what percent of 12 is 40?
A. 0.25%
B. 4%
C. 25%
D. 40%
E. 400%

\(~~~~~~ \stackrel{\textit{\LARGE Quarterly}}{\textit{Compound Interest Earned Amount}} \\\\ A=P\left(1+\frac{r}{n}\right)^{nt} \quad \begin{cases} A=\textit{accumulated amount}\\ P=\textit{original amount deposited}\dotfill &\$7000\\ r=rate\to 9\%\to \frac{9}{100}\dotfill &0.09\\ n= \begin{array}{llll} \textit{times it compounds per year}\\ \textit{quarterly, thus four} \end{array}\dotfill &4\\ t=years\dotfill &12 \end{cases}\)

\(A = 7000\left(1+\frac{0.09}{4}\right)^{4\cdot 12} \implies A=7000(1.0225)^{48}\implies \boxed{A \approx 20367.48} \\\\[-0.35em] ~\dotfill\)

\(~~~~~~ \stackrel{\textit{\LARGE Annually}}{\textit{Compound Interest Earned Amount}} \\\\ A=P\left(1+\frac{r}{n}\right)^{nt} \quad \begin{cases} A=\textit{accumulated amount}\\ P=\textit{original amount deposited}\dotfill &\$7000\\ r=rate\to 9\%\to \frac{9}{100}\dotfill &0.09\\ n= \begin{array}{llll} \textit{times it compounds per year}\\ \textit{annually, thus once} \end{array}\dotfill &1\\ t=years\dotfill &12 \end{cases}\)

\(A = 7000\left(1+\frac{0.09}{1}\right)^{1\cdot 12}\implies A=7000(1.09)^{12} \implies \boxed{A \approx 19688.65} \\\\[-0.35em] ~\dotfill\\\\ 20367.48~~ - ~~19688.65 ~~ \approx ~~ \text{\LARGE 678.83}\)

The stemplot may not be the most effective way to represent this data set since it can become cumbersome and difficult to interpret, especially for larger data sets.

A better way to represent this data set would be to use a histogram or a frequency table. These methods provide a clearer visualization of the distribution of the data and allow for easier analysis and comparison.

A histogram divides the range of the data into intervals or bins and represents the frequency or count of observations within each bin using bars. This allows for a visual representation of the distribution and helps identify patterns, central tendencies, and potential outliers.

Alternatively, a frequency table can be created by grouping the data into intervals and recording the number of observations falling into each interval. This table provides a concise summary of the data distribution and can be used to calculate various statistical measures.

Both the histogram and the frequency table provide a clearer and more concise representation of the data set, making it easier to analyze and draw insights from the information.

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Ishana's sale sign should promote a 25% discount. Therefore, option a. 25% is correct.

If Ishana subtracts 0.25 of the cost of an item, this means that she is giving a discount of 25 cents for every dollar spent.

To calculate the percentage discount, we can divide the discount amount by the original price and multiply by 100.

Discount percentage = (Discount amount / Original price) x 100

Discount amount = 0.25 x Original price

So, Discount percentage = (0.25 x Original price / Original price) x 100

= 25%

Therefore, Ishana's sale sign should promote a 25% discount.

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If U(100) = 10 and U(0) = 0, the utility of a payoff of 25 for decision maker A is 7.50.

Utility is a concept in decision theory that measures the subjective value or satisfaction an individual derives from different outcomes. In this case, we have a decision matrix with different payoffs for decision alternatives A, B, and C, and corresponding probabilities for each outcome.

Given the utility values provided for decision maker A, we can determine their utility for a payoff of 25. According to the information given, U(100) = 10 and U(0) = 0.

To find the utility of a payoff of 25, we need to interpolate between the known utility values. Looking at the indifference probabilities, we can see that for a profit of 75, the indifference probability is 0.80, and for a profit of 50, the indifference probability is 0.60. This indicates a linear relationship between utility and profit.

Using this information, we can calculate the utility for a profit of 25:

Utility for profit of 25 = U(0) + [(U(50) - U(0)) / (50 - 0)] * (25 - 0)

= 0 + [(0.60 - 0) / (50 - 0)] * 25

= (0.60 / 50) * 25

= 0.30 * 25

= 7.50

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Step-by-step explanation:

you can look it up

Answer:

x=12/7

Step-by-step explanation:

Isolate the variable by dividing each side by factors that don't contain the variable.

Step-by-step explanation:

x=12/7 or x=1.714

Answer:

I don't know.

Step-by-step explanation:

I don't know.

The ratio tells us how often one number is contained in another. In the class, there are six girls for every five boys. D is the right answer.

A ratio is an ordered pair of numbers a and b, expressed as a / b, where b is not equal to 0. A percentage is an equation in which two ratios are made equal to one another. For instance, you could express the ratio as 1: 3 if there is 1 guy and 3 girls (for every one boy there are 3 girls) One-fourth are boys and three-fourths are girls.

The ratio tells us how often one number is contained in another.

Considering that 96 of the 176 junior students are female. Consequently, the class's gender distribution is,

96 girls are present.

80 boys out of 176, or 96 boys.

Currently, the junior class's gender distribution is as follows:

Girls to Boys in Ratio

96 girls and 80 boys.

Divide the numerator and denominator by 16 to simplify.

Boys/Girls: 6 to 5.

Therefore, the answer is option d) 6:5.

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The simplified value of the exponential expression 16^(1/4) is 2.

In the expression 16^(1/4), the base is 16 and the exponent is 1/4. To simplify this expression, we need to find the fourth root of 16. The fourth root of a number is the value that, when raised to the power of 4, equals the original number. In this case, we need to find the number that, when raised to the power of 4, equals 16.

The fourth root of 16 is 2 because 2^4 is equal to 16. Therefore, the simplified value of 16^(1/4) is 2. This means that taking the fourth root of 16 gives us a result of 2.

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Given statement solution is :- (a) 1 route is possible from A to P.

(b) 1 route is possible from A to P with a stop at C.

(c) 1 route is possible from A to P with stops at both C and S.

To determine the number of possible routes from point A to point P, we can use the concept of combinations and permutations. Assuming each intersection on the map is a distinct point, and the driver can only travel south or east, we can consider this as a grid problem.

(a) Without any additional stops:

In this case, the driver can only travel south or east until they reach point P. Since the driver cannot backtrack, there is only one path to reach point P from A. Therefore, the answer to part (a) is 1.

(b) If you insist on stopping off at the Chipotle at C:

In this case, the driver needs to pass through point C before reaching point P. We can break down the problem into two parts: the number of routes from A to C and the number of routes from C to P.

From A to C:

Since the driver can only travel south or east, there is only one path to reach point C from A.

From C to P:

Similarly, there is only one path to reach point P from C.

Therefore, the answer to part (b) is 1 (from A to C) multiplied by 1 (from C to P), which equals 1.

(c) If you wish to stop off at both the Chipotle at C and the Sonic at S:

In this case, we can again break down the problem into three parts: the number of routes from A to C, the number of routes from C to S, and the number of routes from S to P.

From A to C:

There is one path from A to C.

From C to S:

Since the driver can only travel south or east, there is only one path from C to S.

From S to P:

Similarly, there is only one path from S to P.

Therefore, the answer to part (c) is 1 (from A to C) multiplied by 1 (from C to S) multiplied by 1 (from S to P), which equals 1.

In summary:

(a) 1 route is possible from A to P.

(b) 1 route is possible from A to P with a stop at C.

(c) 1 route is possible from A to P with stops at both C and S.

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Answer:6

1/3

Step-by-step explanation:

Answer:

6 meters

Step-by-step explanation:

To find diameter if you have radius, multiply the radius by 2. In this case 3 x 2.

Hope it helps!

Step-by-step explanation:

how do i delete this? TwT

The statement second and statment third are the reason that method used might be biased.

It is given that Adam gives a survey postcard to every twentieth student that enters the building.

It is required to find the statement why the method used to be biased.

The sample size is nothing but the number of observations in an activity or participants generally it is represented by the small letter 'n'.

Adam gives a survey postcard to every twentieth student, not every student that enters the building.

It means asking every twentieth student does not represent the student population.

Also, the opinions of students at one high school do not exactly reflect the opinions of students at other high schools.

Students that take the time to fill out the survey and send it in are likely passionate about hot lunches.

Thus, the statement second and statment third are the reason that method used might be biased.

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Answer:

B and C

Step-by-step explanation:

Answer:

x = 9

Step-by-step explanation:

Isosceles means that the two sides equal each other

As such, to find the value of x we must equal the two expressions together and isolate the variable

20 = 3x - 7

add 7 to both sides

27 = 3x

divide both sides by 3

9 = x

Answer:

The variable x equals 9.

Step-by-step explanation:

3x - 7 = 20

3x = 27

X = 9

Answer:

7:56 A.M.

Step-by-step explanation:

1 hour and 59 mins = 119 mins

119+18 = 137

137/60 = 2 r 17

(10 - 2 = 8) - 17/60

Therefore they left at 7:56 A.M.

the slope goes by several names

• average rate of change

• rate of change

• deltaY over deltaX

• Δy over Δx

• rise over run

• gradient

• constant of proportionality

however, is the same cat wearing different costumes.

\((\stackrel{x_1}{4}~,~\stackrel{y_1}{8})\qquad (\stackrel{x_2}{8}~,~\stackrel{y_2}{5}) ~\hfill \stackrel{slope}{m}\implies \cfrac{\stackrel{\textit{\large rise}} {\stackrel{y_2}{5}-\stackrel{y1}{8}}}{\underset{\textit{\large run}} {\underset{x_2}{8}-\underset{x_1}{4}}} \implies \cfrac{ -3 }{ 4 } \implies - \cfrac{3 }{ 4 }\)

The length of the arc subtended by the angle's rays is 0.02 times the radius of the circle

To find the length of the arc subtended by the angle's rays, we need to know the angle measure. Since we know that 1/360th of the circumference is 0.04 cm long, we can find the circumference by multiplying 0.04 cm by 360, which gives us 14.4 cm.

Now, we need to find the angle measure. Since the circle is centered at the vertex of the angle, the angle measures half the arc it subtends. Thus, we can find the angle measure by dividing the circumference by 2 and then multiplying by 1/360.

Angle measure = (14.4/2) x (1/360) = 0.02 radians

Finally, we can find the length of the arc subtended by the angle's rays by multiplying the angle measure by the radius of the circle.

Length of arc = 0.02 x radius


The length of the arc subtended by the angle's rays is 0.02 times the radius of the circle. The given information of 1/360th of the circumference being 0.04 cm long helped us find the circumference and subsequently the angle measure.

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In this scenario, the shape of the sampling distribution of X-bar is approximately normal.

The sampling distribution of the sample mean, X-bar, can be determined by the Central Limit Theorem. In this case, since the sample size is large (n = 64) and the underlying distribution (X) is approximately normal, the sampling distribution of X-bar will also be approximately normal. The Central Limit Theorem states that regardless of the shape of the population distribution, as the sample size increases, the sampling distribution of X-bar tends to become more and more normal. Therefore, in this scenario, the shape of the sampling distribution of X-bar is approximately normal.

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The measure of <YZX is 55.2 degree.

The area of mathematics that deals with particular angles' functions and how to use those functions in calculations. There are six popular trigonometric functions for an angle. Sine (sin), cosine (cos), tangent (tan), cotangent (cot), secant (sec), and cosecant are their respective names and acronyms (csc).

Given:

XY= 12.4 cm, YZ= 15.1 cm

In right ΔXYZ with hypotenuse XZ and opposite side XY to ∠YZX then

Using the sine ratio

sin <YZX= 12.4/ 15.1

sin <YZX = 0.8211

<YZX= 55.2

Hence, the measure of <YZX is 55.2 degree

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Answer: 55.2

Step-by-step explanation: just took it

Francisco teaches group lessons to all of the violin and viola students at the Scott School of Music. All of his classes have the same number of students.

What is the greatest number of students he can have in each class We can determine the greatest number of students that Francisco can teach in each class by finding the greatest common factor (GCF) of the total number of violin and viola students at the school.

Suppose there are a total of m violin students and n viola students. Then the total number of students at the school is m + n. Let's find the GCF of m and n in order to determine the greatest number of students Francisco can teach in each class.

GCF of m and n will give us the number of students that can be divided equally among all the classes. Following the steps to find GCF :

Step 1 :List down all factors of m and n

Step 2 :Identify the common factors of both m and n

Step 3 :Find the largest common factor m and n. We find the factors of m and n below: Suppose m = 36 and n = 72.Therefore, the greatest common factor of m and n is 36.So, the greatest number of students that Francisco can teach in each class is 36.

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Answer: 24 students

Step-by-step explanation:

We know that there were 129 students total. However, of those 129 students, 9 traveled in cars, which means that only 120 students took the bus. We know there were five buses, so if the students filled the buses up equally, we can divide the number of bus riders by the number of buses to find the number of students per bus.

With 120 students and 5 buses, we get 120 ÷ 5 = 24.

Answer:

\(\displaystyle m=-2\)

General Formulas and Concepts:

Pre-Algebra

Order of Operations: BPEMDAS

Algebra I

Step-by-step explanation:

Step 1: Define

Point (4, -2)

Point (-1, 8)

Step 2: Find slope m

Simply plug in the 2 coordinates into the slope formula to find slope m

Answer:

Y Intercept= -3

Equation= y=3x-3

Step-by-step explanation:

Answer:

13 units

Step-by-step explanation:

Here we need to use the distance formula.

Hence we get that,

AB =  \(\sqrt{(-8-4)^2 + (4-(-1))^2}\)

AB =  \(\sqrt{(-12)^2 + 5^2}\)

AB =  \(\sqrt{144 + 25}\)

AB =  \(\sqrt{169}\)

AB =  13

The distance between point A(-8,4) and B(4,-1) is 13 units.

The distance between two points of the xy-plane can be found using the distance formula. The distance formula is:

√[(x₂ - x₁)² + (y₂ - y₁)²].

Now the given points are,

A(-8,4) and B(4,-1)

Therefore we have,

x₁ = -8

y₁ = 4

x₂ = 4

y₂ = -1

Now distance between A(1,4) and B(-3,3.5) = √[(x₂ - x₁)² + (y₂ - y₁)²]

= √[(4 - (-8))² + (-1 - 4)²]

= √[(4 + 8)² + (-5)²]

= √(12² +25)

= √(144 +25)

= √169

= 13 units

Thus, the distance between points A(-8,4) and B(4,-1) is 13 units.

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Answer:

All three products were already rounded to the nearest 5g.

"Algebra made Easy" 450g

“Terrible Trigonometry" 95g

Wrapping 120g

867.107844 Is the maximum Jemima might have to pay to post the parcel.

Step-by-step explanation:

510 divided by 79 = 6.455g per 510g

665g total of products so divide 665 by 510 now to get 1.30392157g per weight which brings us to the maximum total of 867.107844

Answer:

Step-by-step explanation:

2(4) - 4y = 20

8 - 4y = 20

-4y = 12

y = -3

x = 4

(4, -3)

The solution of the system of equation will be;

⇒ y = - 3, x = 4

What is linear expression?

A linear expression is an algebraic statement where each term is either a constant or a variable raised to the first power.

Given that;

The system of equation are,

⇒ 2x - 4y = 20

⇒ X = 4

Now,

Since, The system of equation are,

⇒ 2x - 4y = 20     ...(i)

⇒ X = 4               .....(ii)

Substitute x = 4 in equation (i), we get;

⇒ 2x - 4y = 20

⇒ 2 × 4 - 4y = 20

⇒ 8 - 4y = 20

⇒ 8 - 20 = 4y

⇒ 4y = - 12

⇒ y = - 3

Thus, The solution of the system of equation will be;

⇒ y = - 3, x = 4

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Answer:

Step-by-step explanation:

3f(-2x)= 3[2(-2x)^2-3(-2x)+1]

         =3[2(4x^2)+6x+1]

         =3[8x^2+6x+1]

         =24x^2+18x+3

Hi!
Let's write this out.
Her limit is $900, and she's used $450. So, we subtract 450 from 900.
900-450 = 450.

So, she has $450 available credit left.
Hope this helps!
~~~PicklePoppers~~~

Answer: your credit utilization ratio on that card would be 50% but the answer is 450

Step-by-step explanation:

900-450 = 450