ALGEBRA 1 HW!! I WILL GIVE BRAINLYEST PLEASE HELP​

If a sum of money put out a compound interest increased by Rs. 180 at the end first year and Rs. 188 10 at the end of second year. The rate is 4.5% and the sum is $4,000.

Let the sum of money be x.

After the first year, the amount becomes x+180.

After the second year, the amount becomes (x+180)+188.10 = x+368.10.

Let the rate of interest be r, expressed as a decimal.

Then, using the formula for compound interest, we have:

(x+180) = x(1+r)

(x+368.10) = (x+180)(1+r) = x(1+r)² + 180(1+r)

Subtracting the first equation from the second, we get:

188.10 = x(1+r)² - x(1+r) + 180(1+r)

8.10 = x(r+r²) + 180r

Simplifying this equation, we get a quadratic in r:

r² + r(180/x) - 8.1/x = 0

Using the quadratic formula, we can solve for r:

r = [-180/x ± sqrt((180/x)² + 4(8.1/x))]/2

r = [-180/x ± sqrt((32400/x²) + (32.4/x))]/2

r = (-90/x) ± sqrt((8100/x²) + (8.1/x))

Since r must be positive (since the amount increased), we take the positive root:

r = (-90/x) + sqrt((8100/x²) + (8.1/x))

Substituting the given values of the increase and solving for x, we get:

180 = x[(1+(-90/x)+sqrt((8100/x²)+(8.1/x))) - 1]

180 = x(-90/x + sqrt((8100/x²)+(8.1/x)))

180 = -90 + xsqrt((8100 + 8.1x)/x³)

270 = xsqrt((8100 + 8.1x)/x³)

72900 + 729. x = 729. x²

x² - x(100.1) + 720000 = 0

(x-400)(x-1800) = 0

x = 400 or x = 1800

Since x cannot be negative, we take x = 400.

To find the rate of interest, we use the first equation:

x+180 = x(1+r)

180 = x*r

r = 180/x

r = 180/ 400

r  = 0.45 = 4.5% per annum.

Therefore, the sum of money is Rs. 4,000.

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A bottle of orange juice contains 64 fluid ounces. The percent of bottle of orange juice is water is 75% and there are 48 cups of orange juice are there in bottles.

Percentage:

In mathematics, a percentage is a number or a ratio that can be expressed as a fraction of 100. If we need to calculate a percentage of a number, we divide the number by a whole number and multiply by 100. So , percent means one hundredth and the word percent means every 100th. It is represented by the symbol "%".

Using this formula

Percentage = Ounces of water/Ounce bottle of orange juice

Where:

Ounces of water = 48 ounces

Ounce bottle of orange juice = 64 ounce

Let plug in the formula

Percentage = 48/64

Percentage = 0.75×100

Percentage = 75%

Therefore,

the percent of bottle of orange juice is water is 75%.

Complete Question:

A bottle of orange juice contains 64 fluid ounces. how many cups of orange juice are in three bottles. What percent of bottle of orange juice is water

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Answer:

the percent of bottle of orange juice is water is 75%.

Step-by-step explanation:

Answer:

5 by 2, 13 by 4, and 6 by 6.

The pool at Philip and Laura's home is therefore 5 x 2 x 13 x 6 square feet in size.

Step-by-step explanation:

We must multiply the pool's length by its breadth to determine its area. The formula f(x) = (x-3)(5x+2) yields the length and width, so:

Size equals (x-3) feet

Size is (5x+2) feet wide.

Length times Width equals (x-3) times (5x+2) square feet.

Increasing the brackets results in:

Area: 5 by 2, 13 by 4, and 6 by 6.

The pool at Philip and Laura's home is therefore 5 x 2 x 13 x 6 square feet in size.

122°

Step-by-step explanation:

the formula is (n-2)180

n = the number of sides of a polygon

in this case (n-2)180;

=(4-2)180

=(2)180

=360 the total interior angle

add everything and minus them with the total interior angle to get your answer

Answer:

262609375 is the answer.

Answer:

Step-by-step explanation:

1. (0,5) or A

2.(2,5) or B

Hence, in response to the provided question, we can say that As a result, derivatives the integral has a value of -i/2.

In mathematics, the derivative of a function with real variables measures how sensitively the function's value changes in reaction to changes in its parameters. Derivatives are the fundamental tools of calculus. Differentiation (the rate of change of a function with respect to a variable in mathematics) (in mathematics, the rate of change of a function with respect to a variable). The use of derivatives is essential in the solution of calculus and differential equation problems. The definition of "derivative" or "taking a derivative" in calculus is finding the "slope" of a certain function. einsteinerupload of. Derivatives are rate of change metrics that apply to almost any function.

To use the Cauchy Integral Theorem to evaluate the integral (3z+1)/(z(z-2)2), we must first determine whether the function has any singularities in the region we are integrating across.

We can write the function to find the residue at z=0 as:

A/z + B/(z-2) + C/(z-2)2 = (3z+1)/(z(z-2)2)

3z+1 = A(z-2)^2 + Bz(z-2) + Cz

When we set z=0, we get:

1 = 4A

So, A = 1/4.

Set z=2 in the following equation and its derivative to determine B and C:

9 = 4B + 2C

3 = 4A - 2B - C

B = -1/2 and C = 7/4.

So, A=1/4 is the remnant at z=0, while B=-1/2 is the residue at z=2.

Applying the residue theorem, the integral is as follows:

dz = 2i [Res(z=0) + Res(z=2)] = 3z+1/(z(z-2)2

= 2πi [1/4 - 1/2]

= -πi/2.

As a result, the integral has a value of -i/2.

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Statistical scores and rankings in school can be useful for a variety of purposes, such as measuring academic performance, making admissions decisions, and providing feedback for improvement.

The usefulness of statistical scores or rankings in school can vary depending on the context and purpose of their use.

GPA (Grade Point Average) is a common metric used to measure a student's academic performance over time. It is calculated by assigning numerical values to letter grades and averaging them. GPA can be useful for college admissions, scholarships, and job applications, as it provides a quick snapshot of a student's overall academic performance.

SAT and ACT scores are standardized tests used by colleges and universities as part of their admissions process. These scores are designed to measure a student's readiness for college-level work and are often used in combination with other factors, such as GPA and extracurricular activities, to make admissions decisions.

Test scores, such as those from quizzes, exams, or assignments, provide feedback to both students and teachers about the effectiveness of their teaching and learning strategies. These scores can be useful in identifying areas where a student may need additional support or where a teacher may need to adjust their teaching methods.

Class ranking compares a student's academic performance to their peers in the same graduating class. This ranking can be useful for college admissions and scholarships, as it provides a way to differentiate between students with similar GPAs.

Overall, statistical scores and rankings in school can be useful for a variety of purposes, such as measuring academic performance, making admissions decisions, and providing feedback for improvement. However, it is important to keep in mind that these scores should be viewed as one piece of information among many and should not be relied upon as the sole indicator of a student's abilities or potential.

[tex]$$\textbf{Formula:}$$[/tex]

[tex]GPA = \frac{\sum_{i=1}^n (credit_i \times grade_i)}{\sum_{i=1}^n credit_i}[/tex]

SAT and ACT scores = Combination of scores from various sections of the test

Class ranking = Student's position in the graduating class based on their GPA or other academic performance metrics

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Complete Question:

People use data and statistics to help them make important policy decisions, to identify

problems in an organization, and to predict outcomes. In this unit, you studied various

ways to analyze and represent data sets to determine how to best interpret the data.

You also learned how to critically examine the data and account for outside factors that

may influence the patterns you see in the data.

Think about the many statistical scores or rankings you receive in school, such as GPA,

SAT and ACT scores, test scores, and class ranking. Describe the usefulness and

limitations of these pieces of data in defining who you are as a person or as a student.

In what ways do they help give a clear picture? What are they not conveying?

So the correct option is (d), for that we have know little bit about graph because graph is helpful to represent points.

A diagram that depicts the relationship between two variables, usually (generally)  measured along opposite axes in a pair, is used.

We have that means given,

[tex]\frac{x^{2} +10x+16}{x-3} > 0[/tex]

[tex]\frac{(x+2)(x+8)}{x-3} > 0[/tex]

So,

(a). (x +2) >0                                      

(x +8) > 0                        

[tex](x - 3) > 0 \implies x > 3[/tex]

(b). (x +2) < 0

(x +8) < 0

[tex](x - 3) > 0 \implies No\ Solution[/tex]

(c). (x +2) > 0

(x +8) < 0

[tex](x - 3) < 0 \implies No \ Solution[/tex]

(d). (x +2) < 0

(x +8) > 0

[tex](x - 3) < 0 \implies -8 < x < -2.[/tex]

[tex]So, -8 < x < -2 \ or\ x > 3[/tex]

Therefore the 4th graph is right.

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The ratiο οf bοοks in οther languages tο the rest οf the bοοks in the library is 204 : 1505.

A ratiο is a way οf cοmparing twο quantities by expressing the relatiοnship between them in terms οf their relative sizes. It is usually written in the fοrm οf a fractiοn οr using a cοlοn (:).

The tοtal number οf bοοks in the library is:

12345 + 7842 + 32178 + 7116 = 59481

The tοtal number οf bοοks in languages οther than English, French, and Arabic is:

7116

The ratiο οf bοοks in οther languages tο the rest οf the bοοks in the library is:

7116 : (59481 - 7116) = 7116 : 52365

Simplifying this ratiο by dividing bοth numbers by their greatest cοmmοn factοr gives:

7116 : 52365 = 204 : 1505

Therefοre, the ratiο οf bοοks in οther languages tο the rest οf the bοοks in the library is 204 : 1505.

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We can conclude after answering the provided question that We can estimate that a 3 would be rolled probability 71 times after 200 rolls if we round off to the nearest integer.

Probability is a way of measuring of how likely an event is to occur. It is represented by a number respectively 0 and 1, with 0 representing an unlikely event and 1 representing an unavoidable event. Switching a valid coin and coin flips has such a probability of 0.5 or 50% because there are two equally likely outcomes. (Heads or tails). Probability theory is a branch of mathematics that studies random events instead than their properties. It is applied in many fields, including facts and figures, finance, science, and construction.

Based on the information provided, the estimated probability of rolling a 3 can be calculated as follows:

8/20 = 0.4 for 20 rolls

18/50 = 0.36 for 50 rolls

For 100 rolls: 30/100 = 0.3

We can take the average of these values to get the best estimate:

(0.4 + 0.36+ 0.3) / 3 = 0.3533

As a result, the best estimate of the likelihood of rolling a 3 is 0.3533.

We can estimate the number of times a 3 would be rolled after 200 rolls using this probability as:

The number of times a 3 would be rolled equals the probability of rolling a 3 multiplied by the number of rolls.

= 0.3533 x 200

= 70.66

We can estimate that a 3 would be rolled approximately 71 times after 200 rolls if we round off to the nearest integer.

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The required length of lace = 4.17m and the cos for lace of 4.17m is ₹ 70.65.

Step 1:

Find the radius, r of the circular table.

Given that, Salma wants to put a lace on the edge of a circular table of diameter

Diameter of circle, d=1.5m

Radius of circle, [tex]\text{r}=\dfrac{1.5}{2}\text{m}[/tex]

Step 2:

Find circumference of the circle.

Substitute [tex]\text{r}=\dfrac{1.5}{2}\text{m}[/tex] in formula

[tex]\text{Circumference of the circle}=2\pi r[/tex]

Take [tex]\pi =3.14[/tex]

[tex]=2\times3.14\times\dfrac{1.5}{2}[/tex]

[tex]=3.14\times1.5[/tex]

[tex]=4.71 \ \text{m}[/tex]

[tex]\text{Circumference of circle} = 4.71 \ \text{m}[/tex]

[tex]\text{The length of lace required is 4.71} \ \text{m}[/tex]

Step 3:

Find the cost of rope.

From step 2

[tex]\text{Length of lace required} =\it{4.17} \ \text{m}[/tex]

Given that, of the lace costs ₹ 15

From the above statement, form an equation.

Cost of 1m lace = ₹ 15

Therefore, cost of 4.17m lace

Required length of lace = 4.17m. Cost for lace of 4.17m is₹ 70.65.

By answering the presented question, we may conclude that Evelyn will equation need to sell roughly 281 masks in order to cover her initial project expenditures and begin generating a profit.

A math equation is a technique that links two assertions and denotes equivalence using the equals sign (=). In algebra, an equation is a mathematical statement that proves the equality of two mathematical expressions. For example, in the equation 3x + 5 = 14, the equal sign separates the numbers 3x + 5 and 14. A mathematical formula may be used to understand the link between the two phrases written on either side of a letter. The logo and the programmed are usually interchangeable. As an example, 2x - 4 equals 2.  

Initially, we must determine the entire cost of producing and transporting one mask:

Total cost per mask = $1.25 plus $2.15 for delivery = $3.40

Profit per mask is selling price minus total cost per mask, which equals $5 - $3.40 = $1.60.

As a result, Evelyn will profit $1.60 for each mask she sells. We may use the following calculation to calculate how many masks she needs to sell to recoup her $450 initial project costs:

Total beginning project expenditures / profit per mask = number of masks to sell

Total number of masks to be sold = $450 / $1.60 per mask = 281 masks

Evelyn will need to sell roughly 281 masks in order to cover her initial project expenditures and begin generating a profit.

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The unknown angles of the kites are as follows:
m∠1 = 90°

m∠2 = 65°

m∠3 = 90

m∠4 = 65°

m∠5 = 25°

A kite is a quadrilateral that has 90° angles at the point of intersection of the two diagonals. The sum of angles in a kite is 360 degrees.

Therefore, the diagonal of a kite bisect each other at right angle.

Diagonals also bisect each angles.

Using the diagonal theorem of the kite,

m∠1 = 90 degrees

m∠2 = 180 - 25 - 90 = 65 degrees(sum of angles in a triangle)

m∠3 = 90 degrees

m∠4 = 65 degrees(Base angles of an isosceles triangles are congruent)

m∠5 = 25 degrees

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Answer:

A. Triangle A= 16cm^2

Step-by-step explanation:

triangle A area=8×4=32

32÷2=16cm^2

triangle B area= 5×6=30

30÷2=15cm^2

so triangle A has the greater area of 16 cm^2

Answer:

A. 16cm2 triangle

Explanation in detail: triangle A area=84=32 32÷2=16cm^2 area of triangle B = 56=30

30÷2=15cm^2 As a result, triangle A has a bigger area of 16 cm2.

Step-by-step explanation:

The credit card's outstanding amount is [tex]4875[/tex], the new interest rate is [tex]75[/tex], as well as the buying power is [tex]50[/tex] after paying the required minimum payment of [tex]125[/tex].

The urge to become interested with something, give it your whole attention, and learn more about it My entire life, astronomy has captivated me. He never seems to be concerned about his children.

You pay the interest on almost any loans and bank debt of money. The proportion of the loan balance used by lenders to compute interest. Clients who lend money can earn interest

We determine the monthly interest charge,

Interest charge = (1.5% per month) [tex]*[/tex] (5000 unpaid balance)

Interest charge [tex]= 75[/tex]

The new overdue debt is obtained by deducting the minimum monthly payment from the original unpaid balance:

Unpaid balance [tex]= 5000 - 125[/tex]

Unpaid balance [tex]= 4875[/tex]

we add the interest charge to the new unpaid balance to get the new balance:

New balance [tex]= 4875 + 75[/tex]

New balance [tex]= 4950[/tex]

Lastly, we may determine the purchasing power by deducting the new balance from the credit limit:

Purchasing power [tex]= 5000 - 4950[/tex]

Purchasing power [tex]= 50[/tex]

Therefore the unpaid balance on the credit card is [tex]4875[/tex], the new interest charge is [tex]75[/tex], and the purchasing power is [tex]50[/tex].

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The translations that would map Figure F onto Figure G are given as follows:

A translation right 4 units and up 3 units.

A translation happens when either a figure or a function are moved horizontally or vertically on the coordinate plane.

The four translation rules for coordinates are defined as follows:

The rule applied to the coordinates of each point on the figure F to obtain Figure G is given as follows:

(x,y) -> (x + 4, y + 3).

Hence the translation is defined as follows:

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The chef would need to pull 14.07 lb of carrots from the walk-in in order to have 12 lb of sliced carrots after preparation.

Quantity is the amount or magnitude of something. It can be measured in terms of units, such as length, weight, volume, area, speed, temperature and time. Quantity also refers to the size or number of something, such as the number of items in a package or the number of people in a room. In mathematics, quantity is usually represented by a number or symbol.

In order to calculate the quantity of carrots the chef needs to pull from the walk-in, we can use the following formula:

Quantity Needed = 12 lb / 0.86 (yield percent)

Therefore, the chef would need to pull 14.07 lb of carrots from the walk-in in order to have 12 lb of sliced carrots after preparation.

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The chef would need to pull 14.07 lb of carrots from the walk-in in order to have 12 lb of sliced carrots after preparation.

Quantity is the amount or magnitude of something. It can be measured in terms of units, such as length, weight, volume, area, speed, temperature and time. Quantity also refers to the size or number of something, such as the number of items in a package or the number of people in a room. In mathematics, quantity is usually represented by a number or symbol.

In order to calculate the quantity of carrots the chef needs to pull from the walk-in, we can use the following formula:

Quantity Needed = 12 lb / 0.86 (yield percent)

Therefore, the chef would need to pull 14.07 lb of carrots from the walk-in in order to have 12 lb of sliced carrots after preparation.

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According to the information, the correct order of the steps would be: 5, 2, 3, 6, 7, 4, 1.

To properly organize the steps we must read each one of them and identify the procedure they are describing. In this case, they are describing the procedure for cooking a fried food. According to the above, the steps to follow would be:

5. Wash your hands.

2. Take strips out of the freezer and put a maximum of 15 into a basket. Lower the basket into preheated oil.

3. Start the strip' timer by pressing the button on the front of the fryer.

6. When the timer sounds, shake the basket once during cooking without removing the basket from the oil.

7. When the timer sounds, remove the basket from the fryer and drain well.

4. Hold food in warming drawer or cabinet. Press the strips' hold timer button on the cabinet timer.

1. Use tongs to place strips in the package (3 for a small order, 5 for a large order).

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Answer:

The decision of whether Gavin should take culinary as his shop class at the vocational school depends on his personal goals and priorities.

If Gavin is seriously considering a culinary career as a chef, then taking culinary classes at the vocational school could provide him with valuable skills and knowledge that could help him achieve his career goals. In this case, he should prioritize his personal goals over his friends' plans and choose the vocational school option.

On the other hand, if Gavin is not sure about his career goals and values spending time with his friends, then he may want to choose a different shop class that is offered at his high school. It is important to note that culinary skills can be learned outside of school as well, through internships, volunteering, or cooking at home.

Ultimately, Gavin should weigh his personal goals and priorities against the potential benefits and drawbacks of each option and make a decision that is best for him.

Answer:

The normal distribution has the same mean as the original distribution and a variance that equals the original variance divided by, the sample size.

Step-by-step explanation:

Answer:

what do you want to ask dear?

Step-by-step explanation:

Answer:

[tex] \rm \: a. \: \displaystyle \int \rm \: (3 {x}^{2} + 4x)dx[/tex]

[tex] = \displaystyle \int \rm 3 {x}^{2} dx + \displaystyle \int \rm4x \: dx[/tex]

[tex] \rm = 3 \displaystyle \int \rm {x}^{2} \: dx + 4\displaystyle \int \rm \: x \: dx[/tex]

[tex] \rm \: = 3 \times \dfrac{ {x}^{3} }{3} + 4 \dfrac{ {x}^{2} }{2} + c[/tex]

[tex] \boxed{\rm = {x}^{3} + 2 {x}^{2} + c}[/tex]

[tex]b. \displaystyle \int \rm \bigg( \dfrac{1}{ {t}^{2} } + \sqrt{t} \bigg)dt[/tex]

[tex] = \displaystyle \int \rm \frac{1}{ {t}^{2} } dt + \displaystyle \int \rm \sqrt{t} \: dt[/tex]

[tex] = \displaystyle \int \rm \: {t}^{ - 2} dt \: +\displaystyle \int \rm {t}^{ \frac{1}{2} } dt[/tex]

[tex] \rm \: = \dfrac{ {t}^{ - 1} }{ - 1} + \frac{ {t}^{ \frac{3}{2} } }{ \frac{3}{2} } + c \\ [/tex]

[tex] \rm = - \dfrac{1}{t} + \dfrac{2}{3} {t}^{ \frac{3}{2} } + c \\ [/tex]

[ In Second question I used dt instead of dx ]

The area of the triangle in this coordinate plane will be 36 square units. Then the correct option is A.

Assume 'h' is the height of the triangle and 'b' be the base of the triangle. Then the area of the triangle is given as,

[tex]\text{A} = (\dfrac{1}{2} ) \times h\times b[/tex]

From the graph, the length of the height of the triangle is 9 units and the length of the base of the triangle is 8 units. Then the area is given as,

[tex]\text{A} = (\dfrac{1}{2} ) \times 9\times 8[/tex]

[tex]\text{A = 36 square units}[/tex]

The area of the triangle in this coordinate plane will be 36 square units. Then the correct option is A.

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The measure of the angle x is 70.53 degrees

It is important to know that trigonometric identities are defined as equalities that relate to different trigonometric functions and also holds true for any value of the variable that is in the domain.

There are different trigonometric identities namely;

The ratio for the identity cosine is;

cos θ = adjacent/hypotenuse

substitute the values, we get;

cos x = 4/12

divide the values

cos x = 0. 3333

Take the inverse cosine of the values

x = 70. 53 degrees

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The answer is 2/5.

There is an 8/20 chance that the next person will receive a window seat. You simplify that probability to get your answer. 8/20 becomes 2/5. So the answer is 2/5.

The set of all real numbers between 1 and 3, including 1 can be represented using set-builder notation as: { x ∈ R | 1 ≤ x ≤ 3 }

set-builder notation:

{ x ∈ R | 1 ≤ x ≤ 3 }

"The set of all x in the set of real numbers such that x is bigger than or equal to 1 and less than or equal to 3" can be understood from this notation. The word "such that" is denoted by the vertical bar "|," and the condition that follows lists the requirements that each element of the set must meet.

When the criteria is "more than or equal to 1" in this instance, the set contains 1. As they also meet the requirement of being "less than or equal to 3," the set also includes all real numbers between 1 and 3. Observe that no numbers outside of the range [1,3] are included in the collection.

In conclusion, the set of all real numbers between 1 and 3, including 1, may be written as x R | 1 x 3 in set-builder notation.

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