Here are the solutions to the inequalities:
[tex]1. \(x < \frac{1}{4}\)[/tex]
[tex]2. \(x > 1\)[/tex]
[tex]3. \(x < \frac{1}{2}\)[/tex]
[tex]4. \(x < \frac{-1}{7}\)[/tex]
[tex]5. \(x > 15\)[/tex]
[tex]6. \(x < \frac{3}{8}\)[/tex]
[tex]7. \(s < -2\)[/tex]
[tex]8. \(s > 1\)[/tex]
[tex]9. \(t < 2\)[/tex]
[tex]10. \(x < 11\)[/tex]
[tex]11. \(x > 12\)[/tex]
[tex]12. \(x < 16\)[/tex]
[tex]13. \(r < 4\)[/tex]
[tex]14. \(s > 36\)[/tex]
[tex]15. \(x < 7\)[/tex]
Of course, I'd be happy to help you solve these inequalities! Let's go through each one step by step:
[tex]1. \(-8x + 2 > 0\)[/tex]
First, let's isolate x:
[tex]\(-8x > -2\)[/tex]
Divide both sides by -8, and remember to reverse the inequality sign:
[tex]\(x < \frac{-2}{-8}\) \\\(x < \frac{1}{4}\)[/tex]
[tex]2. \(+5x > x + 4\)[/tex]
Subtract x from both sides:
[tex]\(+4x > 4\)[/tex]
Divide both sides by 4, and remember to reverse the inequality sign:
[tex]\(x > \frac{4}{4}\) \\ \(x > 1\)[/tex]
[tex]3. \(12x + 4 < 10\)[/tex]
Subtract 4 from both sides:
[tex]\(12x < 6\)[/tex]
Divide both sides by 12:
[tex]\(x < \frac{6}{12}\)\\ \(x < \frac{1}{2}\)[/tex]
[tex]4. \(-10x + 5 - 4 > 4x + 3\)[/tex]
Combine like terms:
[tex]\(-10x + 1 > 4x + 3\)[/tex]
Subtract 1 from both sides:
[tex]\(-10x > 4x + 2\)[/tex]
Add 10x to both sides:
[tex]\(0 > 14x + 2\)[/tex]
Subtract 2 from both sides:
[tex]\(-2 > 14x\)[/tex]
Divide both sides by 14, and remember to reverse the inequality sign:
[tex]\(x < \frac{-2}{14}\) \\\(x < \frac{-1}{7}\)[/tex]
[tex]5. \(6x + 5 < 7x - 10\)[/tex]
Subtract 6x from both sides:
[tex]\(5 < x - 10\)[/tex]
Add 10 to both sides:
[tex]\(15 < x\)[/tex]
6.[tex]\(24x - 4 < 8x + 2\)[/tex]
Subtract 8x from both sides:
[tex]\(16x - 4 < 2\)[/tex]
Add 4 to both sides:
[tex]\(16x < 6\)[/tex]
Divide both sides by 16:
[tex]\(x < \frac{6}{16}\) \\\(x < \frac{3}{8}\)[/tex]
7. [tex]\(-3s + 3 > 9\)[/tex]
Subtract 3 from both sides:
-3s > 6
Divide both sides by -3, and remember to reverse the inequality sign:
[tex]\(s < \frac{6}{-3}\) \\ \(s < -2\)[/tex]
8. [tex]\(4s + 2s > 6\)[/tex]
Combine like terms:
6s > 6
Divide both sides by 6:
[tex]\(s > \frac{6}{6}\) \\ \(s > 1\)[/tex]
9. [tex]\(6t < 12\)[/tex]
Divide both sides by 6:
[tex]\(t < \frac{12}{6}\)\\ \(t < 2\)[/tex]
10. 11x < 121
Divide both sides by 11:
[tex]\(x < \frac{121}{11}\)\\ \(x < 11\)[/tex]
11. 3x > 36
Divide both sides by 3:
[tex]\(x > \frac{36}{3}\) \\ \(x > 12\)[/tex]
12. 25x < 400
Divide both sides by 25:
[tex]\(x < \frac{400}{25}\) \\\(x < 16\)[/tex]
13. [tex]\(16r < 8(8)\)[/tex]
Simplify the right side:
16r < 64
Divide both sides by 16:
[tex]\(r < \frac{64}{16}\) \\ \(r < 4\)[/tex]
14. 6s > 216
Divide both sides by 6:
[tex]\(s > \frac{216}{6}\) \\ \(s > 36\)[/tex]
15. 9x < 63
Divide both sides by 9:
[tex]\(x < \frac{63}{9}\) \\ \(x < 7\)[/tex]
3y = 2x + 5
find the constant of variation
y doesn't vary directly with x
g(x)= -4x
h(x)= 2x^3 + 5x^2 + 2x Find(2g+4h)(x)
Answer:
[tex]\large\boxed{(2g+4h)(x)=8x^3+20x^2}[/tex]
Step-by-step explanation:
[tex]g(x)=-4x\\\\h(x)=2x^3+5x^2+2x\\\\(2g+4h)(x)=2g(x)+4h(x)\\\\2g(x)=(2)(-4x)=-8x\\\\4h(x)=(4)(2x^3+5x^2+2x)\qquad\text{use the distributive property}\\\\4h(x)=(4)(2x^3)+(4)(5x^2)+(4)(2x)=8x^3+20x^2+8x\\\\(2g+4h)(x)=-8x+8x^3+20x^2+8x\qquad\text{cancel}\ 8x\\\\(2g+4h)(x)=8x^3+20x^2[/tex]
Which is the rationalized form of the expression look at picture
Answer:
[tex] \frac{ \sqrt{x} }{ \sqrt{x} + \sqrt{5} } ( \frac{ \sqrt{x} - \sqrt{5} }{ \sqrt{x} - \sqrt{5} } ) = \frac{x - \sqrt{5x} }{x - 5} [/tex]
The correct answer is C.
What is the equation of the perpendicular line 2x-4y=7 passing through the points (2,-5/4)?
Answer:
[tex]y= 2x-5\frac{1}{4}[/tex]
Step-by-step explanation:
We are given;
The equation 2x + 4y = 7
A point (2, -5/4)
We are supposed to determine the equation of a line perpendicular to the given line;
First, we determine the slope of the given line by writing the equation in the form of y= mx + c
2x + 4y = 7
y = -1/2x + 7/4
m₁ = -1/2
But, for perpendicular; m₁×m₂= -1
Therefore;
-1/2 × m₂ = -1
m₂ = 2
Thus, we can get the equation of the line;
Taking another point (x, y)
[tex]\frac{y+\frac{5}{4} }{x-2}=2[/tex]
[tex]y+\frac{5}{4}= 2(x-2)[/tex]
[tex]y+\frac{5}{4}= 2x-4[/tex]
[tex]y= 2x-4-\frac{5}{4}[/tex]
[tex]y= 2x-5\frac{1}{4}[/tex]
Thus, the equation of the line in question is [tex]y= 2x-5\frac{1}{4}[/tex]
X+42=85;x=43
How do u dolve
Answer: 85=85
Step-by-step explanation: You substitute the x for 43 then add the 43and 43 together
13x-y=-5 in slope intercept form
Answer:
y = 13x + 5
Step-by-step explanation:
Use partial quotients to solve 504 divide 14
Answer:
Perform the following division using partial quotients: 504 ÷ 14:
To reduce the numerator, we will be multiplying the denominator by factors of 10, 5, 2, and 1
Step-by-step explanation:
1 4| 5 0 4
2 8 0 20 <---- 20 x 14 = 280
2 2 4 <---- 504 - 280 = 224
1 4| 5 0 4
2 8 0 20
2 2 4
1 4 0 10 <---- 10 x 14 = 140
8 4 <---- 224 - 140 = 84
1 4| 5 0 4
2 8 0 20
2 2 4
1 4 0 10
8 4
7 0 5 <---- 5 x 14 = 70
1 4 <---- 84 - 70 = 14
1 4| 5 0 4
2 8 0 20
2 2 4
1 4 0 10
8 4
7 0 5
1 4
1 4 1 <---- 1 x 14 = 14
0 <---- 14 - 14 = 0
Our partial quotients add up as follows:
20 + 10 + 5 + 1 = 36
I hope it helps plz Mark me brainliest:)
The partial quotients are [tex]30,6[/tex] and the value of the quotient is [tex]36[/tex].
Given:
[tex]504[/tex] divided by [tex]14[/tex].
To find:
The quotient by usign the partial quotients.
Explanation:
We have,
Dividend = 504
Divisor =14
Now,
14 | 504
420 (14 × 30)
------------------------
84 (After subtraction)
84 (14 × 6)
-------------------------
0 (After subtraction)
-------------------------
The partial quotients are [tex]30[/tex] and [tex]6[/tex] and the value of the quotient is:
[tex]30+6=36[/tex]
Therefore, the quotient of the given problem is [tex]36[/tex].
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you take a group of 20 people going to the movies. kids’ tickets cost $4 each, and adults tickets $6 each. your total cost is $96. the number of kids in your group is
The number of kids in your group is 12.
Step-by-step explanation:
Given,
Number of people = 20
Cost of each kid ticket = $4
Cost of each adult ticket = $6
Total spent = $96
Let,
x be the number of kids ticket
y be the number of adult ticket
According to given statement;
x+y=20 Eqn 1
4x+6y=96 Eqn 2
Multiplying Eqn 1 by 4
[tex]4(x+y=20)\\4x+4y=80\ \ \ Eqn\ 3[/tex]
Subtracting Eqn 3 from Eqn 2
[tex](4x+6y)-(4x+4y)=96-80\\4x+6y-4x-4y=16\\2y=16[/tex]
Dividing both sides by 2
[tex]\frac{2y}{2}=\frac{16}{2}\\y=8[/tex]
Putting y=8 in Eqn 1
[tex]x+8=20\\x=20-8\\x=12[/tex]
The number of kids in your group is 12.
Keywords: linear equation, elimination method
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Reba needs to simplify the expression below.
6 and one-half + 3.5 times 2 minus 7 divided by 3
Which operation should she perform first?
Answer:
6 1/2+3.5*2-7/3 this is the statement
first convert 6 1/2 to improper fraction =13/2
Step-by-step explanation:
13/2+3.5*2-7/3
then multiply 3.5 * = 7
13/2+7-7/3
=7+ 13/2-7/3
simplify 13/2-7/3 and it will give you 25/6
7+25/6 = 32/6 or can be written as 5 2/6 which when you divide the denominator will give 5 1/3
so that is ur final anser plz mark me brainliest
Answer: Multiplication
Step-by-step explanation: stay safe❤️
Solve the simultaneous equation 3x^2-xy=0 and 2y-1
Answer: 1
Step-by-step explanation: 3x^2-xy=0,
2y-5x=1
Need Help, I'm not sure
Multiply the pay per day by the number of days per week:
37.25 x 5 =186.25 per week.
Multiply weekly pay by number of weeks:
186.25 x 10 = 1862.50
The answer is $1,862.50
A president and vice president for a sorority are chosen from ten people. How many different president/vice president combinations are possible?
Answer:
There are 90 ways.
Step-by-step explanation:
We have ten people and we have to chose 2 of those people to be the president and vice president. So first we can chose a president, we have 10 choices for president as there are 10 people.
Now we can chose vice president but this time we only have 9 choices because we already chose a president which gives us 9 other people to chose who the vice president is.
Now we need to multiply 10 and 9 together which gives us the total amount of possible combinations for president and vice president if there are 10 people to chose from.
10*9 multiplying
= 90.
Therefore there are 90 ways for a president and a vice president to be chosen for a sorority from ten people.
The total number of different combinations for the president and vice-president roles from a group of ten people is 90, based on the concept of permutation in combinatorics. After choosing one president among the ten people, there would be nine people left to be chosen for the vice-president position.
Explanation:This problem is about choosing two different roles (president and vice president) from a group of 10 people, with each person having a chance to occupy each role. This falls under the domain of combinatorics, a branch of mathematics dealing with combinations of objects belonging to a finite set following certain rules. We would need to use the concept of permutation in this instance. Permutations refer to the arrangement of items in a specific order.
Since all the 10 people could potentially be president, there are ten choices for the president. And after choosing a president, we would have left nine people. Among these, anyone could be vice-president, giving us nine choices for the vice-president. Hence, the total number of ways is equal to the product of the number of choices for the president and the vice-president, which is 10×9= 90.
Thus, there are 90 different combinations for the president and vice- president roles.
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A popcorn container is the shape of an inverted cone. It is 9 inches tall, and the circular opening has a diameter of 4 inches. Which equation can be used to find the volume of the container?
The equation that can be used to find the volume V of the container is: Option A. [tex]V = 12 \pi}[/tex]
To find the volume V of the popcorn container, which is an inverted cone, we use the formula for the volume of a cone:
[tex]\[ V = \frac{1}{3} \pi r^2 h \][/tex]Given:
The diameter of the circular opening is 4 inches, so the radius [tex]\( r \) is \( \frac{4}{2} = 2 \) inches.[/tex]The height h of the cone is 9 inches.Now substitute these values into the formula:
[tex]\[ V = \frac{1}{3} \pi (2)^2 (9) \][/tex]Calculate [tex]\( (2)^2 \):[/tex]
[tex]\[ (2)^2 = 4 \][/tex]Now substitute r = 2 and h = 9 into the formula:
[tex]\[ V = \frac{1}{3} \pi[/tex] × 4 × 9Simplify the multiplication:
[tex]\[ V = \frac{1}{3} \pi[/tex] × 36Now calculate [tex]\( \frac{1}{3}[/tex] x 36
[tex]\[ \frac{1}{3}[/tex] x 36 = 12Full Question
A popcorn container is the shape of an inverted cone. It is 9 inches tall, and the circular opening has a diameter of 4 inches.
A. [tex]V = 12 \pi}[/tex]
B. V=(4)(9) 3
C. V=(4)(9)²
D. V-(2)(9)² wr
9^2 ÷ (2 + 1) × (30 - 3^3)
9^2 ÷ (2 + 1) × (30 - 3^3)
Answer:81
Step-by-step explanation:
Answer:
81
Step-by-step explanation:
9^2 ÷ (2 + 1) × (30 - 3^3) =
= 81 ÷ 3 × (30 - 27)
= 27 × 3
= 81
Simplify (5+6i)-(3-8i)-(5-3i)
Answer:
I think the answer is −3+17i
Step-by-step explanation:
:)
The simplified expression is 2 + 17i.
To simplify the expression (5+6i)-(3-8i)-(5-3i), we need to combine like terms.
Like terms are terms that have the same combination of real and imaginary parts.
When subtracting Simplifying complex numbers, we subtract the real parts and the imaginary parts separately.
In this case, the real parts are (5-3) = 2, and the imaginary parts are (6-(-8)-3) = 17.
Therefore, the simplified expression is 2 + 17i.
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solve for x: 3x-4/6+1/3=3x/2
Answer:78
Step-by-step explanation:
l Zach graphs some ordered pairs in
the coordinate plane. The x-values of the ordered pairs represent the
number of hours since noon, and the y-values represent the temperature
at that time.
a. In which quadrants could Zach graph points? Explain your thinking.
In what part of the world and at what time of year might Zach collect
data so that the points he plots are in Quadrant IV?
Answer:
x
Step-by-step explanation:
What is ten minus one
Answer:
9
Step-by-step explanation:
10 - 1 = 9
1, 2, 3, 4, 5, 6, 7, 8, 9, 10
if we erase 10, we have 9. Try that when subtracting 1 - any number
Complete the equation of the line whose slope is 5 and y intercept is (0,4)
y = 5x + 4 is the equation of the line whose slope is 5 and y intercept is (0,4)
Solution:
Given that, we have to write the equation of the line whose slope is 5 and y intercept is (0,4)
The equation of line in slope intercept form is given as:
y = mx + c ---- eqn 1
Where, "m" is the slope of line and "c" is the y - intercept
Given that, slope = m = 5
y intercept is (0, 4)
So, c = 4
Substitute c = 4 and m = 5 in eqn 1
y = 5x + 4
Thus the equation of line is found
a plumber charges $29 for an hour of work. How much would you charge for a job that took him 1 and 3/4 hour to finish?
Sabine records the daily heights of a random sample of bamboo stalks, in inches. They are:
20, 19, 17, 16, 18, 15, 20, 21
Consider the formulas:
A: s squared = StartFraction (x 1 minus x overbar) squared + (x 2 minus x overbar) squared + ellipsis + (x n minus x overbar) squared Over n minus 1. B: s = StartRoot StartFraction (x 1 minus x overbar) squared + (x 2 minus x overbar) squared + ellipsis + (x n minus x overbar) squared Over n minus 1 EndFraction EndRoot. C: Sigma squared = StartFraction (x 1 minus mu) Squared + (x 2 minus mu) squared + ellipsis + (x N minus mu) squared Over N EndFraction. D: Sigma = StartRoot StartFraction (x 1 minus mu) Squared + (x 2 minus mu) squared + ellipsis + (x N minus mu) squared Over N EndFraction EndRoot
Which formula should you use for variance?
Which formula should you use for standard deviation?
Answer:
Step-by-step explanation:
13.71
Step-by-step explanation:
Given the data as : 13 , 17, 9, 21
Finding the mean of the data;
sum of data set =13+17+9+21=60
Number of data set ,n,= 4
Mean= sum/n =60/4 =15
Finding the deviation from the mean
13-4=9
17-4=13
9-4=5
21-4=17
Squaring the deviations from mean
9²=81
13²=169
5²=25
17²=289
Adding the squares of deviations from the mean
81+169+25+289 =564
Finding n-1
4-1=3
Finding variance
564/3 =188
Finding the standard deviation
√188 = 13.71
Answer:
sample variance: option A
sample standard deviation: option B
Step-by-step explanation:
Given that we want to analyze a sample, then we need the sample variance formula and the sample standard deviation. The standard deviation is calculated by taking the square root of the variance. With sample [tex] \bar{x} [/tex], sample mean, is used, instead of [tex] \mu [/tex], the mean of the population.
In one U.S city, the taxi cost is $2 plus $0.60 per mile. If you are traveling from the airport, there is an additional charge of $5.50 for tolls. How far can you travel from the airport by taxi for $43.50?
Answer:
60 miles
Step-by-step explanation:
Let
x ----> the number of miles
we know that
The number of miles multiplied by $0.60 per mile plus $2 plus the charge of $5.50 for tolls (because you are travelling from the airport) must be equal to $43.50
so
The linear equation that represent this problem is
[tex]0.60x+2+5.50=43.50[/tex]
Solve for x
Combine like terms left side
[tex]0.60x+7.50=43.50[/tex]
subtract 7.50 both sides
[tex]0.60x=43.50-7.50[/tex]
[tex]0.60x=36[/tex]
divide by 0.60 both sides
[tex]x=60\ miles[/tex]
a) 4x + 1
b) C = 15+ 3n
c) 3x + 4 = 13
For each of a, b and c
state which is an
equation, which is an
expression and which is a
formula.
Answer:
a) 4x + 1 expression
b) C = 15+ 3n “it might be a Formula”
c) 3x + 4 = 13 equation
If week 1=5, week 2=3, week 3=7, week 4=5 what will week 5 be?
Answer: 11
Step-by-step explanation:
The sequence goes +4, +1, +5, +1... so obviously the next number will be +6. So, 5+6=11
The answer is week 5=11
Week 5 will be 9.
This is a question that has to do with one's reasoning. Since we are given that week 1=5, week 2=3, week 3=7, week 4=5, we can infer that the sequence used is +4, +1, +4, +1, ....
In this case, the last week was week 4 and was given as week 4=5, in this case +1 was used, therefore the next week will have +4. In this case, week 5 will be:
= 5 + 4
= 9
Therefore, week 5 will be 9
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Consider the sequence of numbers: 3/8, 3/4, 1 /18, 1 1/2, 1 7/8
Question:
Consider the sequence of numbers: [tex]\frac{3}{8}, \frac{3}{4}, 1\frac{1}{8}, 1\frac{1}{2}, 1\frac{7}{8}[/tex]
Which statement is a description of the sequence?
(A) The sequence is recursive, where each term is 1/4 greater than its preceding term.
(B) The sequence is recursive and can be represented by the function
f(n + 1) = f(n) + 3/8 .
(C) The sequence is arithmetic, where each pair of terms has a constant difference of 3/4 .
(D) The sequence is arithmetic and can be represented by the function
f(n + 1) = f(n)3/8.
Answer:
Option B:
The sequence is recursive and can be represented by the function
[tex]f(n + 1) = f(n) + \frac{3}{8} .[/tex]
Explanation:
A sequence of numbers are
[tex]\frac{3}{8}, \frac{3}{4}, 1\frac{1}{8}, 1\frac{1}{2}, 1\frac{7}{8}[/tex]
Let us first change mixed fraction into improper fraction.
[tex]\frac{3}{8}, \frac{3}{4}, \frac{9}{8}, \frac{3}{2}, \frac{15}{8}[/tex]
To find the pattern of the sequence.
To find the common difference between the sequence of numbers.
[tex]\frac{3}{4}-\frac{3}{8}=\frac{6}{8}-\frac{3}{8}= \frac{3}{8}[/tex]
[tex]\frac{9}{8}-\frac{3}{4}=\frac{9}{8}-\frac{6}{8}= \frac{3}{8}[/tex]
[tex]\frac{3}{2}-\frac{9}{8}=\frac{12}{8}-\frac{9}{8}= \frac{3}{8}[/tex]
[tex]\frac{15}{8}-\frac{3}{2}=\frac{15}{8}-\frac{12}{8}= \frac{3}{8}[/tex]
Therefore, the common difference of the sequence is 3.
That means each term is obtained by adding [tex]\frac{3}{8}[/tex] to the previous term.
Hence, the sequence is recursive and can be represented by the function [tex]f(n + 1) = f(n) + \frac{3}{8} .[/tex]
Monica deposits $300 into a savings account that has a simple interest of 3.4%. Paul deposits $400 into a savings account that has a simple interest rate of 2.4%. Who earned more in interest and in one year?
Answer: Monica earned more interest
Step-by-step explanation:
The formula for calculating simple interest is given by :
S.I = [tex]\frac{ptr}{100}[/tex]
For Monica
S.I = 300 x 3.4 x 1 / 100
S.I = $10.2
For Paul
S.1 = 400 x 2.4 x 1 / 100
S.I = $9.6
Therefore : Monica earned more interest
What is the addictive inverse of 6x
The additive inverse of 6x is -6x.
This is because 6x + (-6x) = 6x - 6x = 0
Answer:
-6x
Step-by-step explanation:
It's a little unclear from the question what you mean, but I assume you mean the 'additive inverse'. In terms of solving equations, this term typically means we just minus 6x. i.e - 6x.
However, if the question means find the inverse function of f(x) = 6x,
then this would be a different answer: in particular, the inverse function is the function that 'undoes' this, so it would be f-1(x) = x/6.
HELPPPPPP!!!
Consider the given equation that models a train’s distance from its departing station, where:
• y represents the distance in miles,
• x represents the speed of the train in miles per hour, and
• t represents the time traveled from the departing station in hours.
=t
Enter an equation for which the solution is the speed of the train, in miles per hour, where the train’s
distance from the departing station is 162 miles and it has traveled for 3 hours.
Answer:
[tex]x = 54\ mi/hr[/tex]
Step-by-step explanation:
Given:
The given equation is.
[tex]y=xt[/tex]
Where:
y represents the distance in miles,
x represents the speed of the train in miles per hour, and
t represents the time travelled from the departing station in hours.
y = 162 miles
t = 3 hours
Solution:
The given equation is.
[tex]y=xt[/tex]
Rewrite the given equation for x or speed.
[tex]x=\frac{y}{t}[/tex]
Substitute y and t value in above equation.
[tex]x=\frac{162}{3}[/tex]
[tex]x = 54\ mi/hr[/tex]
Therefore, the speed of the train is [tex]54\ mi/hr[/tex].
will mark brainliest please hurray The table below shows selected points from a function.
1 (the picture for this question is the chart ) The rate of change for the interval shown in the table is ( constant or not constant) so the function is a ( linear or non-linear)
2 (this goes with the chart that says hawk on it) Pick the correct equation for the line below: A y=x^2+90 B y = 3x +90 C y = 90x-10 D y = -10x + 90
3 ( the picture that goes with this one is the normal graph) Look at the graph shown: Which equation best represents the line? (4 points)
y = 1 over 3 x − 1
y = 3x − 1
y = −x + 1 over 3.
y = 3x + 1
Answer:
The answers are given below.
Step-by-step explanation:
1. The rate of change for the interval shown in the table is constant. So, the function is linear.
2.From the graph, the line passes through (0, 90) and the slope of the line is negative.So, the correct equation for the line is,
y = -10x + 90
3.According to the question and the graph, the equation is a straight line with y - intercept equal to -1.So, the equation which best represents the line is,
y = 3x - 1
Describe the effect an increase in n, the number of payment periods, has on the monthly payment P in the formula P = P V times StartFraction i over 1 minus (1 + i) superscript negative n Baseline EndFraction a. An increase in n, the number of payment periods, will not change P, the monthly payment. b. An increase in n, the number of payment periods, will create an increase in P, the monthly payment. c. An increase in n, the number of payment periods, will create a decrease in P, the monthly payment. d. An increase in n, the number of payment periods, can increase or decrease P, the monthly payment, depending on the value of PV.
Answer:
Option b. An increase in n, the number of payment periods, will create an increase in P, the monthly payment.Explanation:
The monthly payment formula described is:
[tex]P=PV\frac{i}{1-(1+i)^{-n}}[/tex]
Where:
P = monthly paymentPV = present valuei = interest rate per monthn = number of periods.Mathematically, you can reason in the following way:
When n increases, the factor (1 +i)⁻ⁿ which is equal to the 1 / (1+ir)ⁿ decreases (because the denominator increases, the fraction increases).When (1 + i)⁻ⁿ increases, 1 - (1 + i)⁻ⁿ decreases.Since 1 - (1 + i)⁻ⁿ is in the denominator, when it decreases the fraction, which is equal to P, increases.Thus, it is proved that an increase in n, the number of payment periods, will create an increase in P, the monthly payment (option b).
The BEST description of the effect of an increase in n, the number of payment periods, on the monthly payment is c. An increase in n, the number of payment periods, will create a decrease in P, the monthly payment.
When the number of payment periods, n, increases, the monthly payment of the Liability will decrease instead of increasing, nor will it remain the same.
Thus, the BEST description of the effect of an increase in n, the number of payment periods, on the monthly payment is Option C.
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