which of the following would you expect to have the highest interest? a 5-year CD a 10-year CD and online savings account or savings account at a Traditional Bank
Answer:10-year CD
Step-by-step explanation:
No
who was Master Hamel?
Answer:
Hamel is the French teacher in the school where Franz studied. He was a guy of good nature and had great respect for his mother tongue.
Step-by-step explanation:
Select three ratios that are equivalent to 5:2. Choose 3 answers:
А 2 : 5
B 10:4
C 20 : 50
D 35 : 14
E 55 : 22
Answer:
B, E, D
Step-by-step explanation:
You just look for the ones that have the same factors as 5:2
Answer:
A
C
D
Step-by-step explanation:
if I'm not wrong, I'm sure is that
If you use 12g of Kool-Aid powder to make 5 liters of juice, how many grams of powder will it take to make 20 liters of juice?
Answer:
48grams
Step-by-step explanation:
Answer:
48 grams for 20L of juice
Step-by-step explanation:
hectare is equal to 2.471 acres. A land developer buys a hectare of land to build homes. Each home will be built on 0.25 acres of land. How many homes can the land developer build on the hectare of space?
Answer:
2.221
Step-by-step explanation:
Multiply the divisor and the dividend by the same power of 10 so that the divisor is a whole number. To check if your answer is reasonable, estimate the quotient by rounding the divisor and dividend to the nearest whole numbers.
ANSWER:
try 2.721....................
Please please please help quickly!
Um th eanswer is 56-64-34-3402-30 = 19038
GIVING BRAINLIEST IF CORRECT PLEASE HELP ASA[P
Answer:
A) b= 8 students
B) 1) 19/55 2) 28/55
Step-by-step explanation:
I'm sorry if I'm getting this whole concept wrong cause it felt way too easy to be right so I'm sorry if you get it wrong.
The reason the first question is 8 is because of the fact that you first have to add the students charted on the Venn-diagram and subtract that from 55, getting you to 8 students.
For the second one, the first part would be 19/55 becuase in the Venn-diagram it is shown that only 19 people passed both and so that be the numerator and the denominator would be the total of students, so it would be 55.
Same thing for part two except the fact that you have to add the students who only passed one subject, so combine 17 and 11, getting you to 28, thus getting the answer 28/55.
Sasha purchased paint that will cover 400 square feet per gallon. Sasha needs to paint a 4704-square-foot surface with 2 coats of paint.
How many gallons of paint will she need for this project?
A.11
B.12
C.23
D.24
Answer:
D. 24
Explanation:
First you would need to find how many you need for one coat.
400 times 12 = 4,800
(That will give you a little extra paint)
Then just double 12 to get two coats and you would get D.
Have a nice day!
Hope this helped.
If f(x) = 8x2 + 4x - 12. Find f(2)
f(2)=
Answer:
f(2) = 28
Step-by-step explanation:
[tex] \rm f(x) = 8 {x}^{2} + 4x - 12 [/tex]
[tex] \rm Evaluate \: 8 x^2 + 4 x - 12 \: where \: x = 2: \\ \\ \rm \implies f(2) = 8 \times {2}^{2} + 4 \times 2 - 12 \\ \\ \rm \implies f(2) = 8 \times 4 + 8 - 12 \\ \\ \rm \implies f(2) = 32 - 4 \\ \\ \rm \implies f(2) = 28[/tex]
HELP IMMA FAIL THIS TEST! HELLLPP ASAP! Pls! DUE IN 10 MINUTES!! 10. Write an equation that represents the relationship between the x-values & the y-values.
0|3
2|7
4|11
6|15
Step-by-step explanation:
y = mx + c
m = y2 - y1 / x2 - x1
m = 7-3 / 2-0
m = 4/2 = 2
using the first x and y values in the equations if a line
3 = 2(0) + c
c = 3
so substitute the values into the eqn
y = 2x + 3
Rewrite the expression with rational exponents as a radical expression by extending the properties of integer exponents.
two to the seven eighths power, all over two to the one fourth power
the eighth root of two to the fifth power
the fifth root of two to the eighth power
the square root of two to the five eighths power
the fourth root of two to the sixth power
Answer:
Eight root of to the fifth power.
Step-by-step explanation:
2^7/8 / 2^1/4
= 2^(7/8 - 1/4)
= 2^5/8
= eight root of to the fifth power.
Answer:
the eighth root of 2 to the fifth power .
Mr Thompson wants to cut a 5-ft rope into a 1/4-ft sections how many 1/4 sections will he have
Answer:
20 pieces of rope
Step-by-step explanation:
Mr. Thompson has a 5-ft rope. If he cuts the rope into 1/4-ft pieces, that means for every foot, there are 4 pieces of rope. There are 5-ft of rope, so we multiply 5 and 4 to get the number of pieces of rope.
5 x 4 = 20 pieces of rope.
I hope that this helps! :)
a school newspaper pays $175 in set up fees and $2 per copy to print each issue What is the rate of change
Please give me the correct answer.
Answer:
[tex] -m + 6 = 3m + 14 [/tex]
Step-by-step explanation:
Given:
[tex] -(m - 6) = 3m + 14 [/tex]
Required:
Multiply (m - 6) by -1.
Solution:
To multiply (m - 6) by -1, we would be applying the distributive property. This means that we would multiply each term in the parentheses by -1.
Thus:
[tex] -1(m) -1(-6) = 3m + 14 [/tex]
The result would be:
[tex] -m + 6 = 3m + 14 [/tex] (negative times negative = positive)
1/x+x/2=11/6 transformable to quadratic equations
Note: Consider we need to find the solution of given equation.
Given:
The equation is
[tex]\dfrac{1}{x}+\dfrac{x}{2}=\dfrac{11}{6}[/tex]
To find:
The solution of the equation.
Solution:
We have,
[tex]\dfrac{1}{x}+\dfrac{x}{2}=\dfrac{11}{6}[/tex]
[tex]\dfrac{2+x^2}{2x}=\dfrac{11}{6}[/tex]
By cross multiplication, we get
[tex]6(2+x^2)=11(2x)[/tex]
[tex]12+6x^2=22x[/tex]
[tex]6x^2-22x+12=0[/tex]
[tex]2(3x^2-11x+6)=0[/tex]
Divide both sides by 2.
[tex]3x^2-11x+6=0[/tex]
Splitting the middle term, we get
[tex]3x^2-9x-2x+6=0[/tex]
[tex]3x(x-3)-2(x-3)=0[/tex]
[tex](x-3)(3x-2)=0[/tex]
Using zero product property, we get
[tex]x-3=0[/tex] and [tex]3x-2=0[/tex]
[tex]x=3[/tex] and [tex]x=\dfrac{2}{3}[/tex]
Therefore, the solutions of the given equation are [tex]x=3[/tex] and [tex]x=\dfrac{2}{3}[/tex].
Quadratic equations are algebraic equations that can be factored or broken down into simpler forms(factors).
Transforming 1/x+x/2=11/6 to quadratic equations is 3x² - 11x + 6 = 0
We are given the algebraic equation: 1/x+x/2=11/6
Transforming it into a quadratic equation, we find the Lowest common denominator of the fractions in the quadratic equations.
LCD(x,2,6) = 6x
Multiply all through the fractions by 6x
(1/x * 6x)+ (x/2 * 6x) = (11/6 * 6x)
6 + 3x² = 11x
Rewriting the equation:
3x² - 11x + 6 = 0
Therefore, transforming 1/x+x/2=11/6 to quadratic equations is 3x² - 11x + 6 = 0
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What is the slope of this line?
5
1/5
-1/5
-5
Answer:
1/5
Step-by-step explanation:
You do rise over run so your rise is 1 and your run is 5 so the answer is 1/5.
And it is positive because it is pointed to the right side.
Hope this helps
Ms. Smith gave her class 12 minutes to read independently in class. Carrie read 5 1 2 2 1 pages in that time. At what rate, in pages per hour, did Carrie read?
Answer:
51,221 pages? Ill answer i just need clarification.
Find the 10th term in a sequence whose general term is an = n2 – 8. Question 7 options: A) 92 B) 108 C) 12 D) 113
Answer:
92
Step-by-step explanation:
The 10th term in a sequence whose general term is [tex]a_n = n^2 - 8[/tex] will be 92. so option A is correct.
What is arithmetic sequence?An arithmetic sequence is sequence of integers with its adjacent terms differing with one common difference.
If the initial term of a sequence is 'a' and the common difference is of 'd', then we have the arithmetic sequence as:
a, a + d, a + 2d, ... , a + (n+1)d, ...
Its nth term is
T_n = a + (n-1)d
(for all positive integer values of n)
And thus, the common difference is
T_{n+1} - T_n
for all positive integer values of n
We need to find the 10th term in a sequence whose general term is
[tex]a_n = n^2 - 8[/tex].
So, the 10th term is (10)²- 8
= 100 - 8
= 92
Therefore, the 10th term in a sequence whose general term is
[tex]a_n = n^2 - 8[/tex] will be 92. so option A is correct.
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Write the next three terms in each sequence. Make sure your
answers are separated by a comma and a space; like 1, 2, 3
25, 26, 27, 28, ...
Answer:
29,30,31
this is basically like counting just add 1
Pls help me, im not understand this
Answer:
Step-by-step explanation:
What are the solutions to the quadratic equation 4(x + 2)2 = 36 x = −11 and x = 7 x = −7 and x = 11 x = −5 and x = 1 x = −1 and x = 5
Answer:
c
Step-by-step explanation:
edge2020
The solutions to the quadratic equation 4(x + 2)² = 36 is x = -5 and x = 1.
Hence, option c) x = -5 and x = 1 is the correct answer.
What is a Quadratic Equation?
Quadratic equation is simply an algebraic expression of the second degree in x. Quadratic equation in its standard form is;
ax² + bx + c = 0
Where x is the unknown
To solve for x, we use the quadratic formula
x = (-b±√(b² - 4ac)) / (2a)
Given that;
4(x + 2)² = 36
4( x(x + 2) + 2(x+2) ) = 36
4( x² + 2x + 2x + 4 ) = 36
4( x² + 4x + 4 ) = 36
4x² + 16x + 16 = 36
4x² + 16x + 16 - 36 = 0
4x² + 16x - 20 = 0
We can further simply ( divide through by 4 )
x² + 4x - 5 = 0
Hence,
a = 1b = 4c = -5x = (-b±√(b² - 4ac)) / (2a)
x = (-4±√(4² - (4 × 1 × -5)) / (2×1)
x = (-4±√(16 - (-20)) / (2)
x = (-4±√(16 + 20)) / (2)
x = (-4±√(36)) / 2
x = (-4±6)) / 2
Hence
x = (-4-6)) / 2 and x = (-4+6)) / 2
x = -10/2 and x = 2/2
x = -5 and x = 1
The solutions to the quadratic equation 4(x + 2)² = 36 is x = -5 and x = 1.
Hence, option c) x = -5 and x = 1 is the correct answer.
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bla lee la. la la lee bla
Answer:laaa vidas so las vi vi ras ony laa viras so las vi vi ras
Step-by-step explanation:laaaa vidas so las vi vi ras boty hastice hastice sola vi vi rasss*birb falling*
Jason had $284.31 on his student lunch account at the
beginning of the school year. During the year, he mowed
lawns for extra money to add to his lunch account. He
mowed 13 lawns and earned $30 for each lawn. By the
end of the school year, he had spent $782.75 on his
lunches. What was the balance in Jason’s account at the
end of the school year?
Answer:
674.31-782.75 = -108.44Step-by-step explanation:
30x13=390.00390.00+184.31=674.31674.31-782.75=-180.44help on picture 15 points
Answer:
2/3
Step-by-step explanation:
Help I Dont Understand?
62 is divisible by which of the following numbers? (1 point)
O 1, 3, 31, 62
O1, 2, 3131
O 1, 4, 16, 62
O1, 2, 31, 62
Answer:
1, 2, 31, 62
Step-by-step explanation:
A store owner uses pieces of tape to paint a window advertisement. The letters are slanted at an 80 degree angle. What is the measure of angle 1?
Answer:
∠1 is 180° − 80° = 100°.
Step-by-step explanation:
Using the corresponding angles, the 80° angle is congruent to the angle that is supplementary to ∠1, as shown. The measure of ∠1 is 180° − 80° = 100°.
The measure of ∠b comes to be 100°.
As we know,
In window advertisement,
∠b and 80° are supplementary angles to each other.
What are the supplementary angles?When the sum of Two angles is 180°, each angle is said to be the supplement of the other angle.
As ∠b +80° =180°
∠b = 180°-80°
∠b = 100°.
Therefore, The measure of ∠b comes to be 100°.
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Carl can type 180 words in 2 minutes. How many words can Carl type in 1 minute
Answer:
90 words per minute
Step-by-step explanation:
180/2=90
Answer:
1 minutes = 90 wordsStep-by-step explanation:
180 words = 2 minutes
x = 1 minutes
1 minutes = 180/2
1 minutes = 90 words
Enter an equivalent expression for 2x + 3 + 5x + 6 in simplest form.
What is the sum of 1/8 and (-3/16)
Answer:
D, or [tex]\frac{-1}{16}[/tex]
Step-by-step explanation:
To add (or subtract) fractions, you need to have a common denominator.
You might notice that the 16 on the bottom is a multiple of 8.
8*2 as a matter of fact
If we multiply [tex]\frac{1}{8\\}[/tex] by 1, it doesn't do anything, it stays as 1/8
1 is the same thing as [tex]\frac{1}{1}[/tex] and is also the same as [tex]\frac{2}{2}[/tex]
If we multiply [tex]\frac{1}{8}[/tex] by [tex]\frac{2}{2}[/tex], we get a bigger fraction, which is [tex]\frac{2}{16}[/tex]
So, our problem can be re-written as [tex]\frac{2}{16}+(-\frac{3}{16} )[/tex]
To add (or subtract) fractions with common denominators, you keep the common denominator and add (or subtract) the numerator.
[tex]\frac{2}{16}+(-\frac{3}{16})=\frac{2-3}{16}=\frac{-1}{16}[/tex]
The last step is to see if our answer can be reduced.
A fraction can't be reduced if there is a prime number in either the numerator or the denominator.
There is a -1 in the numerator, which is prime, and therefore, the fraction can't be reduced.
