What kind of sequence is the pattern 15, 17, 20, 24, 29,

Answer:

Below

Step-by-step explanation:

Slope , m, is calculated  (y1-y2) / ( x1-x2) =

   Using the first two points :   (-5-0) / (-3 -0) = 5/3

slope = 5/3

To calculate the annualized rate of return, we can use the formula for compound interest. The correct answer is 11.66%.

The formula for compound interest is given by: A = P(1 + r)^t, where A is the final amount, P is the principal amount, r is the annual interest rate, and t is the time in years.

In this case, the initial investment (P) is BD 14,000, the final amount (A) is BD 52,600, and the time (t) is 12 years. We need to solve for the annual interest rate (r).

\(BD 52,600 = BD 14,000(1 + r)^{12}\)

By rearranging the equation and solving for r, we find:

\((1 + r)^{12} = 52,600/14,000\)

Taking the twelfth root of both sides:

\(1 + r = (52,600/14,000)^{(1/12)}\\r = 0.1166 / 11.66 \%\)

Therefore, Areej has earned an annualized rate of approximately 11.66% on this investment.

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(-3,12)

Step-by-step explanation:

The least number of seats the manger could order to 270 seats

The information that the the seats are sold only in groups of 10 will help to know that the order will be in a multiple of 10.

The manager wants to order 267 seats and this is not a multiple of 10 the nearest multiple of 10 is 270.

This is because, 260 will be short of want the manager want however ordering for 270 will be in excess with three seats.

Hence the manager will order 270 and heave 3 extra seats

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Step-by-step explanation:

15+10z=105

10z=105-15

10z=90

z=9

Answer:

3/4

Step-by-step explanation:

there are six option that are less than seven. This is 1, 2, 3, 4, 5, and 6. Now these are 6 options and there are eight total options listed on the spinny thingy.

This means that 6 out of eight are less than seven.

So 6 out of eight is 6/8.

Simplify and you get 3/4.

Answer:

C is correct both have 7 as y intercept

Answer:

Situation 1 has a greater slope I believe

It might be C also.

Correct me if i'm wrong.

Answer:

3 hour

Step-by-step explanation:

23.30×4=93.2. 18.10×5=90.5 93.2-90.5=2.7 ans 3 hour than anne

The rate of change of the area of the triangle is -49.5 cm^2/s.

In this problem, the base is decreasing at a rate of 11 cm/s and the height is constant at 9 cm. To find the rate of change of the area, we can use the given information:

1. The formula for the area of a triangle is: Area = (1/2) * base * height.
2. The base is decreasing at a rate of 11 cm/s: d(base)/dt = -11 cm/s.
3. The height is constant at 9 cm: height = 9 cm.

Now, we differentiate the area formula with respect to time t:

d(Area)/dt = (1/2) * d(base * height)/dt.

Since the height is constant, we can rewrite this as:

d(Area)/dt = (1/2) * height * d(base)/dt.

Plug in the given values:

d(Area)/dt = (1/2) * 9 * (-11).

Now, calculate the result:

d(Area)/dt = -49.5 cm^2/s.

So, the rate of change of the area of the triangle is -49.5 cm^2/s.

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Answer:

c

Step-by-step explanation:

Answer:

the second, and fourth one's are triangles, and the 1st and 2nd are not

Step-by-step explanation:

We know that the angles in a triangle add up to 180 degrees. So we need to find which angles add up to 180 degrees. We have:

56+34+42=132

That means the first one can't be a measures of a triangle.

75+55+50=180

Second one is a triangle.

35+32+23=90

Third isn't a triangle

124+64+16=180

So all in all, the second, and fourth one's are triangles, and the 1st and 2nd are not

Answer:

1) 3(9) +15

2) 2(-5)^2 - 11

3) (-2)^3 + 13(-2)

4) 4(6)^2 -7

5) (-9)^2 - (-9) + 10

All you have to do solve

Step-by-step explanation:

Replace the x with whatever number is in the f(number)

The slopes are equal, and the equation is showing a proportional relationship.

The slope of a line is a measure of its steepness.

Mathematically, slope is calculated as "rise over run" (change in y divided by change in x).

Proportional relationships are relationships between two variables where their ratios are equivalent.

1) Given that, Δ PQR and  Δ STU are similar triangles, we need to show that they have equal slope,

Line PR is passing by points (-6, 4) and (-8, 7) and the line SU is passing by points (-4, 1) and (0, -5)

Slope = y₂-y₁ / x₂-x₁

Finding the slopes :-

Line PR = 7-4 / -8+6 = -3/2

Line SU = -5-1 / 4 = -6/4 = -3/2

Therefore, we get the slopes equal.

2) Given is an equation, y = 3x/4

The proportionality equation is given by :- y = kx, where k is the proportionality constant,

The given equation is following the proportionality equation, therefore is showing a proportional relationship.

Hence, the slopes are equal, and the equation is showing a proportional relationship.

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Answer: (-2,2)  

Step-by-step explanation:

Multiply the  x and y coordinates by the scale factor to find the new point or the image.

-1 * 2 = -2

1 *2 = 2

(-2,2)

Answer:

Let the scores on the first two test be x

Let score for third test be 14 exceeds second( or first) = x + 14

Total = 233

x + x + (x + 14) = 233

3x + 14 = 233

3x = 219

x = 73

Score of the third test = x + 14 = 73 + 14 = 87

Therefore, the scores are 73, 73, 87

the answer is true....i think

The time she rented the bike is equal to 4.5 hours.

The mathematical expression combines numerical variables and operations denoted by addition, subtraction, multiplication, and division signs.

Mathematical symbols can be used to represent numbers (constants), variables, operations, functions, brackets, punctuation, and grouping. They can also denote the logical syntax's operation order and other properties.

Given that the oceanside bike rental shop charges fourteen dollars plus eight dollars an hour for renting a bike Nancy paid 50 four dollars for renting a bike.

The time will be calculated as,

TC = 8x + 14

Here, x is the time,

50 = (8x) + 14

8x = 50 - 14

8x = 36

x = 4.5 hours

Therefore, the time she rented the bike is equal to 4.5 hours.

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Answer:

the answer is 0.05

Step-by-step explanation:

Answer:

I can only answer ii.

A=Lxwxh

=6mx3mx4m

=18mx4m

A=40msquared .

A=Lxwxh

40msquared = 6mx3mxh

40msquared =18msquaredxh

40/18msquared=18xh/18msquared

131/3=h.

that's what I thought

Step-by-step explanation:

I think I should first find the area

of the figure.then I will use the area to find the height.

Attitude, beliefs, and knowledge shape a teacher's delivery: attitude affects engagement, beliefs influence instructional decisions, and knowledge enables effective communication and learning facilitation.

Attitude, beliefs, and knowledge play crucial roles in shaping how a teacher delivers a lesson. Here's a detailed explanation of their impacts:

Attitude:

Attitude refers to a teacher's mindset, emotions, and approach towards teaching. A positive attitude fosters enthusiasm, motivation, and a genuine passion for the subject matter. This translates into an engaging and dynamic teaching style, creating an environment conducive to learning. Conversely, a negative attitude can lead to disinterest, lack of enthusiasm, and a disengaged teaching approach, which can hinder students' engagement and comprehension.

Beliefs:

A teacher's beliefs influence their instructional decisions and pedagogical strategies. Beliefs about students' capabilities, learning styles, and the purpose of education can shape the teacher's approach to delivering a lesson. For example, if a teacher believes that all students have the potential to succeed, they may employ differentiated instruction techniques to cater to diverse learning needs. Conversely, if a teacher holds limiting beliefs about students' abilities, they may adopt a one-size-fits-all approach, which may hinder student progress.

Knowledge:

A teacher's knowledge encompasses both subject matter expertise and pedagogical content knowledge. Profound knowledge of the subject allows a teacher to effectively structure and present the lesson, answer student queries, and provide relevant examples. Pedagogical content knowledge helps in selecting appropriate instructional strategies, adapting to student needs, and assessing learning effectively. Without a strong knowledge base, a teacher may struggle to deliver accurate information, engage students, or address misconceptions.

Collectively, attitude, beliefs, and knowledge significantly impact a teacher's delivery of a lesson. A positive attitude enhances student motivation and engagement. Strong beliefs in students' potential and individualized instruction foster a supportive learning environment. Adequate subject knowledge and pedagogical skills enable effective communication and facilitate meaningful learning experiences. By combining these elements, teachers can create an impactful and effective learning environment that nurtures student growth and achievement.

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Answer:

-8m

Step-by-step explanation:

Combine like terms

−

−

7

{\color{#c92786}{-m}}{\color{#c92786}{-7m}}

−m−7m

−

8

{\color{#c92786}{-8m}}

−8m

Answer:

Darlene will get there first

Step-by-step explanation:

I have uploaded the work

Answer:

x = 1

y = -4

but I am not sure about z

Step-by-step explanation:

please check with your calculator first

The effective interest on £2000 at a 3% interest rate compounded quarterly over a period of 4 years is approximately £245.15.

To calculate the effective interest, we need to use the formula for compound interest:

A = P(1 + r/n)^(nt)

Where:

A = the future value of the investment (including interest)

P = the principal amount (initial investment)

r = the annual interest rate (as a decimal)

n = the number of compounding periods per year

t = the number of years

In this case, the principal amount (P) is £2000, the annual interest rate (r) is 3% (or 0.03 as a decimal), the compounding is done quarterly (n = 4), and the investment period (t) is 4 years.

Plugging the values into the formula:

A = £2000(1 + 0.03/4)^(4*4)

= £2000(1 + 0.0075)^16

= £2000(1.0075)^16

≈ £2000(1.126825)

Calculating the future value:

A ≈ £2253.65

To find the effective interest, we subtract the principal amount from the future value:

Effective Interest = £2253.65 - £2000

≈ £253.65

Therefore, the effective interest on £2000 at a 3% interest rate compounded quarterly after 4 years is approximately £253.65.

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The equivalent form of the equation y=\(x^{2} -2x-15\)given is y=(x+3)(x-5).

Given an equation y=\(x^{2}\)-2x-15 and we are required to find the equivalent form of the equation.

Equation is like a relationship between two or more variables that are expressed in equal to form. Equation of two variables look like ax+by=c. It may be linear equation, quadratic equation, cubic equation or any other equation  depending on the powers of the variable.

To find the equivalent equations we are required to form factors of the equation. Equivalent equation are those equations which when solved gives the same solution as the equation when solved gives.

y=\(x^{2}\)-2x-15

y=\(x^{2}\)-5x+3x-15

y=x(x-5)+3(x-5)

y=(x+3)(x-5)

Hence the equivalent form of the equation y= \(x^{2}\)-2x-15 given is

y=(x+3)(x-5).

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Question is incomplete as question should includes the equation

y= \(x^{2}\)-2x-15.

The mathematician who lent his name to a test often mentioned in NYT crossword puzzles is Emil Post.

Emil Post was an influential mathematician who lived from 1897 to 1954. He made significant contributions to the field of mathematical logic, particularly in the area of formal systems and decision problems. One of his notable contributions is the development of the Post's Correspondence Problem, also known as the Post's Test.

The Post's Test is a problem in theoretical computer science that involves finding a solution to a sequence matching problem. It deals with determining whether there is a sequence of strings that can be concatenated in different ways to form identical sequences. This problem has important implications in the study of formal languages and computational complexity.

Due to the relevance and popularity of the Post's Test in the field of mathematical logic and computer science, Emil Post's name became associated with this problem. As a result, his name often appears in crossword puzzles, including those featured in the New York Times (NYT) crossword, which often includes clues related to various fields of knowledge, including mathematics and science.

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Without more information, it is not possible to determine the name of the mathematician who lent his name to a test in the New York Times crossword.

The question is asking for the name of a mathematician who lent his name to a test in the New York Times crossword. Unfortunately, without any specific clues or context, it is difficult to determine which mathematician is being referred to. There have been several mathematicians who have had tests or concepts named after them, such as the Pythagorean theorem named after Pythagoras or the Fibonacci sequence named after Leonardo Fibonacci. However, without more information, it is not possible to provide a specific answer.

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Answer:

3/8

Step-by-step explanation:

2/8 is equivalent to 0.25.

3/8 > 2/8

0.25

Hope this helped :T

Given:

Aim:

Explanation:

Multiply and divide by 10 to get the scientific notation.​

Final answer:

The gravitational potential energy of the stone-Earth system can be calculated before the stone is released, after it reaches the bottom of the well, and the change in gravitational potential energy during the process.

Gravitational potential energy is given by the formula PE = mgh, where m is the mass of the object, g is the acceleration due to gravity, and h is the height.

(a) Before the stone is released, it is held 11 m above the top edge of the well. The mass of the stone is 0.25 kg, and the acceleration due to gravity is approximately 9.8 m/s². Using the formula, the gravitational potential energy is calculated as PE = (0.25 kg)(9.8 m/s²)(11 m).

(b) After the stone reaches the bottom of the well, its height is 7.3 m. Using the same formula, the gravitational potential energy at this point is given by PE = (0.25 kg)(9.8 m/s²)(7.3 m).

(c) The change in gravitational potential energy can be determined by subtracting the initial potential energy from the final potential energy. The change in gravitational potential energy is equal to the gravitational potential energy after reaching the bottom of the well minus the gravitational potential energy before the stone was released.

By calculating these values, we can determine the specific numerical values for (a), (b), and (c) based on the given data.

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We may build up a proportion and solve for the scale model radius of Neptune using the ratio between the radii of the two planets and the known scale model radius of the Earth. The scale model of Neptune that is produced has a radius of around 9.7 cm.

We may take advantage of the fact that the ratio between the two planets' radii and the ratio between their respective scale model radii is the same. Let's name the Neptune scale model radius "r" Then, we may set up the ratio shown below:

Neptune's radius is equal to the product of Earth's radius and its scale model.

With the provided values, we may simplify and obtain:

24620 km / 6370 km equals 2.5 cm / r

We obtain the following when solving for "r":

r = (24620 km * 2.5 cm) / (6370 km)

r ≈ 9.7 cm

Therefore, a scale model of Neptune would have to be drawn with a radius of approximately 9.7 cm.

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