The balance, B, in dollars, in a bank account depends on the amount deposited, A dollars, the annual interest rate, r %, and the time, t, in months since the deposit, so B=f(A,r,t).
(a) Is f an increasing or decreasing function of: The answers to chose from are after the ? mark.
A? ? increasing decreasing neither increasing nor decreasing somtimes increasing and sometimes decreasing
r? ? increasing decreasing neither increasing nor decreasing somtimes increasing and sometimes decreasing
t? ? increasing decreasing neither increasing nor decreasing somtimes increasing and sometimes decreasing
(b) Interpret the statement f(1000,4,18)?1822 by writing a sentence, including units. Then use your sentence to complete the following: The options to chose from are after the ? mark.
The units of 1000 are: ? percent months dollars dollars/month percent/month
The units of 4 are: ? percent months dollars dollars/month percent/month
The units of 18 are: ? percent months dollars dollars/month percent/month
The units of 1822 are ? percent months dollars dollars/month percent/month

Answer:

a^2 +b^2=c^2

Step-by-step explanation:

The remaining side lengths of triangle B are given as follows:

25 cm and 30 cm.

Similar triangles are triangles that share these two features presented as follows:

Considering that the smallest side of triangle B has a length of 20 cm, while for triangle A it has a length of 24, the scale factor is given as follows:

k = 20/24

k = 5/6.

Hence the remaining side lengths of triangle B are given as follows:

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how many solutions this equation has:

x2 + 3 = 0

answer : no real solution

x = + i√3

x = - i√3

Decide how many solutions this equation has:

x2 - 2x + 1 = 0

answer : has 1 solution

x=1

chatgpt

To find the length of a side of a square with a given area, you need to take the square of side value.

The area of a square is the product of its two adjacent sides.

In other words, if you know the length of one side of a square, you can find its area by multiplying it by itself (squared). The formula for finding the area of a square is:

Area = side x side or Area = side²

So, if you have a square with an area of 16 square units, you can find the length of its sides by taking the square root of the area. This is because the square root of a number gives you the length of the side that, when multiplied by itself, gives you that number.

Using the formula, we get:

Area = side²

16 = side²

To solve for side, we need to take the square root of both sides of the equation:

√16 = √side²

4 = side

Therefore, the length of the side of the square with an area of 16 square units is 4 units.

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The Greatest Number is -10/11.

Numbers can be arranged in ascending order, from least value to highest value. The arrangement is left to right.

Given:

Rational Number: 10/11,-19/22,-23/33,-39/44

The LCM of 11.22,33,44 is 132

-10/11×12/12=-120/132

-19/22×6/6=-114/132

-23/33×4/4=-92/132

-39/44×3/3=-117/132

In ascending order

-120/132,-117/132,-114/132,-92/132

= -10/11,-39/44,-19/22,-23/33

In descending order

-92/132,-114/132,-117/132,-120/132

= -23/33,-19/22,-39/44,-10/11

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The probability of getting all vowels when three letters of the alphabet are selected at random with replacement is 1/125.

There are 5 vowels in the English alphabet (a, e, i, o, and u) and 26 letters in total. If we select three letters at random with replacement, we have 5 options for each selection.

The probability of getting a vowel on any one selection is 5/26. Since we are replacing the letter each time, the probability of getting three vowels in a row is:

(5/26) × (5/26) × (5/26) = 1/125

Therefore, the probability of getting all vowels when three letters of the alphabet are selected at random with replacement is 1/125.

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Answer: so u do the e then f to get z

Step-by-step explanation:

Using the law of total expectation, the expected circumference of the rectangle is 3/2, and the expected area of the rectangle is 1/6.

Let C and A denote the circumference and area of the rectangle, respectively. Then we have:

E[C] = E[C|X] * P(X) + E[C|X'] * P(X')

where X' is the complement of X, and P(X) and P(X') are the probabilities of X and X' respectively. Since X is a uniform [0, 1] random variable, we have P(X) = 1 and P(X') = 0.

Therefore, we can simplify the above expression to:

E[C] = E[C|X]

To find E[C|X], we can use the formula for the circumference of a rectangle:

C = 2 * (base + height)

Substituting in the values for the base and height of the rectangle, we get:

C = 2 * (X + U[0, X])

where U[0, X] denotes a uniform random variable on [0, X].

Then, we can find the expected value of C given X as follows:

E[C|X] = E[2*(X+U[0,X])|X]

= 2*(X+E[U[0,X]|X])

where we have used the linearity of expectation. Note that E[U[0,X]|X] is simply the expected value of a uniform random variable on [0, X], which is X/2.

Therefore, we have:

E[C|X] = 2*(X+X/2) = 3X

Substituting this back into the expression for E[C], we get:

E[C] = E[3X] = 3E[X]

Since X is a uniform [0, 1] random variable, we have E[X] = 1/2. Therefore, the expected circumference of the rectangle is:

E[C] = 3E[X] = 3/2

Similarly, we can use the Law of Total Expectation to find the expected area of the rectangle by conditioning on X:

E[A] = E[A|X] * P(X) + E[A|X'] * P(X')

where, again, we have P(X) = 1 and P(X') = 0. Therefore, we can simplify the expression to:

E[A] = E[A|X]

To find E[A|X], we can use the formula for the area of a rectangle:

A = base * height

Substituting in the values for the base and height of the rectangle, we get:

A = X * U[0, X]

where U[0, X] denotes a uniform random variable on [0, X].

Then, we can find the expected value of A given X as follows:

E[A|X] = E[XU[0,X]|X]

= XE[U[0,X]|X]

where we have again used the linearity of expectation. Note that E[U[0,X]|X] is X/2, as before.

Therefore, we have:

E[A|X] = X * (X/2) = X^2/2

Substituting this back into the expression for E[A], we get,

E[A] = E[X^2/2] = 1/2 * E[X^2]

To find E[X^2], we can use the formula for the variance of a uniform [0, 1] random variable:

Var(X) = E[X^2] - (E[X])^2 = 1/12

Solving for E[X^2], we get:

E[X^2] = Var(X) + (E[X])^2 = 1/12 + (1/2)^2 = 1/3

Substituting this back into the expression for E[A], we get:

E[A] = 1/2 * E[X^2] = 1/6

Therefore, the expected area of the rectangle is:

E[A] = 1/6

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option (b) if they have no sample points in common, then the two events are mutually exclusive

Probability is an essential concept in statistics and other related fields. It deals with the chance or likelihood of an event happening. In this context, we will discuss the concept of mutually exclusive events.

Two events are considered mutually exclusive if they cannot happen at the same time. That is, if one event occurs, the other cannot occur. For instance, if we flip a coin, it can either come up heads or tails, but not both at the same time. In mathematical terms, we can represent mutually exclusive events using the intersection of sets.

Suppose we have two events A and B. Their intersection is the set of all sample points that are common to both events. If the intersection of A and B is equal to 1, then the two events are not mutually exclusive. This means that both events can happen at the same time. On the other hand, if the intersection is equal to zero, the two events have no sample points in common. This implies that the events cannot happen together and are mutually exclusive.

Therefore the correct option is (b).

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From the given information provided, the first quartile (Q₁) is 4, the median is 8, and the third quartile (Q₃) is 9.

To find the first quartile, median, and third quartile for the given data set, we first need to arrange the data in ascending order:

1 1 4 4 4 4 6 7 7 8 8 8 8 9 9 9 10 10 10

There are 20 data points in the set, so the median is the average of the 10th and 11th values:

Median = (8 + 8) / 2 = 8

To find the first quartile (Q₁), we need to find the median of the lower half of the data set. There are 10 data points in the lower half, so the median is the average of the 5th and 6th values:

Q₁ = (4 + 4) / 2 = 4

To find the third quartile (Q₃), we need to find the median of the upper half of the data set. There are 10 data points in the upper half, so the median is the average of the 15th and 16th values:

Q₃ = (9 + 9) / 2 = 9

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Answer:

5

Step-by-step explanation:

True, for all probability density functions of continuous random variables that the area under the curve is 1.0, but they do not have to be symmetrical or bell-shaped, and they do not have the same height.

A continuous random variable is a random variable that can take any value within a certain range, such as time or distance. Probability density functions (PDFs) describe the probability distribution of continuous random variables, and they have some important properties that hold true for all of them.

The first property of a PDF is that the area under the curve is always equal to 1.0. This means that the total probability of all possible outcomes of the random variable is equal to 1.0.

The second property is that PDFs do not have to be symmetrical or bell-shaped. The shape of the PDF depends on the distribution of the data.

The third property is that PDFs do not have the same height. The height of the PDF depends on the distribution of the data and the range of values that the random variable can take. The height of the PDF represents the density of the probability distribution for a given value.

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The reader can scan 10 sheets in 15 minutes, according to the claim.

One of the four fundamental math processes, along with addition, subtraction, and division, is multiplication. Multiply in mathematics refers to the continual adding of sets of identical size.

If a scanner can scan 4 pages in 6 minutes, then we can set up the following ratio:

4 pages / 6 minutes = x pages / 15 minutes

where x is the number of pages that the scanner can scan in 15 minutes.

To solve for x, we can cross-multiply and simplify:

4 pages × 15 minutes = 6 minutes × x pages

60 pages = 6x

x = 60 pages / 6

x = 10 pages

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The vector is (-3, 4) and its x and y components are -3 and 4.

A quantity or phenomena with independent qualities for both magnitude and direction is called a vector. The term can also refer to a quantity's mathematical or geometrical representation. Examples of vectors in nature are velocity, momentum, force, electromagnetic fields and weight.

Given:

Vector v have an initial point at (3, -5) and a terminal point at (0, -1).

It initial point of a vector is (a, b) and terminal point is (c, d), then the vector is

v= (c-a, d-b)

We have (a, b) = (3, -5) and (c, d) = (0, -1)

Then, vector v is defied as

v = (0 - 3, -1 - (-5))

v = (-3, -1+5)

v = (-3, 4)

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Therefore, when the tyer pressure goes below 21.9 psi, the TPMS will sound an alarm.

By pressing a knife against some produce, one can see a straightforward illustration of pressure. The surface won't be sliced if you press the smooth portion of the scalpel against by the fruit. The army is dispersed over a wide region (low pressure).

If the target tire pressure is 30 psi, 27% below that value is:

0.27 × 30 psi = 8.1 psi

So the TPMS will trigger a warning when the tire pressure is 30 psi - 8.1 psi = 21.9 psi.

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If the Garcia family drew a circle graph of their budget I would tell the Garcia family that the circle graph shows the percentage breakdown of their budget.

The largest portion of their budget is going towards rent, followed by taxes and food. Utilities, gas, and miscellaneous expenses make up smaller portions of their budget.

It may be helpful for the family to further analyze their spending in each category to see if any adjustments can be made to better align with their financial goals.

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To calculate the percent of change, we can use the following formula:

Percent of change = (final value - initial value) / initial value x 100%

In this case, the initial value is $15 and the final value is $100. Plugging these values into the formula, we get:

Percent of change = ($100 - $15) / $15 x 100% = 567%

So the percent of change in Ron's savings account balance is 567%. This means that Ron's balance increased by 567% from its initial value of $15 to its final value of $100.

Answer:   in decimal form = 2.8 gallons

                          in fraction =  [tex]2\frac{4}{5}[/tex]

the fraction in simplest form = [tex]\frac{14}{5}[/tex]

Step-by-step explanation:

14 divided by 5 which gives 2.8, which means that there are 2.8 gallons in each jar.

Answer: The area is 1660.41.

Geometry

It deals with the size of geometry, region, and density of the different forms both 2D and 3D.

Given

The combination of circle and rectangle of length, width, and radius are 30.5, 30.5, and 15.25.

To find

The area of the geometry.

How to find the area of geometry?

Area = Area of rectangle and area of two semi-circle

Length = 30.5

Width = 30.5

Radius = 15.25

Then

Thus the area is 1660.41.

The length of the crane is given as follows:

23.7 feet.

The Pythagorean Theorem states that for a right triangle, the length of the hypotenuse squared is equals to the sum of the squared lengths of the sides of the triangle.

In the context of this problem, the parameters are given as follows:

Hence the length of the crane is obtained as follows:

l² + 8² = 25²

l = sqrt(25² - 8²)

l = 23.7 feet.

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The time to the nearest tenth of a minute, it would take the element to

decay to 301 grams is; 13.1 minutes

The number of grams of element x, after t minutes, is given by the following equation:

X(t) = X(0)(1 - r)^(t)

In which X(0) is the initial amount and r is the decay rate.

There are 850 grams of Element X

This means that X(0) = 850

So;

X(t) = 850(1 - r)^(t)

Half life of 9 minutes.

This means that X(9) = 0.5 * X(0) = 0.5 * 850 = 425. So;

425 = 850(1 - r)^(9)

(1 - r)^(9) = 0.5

1 - r = (0.5)^(1/9)

1 - r = 0.9259

r = 1 - 0.9259

r = 0.0741

X(t) = 850(0.9259)^(t)

Thus, at X(T) = 301, we have;

310 = 850(0.9259)^(t)

310/850 = (0.9259)^(t)

In 0.3647 = t In 0.9259

t = (In 0.3647 )/(In 0.9259)

t = 13.1 minutes

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wv

wv equals x because the hypotenuse of rhe quadrilateral is congruent to the pathagoreum theorum

Answer: wv

Step-by-step explanation:

The vertex of the parabola is in the form of coordinates is (h, k). The standard equation can be used to find the vertex.

Given is to find the vertex of the parabola.

The vertex of the parabola is the point of intersection of the parabola and the axis of symmetry.

The Standard Form of a Parabola is y = a(x-h)² + k. To find the vertex in this form, you will use identify h and k from the standard form and put it into the vertex point (h, k).

Therefore, the vertex of the parabola is in the form of coordinates is (h, k). The standard equation can be used to find the vertex.

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The expression that gives the formula of the volume of a cone is interchanged for π, is given by, π = 3V/hr²

Expressions in math are mathematical statements that have a minimum of two terms containing numbers or variables, or both, connected by an operator in between.

Given that, the formula for the volume of a cone, the expression is,

V = 1/3 πr²h

Where, r and h are radius and height of the cone respectively.

We are asked to interchange the expression to give a formula for, π

Therefore, the given expression,

V = 1/3 πr²h

Multiplying by 3 to each side,

3V = πr²h

Divide by r² to both sides,

3V/r² = πh

Divide by h to both sides,

3V/hr² = π

or,

π = 3V/hr²

Hence, the expression that gives the formula of the volume of a cone is interchanged for π, is given by, π = 3V/hr²

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The statement 2π + 5π = 7π is always a proposition.

A proposition is a statement that is either right or wrong. Both results can not be possible for a statement. Only one result occurs at a time.

Clearly, the value of the addition 2π + 5π is 7π. So, the statement 2π + 5π = 7π is always true.

Therefore, the obtained answer is a proposition.

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Answer:

Step 1: The volume of a prism is determined by the area of the cross section multiplied by the height of the prism.

Step 2: The area of an isosceles triangle can be calculated by A = (base x height)/2.

Step 3: Substituting values, we get A = (6 cm * h)/2.

Step 4: Since the volume of the triangular prism is 480 cm3, substituting in the formula V = A * height, we get 480 cm3 = (6 cm * h)/2 * 20 cm.

Step 5: Solving for h, we get h = 16 cm.

Step 6: Since it is an isosceles triangle, the longest side of the cross section is also 16 cm.

Answer: The length of the longest side of the triangular cross section is 16 cm.

By using schools as blocks, any variability between schools can be controlled for and the results of the study can be more accurately interpreted and by controlling for these differences between schools, the results of the study will more accurately reflect the effects of the teaching methods being compared, rather than the effects of other factors.

Given,

A school district has 20 elementary schools, and each school has 12 classes that can be used for a study

a. In a randomized block design to compare three teaching methods, schools can be used as blocks. The goal is to control for any variability between schools that could affect the results of the study. To do this, each of the 20 schools is considered a block and the 12 classes in each school are used as the experimental units.

To implement the randomized block design, you would first randomly assign each of the teaching methods to one of the 12 classes in each school.

For example,

method A could be assigned to four classes in school 1,

method B to four classes in school 2,

method C to four classes in school 3.

This random assignment process would be repeated for each of the 20 schools, so that each method is assigned to 4 classes in each of the 20 schools.

Once the methods have been assigned, the study can be conducted in each of the 12 classes within each school, and the results can be compared between the methods.

By using schools as blocks, any variability between schools can be controlled for and the results of the study can be more accurately interpreted.

b. Schools should be used as blocks because there may be differences between schools that could affect the results of the study, such as socio-economic factors, teacher experience, or prior test scores. By using schools as blocks, any variability between schools can be controlled for and the results of the study can be more accurately interpreted. By controlling for these differences between schools, the results of the study will more accurately reflect the effects of the teaching methods being compared, rather than the effects of other factors.

By using schools as blocks, any variability between schools can be controlled for and the results of the study can be more accurately interpreted and by controlling for these differences between schools, the results of the study will more accurately reflect the effects of the teaching methods being compared, rather than the effects of other factors.

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The length of HK is approximately 20.17 units.

what Pythagorean theorem ?

The Pythagorean theorem is a fundamental theorem in mathematics that relates to the sides of a right triangle. It states that in a right triangle, the square of the length of the hypotenuse (the side opposite the right angle) is equal to the sum of the squares of the lengths of the other two sides.

The theorem is usually written in the form of an equation:

[tex]a^2 + b^2 = c^2[/tex]

According to the questions :

First, we can use the fact that HJ is perpendicular to the base IK to determine the height of triangle HKI. Since J is the midpoint of the hypotenuse IK, we know that HJ is also the median of the hypotenuse, and it divides the hypotenuse into two equal segments of length 16.

Therefore, we can use the Pythagorean theorem to find the height HK of triangle HKI:

[tex]HK^2 = IK^2 - HI^2[/tex]

Since triangle HKI is a right triangle, we know that HI is the height of the triangle, and IK is the hypotenuse. Using the Pythagorean theorem again, we can find the length of IK:

[tex]IK^2 = IJ^2 + JK^2[/tex]

Substituting the given values, we get:

[tex]IK^2 = 16^2 + 16^2[/tex]

[tex]IK^2 = 5123[/tex]

Taking the square root of both sides, we get:

[tex]IK = sqrt(512) ≈ 22.63[/tex]

Now we can use this value to find the height HK:

[tex]HK^2 = IK^2 - HI^2[/tex]

[tex]HK^2 = 22.63^2 - (16/2)^2[/tex]

[tex]HK^2 = 512 - 64[/tex]

[tex]HK^2 = 448[/tex]

Taking the square root of both sides, we get:

[tex]HK = sqrt(448) ≈ 20[/tex]

Therefore, the length of HK is approximately 20 units.

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a) The first three terms of Eniki's sequence are 20, 100, and 500.

b) The number 312,500 is the 7th term in Eniki's sequence.

c) The number 94,500 is not a term in Eniki's sequence since it does not correspond to any whole number value of 'n'.

The term 'n' in the formula represents the position of the number in the sequence, starting from the first term.

Enoki's also has a sequence of numbers, which is given by the formula (n) = 4(5ⁿ). Let's break down this formula to understand what it means.

a. To find the first three terms of Eniki's sequence, we substitute the values 1, 2, and 3 for 'n' in the formula. This gives us:

n = 1: 4(5¹) = 20

n = 2: 4(5²) = 100

n = 3: 4(5³) = 500

Therefore, the first three terms of Eniki's s sequence are 20, 100, and 500.

b. Chelita thinks that the number 312,500 is a term in Eniki's sequence. To determine whether she is correct or not, we need to find the value of 'n' that corresponds to this number. We can rearrange the formula to solve for 'n' as follows:

n = log base 5 (312,500/4)

Using a calculator, we find that n is approximately equal to 7. Therefore, the number 312,500 is the 7th term in Eniki's sequence.

c. Elisa thinks that the number 94,500 is a term in Eniki's sequence. To verify this, we can once again solve for 'n' in the formula:

n = log base 5 (94,500/4)

Using a calculator, we find that n is approximately equal to 6. Therefore, the number 94,500 is not a term in Eniki's sequence since it does not correspond to any whole number value of 'n'.

In summary, Eniki's sequence is defined by the formula

=> f(n) = 4(5ⁿ),

where 'n' represents the position of the number in the sequence.

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