When Rom was 16 years old, he deposited certain sum of money in a bank at the rate of 10% p. a. Compounded annually. After his balance became 121 times the initial principal, he deposited & of the 400 existing balance in the same account. After 1 year of this deposition, the bank changed it's policy to giva interest at 20°1. p.a simple interest. At the age of 24 years, Ram planned to stort a business. so he withdrew all the money from his account. He found that the withdrawn amount was Rs. 359 less than thrice of the initial principal. Then,

Find the sum deposited by Ram at the age of 16 years. The amount withdrawn from the bank was not enough so, he borrowed a loan of Rs. 1.10,000 from the bank and agreed to pay within 4 years, at rate of 15% pa. compounded annually. He paid the interest of the first year at the end of the 1st year. He cleared his debt by paying equal installments in next 2 years and 1 year.
.
Find the total interest paid by him to the bank. For how many years, he should have waited to start the business so that he need not borrow entra Loan?​

Karen and Wayne will need to make monthly payments of $66.39 for 3 years to pay off the loan for their new refrigerator for a given sales tax.

The add-on interest loan formula can be used to determine the monthly payment:

(Loan amount + Interest) / the number of payments equals a payment.

We must first determine the refrigerator's total cost, including sales tax:

Final price is $1,598 plus 5% of $1,598.

$1,677.90 is the total price.

Secondly, we must determine the loan's interest rate:

Interest is calculated as Loan Amount * Addition Rate. Ages in years

Interest equals $702.25 when $1,677.90 multiplied by 0.14 by three.

When interest is included, the total loan amount is:

Loan amount = Purchase price plus interest

Total of the loan: $1,677.90 plus $702.25

Amount borrowed: $2,380.15

In the end, we can figure out the monthly payment:

Payment: ($2,380.15) divided by (3 years * 12 months/year) =

monthly payment of $66.39

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According to the calculations we can conclude that Rosa can play 21 more minutes on Monday.

If 9 minutes represents 30% of the time Rosa can play video games, we can use proportional reasoning to find the total time she can play. Let x be the total time she can play in minutes.

9 / x = 30 / 100

We might cross-multiply and simplify to find x's value:

9 * 100 = 30 * x

900 = 30x

x = 900 / 30

x = 30

So Rosa can play a total of 30 minutes each day.

To find how many more minutes she can play on Monday, we subtract the time she has already played from the total time:

30 - 9 = 21

Therefore, Rosa can play 21 more minutes on Monday.

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Answer:

The first one is correct

Step-by-step explanation:

ITs all good

The smaller amount of total calories consumed is 359 calories.

Algebra is a branch of mathematics that deals with mathematical symbols and the rules for manipulating these symbols. It is a broad area of study that includes a wide range of topics, such as equations, inequalities, functions, polynomials, matrices, and more.

Algebraic expressions are composed of variables, constants, and mathematical operations, such as addition, subtraction, multiplication, division, exponentiation, and logarithms. Equations, on the other hand, are mathematical statements that assert the equality of two algebraic expressions. Inequalities are mathematical statements that assert the relationship between two algebraic expressions using the symbols "<", ">", "<=", or ">=".

Functions in algebra are mappings from one set of numbers to another set of numbers that obey certain rules. These rules may involve properties such as continuity, differentiability, and invertibility.

Jane consumes:

Half a blueberry muffin: 0.5 * 270 = 135 calories

Whole fruit platter: 190 calories

A third of a glass of milk: (1/3) * 102 = 34 calories

So her total calorie intake is: 135 + 190 + 34 = 359 calories (rounded to the nearest whole calorie).

Rob consumes:

Hashbrowns and eggs: 2 * 190 = 380 calories

Half a glass of orange juice: 0.5 * 40 = 20 calories

So his total calorie intake is: 380 + 20 = 400 calories.

Therefore, the smaller amount of total calories consumed is 359 calories.

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Answer: What do you mean where is the arc?

Step-by-step explanation:

Answer:

x = 6;

y = 3√3

Step-by-step explanation:

Use trigonometry:

[tex] \ \cos(60°) = \frac{3}{x} [/tex]

Use the property of proportion to find x:

[tex]x = \frac{3}{ \cos(60°) } = \frac{3}{0.5} = 6[/tex]

Use the Pythagorean theorem to find y:

[tex] {y}^{2} = {x}^{2} - {3}^{2} [/tex]

[tex] {y}^{2} = {6}^{2} - {3}^{2} = 36 - 9 = 27[/tex]

[tex]y > 0[/tex]

[tex]y = \sqrt{27} = \sqrt{9 \times 3} = 3 \sqrt{3} [/tex]

The statement that is NOT true is: "The y-intercept of the line of best fit means that it cost $9,994 to build the house."

Hi! Based on the given information and without a visual of the graph, I will provide a general answer using the terms provided. Please note that an accurate response may require additional information or context.

The slope of the line of best fit indicates the rate of change in the value of the house over time, and a positive slope signifies that the value has increased. However, the y-intercept of the line of best fit does not necessarily mean that it cost $9,994 to build the house.

The y-intercept represents the estimated value of the house when the independent variable (usually time) is zero, but it does not account for factors like construction costs, inflation, or changes in the real estate market.

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Total earnings < Ticket cost,  this inequality represents this situation.

The inequality, A declaration of relationship between two numbers or algebraic expressions, such as greater than, greater than or equal to, less than, or less than or equal to. Equations and questions can both be used to formulate and answer inequality problems.

Write two values   being compared in the problem in step one. Decide the first value is greater or less than the second value in step two.In step third Insert  inequalities symbol between the first and second values if the first value is greater than the second.

We calculate who earned enough money to buy a ticket,than need to calculate the total amount earned by each friend.

For  the total amount earned by each friend by multiplying the number of hours worked by hourly rate,

In Friend 1; 5 hours x $9.10 per hour = $45.50

In  Friend 2; 4 hours x $9.10 per hour = $36.40

In Friend 3; 7 hours x $9.10 per hour = $63.70

In Friend 4; 3 hours x $9.10 per hour = $27.30

In Friend 5; 6 hours x $9.10 per hour = $54.60

If each friend earned enough money to buy a ticket, than need to compare their total earnings to the cost of a ticket =$75.99. That is, Total earnings ≥ Ticket cost

Now ,substitute their total earnings for each friend,

In,Friend 1; $45.50 ≥ $75.99 that is Not enough money

In Friend 2; $36.40 ≥ $75.99 that is Not enough money

In Friend 3; $63.70 ≥ $75.99 that is Not enough money

In Friend 4; $27.30 ≥ $75.99 that is Not enough money

In Friend 5; $54.60 ≥ $75.99 that is Not enough money

Nobody   of  friends earned enough money to buy a ticket,

therefore ,Total earnings < Ticket cost.

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The standard deviation of the sampling distribution of all samples is 0.057.

What is the standard deviation?

The standard deviation is a measurement of how much a group of values vary or are dispersed. While a high standard deviation suggests that the values are dispersed throughout a wider range, a low standard deviation suggests that the values tend to be close to the established mean.

Here, we have

Given: In 2019, the average high school GPA for incoming University of Maryland freshmen was 4.32 with a standard deviation of 0.285. Suppose UMD freshmen are randomly assigned into groups of 25.

We have to find the standard deviation of the sampling distribution of all samples.

Let x = High-school GPA scores of students in 2019.

E(x) = 4.32, S.D(x) = 0.285, n = 25

Suppose we consider the sampling distribution of the sample mean of all these samples, then we have

E(x) = 4.32

S.D(x) = 0.285/√25

= 0.057

Hence, the standard deviation of the sampling distribution of all samples is 0.057.

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The ratio of the height of the smaller prism to the height of the larger prism is 1:sqrt(27).

what is prism?

A prism is a geometric solid that has two parallel and congruent polygonal bases, and the sides connecting the bases are parallelograms. These parallelograms are typically rectangles, but they can also be squares or rhombuses. A prism can be named based on the shape of its base, such as a rectangular prism, triangular prism, hexagonal prism, etc.

Since the prisms are similar, their corresponding sides are proportional. In particular, the ratio of the heights of the prisms is the same as the ratio of their volumes.

Let the height of the smaller prism be h1 and the height of the larger prism be h2. Let the volume of the smaller prism be V1 = 15 cm^3 and the volume of the larger prism be V2 = 405 cm^3. Then:

V1/V2 = (h1^2 * 5) / (h2^2 * 5)

V1/V2 = h1^2 / h2^2

sqrt(V1/V2) = h1 / h2

Substituting the given values, we get:

sqrt(15/405) = h1 / h2

sqrt(1/27) = h1 / h2

1/sqrt(27) = h1 / h2

Therefore, the ratio of the height of the smaller prism to the height of the larger prism is 1:sqrt(27), or approximately 1:5.2.

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The graph of the original triangle and the after the dilation are shown below:

Triangle dilation graph 8.

Dilation refers to the process of expanding or stretching an object or a space in one or more directions. In mathematics, dilation is a geometric transformation that changes the size of an object or a figure by either enlarging or reducing its dimensions, while preserving its shape and orientation.

In the context of image processing and computer vision, dilation is an operation that is commonly used to enhance and extract features from images. It involves convolving an image with a small structuring element or kernel, which slides over the image and replaces each pixel with the maximum value within the kernel.

For a dilation with a scale factor of 0.5 and centered at the origin, each coordinate of the triangle will be multiplied by 0.5. Thus:

J(8,0) will become J'(4,0)

L(-2,0) will become L'(-1,0)

K(4,4) will become K'(2,2)

The graph of the original triangle and the image after the dilation are shown below:

Triangle dilation graph 6

For a dilation with a scale factor of 2 and centered at the point (8,3), each coordinate of the triangle will be multiplied by 2 and then translated by the vector (8,3). Thus:

A (9,8) will become A'(26,14)

C (0,2) will become C'(8,7)

G (3,3) will become G'(14,9)

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Answer: The solution to the system of equations by substitution is (x, y) = (-1, 1).

Step-by-step explanation:

Answer:

3) x = 19

4) x = 4

Step-by-step explanation:

3) Co interior angles are supplementary.

         6x - 30 + 96 = 180

   Combine like terms,

                  6x  + 66 = 180

 Subtract 66 from both sides,

                          6x = 180 - 66

                          6x = 114

Divide both sides by 6,

                            x = 114 ÷ 6

                            [tex]\boxed{\bf x = 19}[/tex]

4) When two lines are intersected by a transversal, alternate exterior angles are equal.

             7x + 5 = 33

Subtract 5 from both sides,

                   7x = 33- 5

                  7x = 28

Divide both sides by 7,

                  x = 28 ÷ 7

                  [tex]\boxed{\bf x = 4}[/tex]

The angles and their converse are:

a) ∠9 ≅ ∠22

Parallel lines: q and r.

Converse: if two lines are parallel, then their corresponding angles are congruent.

b) m∠8 + m∠13 = 180

Parallel lines: p and q.

Converse: if two lines are parallel, then their supplementary angles sum up to 180°

c) ∠1 ≅ ∠17

Parallel lines: p and r.

Converse: if two lines are parallel, then their corresponding angles are congruent.

d) ∠16 ≅ ∠20

Parallel lines: q and r.

Converse: if two lines are parallel, then their alternate angles are congruent.

e) m∠2 + m∠22 = 180

Parallel lines: p and r.

Converse: if two lines are parallel, then their supplementary angles sum up to 180°

f) ∠10 ≅ ∠13

No lines are parallel.

Converse: if two angles in a quadrilateral are adjacent then they are said to be congruent.

g) ∠5 ≅ ∠15

Parallel lines: p and q.

Converse: if two lines are parallel, then their opposite angles are congruent.

h) m∠2 + m∠16 = 180

Parallel lines: p and q.

Converse: if two lines are parallel, then their supplementary angles sum up to 180°

a) ∠9 ≅ ∠22

The parallel lines for this to be true are lines q and r.

Converse is if two lines are parallel, then their corresponding angles are congruent.

b) m∠8 + m∠13 = 180

The parallel lines for this to be true are lines p and q.

Converse is if two lines are parallel, then their supplementary angles sum up to 180°

c) ∠1 ≅ ∠17

The parallel lines for this to be true are lines p and r.

Converse is if two lines are parallel, then their corresponding angles are congruent.

d) ∠16 ≅ ∠20

The parallel lines for this to be true are lines q and r.

Converse is if two lines are parallel, then their alternate angles are congruent.

e) m∠2 + m∠22 = 180

The parallel lines for this to be true are lines p and r.

Converse is if two lines are parallel, then their supplementary angles sum up to 180°

f) ∠10 ≅ ∠13

No lines are parallel.

Converse is if two angles in a quadrilateral are adjacent then they are said to be congruent.

g) ∠5 ≅ ∠15

The parallel lines for this to be true are lines p and q.

Converse is if two lines are parallel, then their opposite angles are congruent.

h) m∠2 + m∠16 = 180

The parallel lines for this to be true are lines p and q.

Converse is if two lines are parallel, then their supplementary angles sum up to 180°

3) The co interior angles are supplementary.

Thus:

6x - 30 + 96 = 180

6x  + 66 = 180

Subtract 66 from both sides,

6x = 180 - 66

6x = 114

Divide both sides by 6,

x = 24                        

4) When two lines are intersected by a transversal, the alternate exterior angles are equal.

7x + 5 = 33

Subtract 5 from both sides,

7x = 33- 5

7x = 28

Divide both sides by 7,

x = 4

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Answer:

use what u learn from the teacher

Answer:

x = [tex]\frac{1}{12}[/tex]

Step-by-step explanation:

8x = [tex]\frac{2}{3}[/tex] ( multiply both sides by 3 to clear the fraction )

24x = 2 ( divide both sides by 24 )

x = [tex]\frac{2}{24}[/tex] = [tex]\frac{1}{12}[/tex]

Answer:

=4.44444444×10UP38

Step-by-step explanation:

that is your answer:)

Answer:

14 units.

Step-by-step explanation:

2(4y - 3) + 2(3y - 1) = 62  Distribute the 2's.

8y - 6 + 6y -2 = 62  Combine like terms

14y -8 = 62  Add 8 to both sides

14y = 70  Divide both sides by 14

y = 5

Now find side QR:

3y - 1

3(5) - 1

15 - 1

14

Helping in the name of Jesus.

Answer:

(4,3)

Step-by-step explanation:

The rule (x,y) → (-x, -y)

Helping in the name of Jesus.

The general solution to the differential equation is M = (1/2)n² + Bn, where B is an arbitrary constant.

In calculus, differentiation is a process of finding the rate at which a function changes with respect to its input variable. It is the process of finding the derivative of a function, which represents the slope of the tangent line to the graph of the function at a given point.

The derivative of a function f(x) at a point x=a is denoted as f'(a) and is defined as the limit of the difference quotient as the interval between a and a+h approaches zero, where h is a small nonzero number.

The process of differentiation involves applying differentiation rules or formulas, which are a set of rules that make it easier to find the derivative of various functions. Some of the common rules include the power rule, product rule, quotient rule, and chain rule.

To solve the given differential equation:

[tex]\frac{d^{2}M }{dn^{2} } + 2n\frac{dM}{dn} =n[/tex]

We can assume a solution of the form:

[tex]M= An^{p}[/tex]

where A and p are constants to be determined.

Taking the first derivative of M with respect to n, we get:

[tex]\frac{dM}{dn} = Apn^{p-1}[/tex]

Taking the second derivative of M with respect to n, we get:

[tex]\frac{d^{2}M }{dn^{2} }= A(p)(p-1)n^{p-2}[/tex]

Substituting these expressions into the original differential equation, we get:

[tex]A(p)(p-1)n^{p-2} + 2Apn^{p-1}= n[/tex]

Simplifying, we get:

[tex]A(p)(p-1)n^{p-2} + 2Apn^{p}=n^{p+1}[/tex]

Since this equation must hold for all values of n, we can equate the coefficients of each power of n to get two equations:

A(p)(p-1) = 0

2Ap = 1

From the first equation, we get:

p = 0 or p = 1

If p = 0, then M = A, a constant. Substituting into the differential equation, we get:

0 = n

This is not true for all values of n, so p cannot be 0.

If p = 1, then M = An. Substituting into the differential equation, we get:

2An + 2nA = n

Simplifying, we get:

A = 1/2

Therefore, the solution to the differential equation is:

M = (1/2)n² + Bn

where B is a constant of integration.

Thus, the general solution to the differential equation is:

M = (1/2)n² + Bn

where B is an arbitrary constant.

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Answer:

Step-by-step explanation:

She chose a line plot because it is an easier way to display the amount of students and how many lines of code they each wrote. That way on a line plot, it displays the number of students, and the frequency amount of times the same number of lines of code were written.

we have shown that [tex]$(a^m)^n = a^{mn}$[/tex] for all [tex]$a \in G$[/tex] and [tex]$m, n \in \mathbb{Z}$[/tex].

To prove that in a group G, [tex]$(a^m)^n = a^{mn}$[/tex] for all [tex]$a \in G$[/tex] and [tex]$m, n \in \mathbb{Z}$[/tex], we need to show that both sides of the equation are equal.

We start by simplifying the left-hand side:

[tex]$(a^m)^n = a^{mn}$[/tex]

This is because raising a to the power of m and then to the power of n is the same as raising a to the power of mn. This property is known as the associative property of exponents.

Next, we need to show that the right-hand side of the equation is also equal to [tex]$a^{mn}$[/tex]:

[tex]$a^{mn} = a^{nm}$[/tex]

This is because multiplication is commutative in [tex]$\mathbb{Z}$[/tex], which means that [tex]$mn = nm$[/tex]

Therefore, we have shown that [tex]$(a^m)^n = a^{mn}$[/tex] for all [tex]$a \in G$[/tex] and [tex]$m, n \in \mathbb{Z}$[/tex].

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There is no x-coordinate where the graph of the function [tex]f(x) = e^{-x^{2}}[/tex] has a slope of 0. However, the best answer would be (A) 0.

Answer:

All you need to do now is plug the numbers in and use the right units.

Step-by-step explanation:

Answer:

a. factors of 3x²-7x-6 =(x-3) and (3x+2)

b factors of 4x²-49=(2x-7) and (2x+7)

Answer:

The number you provided is **9,876 ,540,000**. The significant figures of this number are **10**¹.

The trailing zeros in this number are not significant, so they do not count toward the total number of significant figures

Answer:

(H)

Step-by-step explanation:

Recall that [tex]V-E+F=2[/tex].

Setting [tex]V=F=4[/tex] yields [tex]E=6[\tex].

A graph of the image of ABC under a dilation whose center is P and scale factor is 2 is shown in the image below.

In Geometry, a dilation can be defined as a type of transformation which typically changes the size of a geometric shape, but not its shape.

In this exercise, we would use an online graphing calculator to plot the image of ABC after a dilation by a scale factor of 2 centered at P.

Based on the image (see attachment), we can logically deduce that each vertex is 2 times as far from center P as the original vertex and each segment is 2 times as long as the original:

Side length A'C' = 8.2 × 2 = 16.4

Side length A'B' = 5.0 × 2 = 10.0

Side length B'C' = 5.8 × 2 = 11.6

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