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Answer:

∠P

Step-by-step explanation:

∠P is between NP and PE

Answer:

They are all not a function

Step-by-step explanation:

a function can only have one output.

3 in this set has 3 outputs and 7 in this set has 3 outputs aswell

Answer:

Step-by-step explanation:

Step one:

given data

principal=$880

rate= 3%

final amount = $893.2

time t= 6 months =0.5 years

Step two:

Required

Simple interest

SI=PRT/100

SI=880*3*0.5/100

SI=1320/100

SI=13.2

She paid Simple interest of $13.2

Answer:

x=15

Step-by-step explanation:

srry if I'm wrong =(

Answer:9

Step-by-step explanation:

Answer:

hey im not actually here to help you, i just need points. thanks for the points

Step-by-step explanation:

Answer:

V= 301.44

Step-by-step explanation:

the formula for a cone is 1/3 Bxh

B= area of base

h= height

Answer:

I can try

Step-by-step explanation:

Answer:A = 1500e^(0.03 * 5) = 1500e^(0.15)

use definition of logarithm

0.15 = ln(A / 1500)

0.15 = ln(A) - ln(1500)

ln(A) = 0.15 + ln(1500) = 0.15 + 7.313220387 = 7.463220387

Step-by-step explanation:

The amount of money Joe would have in his account after 5 years is $1742.75.

Given the following data:

To determine the amount of money Joe would have in his account after 5 years.

Mathematically, an interest that is compounded continuously given by the formula:

[tex]A = Pe^{rt}[/tex]

Where:

Substituting the given parameters into the formula, we have;

[tex]A = 1500 \times e^{0.03 \times 5}\\\\A = 8000 \times e^{0.15}\\\\A = 1500 \times 1.1618[/tex]

A = $1742.75

Read more on compound interest here: https://brainly.com/question/16992474

Answer: 1.Twelve months have now elapsed since the first half volume of this work was offered to the public. The favourable reception it has experienced gives the Editor reason to hope that he has fulfilled the engagements which he came under at its first appearance, and is a powerful inducement to continue his utmost exertions to preserve and improve the character of the work. In the four volumes which are now published, several extensive and important original articles are introduced, which have not hitherto appeared in any similar collection, and had not even been previously translated into English. These materially contribute towards the ample information which was formerly announced, in the Preface to the first Volume, as a leading object in this Collection. In the subsequent parts of the work, every effort shall be made to fill up its several divisions with original articles of similar interest and equal importance.

Encouraged by a satisfactory and increasing sale, the progress of publication has been somewhat hastened, beyond what was originally promised in the Prospectus and Conditions; as the whole of the fourth Volume is now published, at the period when only its first half was to have appeared. It is intended to repeat this anticipation occasionally, by the publication of two numbers or half-volumes at once, when opportunity offers. While this may gratify one portion of our readers, it is not meant to preclude others from continuing to be supplied, as before, with the numbers or half volumes at regular intervals, in their own option.

2.As the population in Texas from the United States swelled, Mexican authorities grew increasing nervous. In 1827, the Mexican government sent General Manuel de Mier y Terán to investigate the situation. He warned that unless the Mexican government took timely measures, settlers were certain to rebel. Differences in language and culture, Terán believed, had produced bitter enmity between the colonists and native Mexicans. The colonists refused to learn the Spanish language, maintained their own separate schools, and conducted most of their trade with the United States.

3.While holding out the possibility of compromise, the Texans prepared for war. The provisional government elected Sam Houston, a former Tennessee governor, to lead whatever forces he could muster. Then in early 1836, a band of three hundred to five hundred Texans captured Mexico's military headquarters in San Antonio. The Texas revolution was under way.

4.Don Manuel de Mier y Terán: As It Affected Texas-Mexican Relations (Continued)

5. THEY MARCHED AN ARMY INTO TX TO STOP THE REBELLION. THE MEXICAN GOVERNMENT “DISOWNED” SANTA ANNA AND THE TREATY; IT DID NOT RECOGNIZE TX INDEPENDENCE FORMALLY UNTIL THE END OF THE MEXICAN AMERICAN WAR.

Step-by-step explanation:

Answer: A

Step-by-step explanation: trust me bro

Answer:

d

Step-by-step explanation:

is answer sd

Answer:

b

Step-by-step explanation:

The required expression for Charles is y = 4x + 10. Option b is correct.

An expression to be determine that explain charles charge for the families have more than 3 children.

Equation are the coded expression that describes the mathematical familiarities of the word statement.

Here, Charles charge $10 more beside of $4 an hour to baby sit for the families having more than 3 children.
⇒ let  'y' is the total charge applied and 'x' is hours of baby sit.
⇒ y = 4x + 10

Thus, the required expression for Charles is y = 4x + 10.

Learn more about equation here:

https://brainly.com/question/10413253

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Answer:

the slope of a horizontal line is 0

Answer:

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Answer:

0.7 is a decimal and 70/100 or 70% is the percentage for 35/50.

Step-by-step explanation:

Hope this helps!

Answer:

Therefore, the birds visited the feeder = 96

Step-by-step explanation:

Five out of eight birds that visited the feeder ate the birdseed.

i.e. the ration is: 5/8

Given that 60 birds ate the birdseed today.

Note that if we multiply '5' by '12', we get the number 60.

Now, all we need to is to also multiply '8' by '12' to maintain the initial ratio which is 5/8.

i.e. (5×12) / (8×12) = 60/96

Therefore, the birds visited the feeder = 96

Answer:

Step-by-step explanation:

First one

Answer:

A

Step-by-step explanation:

Answer:

4 ㅤㅤㅤㅤㅤㅤㅤㅤㅤㅤㅤㅤㅤㅤ

Step-by-step explanation:

12÷3=4

Answer:

sylvia is biking home (segment 1) she is traveling at a constant rate of a mile every 15 minutes, she then takes a 20 minute break relizing she dropped something, she goes back and finds it ten minutes later (3) then she bikes home at a rate of 7 miles per 30 minutes.

Step-by-step explanation:

Answer:

x>-33/2

Step-by-step explanation:

this is because you must solve the equation. when you divide by a negative number in order to get the x alone the sign of the inequality flips.

Answer:

[tex]x > \frac{ - 11 - 22}{2} [/tex]

Step-by-step explanation:

Step 1: Subtract 7x7x from both sides.

−11<9x+22.−7x

Step 2:Simplify 9x+22.-7x9x+22.−7x to 2x+22.2x+22.

−11<2x+22.

Step 3:Subtract 22.22. from both sides.

−11−22.<2x

Step 4:Divide both sides by 22.

[tex] \frac{ - 11 - 22}{2} < x[/tex]

Step 5, Switch sides.

[tex] x > \frac{ - 11 - 22}{2} [/tex]

I hope it helps you.

Answer:

Simplifying

y = 12x + 25

Reorder the terms:

y = 25 + 12x

Solving

y = 25 + 12x

Solving for variable 'y'.

Move all terms containing y to the left, all other terms to the right.

Simplifying

y = 25 + 12x

Step-by-step explanation:

I tried

Answer:

What is the following expresion?

Step-by-step explanation:

Answer:

C. 8 - ab

Step-by-step explanation:

all the other represents -8 multiply by a by b.

Answer: C) Cannot be done

Taking the square root of a negative number is not possible unless you involve complex numbers. If your teacher has not introduced that topic yet, then you just simply say "cannot be done" or something along those lines.