Match the amount of simple annuall interest earned to the correct savings account description


principal: $2,400, rate: 5%, time: 3
years
principal: $4,500, rate: 3%, time: 4
years
principal $3,300, rate: 4%, time: 3
years
$360
$396
$540

Answer:

The graph is concave down.

y-intercept: (0, 6)

(i). x = -3 and x = 2.

Explanation:

Plotting the function gives us information about the x- and the y-intercepts.

(ii). The x - intercepts of f(x) are solutions to

The above equation is a quadratic equation, and therefore, can be solve using the quadratic formula.

Now, the quadratic formula says that if we have a quadratic equation of the form

the solution is given by

Now in our case, we have

Therefore, for the quadratic formula, we have a = -1, b = -1, and c = 6; therefore,

Therefore, we see that the solutions to our quadratic equation ( and therefore, the x-intercepts of f(x)) are x = 2 and x = -3.

Given:

\(4^0, (-2)^0,\left(\dfrac{1}{3}\right)^0, 9^0\)

To find:

The statement that describes what these four powers have in common.

Solution:

We know that,

\(x^0=1\)

where, x is any real number.

Using the above property, we get

\(4^0=1\)

\((-2)^0=1\)

\(\left(\dfrac{1}{3}\right)^0=1\)

\( 9^0\)

Therefore, all the powers have a value of 1 because the exponent is zero.

find dy/dx

x= t sin(t); (Given in the question)

y= t²+8t; (Given in the question)

then, x= t sin(t)

dx/dt = sin t + t cos t ;

y= t²+8t

dy/dt = 2t + 8;

then, dy/dx = dy/dt x dx/dt

dy/dx = (2t+8)/(sin t + t cos t)

dy/dx = 2(t+4)/(sin t + t cos t)

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Answer:

Step-by-step explanation:

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The required formula to find the number of students who attended the fourth meeting is 80 = 56 + x

Using the mean formula, the number of students who attended the fourth meeting is 24

Formula to obtain the mean :

Mean = ΣX/ n

X = number of students that attended each meeting

n = number of meetings

X = meeting 1 + meeting 2 + meeting 3 + meeting 4

n = 4

Mean = 20

Let number of students who attended 4th meeting = x

Mean = ΣX/ n

20 = (18 + 21 + 17 + x) / 4

80 = 56 + x

x = 80 - 56

x = 24

Hence, 24 students attended the fourth meeting.

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Answer:b

Step-by-step explanation:HURRY DONT BE LATEEE

If you can please give brainliest

Answer:

(Choice B) B 10 ( h + 3 + 5 j ) 10(h+3+5j)10, left parenthesis, h, plus, 3, plus, 5, j, right parenthesis

(Choice C) C 2 ( 5 h + 15 + 25 j ) 2(5h+15+25j)2, left parenthesis, 5, h, plus, 15, plus, 25, j, right parenthesis

Step-by-step explanation:

10h+30+50j

There are two answers

First answer

Factorise using 10 as common factor

10h+30+50j

=10(h+3+5j)

(Choice B) B 10 ( h + 3 + 5 j ) 10(h+3+5j)10, left parenthesis, h, plus, 3, plus, 5, j, right parenthesis

Second answer

Factorise using 2 as the common factor

10h+30+50j

=2(5h+15+25j)

(Choice C) C 2 ( 5 h + 15 + 25 j ) 2(5h+15+25j)2, left parenthesis, 5, h, plus, 15, plus, 25, j, right parenthesis

Answer: Choice B and C

Step-by-step explanation:

By using factoring by grouping or synthetic division, we find that \(x = -2\) is a real solution.

Checking for Rational Roots

Using the rational root theorem, the possible rational roots of the polynomial are given by the factors of the constant term (24) divided by the factors of the leading coefficient (-4).

The possible rational roots are ±1, ±2, ±3, ±4, ±6, ±8, ±12, ±24.

By substituting these values into \(f(x)\), we find that \(f(-2) = 0\). Hence, \(x + 2\) is a factor of \(f(x)\).

Dividing \(f(x)\) by \(x + 2\) using long division or synthetic division, we get:

Now, we have reduced the problem to factoring \(-4x³ + 18x² - 16x + 12\).

Attempt 2: Factoring by Grouping

Rearranging the terms, we have:

Factoring out common factors, we obtain:

Now, we have \(2x^2(-2x + 9) + 4(4x - 3)\). We can further factor this as:

Therefore, the fully factored form of \(f(x) = -4x⁴  + 26x³  - 50x² + 16x + 24\) is \(f(x) = (x + 2)(2x² + 4)(-2x + 9)\).

Solutions to the polynomial equations:

Using polynomial division or synthetic division, we can find the quadratic equation \((x + 2)(x² + 2x - 3)\). Factoring the quadratic equation, we get \(x² + 2x - 3 = (x +

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Answer:

A lower price and quantity would result.

Answer:

x = 61

Step-by-step explanation:

The angle above the line n adjacent to 2x - 6 is (x + 3) alternate angle.

Adjacent angles are supplementary, thus

2x - 6 + x + 3 = 180, that is

3x - 3 = 180 ( add 3 to both sides )

3x = 183 ( divide both sides by 3 )

x = 61

The probability that a student chosen randomly from the class plays neither a sport nor an instrument is about 1/8 or 0.125

From the above data table, one can see that 3 students do not play an instrument and do not play a sport. So , the probability that a randomly chosen student plays neither a sport nor an instrument is:

Probability = Number of students who do not play a sport or an instrument / Total number of students

Probability = 3 / (4 + 12 + 5 + 3)

                        = 3 / 24

                       = 1 / 8

Hence, the probability that a student chosen randomly from the class plays neither a sport nor an instrument is 1/8 or 0.125 (12.5%).

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See text below

In a class of students, the following data table summarizes how many students play an instrument or a sport. What is the probability that a student chosen randomly from the class plays neither a sport nor an instrument?

                                      Plays an instrument    Does not play an instrument

Plays a sport                      4                                               12

Does not play a sport       5                                                  3

The rate of the plane in still air is 550 mph, and the rate of the wind is 50 mph.

Let's denote the rate of the plane in still air as "p" and the rate of the wind as "w".

When the plane flies into the wind, its effective speed is reduced by the speed of the wind.

So, the speed of the plane relative to the ground is:

p - w

Similarly, when the plane flies with the wind, its effective speed is increased by the speed of the wind, so its speed relative to the ground is:

p + w

We know that the distance traveled by the plane is 3000 miles in both cases, so we can set up two equations based on the formula:

distance = rate x time

When the plane flies into the wind:

3000 = (p - w) x 6

And when the plane flies with the wind:

3000 = (p + w) x 5

Now we have two equations with two unknowns, which we can solve for "p" and "w".

Let's start by simplifying both equations:

Equation 1: 3000 = 6p - 6w

Equation 2: 3000 = 5p + 5w

We can then solve for one of the variables in terms of the other. For example, we can solve for "p" in terms of "w" by rearranging Equation 2:

5p = 3000 - 5w

p = (3000 - 5w) / 5

We can then substitute this expression for "p" into Equation 1 and solve for "w":

3000 = 6[(3000 - 5w) / 5] - 6w

Multiplying both sides by 5:

15000 = 6(3000 - 5w) - 30w

Distributing the 6:

15000 = 18000 - 30w - 30w

Combining like terms:

15000 = 18000 - 60w

Subtracting 18000 from both sides:

-3000 = -60w

Dividing both sides by -60:

w = 50

Now that we know the rate of the wind is 50 mph, we can substitute this value into either Equation 1 or Equation 2 to solve for "p".

Let's use Equation 2:

3000 = 5p + 5(50)

3000 = 5p + 250

2750 = 5p

p = 550.

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Answer:

x=1

Step-by-step explanation:

x=1 then y=4

Answer:

the answer is to because the other arrow is on the 2

Step-by-step explanation:

2+2=4

Based on the given data, it seems that both the polysilicon doping level and anneal temperature can affect the base current.

To visually interpret the data, we can create a scatter plot with the polysilicon doping level on the x-axis and the base current on the y-axis, with different colors or symbols representing the different anneal temperatures. We can also create a similar plot with the anneal temperature on the x-axis and the base current on the y-axis, with different colors or symbols representing the different polysilicon doping levels.

To analyze the model, we can examine the residuals to see if they are randomly distributed around zero, indicating that the model is a good fit for the data. If the residuals show a pattern, it may suggest that the model is not a good fit.

Assuming a linear model, we can estimate the parameters using regression analysis. The model could be of the form:

Base current = β0 + β1(doping level) + β2(anneal temperature) + ε

where β0 is the intercept, β1 is the coefficient for doping level, β2 is the coefficient for anneal temperature, and ε is the error term.

Once we have estimated the parameters, we can plot the response surface to see how the base current changes as a function of both the doping level and annealing temperature. This will give us a better understanding of the relationship between these variables and the response variable.

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Answer:

14000Kilolitres

Step-by-step explanation:

\( 1megalitre = 1000kilolitres \\ \)

\(14megalitres = xkilolitres\)

Cross multiply

\(14 \times 1000 = xkilolitres\)

\(14megaitres = 14000kilolitres\)

Step-by-step explanation:

0.1212 < 0.132< 0.140 < 0.1412 <0.148 <0.150 < 0.152

Answer:

There are 12 inches in 1 foot and the picture is 24 inches so the pictures is 2 feet and you even it out so the answer is 2.75 for each side

Hope this is the answer you were looking for! Feel free to message or comment for any questions you have!

Step-by-step explanation:

you said 50

Answer:

Im pretty sure its 45

Step-by-step explanation:

Step-by-step explanation:

5x + 7 = 132

5x = 125

x = 125/5

x = 25

hope it helps

The total number of individuals in the development area is 2240 kg/day.

The volume of waste produced by a single family per week is 0.91 containers/family

i) The total number of individuals in the development area is calculated as:
350 x 8 = <<350*8=2800>>2800

individuals' total waste produced by the development area is calculated as:

0.8 kg/capita/day x 2800 individuals = <<0.8*2800=2240>>2240 kg/day

Answer: 2240 kg/day

ii) Volume of waste produced by a single family per week is calculated as:

0.4 kg/person/day x 8 persons x 7 days = <<0.4*8*7=22.4>>22.

4 kg/week

The density of waste in each container is 210 kg/m3.

The volume of waste generated by each family each week is calculated as:22.4 kg/week ÷ 210 kg/m3 = 0.107 m3/family

The number of 118 L containers required for each family is calculated as:

0.107 m3/family ÷ 0.118 m3/container = <<0.107/0.118

=0.91>>0.91 containers/family (rounded to two decimal places)

Answer: 0.91 containers/family

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The equation of the line passing through the two yellow points in slope-intercept form is y = 3x - 21.

Since we only have two points, we can use the point-slope form of a linear equation to find the equation of the line passing through the two points.

The point-slope form of a linear equation is given by:

y - y1 = m(x - x1)

where (x1, y1) is one of the points on the line, m is the slope of the line.

Let's use the point (8, 3) and (10, 9):

\(m = (y2 - y1) / (x2 - x1)\\\\m = (9 - 3) / (10 - 8)\\\)

m = 3

Using the slope-intercept form of a linear equation, we can write:

\(y - y1 = m(x - x1)\\y - 3 = 3(x - 8)\)

Simplifying the above equation, we get:

y - 3 = 3x - 24

y = 3x - 21

Therefore, the equation of the line passing through the two yellow points in slope-intercept form is y = 3x - 21.

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Answer:

d) the two triangles are similar by AA

Step-by-step explanation:

Answer: Mean- 89.1, Median- 89, Mode- No mode

Step-by-step explanation:

Mean: 82+85+88+89+92+94+94= 624

624/7= 89.1

Median: 82, 85, 88, 89, 92, 94, 94

89 is the median because it has 3 numbers on the right and 3 on the left.

Mode: No mode because a number doesn't show up more than 2 times.

Using the formula for the perimeter and area of the circle, The circumference is \(6 \pi\) km and area is \(9\pi km^{2}\).

A circle is a spherical shape without boundaries or edges. A circle is a closed, curved object with two dimensions in geometry.

The formula for perimeter is:

P= \(2\pi r\)

A=\(\pi r^{2}\)

radius = 3km

Circumference =  perimeter = \(2*\pi *3\)

=\(6 \pi\) km

Area = \(\pi * 3^{2}\)

=\(9\pi km^{2}\)

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The value of f[g(x)] is - 64x³ - 336x² - 588x - 340 and the value of g[f(x)] is -4x³ + 19

The functions are as follows; f(x) = -x³ +3 and g(x) = 4x+7

The value of f[g(x)] is obtained by replacing every x in f(x) with the value of g(x) as given below

f[g(x)] = f(4x + 7) = - (4x + 7)³ + 3

When we expand (4x + 7)³, it gives us 64x³ + 336x² + 588x + 343

Then

f[g(x)] = - 64x³ - 336x² - 588x - 340

Similarly, g[f(x)] is obtained by replacing every x in g(x) with the value of f(x) as shown below;

g[f(x)] = g(-x³ + 3) = 4(-x³ + 3) + 7g

[f(x)] = -4x³ + 19

Therefore,

f[g(x)] = - 64x³ - 336x² - 588x - 340

g[f(x)] = -4x³ + 19

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The correlation between smoking during pregnancy and weight gain is negative, indicating that smoking tends to be associated with lower weight gain during pregnancy.

Correlation measures the strength and direction of the relationship between two variables. In this case, the correlation matrix provides information about the correlations between different variables related to newborn weight prediction.

To determine the correlation between smoking (smk) and weight gain (wtgn), we need to examine the corresponding correlation value in the matrix. Since the correlation value is not provided, we cannot give an exact numerical answer.

However, based on the information given, we can deduce that the correlation between smoking and weight gain is negative. This means that as the number of cigarettes smoked per day increases, the amount of weight gained during pregnancy tends to decrease. It suggests that smoking may have a negative impact on maternal health, leading to inadequate weight gain during pregnancy, which can potentially affect the birth weight of the newborn.

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The recommended approach when choosing between one-tailed and two-tailed tests is to use a two-tailed test only.

The choice between a one-tailed or two-tailed test should be based on the research hypothesis and the specific question being investigated.

If you have a convincing reason for not predicting a direction, and use the one that is most likely to produce significant results.

If the research hypothesis or question does not make a clear directional prediction, then a two-tailed test would be appropriate.

This is because a two-tailed test will consider the possibility of significant results in both directions of the distribution.

And is more conservative in its estimation of significance.

If the research hypothesis or question does make a clear directional prediction, then a one-tailed test would be appropriate.

This is because a one-tailed test will only consider the possibility of significant results in one direction of the distribution.

And is more powerful in detecting significant results in that specific direction.

Therefore, the answer is to use a two-tailed test only if you have a convincing reason for not predicting a direction, and use the one that is most likely to produce significant results.

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The graph of g(x) is the graph of f(x) stretched vertically and reflected over the axis.

The correct option is C.

We can compare the graphs of two functions f(x)=x² and g(x)=-2/3 x² by determining their vertices, domain, range, axis of symmetry, and shape of the graphs. The vertex of f(x)=x² is at the origin (0,0), which means that the parabola opens upward and is symmetrical around the y-axis.

The domain is all real numbers, and the range is y≥0. The axis of symmetry is the y-axis. On the other hand, the vertex of g(x)=-2/3 x² is also at the origin, and it opens downward. It is also symmetrical around the y-axis. The domain is all real numbers, and the range is y≤0.

The axis of symmetry is the y-axis, just like f(x).It is important to remember that g(x) is the negative of f(x), which indicates that g(x) is reflected across the x-axis. Furthermore, the stretch factor is 2/3, which makes the graph of g(x) flatter than the graph of f(x) and it is  stretched vertically and reflects over x axis(option c).

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The correct formula to represent the free throw percentage for the basketball team is given by FT% = FTM/FTA × 100%

The percentage of any quantity is measured by multiplying the ratio of the successful amount and the total amount by 100.

Here

Total number of free throws attempted = FTA (this is the total amount)

Total number of free throws made = FTM (this is the successful amount)

Required percentage = (FTM / FTA ) × 100%

Hence the required correct option is the second one:

FT% = FTM/FTA × 100%

The English word "percentage" derives from the Latin phrase "per centum," which means "by the hundred." Percentages are fractions with a denominator of 100. It is a relationship, in other words, where the value of the whole is always taken to be 100.

Calculating a percentage in terms of 100 is known as calculating a percentage. You can determine a percentage in one of two ways:

We employ a unitary method by changing the denominator of the fraction to 100.

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Answer:

A because you can go into the numbers evenly

Step-by-step explanation:

Answer:

B

Step-by-step explanation:

it is important to note that 40/8 = 5.

A real number is one that can be found on the number line, and 5 can be.

A rational number can be made by dividing two integers (40 by 8 in this case).

5 is a whole number since it does not have a decimal/fractional part

an integer is a whole number which is positive/negative (5 is positive in this case)