadrant II where x is negative and y is positive, Quadrant III where both are negative and Quadrant IV where x is positive and y is negative
Explanation:To determine which quadrant a point is located in, recognize that the x-y coordinate plane is divided into four sections called quadrants. The quadrants are numbered I through IV and progress counterclockwise, starting with quadrant I in the upper right corner.
Quadrant I: Both x and y are positive. Quadrant II: x is negative, y is positive. Quadrant III: Both x and y are negative. Quadrant IV: x is positive, y is negative.
With this in mind, let's carry out the following:
(20, 10) - this is in Quadrant I because both values are positive.(-9,17) - because x is negative and y is positive, this is in Quadrant II. (15, -12) - because x is positive and y is negative, this is in Quadrant IV. (30,-8) - for the same reason as before, this is in Quadrant IV.(-6, -23) - this is in Quadrant III because both x and y are negative.(-5,-5) - this is in Quadrant III for the same reason as above.(-14,-2) - this is in Quadrant III for the same reason as above.(-8, 35) - this is in Quadrant II because x is negative and y is positive.(18, 10) - this is in Quadrant I because both values are positive.Learn more about Coordinate Plane here:https://brainly.com/question/31180198
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Write the equation y=2/3x-4
in standard form.
Select all numbers that can represent a probability
Choices:
5.5
14.7%
16/5
181.4%
0.25
1/7
Iva wanted to train for a race by raning 10km over 3 days during the week. the first day she ran 1.37 km more than she ran on the second day. on the third day, she ran 0.98 km more than the second day. how many km she run on the third day ?
Answer:
3.53 km
Step-by-step explanation:
Let third day be X:
Second day: X - 0.98
First day: X - 0.98 + 1.37 = X + 0.39
X + X - 0.98 + X + 0.39 = 10
3X = 10.59
X = 3.53 kn
A student timed his drive to work each day for the three days. The times are shown 15 minutes 16 minutes 20 minutes what was his mean time
Answer:
Step-by-step explanation:
first you add all the numbers together-
15+16+20=51
you add them up as shown-
=51
and the divide by 3, because you added up 3 numbers-
51/3=17
so your answer is 17
The price of an item has been by 95% the original was $35
You are getting ready for a family vacation you decide to download as many movies as possible before leaving your road trip. If each takes 1 2/5Hours to download, and you downloaded Hours to download, and you downloaded for 5 1/4 Hours, how many movies did you download?
Answer: About 4 movies
Step-by-step explanation:
1 2/3 times 4/1 = 28/5
28/5 converted to a mixed number is 5 3/5
so therefore it would be ABOUT 4 movies
To find the number of movies that can be downloaded, divide the total downloading time by the time it takes to download one movie. In this case, 15 movies can be downloaded.
Explanation:To find the number of movies that can be downloaded, we need to divide the total downloading time by the time it takes to download one movie. First, convert the mixed number 5 1/4 to an improper fraction, which is 21/4. Then, multiply 21/4 by the reciprocal of 1 2/5, which is 5/7. This gives us a total of 15 movies that can be downloaded.
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I need help with question 14!!!
What is the probability that 13 people have different birthdays
Answer: Your answer for 13 people should be somewhere in the 20% range. Letting n=13 and we have about a 80.56% probability that no two out of the 13 share a birthday. As stated, the complement of this is the probability that at least two of the 13 share a birthday.
Step-by-step explanation:
The probability that 13 people have different birthdays is calculated by multiplying the individual probabilities for each person, considering each additional person has one less available day to have a unique birthday, resulting in an overall probability of approximately 83.3%.
Explanation:The question asks what the probability is that 13 people have different birthdays, assuming we can neglect the impact of leap years. To solve this, we consider that there are 365 days in a year for a birthday to occur. The first person can have their birthday on any day, so the probability is 365/365. For the second person to have a different birthday, there are 364 possible days left, so the probability is 364/365. This pattern continues down for all 13 people.
For the 1st person: 365/365For the 2nd person: 364/365For the 3rd person: 363/365And so on until the 13th person.To find the overall probability, we multiply these probabilities together:
Overall probability = (365/365) * (364/365) * (363/365) * ... * (353/365) = 0.833, or 83.3% when rounded to one decimal place.
This calculation is a practical application of probability theory, demonstrating how the likelihood of events changes as conditions evolve, such as when considering the probability of shared birthdays among a group of people.
One x-intercept for a parabola is at the point
(2,0). Use the quadratic formula to find the
other x-intercept for the parabola defined by
this equation:
y=x² – 3x + 2
Answer:
The other x-intercept is the point (1,0)
Step-by-step explanation:
we have
[tex]y=x^2-3x+2[/tex]
The formula to solve a quadratic equation of the form
[tex]ax^{2} +bx+c=0[/tex]
is equal to
[tex]x=\frac{-b\pm\sqrt{b^{2}-4ac}} {2a}[/tex]
in this problem we have
[tex]y=x^2-3x+2[/tex]
equate to zero
[tex]x^2-3x+2=0[/tex]
so
[tex]a=1\\b=-3\\c=2[/tex]
substitute in the formula
[tex]x=\frac{-(-3)\pm\sqrt{-3^{2}-4(1)(2)}} {2(1)}[/tex]
[tex]x=\frac{3\pm\sqrt{1}} {2}[/tex]
[tex]x=\frac{3\pm1} {2}[/tex]
so
[tex]x=\frac{3+1} {2}=2[/tex]
[tex]x=\frac{3-1} {2}=1[/tex]
therefore
The other x-intercept is the point (1,0)
Rectangular pyramid: volume 3800 area of the base 300
Answer:
4000
Step-by-step explanation:cause u add 3
what is the value of c? i need help
Answer:
c = 57.5
Step-by-step explanation:
Since its 90 degree.
it would be 90 - 32.5 = c
Answer:
57.5
Step-by-step explanation:
It’s a 90 degree angle, which means the angles added together make 90. So if you want to get the missing angle, subtract the 32.5 angle to see what remains. That is your missing angle
a scientist measured the amount of rain fall during the afternoon it rained 0.43 inch each hour what was the total amount of rain fall in 3 hours
Answer:
1.29 in
Step-by-step explanation: