What is the answer to this-

The monthly payment on a bank loan would be $360.56, which is lower than the monthly credit card payment.

What is the monthly payment under simple interest?

The total interest on the simple interest basis can be determined as the cost of the home improvement multiplied by the annual simple interest rate and also multiplied by the number of years

I=PRT

I=interest for 3 years=unknown

P=principal=$11,000

R=simple interest rate=6%

T=number of years=3

I=$11000*6%*3

I=$1980

There are 12 months multiplied by 3 years

monthly payment=($11,000+$1,980)/(3*12)

monthly payment=$360.56

Monthly compounding option:

PV=PMT*(1-(1+r)^-N/r

PV=loan amount=$11,000

PMT=monthly payment=unknown

r=monthly interest rate=16%/12=0.0133333333333333

N=number of monthly payments in 6 years=12*6=72

$11,000=PMT*(1-(1+0.0133333333333333)^-72/0.0133333333333333

PMT=$238.61

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Answer:

5b+35

Step-by-step explanation:

5*b=5b

5*7=35

Answer:

∠ A = 42° , ∠ G = 85°

Step-by-step explanation:

the measure of an inscribed angle is half the measure of its intercepted arc.

(3)

∠ A is an inscribed angle , so

∠ A = [tex]\frac{1}{2}[/tex] BC = [tex]\frac{1}{2}[/tex] × 84° = 42°

(4)

∠ G is an inscribed angle but we require arc DF

the sum of the arcs in a circle = 360°

FG + GD + FD = 360°

70° + 120° + FD = 360°

190° + FD = 360° ( subtract 190° from both sides )

FD = 170°

Then

∠ G = [tex]\frac{1}{2}[/tex] DF = [tex]\frac{1}{2}[/tex] × 170° = 85°

Left-handedness is _more_______ common than usual among mathematicians and ___more_____ common than usual among artist

The relationship between handedness and mathematical ability is still highly controversial.

While some researchers have claimed that left-handers are gifted in mathematics and strong right-handers perform the worst in mathematical tasks, others have more recently proposed that mixed-handers are the most disadvantaged group.

However, the studies in the field differ with regard to the ages and the gender of the participants, and the type of mathematical ability assessed.

To disentangle these discrepancies, we conducted five studies in several Italian schools (total participants: N = 2,314), involving students of different ages (six to seventeen) and a range of mathematical tasks.

The results show that (a) linear and quadratic functions are insufficient for capturing the link between handedness and mathematical ability; (b) the percentage of variance in mathematics scores explained by handedness was larger than in previous studies.

The last theory drawing a causal link from handedness to mathematical ability through cognition is the hemispheric indecision hypothesis.

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The rate of change for each set of ordered pairs is:

a. 1/2

b. 3

c. 7

The average rate of change = change in y / change in x.

Average rate of change for (2,3.5), (6,5.5):

Average rate of change = (5.5 - 3.5)/(6 - 2) = 2/4 = 1/2

Average rate of change for (-1,0), (0, 3):

Average rate of change = (3 - 0)/(0 - (-1)) = 3/1 = 3

Average rate of change for (3,-3), (4,4):

Average rate of change = (4 -(-3))/(4 - 3) = 7/1 = 7

Therefore, the rate of change for each set of ordered pairs is:

a. 1/2

b. 3

c. 7

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The post image coordinates are - A'(12,3), B'(10, -5) and C'(7,0)

Here, we are given 3 points A (-6, 15), B (-8,7) and C (-11, 12)

We are given the following translation rule- (x + 18) and (y - 12)

Let us take each point one by one-

A (-6, 15)

here x = -6

⇒ x + 18 = -6 + 18 = 12

and y = 15

⇒ y - 12 = 15 - 12 = 3

Thus the post image of A is (12, 3)

B (-8,7)

here x = -8

⇒ x + 18 = -8 + 18 = 10

and y = 7

⇒ y - 12 = 7 - 12 = -5

Thus the post image of B is (10, -5)

C (-11, 12)

here x = -11

⇒ x + 18 = -11 + 18 = 7

and y = 12

⇒ y - 12 = 12 - 12 = 0

Thus the post image of C is (7, 0)

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Answer:

a = -34    b = 141    c = 95   d = 74   e = -43    f = -15

Step-by-step explanation:

Subtract the payments from the balance and add the receipts.

Payment means money going out so your balance is decreasing.

Receipts means money coming in, so your balance increases

The function g that is finally graphed after the transformations are applied is g(x) = -5f(-x) - 10

The function is given as:

f(x)

Next, we apply the transformations

So, we have:

(1) reflect about the x-axis;

This is represented as

(x, y) = (x, -y)

So, we have

g(x) = -f(x)

(2) shift down 2 units;

This is represented as

(x, y) = (x, y - 2)

So, we have

g(x) = -f(x) - 2

(3) stretch vertically by a factor 5;

This is represented as

(x, y) = (x, 5y)

So, we have

g(x) = 5(-f(x) - 2)

Evaluate

g(x) = -5f(x) - 10

(4) reflect about the y-axis.

This is represented as

(x, y) = (-x, y)

So, we have

g(x) = -5f(-x) - 10

Hence, the function g that is finally graphed after the following transformations are applied is g(x) = -5f(-x) - 10

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the midpoint of FG given F(2, -6) and G(-8, 10) = (-3,2)

Solution :

The midpoint calculator will take two coordinates in the Cartesian coordinate system and find the point directly in-between both of them. This point is often useful in geometry.

1. Label the coordinates(x₁,y₁) and (x₂,y₂).

2. Input the values into the formula.

3. Add the values in the parentheses and divide each result by 2.

4. The new values form the new coordinates of the midpoint.

f we have coordinates (x₁,y₁) and (x₂,y₂), then the midpoint of these coordinates is determined by (x₁ + x₂)/2, (y₁ + y₂)/2. This forms a new coordinate you can call (x,y).

Given :

F(2, -6) and G(-8, 10)

FG= (-8+2)/2,(-6+10)/2

FG= (-6/2,4/2)

FG=(-3,2)

the midpoint of FG given F(2, -6) and G(-8, 10) = (-3,2)

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Answer:

Step-by-step explanation:

Answer:

Step-by-step explanation:

Answer:

a=4

ST=48

As we know ,

RT=RS+ST=7a+12a=19a

And RT=76

That’s why RT=19a=76 => a = 76/19=4

ST=12a=12*4=48

then we find ,

a=4

ST=48

In geometry, variables often appear in problems related to perimeter, area and volume. Typical problems provide you with some precise measurements and ask you to find out an unknown measurement, or variable.

Determine which formula you need. For example, if you're working with the area of a triangle, you need to know that area equals one half the base times the height, or A=1/2bh.

Plug the known values into the formula. Using the area of the triangle example, assume you know that the area is 100 square inches and the base is 20 inches. When you plug these values into the formula, you get 100=1/2 (20h). The height of the triangle is the variable.

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Linear equations are equations that has a leading degree of 1. The value of x that makes the equation true is 1/4

Linear equation are equations that has a linear degree of 1. The standard linear equation is y = mx + b

Given the expression below

2(3 - 7x) = 4 - 6x

Expand

6 - 14x = 4 - 6x

Collect the like terms

6 - 14x = 4 - 6x

-14x + 6x = 4 -6

-8x = -2

Divide both sides by -8

-8x/-8 = -2/-8

x = 1/4

Hence the value of x that makes the equation true is 1/4

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Answer:

roost beef

Step-by-step explanation:

Answer:

gegrgryyrryryryyryryr

Answer:

Quotient = 0; Remainder = 16

Step-by-step explanation:

Answer:

Step-by-step explanation:

y=csc(x)      x∈ [-2,2]

[tex]A.\\\displaystyle\\Increasing: \ [-2,-\frac{\pi }{2})U(\frac{\pi }{2},2]\\\\Decreasing:\ (-\frac{\pi }{2},0)U(0,\frac{\pi }{2} ) \\\\B.\\\\Relative\ min:\ 1\\\\Relative \ max:\ -1[/tex]

                                           Watching the graph:

Answer:

[tex]\textsf{Increasing}:\left[-2,-\dfrac{\pi}{2}\right) \textsf{ and }\left(\dfrac{\pi}{2},2\right][/tex]

[tex]\textsf{Decreasing}:\left(-\dfrac{\pi}{2}, 0\right) \textsf{ and }\left(0, \dfrac{\pi}{2}\right)[/tex]

[tex]\textsf{Relative min}: \left(\dfrac{\pi}{2},1 \right)[/tex]

[tex]\textsf{Relative max}: \left(-\dfrac{\pi}{2},-1 \right)[/tex]

Step-by-step explanation:

Part A

Given function:

[tex]f(x)=\csc (x), \quad -2\leq x\leq 2[/tex]

[tex]\csc(x)=\dfrac{1}{\sin(x)}[/tex]

Therefore, the function f(x) is undefined when sin(x) = 0, leading to vertical asymptotes at the value of x where sin(x) = 0.

[tex]\sin(x) = 0 \textsf{ at }x = 0\pm 2 \pi n, \pi \pm 2 \pi n[/tex]

Therefore, f(x) has a vertical asymptotes at x = -2π, -π, 0, π, 2π etc.

Where the graph of the sine function increases, the graph of the cosecant function decreases.

Where the graph of the sine function decreases, the graph of the cosecant function increases.  

The sine function increases on the intervals:

[tex]\left(-\dfrac{\pi}{2}\pm 2 \pi n, \dfrac{\pi}{2}\pm 2 \pi n\right)[/tex]

and decreases on the intervals:

[tex]\left(\dfrac{\pi}{2}\pm 2 \pi n, \dfrac{3\pi}{2}\pm 2 \pi n\right)[/tex]

Therefore, for the interval -2 ≤ x ≤ 2, the cosecant function f(x):

Increases on the intervals:

[tex]\left[-2,-\dfrac{\pi}{2}\right) \textsf{ and }\left(\dfrac{\pi}{2},2\right][/tex]

Decreases on the intervals:

[tex]\left(-\dfrac{\pi}{2}, 0\right) \textsf{ and }\left(0, \dfrac{\pi}{2}\right)[/tex]

Part B

The relative minimums of the graph of the sine function are the relative maximums of the graph of the cosecant function.

The relative maximums of the graph of the sine function are the relative minimums of the graph of the cosecant function.

The sine function has a range of -1 ≤ sin(x) ≤ 1.

Therefore, its minimum points are when sin(x) = -1 and its maximum points are when sin(x) = 1.

[tex]\sin(x)=-1 \implies x=\dfrac{3\pi}{2}\pm 2 \pi n \implies \textsf{Minimum points}: \left(\dfrac{3\pi}{2}\pm 2 \pi n ,-1 \right)[/tex]

[tex]\sin(x)=1 \implies x=\dfrac{\pi}{2}\pm 2 \pi n \implies \textsf{Maximum points}: \left(\dfrac{\pi}{2}\pm 2 \pi n,1 \right)[/tex]

Therefore, the minimum and maximum points of the cosecant function in the given interval -2 ≤ x ≤ 2 are:

[tex]\textsf{Relative min}: \left(\dfrac{\pi}{2},1 \right)[/tex]

[tex]\textsf{Relative max}: \left(-\dfrac{\pi}{2},-1 \right)[/tex]

Note in the attached graph:

Step-by-step explanation:

please make sure that fractions are still in the problem text after scanning it.

because they are missing here, and I have to guess around.

Basically the problem is

x + 1/a × x = 15

that means

ax + x = 15a

(a+1)x = 15a

x = 15a/(a+1)

for a = 2 (so, 1/2 x is added to x), we get

x = 15×2/3 = 30/3 = 10

for a = 4 (1/4 of x is added to x), we get

x = 15×4/5 = 60/5 = 12

these are also the first 2 answer options. so, please pick the one that fits the complete problem definition.

the 3rd and 4th answer options are nonsense anyway, as when you add something greater than 0 to x and get 15, then the initial x cannot be already 15 or even bigger.

-4 is a rational number...

Answer:

∠ GOF = 53°

Step-by-step explanation:

∠ LON and ∠ GOF are vertically opposite angles and are congruent, then

∠ GOF = 53°

64°

Step-by-step explanation:

Let the missing angle be x.

Sum of angle of a triangle=180°

Therefore,

48°+68°+x=180°

x=180°-116°

x=64°

Answer:

Q1. 5050        Q2. 20100

Step-by-step explanation:

so a lot of detachment is really just a former way of saying, like if then so it's if you pass a final, then you pass the class. You passed the final.

Therefore you pass the class, right? So it's the law of attachment basically says, Okay, if U then D and we're just told that U is true.

Arrangement of students from shortest to tallest is

Kim 56.03 < Roy 56.14 < Alexa 56.3 < Tom 57.1.

As given in the question,

Number of students =  4

Height of the students

Kim = 56.03 units

Alexa = 56.3 units

Roy = 56.14 units

Tom = 57.1 units

Arrange the students from shortest to tallest

56.03 < 56.14 < 56.3 < 57.1

Kim < Roy < Alexa < Tom

Therefore, arrangement of students from shortest to tallest is

Kim 56.03 < Roy 56.14 < Alexa 56.3 < Tom 57.1.

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Anne's family wouldn't have gotten there until about 5:55 pm.

How Distance  is that?

The arrival time is the travel time added to the start time. The travel time is given by ...

 time = distance/speed

At 50 miles per hour, the travel time would be ...

 time = 383.5/50 = 7.67 . . . . hours

The fraction of an hour is ...

 (0.67 hours)×(60 min/hour) = 40.2 min

Adding the travel time to the start time, we get an arrival time of ...

 10:15 am + 7:40 = 17:55 = 5:55 pm

Anne's family wouldn't have gotten there until about 5:55 pm.

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Answer:

2,3,5,6,9 and 10

Step-by-step explanation:

450/2 = 225

450/3 = 150

450/4 = 112.5

450/5 = 90

450/6 = 75

450/8 = 56.25

450/9 = 50

450/10 = 45

To be divisiable, the answer should be an integer.

Thus: 2,3,5,6,9 and 10 are numbers which 450 is divisible by

Answer:

see below

Step-by-step explanation:

2×3×3×5×5 is it's prime factorization which has 2, 3, 4, 5, 6, 9, 10

The mean of samples 10, 10, 10, 10, 10, and 16 will be 11.

The mean is the straightforward meaning of the normal of a lot of numbers. In measurements, one of the markers of focal propensity is the mean. The normal is alluded to as the number-crunching mean. It's the proportion of the number of genuine perceptions to the absolute number of perceptions.

In a sample of n = 6, five individuals all have scores of x = 10 and the sixth person has a score of x = 16.

Then the data set will be given below.

10, 10, 10, 10, 10, 16

Then the mean of the data set will be

Mean = (10 + 10 + 10 + 10 + 10 + 16) / 6

Mean = 66/6

Mean = 11

Thus, the mean of the sample will be 11.

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Answer:

7

Step-by-step explanation:

22=6x+1-3x

21=6x-3x

21=3x

7=x

Answer:

16^6

Step-by-step explanation: