Answer:
31.57 cars is the answer rounded to the hundredth, but since its cars you might want to put just 31 since half a car cant pass through. it depends on what your teacher wants really.
Step-by-step explanation:
70=2.1n+3.7
70-3.7=2.1n
66.3=2.1n
66.3/2.1=n
31.57=n
Samantha earned $15 per hour. After a raise, she now earns $16.50 per hour. What is the percent increase of Samantha’s wages?
Answer:
1.5 percent I 5hink 9ook
Can someone helpppppppp
Answer:
f(-2) = -3
Step-by-step explanation:
When x = -2 we want the value of y
We use the closed circle value ( open circle does not have a value)
f(-2) = -3
which of these is a number that can be expressed as a nonrepeating, nonterminating decimal?
Answer:
an irrational number
Step-by-step explanation:
Answer:
Irrational numbers
Step-by-step explanation:
First, to solve this question, we need to know what irrational numbers are. Irrational numbers are numbers that cannot be expressed as a simple fraction. A nonterminating decimal cannot be expressed as a simple fraction, therefore making it an irrational number.
Hope this helps!
John invests $250 at 15% interest compounded monthly. How much will he have in 20 years?
Answer:
$4928.87
General Formulas and Concepts:
Pre-Algebra
Order of Operations: BPEMDAS
Brackets Parenthesis Exponents Multiplication Division Addition Subtraction Left to RightAlgebra I
Compounded Interest Rate Formula: [tex]\displaystyle A = P(1 + \frac{r}{n})^{nt}[/tex]
P is principle amountr is raten is compound ratet is timeStep-by-step explanation:
Step 1: Define
Identify variables
P = 250
r = 15% = 0.15
n = 12
t = 20
Step 2: Solve
Substitute in variables [Compounded Interest Rate Formula]: [tex]\displaystyle A = 250(1 + \frac{0.15}{12})^{12 \cdot 20}[/tex][Exponents] Multiply: [tex]\displaystyle A = 250(1 + \frac{0.15}{12})^{240}[/tex](Parenthesis) Divide: [tex]\displaystyle A = 250(1 + 0.0125)^{240}[/tex](Parenthesis) Add: [tex]\displaystyle A = 250(1.0125)^{240}[/tex]Evaluate exponents: [tex]\displaystyle A = 250(19.7155)[/tex]Multiply: [tex]\displaystyle A = 4928.87[/tex]The nth term of a sequence is 20 – n?
a) Find the third term of the sequence.
b) Which term in the sequence
the first to have a negative value?
Answer:
a) 17
b) 21st term
Step-by-step explanation:
a) 20 - 3 = 17
b) 20 - 21 = -1
Which class is better, math or science (in your opinion)
comment/answer your fav i need this for a survey
Answer:
Science is more interesting for me than math and fun!
Step-by-step explanation:
Answer:
Math is more fun for me because you get to learn more stuff in it. Plus, math can help you in everyday stuff like for example cooking.
Step-by-step explanation:
Everyone agrees that learning math can be difficult, but some people believe math is important and some people believe math is not important. Math is important for three reasons: math is everywhere, children need math, and God created math.
The first reason math is important is math is everywhere. Math is used in everyday life; it is useful, but it is more than just useful. Math is there to help us, to keep us well ordered, to help us learn new things, and to help us teach new things. Students will become adults who will use math in their jobs. All kinds of careers use math; for example, musicians, accountants, fashion designers, and mothers use math. However, math is not only used for things you do. It also brings order to everything around you; the world is organized essentially because it was made with math.
The second reason math is important is children need math. Now, as we all know, children are as chaotic as a volcanic eruption, but children, as they grow, need to learn patience. Patience is precisely what math teaches us. It also teaches us curiosity; for example, why is this rule used here? Why would that number be negative? Why is that equation set up like that? These are questions they will learn to ask if they are taught math. The parents’ job is to help their children grow up to become good people who are patient and wise, who want to learn even more about anything and everything. Their future depends on what they have learned and if they have learned mathematics, then they will be able to do many different things—maybe even anything—when they are adults.
The third reason math is important is God created it. This is a reason most adults use to convince their children that math is not boring and unimportant, so it may seem unoriginal. I believe, however, it is something that needs to be stated. God created the universe as well as math. The universe is full of math and it is orderly because of math. The sun is a certain distance from the earth; everything is organized in such a way that no matter what has happened we have always been safe. We need math. From this, you should be able to see how much we really do use and need math. We would not be able to process or even do everyday things without it. Math, in addition to these things, helps us to know God. God gave us math to live well and to serve Him. With everything we learn using math in science, we learn more about the world, which can help draw us closer to God.
Some people say math is unimportant because you don’t need math other than basic math principles—you can live without more complicated math. They say, if you need it, then simply use a calculator and leave the more complicated math to people who like math, the mathematicians. This, however, is not correct; you need math and could not live well without math, even including more complicated math concepts. God made us with a sense of curiosity so we can learn, do, and think about all sorts of things. Math is that thing that connects everything together, everything people love to do: music, cooking, painting, and everything else. Math is important.
Math is important because math is everywhere, children need math, and God created math. This matters to me and other children because math determines our future and how we choose to live.
find the profit on 6000 for one year at 4% per annum
Answer:
240 dollars.
Step-by-step explanation:
I'd be assuming you mean the returns on interest rate after you put $6000 into the system, kind of like how you get returns after you deposit money at the bank. In that case:
[tex]6000 \cdot (1 + 4%) - 6000[/tex]
[tex]= 6240 - 6000[/tex]
[tex]= 240[/tex] dollars
Of course, you didn't say how frequently the interest rate would be compounded, so this result would be if the interest was compounded yearly.
Hope this helped!
Answer:
$240
Step-by-step explanation:
4% of $6000 = $240
The low temperature (t) was 8 Celsius and the high temperature was 16 Celsius, write it as an inequality.
Answer:
8 ≤t≤16
We know the low temperature was 8
8≤ t
And the high was 16
8 ≤t≤16
Step-by-step explanation:
please hurry i want the answer of this question please
B
Please mark me as a brainlist
Answer:
900
Step-by-step explanation:
3²×5 = 45
3×2²×5² = 300
LCM = 900
Hope this helps... pls vote as brainliest
What is the value of b2 - 4ac for the following equation? 2x2 - 2x - 1 = 0 -4 12 0
Answer:
I think you mean the equation is
[tex]2 {x}^{2} - 2x - 1 = 0[/tex]
And you must find
[tex]delta = {b}^{2} - 4ac = 4 + 8 = 12[/tex]
Jose wants to find the perimeter of triangle ABC. He uses the distance formula to determine the length of AC. Finish Jose’s calculations to find the length of AC.
What is the perimeter of triangle ABC? Round the answer to the nearest tenth, if necessary.
12.0 units
12.4 units
15.0 units
15.4 units
Answer:
15.4 units
Step-by-step explanation:
sqrt(5²+4²) = sqrt(41) = 6.4
the other two legs are 5 and 4
so perimeter
= 4+5+6.4 = 15.4 units
What is the surface area of LMNOPQRS? If necessary, round your answer to the nearest tenth.
Answer:
5
Step-by-step explanation:
Which inequality can be used to explain why these
three segments cannot be used to construct a triangle?
Answer:
Iliana cannot construct a triangle because the sum of the two smaller sides will not be greater than the third side.
Can someone help me out with this at all?
Answer:
1 maps to 1
2 maps to 3
3 maps to 2
Step-by-step explanation:
the correctly assigned answer options describe everything.
there is not much else to say and explain.
these are all true statements due to the symmetry principle of a circle.
when 2 direct connections of two points on the circumference of a circle have the same length, then also their bent distances on the circumference of the circle are the same. and vice versa.
and yes, the perpendicular radius (or diameter) of the circle towards such a line cuts this line in half.
What are the real and imaginary parts of z? Z = 20i+26
Answer:
Imaginary: 20i
Real: 26
Step-by-step explanation:
Hope this helped.
3, 6, 9, 12, 15,
Tlie common difference " is
Answer:
The common difference is definitely 3. The common difference is the difference between the numbers in a sequence. In the sequence 3,6,9,12, and 15 the common difference is 3.
which phase best describes the translation from tge graph y=2(x-15)^2 to the graph of y=2(x-11)^2+3?
Answer:
Graph translates 4 units to the left then 3 units up.
Step-by-step explanation:
The constant in the bracket changes for - 15 to -11 . A change of + 4.
This shifts the whole graph horizontally 4 units to the left.
The + 3 moves the whole graph 3 units upwards.
Put these numbers in order from least to greatest.
3/4,0.6, and 0.7
Answer:
O.6, 0.7, 3/4 (0.75)
Find length bc. Give your answer to 1 decimal place 11cm 64 trigonometry
Answer:
BC ≈ 9.9 cm
Step-by-step explanation:
Using the sine ratio in the right triangle
sin64° = [tex]\frac{opposite}{hypotenuse}[/tex] = [tex]\frac{BC}{AC}[/tex] = [tex]\frac{BC}{11}[/tex] ( multiply both sides by 11 )
11 × sin64° = BC , then
BC ≈ 9.9 cm ( to 1 dec. place )
How to solve it and explain it
Answer:
2
Step-by-step explanation:
Using Pythagoras' identity in the right triangle.
let the third side ( hypotenuse ) be x , then
x² = 1² + ([tex]\sqrt{3}[/tex] )² = 1 + 3 = 4 ( take square root of both sides )
x = [tex]\sqrt{4}[/tex] = 2
Jada asked some students at her school how many hours they spent watching television last week, to the nearest hour. Here are a box plot and a histogram for the data she collected.
If anyone trolls imma be very sad :(
Answer:
100
Step-by-step explanation:
Based on the histogram given :
The vertical axis gives the number of student in the school :
For the range :
0 - 5 = 40
5 - 10 = 30
10 - 15 = 20
15 - 20 = 5
20 - 25 = 3
25 - 30 = 2
Taking the sum :
(40 + 30 + 20 + 5 + 3 + 2) = 100
how much should your mom set aside and invest in a fund earning 3% compounded quarterly is she needs 85,000.00 in 20 months
Answer:
PV= $73,201.14
Step-by-step explanation:
Giving the following information:
Future value (FV)= $85,000
Number of periods (n)= 20 months
Interest rate (i)= 0.03/4= 0.0075
To calculate the lump-sum required to reach the objective, we need to use the following formula:
PV= FV / (1 + i)^n
PV= 85,000 / (1.0075^20)
PV= $73,201.14
Solve the expression one half x (48 ÷ 6) − 2 + 5 using PEMDAS.
7
8
9
10
Answer:
7
Step-by-step explanation:
I got it correct on a test
SOMEONE HELP
ASAP PLEASE
Find the constant of variation for the relation and use it to write an equation for the statement. Then solve the equation.
If y varies directly as x and z, and Y =8/3 when x = 1 and 2 = 4, find y when x = 6 and z = 3.
a.
C.
Y
(03) -
b. y = x; }(6, 3) 27
27
2
vx; (6, 3) =24
» -«xz; "(0, 3) =12
d.
Answer:
D
Step-by-step explanation:
Given y varies directly as x and z then the equation relating them is
y = kxz ← k is the constant of variation
To find k use the condition y = [tex]\frac{8}{3}[/tex] when x = 1 and z = 4 , then
[tex]\frac{8}{3}[/tex] = k × 1 × 4 = 4k ( divide both sides by 4 )
[tex]\frac{2}{3}[/tex] = k
y = [tex]\frac{2}{3}[/tex] xz ← equation of variation
When x = 6 and z = 3 , then
y = [tex]\frac{2}{3}[/tex] × 6 × 3 = [tex]\frac{2}{3}[/tex] × 18 = 2 × 6 = 12
Answer:
the answer to this question is
d.)y=⅔xz;y(6,3)=12
A system of equations has 1 solution. If 4x – y = 5 is one of the equations, which could be the other equation?
A- y = –4x + 5
B- y = 4x – 5
C- 2y = 8x – 10
D- –2y = –8x – 10
Answer:
D: 2y = 8x - 10
Step-by-step explanation:
A: y = 4x + 5. This has a slope of -4 Yes it could work.
B: y = 4x - 5. No It does not work
C: 2y = 8x - 10. The slope is 8/2 = 4. So No it could not work.
D: -2y = 8x - 10. The slope is 8/-2 = -4. Yes This Does work! :)
Line segment EG is partitioned by point F in the ratio 1:3. Point E is at E (0, 4), and point F is at (1, 3). What are the coordinates of point G? (−1, 5) (2, 2) (3, 1) (4, 0)
Answer:
(4,0)
Step-by-step explanation:
Line segment EG is partitioned by point F in the ratio 1:3.
This means that:
[tex]F - E = \frac{1}{4}(G - E)[/tex]
We use this equation to find both the x-coordinate and the y-coordinate of point G.
x-coordinate:
x-coordinate of E: 0
x-coordinate of F: 1
x-coordinate of G: x
Then
[tex]F - E = \frac{1}{4}(G - E)[/tex]
[tex]1 - 0 = \frac{1}{4}(x - 0)[/tex]
[tex]1 = \frac{x}{4}[/tex]
[tex]x = 4[/tex]
y-coordinate:
y-coordinate of E: 4
y-coordinate of F: 3
y-coordinate of G: y
Then
[tex]F - E = \frac{1}{4}(G - E)[/tex]
[tex]3 - 4 = \frac{1}{4}(y - 4)[/tex]
[tex]-1 = \frac{y-4}{4}[/tex]
[tex]y - 4 = -4[/tex]
[tex]y = 0[/tex]
What are the coordinates of point G?
x = 4, y = 0, so (4,0).
Peyton, Nathan and Alexandra sold their stuffies for a fundraising event.
Peyton sold two more than four times the stuffies Nathan.
Alexandra sold half as many stuffies as Peyton.
Each stuffie was sold for $2.50. Together they fundraised $130.
How many stuffies did each person sell?
Answer:
p = 30, n = 7, a = 15
Step-by-step explanation:
Let's say that p is the amount of stuffies Peyton sold, n is the amount of stuffies Nathan sold, and a is the amount of stuffies Alexandra sold.
Peyton sold two more than four times the stuffies Nathan sold.
This means that: p = 2 + 4n (n = (p-2)/4)
Each stuffie was sold for $2.50. Together they fundraised $130.Alexandra sold half as many stuffies as Peyton.
This means that: a = p/2
Each stuffie was sold for $2.50. Together they fundraised $130.
This means that: 2.50p + 2.50n + 2.50a = 2.50(p + n + a) = 130
We can make the equation in terms of p by substituting a and n.
2.50(p + n + a)
= 2.50(p + (p-2)/4 + p/2)
= 2.50(4p/4 + (p-2)/4 + 2p/4) [Make the p's have a denominator of 4]
= 2.50((4p + p - 2 + 2p)/4)
= 2.50((7p-2)/4)
= 5/2 * (7p-2)/4
= 5(7p-2)/8
= (35p-10)/8 = 130
35p-10 = 1040
35p = 1050
p = 30
n = (30-2)/4
= 7
a = 30/2
= 15
The length and width of a rectangular box
are represented by 2x+3 and 3x + 1 respectively.
What is the area of the box expressed as a polynomial
in standard form?
Answer:
[tex]6x^2+11x+3[/tex]
Step-by-step explanation:
Area of a rectangle = length x width
[tex](2x+3)(3x+1) = ?[/tex]
[tex]6x^2+2x+9x+3[/tex]
The ordered pairs (6,8), (9, 12), (x, 20), (18, y) represent a proportional relationship. Find the value of X and the value of Y. Select the two correct answers.
Answer:
x=15 y=24
Step-by-step explanation:
This is because the rule is x goes up 3 y goes up 4
(9,12)->(x,20)
it skips one, so instead of adding 3 we add six
x=15
(15,20)->(18,y)
you follow the rule and 4.
Y=24
I need help I don’t get it and it’s hard can someone help me
Answer:
choice 4
Step-by-step explanation:
It's not that hard if you understand once you get past the fancy words
degree= largest exponent
so if something has a degree of 3 we know that the highest exponent is 3
Coeficcent= thing multipllying x
in this case it's 4 which means the number we are looking for is 4x³
Onlyanswer choice 4 meets these criteria
Answer:
The answer is (4) [tex]2x+x^{2} +4x^{3}[/tex].
Step-by-step explanation:
A leading coefficient is the coefficient of the term of highest degree in a given polynomial.
A degree of a polynomial is the largest exponent on one of its variables (for a single variable), or the largest sum of exponents on variables in a single term (for multiple variables).
The answer can be found when the polynomial is rearranged into standard form, and the standard form of the polynomial will look like [tex]4x^{3}+x^{2} +2x[/tex]. A polynomial is in standard form when the term with the highest degree is placed first, followed by the term which has the next highest degree, and so on.
Once the polynomial is in standard form, the leading coefficient is 4 and has a degree of 3. Thus, causing (4) [tex]2x+x^{2} +4x^{3}[/tex] to be the answer.
