Help meeeeeeeeeeeeeeee

As a result, the actual interest rate is 5.06% since Nolan purchases a $12,000 13-week treasury bill at 5%.

Divide the original by the lending rates, the duration of time, and other factors to arrive at simple interest. Simple gain = principal + interested + hours is the marketing formula. This system makes it simpler to calculate interest. The most popular technique to figure out this is as a portion of the principal sum. He can only pay his share of the 100% interest, for example, if he borrow $100 from a friend he agrees to repay him with 5% interest. $100 (0.05) = $5. When you borrow more money, you should pay interest, and when you give it out, you must make payments. Interest is often determined as an indicator of the overall of the loan total. The interest on the loan is this percentage.

given

Simple interest = $12,000 × 0.05 × 13/52 = $150

Simple discount note = ($12,000 - $150) × 13/52 = $2962.5

Effective rate of interest = $150 / $2962.5

Effective rate of interest = 0.0506 or 5.06%

As a result, the actual interest rate is 5.06% since Nolan purchases a $12,000 13-week treasury bill at 5%.

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Answer:

2(x+12)

Step-by-step explanation:

Internet

Answer:

Step-by-step explanation:

To find the concentration of the new mixture, we need to find the total amount of sugar in the mixture, and then divide it by the total volume of the mixture.

Let's first find the amount of sugar in each of the two original solutions:

70% solution: 11 qt. * 70% = 7.7 qt. of sugar

85% solution: 4 qt. * 85% = 3.4 qt. of sugar

Now we add the volume of the two original solutions to find the total volume of the new mixture:

Total volume: 11 qt. + 4 qt. = 15 qt.

And add the amount of sugar in the two original solutions to find the total amount of sugar in the new mixture:

Total sugar: 7.7 qt. + 3.4 qt. = 11.1 qt.

Finally, we divide the total amount of sugar by the total volume to find the concentration of the new mixture:

Concentration: 11.1 qt. / 15 qt. = 0.7407 (rounded to four decimal places).

So the new mixture is approximately 74.07% sugar.

The required equation of the quadratic function in standard form is:  
f(x) = (1/4) x² + 6.

A parabola is a cross-section cut out of the cone and represented by an equation f(x) = a(x - h)² + k.

The standard form of a quadratic function is given by:

f(x) = a(x - h)² + k

where (h, k) is the vertex of the parabola.

Given the vertex (0, 6) and the point (2, 7), we can find the values of a and k and use them to write the equation in standard form.

Let's use the vertex form of the equation:

f(x) = a(x - h)² + k

Since the vertex is (0, 6), we have h = 0 and k = 6:

f(x) = a(x - 0)² + 6

f(x) = a × x² + 6

Next, we use the point (2, 7) to find the value of a:

f(2) = a × 2² + 6

7 = 4a + 6

7 - 6 = 4a

1 = 4a

a = 1/4

So, the equation of the quadratic function in standard form is:  
f(x) = (1/4) x² + 6

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Answer:

look at the picture.......................

Business acumen, often referred to as business savviness, business sense, and business knowledge, is the keenness and rapidity with which one perceives and responds to a business issue in a way that is most likely to produce a favorable result.

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Let S₁ and S₂ be subsets of a vector space V. So, proves are shown as well.

A vector space, also known as a linear space, is a collection of vectors that have been put together and multiplied ("scaled") by integers known as scalars. Real numbers are frequently seen as being scalars. Scalar multiplication by rational numbers, complex numbers, etc., on the other hand, seldom occurs. The term "subspace" refers to a vector space that is enclosed within another vector space. Each subspace is a vector space in and of itself, but it also has a definition in relation to another (bigger) vector space. We'll soon find out that there are a lot of different subspaces from earlier parts that we already know about.

Let, S₁ and S₂ be subsets of vector space V

Now, S₁ ⊆  V, S₂ ⊆  V

(S₁ ∩ S₂) ⊆ V

Let, x ⊆ span (S₁ ∩ S₂)

x ∈ span (S₁) and x ∈ span (S₂)

x ∈ span (S₁ ∩ S₂)

∴ span (S₁ ∩ S₂) ⊆ span (S₁) ∩ span (S₂)

span (S₁ ∩ S₂) =  span (S₁) ∩ span (S₂)

where either S₁ ⊆ S₂ or, S₂ ⊆ S₁

span (S₁ ∩ S₂) ≠  span (S₁) ∩ span (S₂)

where, (S₁ ⊆ S₂) = ∅ but span (S₁) ∩ span (S₂)

(S₁ ∩ S₂) = ∅ i.e. span (S₁ ∩ S₂)

but span (S₁) = R₁²

span (S₂) = R₁²

Thus, span (S₁) ∩ span (S₂) = R₁²

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question:  A chef had to fill up ⅘ of a container with mashed potatoes. He ended up using 2 4/6 pounds of mashed potatoes. How many pounds would he use if he had to fill up the entire container?

Step-by-step explanation: I don't know, u figure it out lol

Answer:

y=-5x+15.

Step-by-step explanation:

1. if the given slope is (-5), then it is possible to make up the required equation in slope-interception form: y=-5x+interception, where 'interception' is unknown number;

2. in order to calculate the 'interception' it is enought to substitute the given coordinates of the point into the last equation (y=5; x=2):

5=-5*2+interception; ⇒ interception=15. Then

3. finally, the required equqaiton is y=-5x+15.

The absolute value of the sum of two integers does not exceed the sum of the absolute values ​​of these integers. ∀x, ∀y, |x + y|≤|x| + |y| .

What is inequality?

An inequality in mathematics depicts the connection between two values in an algebraic statement that are not equal. One of the two variables on the two sides of the inequality may be greater than, greater than or equal to, less than, or less than or equal to another value, according to inequality signals.

The absolute value of the sum of two integers does not exceed the sum of the absolute values ​​of these integers. ∀x, ∀y, |x + y|≤|x| + |y| .

This inequality, sometimes called as the triangle inequality.

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The absolute value of the sum of two integers does not exceed the sum of the absolute values ​​of these integers. ∀x, ∀y, |x + y|≤|x| + |y| .

What is inequality?

An inequality in mathematics depicts the connection between two values in an algebraic statement that are not equal. One of the two variables on the two sides of the inequality may be greater than, greater than or equal to, less than, or less than or equal to another value, according to inequality signals.

The absolute value of the sum of two integers does not exceed the sum of the absolute values ​​of these integers. ∀x, ∀y, |x + y|≤|x| + |y| .

This inequality, sometimes called as the triangle inequality.

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Answer:

C-intercept(s): (0,0)

t-intercept(s): (0,0), (6,0), (-4,0)

Step-by-step explanation:

the C-intercept is essentially the y intercept. this occurs when t=0:

C(0) = 4(0)^4 - 8(0)^3 - 96(0)^2 = 0. so the C-intercept is at (0,0).

the t-intercept is the x-intercept, and occurs when C(t) = 0:

4t^4 - 8t^3 - 96t^2 = 0 = [tex]4t^{2} (t-6)(t+4)[/tex]. C(t) = 0 when t = 0, t= 6, and t = -4.

The cotangent of an angle is obtained dividing the cosine of the angle by the sine of the angle, that is:

cot(x) = cos(x)/sin(x).

The three trigonometric ratios are defined as follows:

The cotangent function is the inverse of the tangent function, that is:

cot(x) = 1/tan(x)

cot(x) = 1/(sin(x)/cos(x))

cot(x) = cos(x)/sin(x).

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Answer:

see below

Step-by-step explanation:

length = x

width = y

x = 2y -4

2*(x+y) =94

x+y = 47

so x = 47-y

so  47-y= 2y -4

so 3y = 51

y = 17

x=30

In a sequence diagram, the vertical line labeled 'a' represents the amount of time during which an object is active and can interact with the other objects in the use case. This can include sending messages, waiting for a response, or any other type of interaction.

In a sequence diagram, the vertical line labeled 'a' is used to represent the amount of time during which an object is active and capable of interacting with the other objects in the use case. This time frame is usually shown as a timeline to give the viewer an idea of how long the object is active. The time ‘a’ could include any kind of interaction between the objects, such as sending messages, waiting for a response, or any other type of interaction. The ‘a’ time frame also indicates when an object is no longer interacting with the other objects in the use case. This timeline can be used to identify points where a user or system may need to wait for a response or where a user or system is no longer able to interact with the other objects in the use case. In essence, the ‘a’ timeline helps to demonstrate how long the use case is active, how long an object is interacting with other objects in the use case, and when the use case has ended.

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Answer: $18 000

Step-by-step explanation:

40 bottles per box

40*15 = 600 bottles total

600 * $30 = $18 000

She made $18 000 in total.

Amount of money she receives from sale of 15 boxes of perfume in all is $18,000.

Proportions are defined as the concept where two or more ratios are set to be equal to each other.

Given that,

Number of bottles of perfume packed in a box = 40

Cost for each perfume = $30

Cost for 40 perfumes = 40 × $30 = $1200

So cost for a box of perfume = $1200

Cost for 15 boxes of perfume = 15 × $1200

                                                 = $18,000

Hence the amount for 15 boxes of perfume is $18,000.

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The average score for the class on the exam was 78 points with a standard deviation of 6.4 points. The student who took the make-up exam scored 79.25points.

1. Calculate the mean of the first 23 exams:

Mean = 78 points

2. Calculate the standard deviation of the first 23 exams:

Standard Deviation = 6.4 points

3. Calculate the mean of the entire class:

Mean = (78 x 23) + 62 = 1840 + 62 = 1902

Total = 24

Mean = 1902 / 24 = 79.25 points

The average exam score for the class of 24 students was 78 points with a standard deviation of 6.4 points. This means that most students in the class scored between 71.6 and 84.4 points on the exam. The student who took the make-up exam the following day scored 79.25points. This score is significantly lower than the average score of the class, suggesting that the student may have not done as well on the exam compared to the other students. It is also possible that the student faced additional challenges that the other students did not have to face, such as taking the exam on a different day. Regardless, the student's score was significantly lower than the average score of the class.

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Random sampling error is the error due to the particular sample selected being an imperfect representation of the population of interest.

When an analyst selects a sample that is not a true representation of the entire population of data, they commit a statistical error known as a sampling error. The results of the sample therefore do not fairly represent the results of the entire population.

Sampling is a type of analysis where a small sample of observations are selected from a larger population. The selection process has the potential to result in both sampling errors and non-sampling errors.

According to the definition, random sampling error is the error that results from the particular sample being chosen not accurately representing the population of interest. It could be described as the difference between the true mean value for the sample and the true mean value of the population.

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Answer: Gross pay = $733.04

Step-by-step explanation:

Answer:

6.3 miles

Step-by-step explanation:

We are given 11088 yards.

Use the conversion factor 1 mile equals 1,760 yards.

11088 yards * 1 mile/ 1,760 yards

11088 / 1760 miles

6.3 miles

The amount of Carbon that will be presented in 2,000 years is given as follows:

7.85 grams.

An exponential function is defined as follows:

y = a(b)^(x/n).

In which:

Considering the initial amount of 10 grams and the half life of 5730 years, the parameters for this problem are given as follows:

a = 10, b = 0.5, n = 5730.

Hence the function is defined as follows:

y = 10(0.5)^(x/5730)

Then the amount after 2,000 years is given as follows:

y = 10(0.5)^(2000/5730)

y = 7.85 grams.

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The average rate of change for the first period is 3.33 cases per year, for the second period is 1 case per year, and for the third period is 40 cases per year.

To calculate this, the key is to determine the change in the annual rate and divided it by the number of years:

2009- 2011 =

9 - 19 = 10 / 3 = 3.33 cases per year

2011-2012=

19 - 17 = 2/ 2 = 1 case per year

2012-2016=

17 - 177 = 160 / 4 = 40 cases per year

Notice that the second period shows a decrease, while the first and second ones show an increase.

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The angles are alternate interior angles

<4 and <6

<3 and <5.

The fundamental characteristics listed below make it simple to recognise parallel lines.

Given:

As, from the property of parallel line we have the following properties

So, from the figure the pair angles shows alternate interior angle

<4 and <6

<3 and <5.

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Answer:

A and E

Step-by-step explanation:

Ratio of A=20/30=2/3

Ratio of B=28/50=14/25

Ratio of C=35/50=7/10

Ratio of D=14/26=7/13

Ratio of E=32/48=2/3

therefore A and E are similar shapes

(a) To be eligible for Mensa, an individual's IQ must be in the top 2% of the population. This means that the IQ score must be greater than or equal to the 97th percentile of the normal distribution. We can use the standard normal distribution table to find the 97th percentile.

Since the mean IQ score is 100 and the standard deviation is 15, we can standardize the IQ score to find the z-score:

z = (IQ - mean) / standard deviation

z = (IQ - 100) / 15

The 97th percentile corresponds to a z-score of 2.33. To find the IQ score, we can reverse the standardization formula:

IQ = z x standard deviation + mean

IQ = 2.33 x 15 + 100

IQ = 146.95

So, the lowest Stanford-Binet IQ you could have and still be eligible to join Mensa is 147.

(b) To be eligible for Mensa on the basis of the quantitative reasoning part of the GRE exam, an individual's score must be in the top 2% of the population. This means that the score must be greater than or equal to the 97th percentile of the normal distribution. We can use the standard normal distribution table to find the 97th percentile.

Since the mean score on the quantitative reasoning part of the GRE is 151.3 and the standard deviation is 8.7, we can standardize the score to find the z-score:

z = (score - mean) / standard deviation

z = (score - 151.3) / 8.7

The 97th percentile corresponds to a z-score of 2.33. To find the score, we can reverse the standardization formula:

score = z x standard deviation + mean

score = 2.33 x 8.7 + 151.3

score = 162.291

So, the score required to be eligible for Mensa on the basis of the quantitative reasoning part of the GRE exam is approximately 162. Round to the nearest whole number, the score would be 162.

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The account has an annual interest rate of 6.80%, compounded continuously.

Interest is the cost associated with the boring money or to return on for lending money it is typically expressed as a percent of the principal amount borrowed or lent and usually the paid periodically over the life of loan interest can also be on from investment such as saving account bonds and the other financial instrument.

The interest rate of the account can be calculated as follows:

Rate = ln(1,698.49/1,051)/(8×ln(1))

Rate = 0.0680 or 6.80%

This means that the account has an annual interest rate of 6.80%, compounded continuously.

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The difference in the average weight of the four heaviest boxes and the four lightest boxes is 75 Kg.

Given:

The weight of boxes is :

1st box = 200 kg

2nd box = 300 kg

3rd box = 250 kg

4th box = 350 kg

5th box = 500 kg

Since , heavier weight = 500 Kg

lighter weight = 200 Kg

Average weight of four heaviest boxes =1400/4=350kg

Average weight of four lightest boxes =1100/4=275kg

∴ Difference =(350−200)/2=150/2=75kg

Hence , the difference in the average weight of the four heaviest boxes and the four lightest boxes is 75 Kg.

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Answer:

105

Step-by-step explanation:

B:G=3:4

Add 3 and 4 to get 7

then divide 245 by 7 to get 35.

after you will need to times 35 by the ratio of boys which is 3.

35 ×3 =105.

So your answers is 105 boys.

Answer: 105 preschoolers are boys

The first thing we must do is add up our total to get a starting fraction. 3+4 is 7. Which means 3/7 of our students are boy and 4/7 of our students are girls.

Next we must multiply our total students "245" into the number of boys and girls.

3/7 x 245 is 105.  4/7 x 245 is 140.

105+140 is 245, which means our numbers are correct.

And finally that leads us with our answer.

105 of the students are boys.

I hope this helped & Good Luck <3!!

Answer:

24

Step-by-step explanation:

If 84% of the stamps he collected were foreign, that means he collected 150 * 0.84 = 126 foreign stamps.

So, he collected 150 - 126 = 24 stamps that were not foreign.

Step-by-step explanation:

I honestly don't know how to put it sideways but the symbol for subset is "⊂" with a line right under it. (So like the quotation marks but have the line underneath the sideways U.

"⊂

_"