Mrs. Vacarro sliced a banana into 5 pieces. After eating one slice, she gave ⅘ of the original total to her toddler. After her child was finished, there were ⅖ of the banana slices left. What expression would you use to find out what fractional amount of banana Mrs. Vacarro's toddler ate?

Answer:

In 2021 she would have the loan of $18,000 and in 2022 she would have $13,947 and 2023 she would have $9,609 and in 2024 she would have $4,968 and in 2025 she would have $0.

- I HOPE THIS HELPS! :)

Step-by-step explanation:

- Is a student loan calculator (2021)

-This is a very GOOD site!!!!! :)

The Angelica's monthly loan payments for this loan after she graduates in 4 year is $408.

Simple interest is a quick and easy method of calculating the interest charge on a loan.

The formula for calculating the simple interest is

[tex]Simple\ interest = \frac{P\times R\times T}{100}[/tex]

Where,

P is the principal amount

R is the interest rate

And, T is the time in years

According to the given question.

Principal amount, P = $18,000

Interest rate, R = 6.8%

Time, T = 4 years

Therefore,

The monthly loan payments, we calculate the simple interest for monthly

= [tex]\frac{18000 \times 6.8\times 4}{100 \times 12}[/tex] = $408

Hence, the Angelica's monthly loan payments for this loan after she graduates in 4 year is $408.

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Answer:

A

Step-by-step explanation:

d = 0.5 * t    There are no conversions. You just substitute the value for t.

d = 0.5 * 27.9

d = 13.95 which is A

Answer:

Step-by-step explanation:

Hello!

(5x+4) /( (x-4)( x+2))

(5x+4)/ (x² +2x -4x -8)=

(5x+4) /( x²-2x -8)

Answer:

$16000

Step-by-step explanation:

let Amount Erica received be 'x'

Tatia received = 2x

Mary received = 2/3(2x) = 4x/3

x + 2x + 4/3(x) = 52000

3x + 4x/3 = 52000

(9x+4x)/3 = 52000

13x/3 = 52000

x = (52000 x 3) / 13

x = 4000 x 3

x = 12000

Mary Received = 4x/3 = 4(12000)/3 = 16000

Answer:

$16000

Step-by-step explanation:

erica would get -n

tatia gets -2n

Mary gets -2/3 of 2n

2n +( 2/3 of 2 n ) + n =$52000

2n + 4/3n+ n=$52000

3 4/3 n=$52000

13/3 n= $52000

n= $16000

We know that the interior angle sum of a polygon is (n − 2) × 180°, where n is the number of sides.

Here, number of sides (n) = 12

So, interior angle sum = (n − 2) × 180°

=> interior angle sum = (12 - 2) × 180°

=> interior angle sum = 10 × 180°

=> interior angle sum = 1800°

So, the interior angle sum of this polygon is 1800°.

Answer:

0 ,1cyvkdcbdfiiihh7v6ctc6e5a5ise5aasusti

Answer:

60

Step-by-step explanation:

Q1 = 12

Q3 = 72

the interquartile range = Q3-Q1 = 72-12 =60

Answer:

1) 800 (read the both) 2) 2200 (read exactly one)

Step-by-step explanation:

Find the people (families) who read neither of them

4000/100*25= 1000

It means that the rest 4000-1000= 3000 families read the newspapers at least  in one language  from the pointed languages. 4000/1oo*50= 2000 - readers in Nepali

4000/100*45= 40*45=1800 - readers in English.

2000+1800= 3800- the special amount, that consists of 1) only Nepali readers

2) only English readers 3) the readers in two languages (but the were counted twice, because we considered them in the group of Nepali readers and group of English readers)

The real quantity of only Nepali readers, only English readers and both language readers is 3000.

S0 3800-3000= 800 people - read in two languages

3000-800=2200 families read exactly one kind of these papers

Step-by-step explanation:

3x+5x+4+3

=8x+7

hope it helps

Answer:

6x+7

Step-by-step explanation:

x+4+5x+3

Combine like terms

x+5x   +4+4

6x+7

[tex]\\ \sf\longmapsto q+12-2(q-22)>0[/tex]

[tex]\\ \sf\longmapsto q+12-2q+44>0[/tex]

[tex]\\ \sf\longmapsto q-2q+12+44>0[/tex]

[tex]\\ \sf\longmapsto -q+56>0[/tex]

[tex]\\ \sf\longmapsto -q>-56[/tex]

[tex]\\ \sf\longmapsto q<56[/tex]

Answer:

22 cm

Step-by-step explanation:

just add

Answer:

50 +  [tex]5\sqrt{6}[/tex] =

62.24744871

Step-by-step explanation:

10* 5 = 50

triangle 5^2 + x^2 = 7^2

x = [tex]\sqrt{24 }[/tex]

area triangle = 1/2 * [tex]\sqrt{24 }[/tex] *5

[tex]\sqrt{24} = 2\sqrt{6}[/tex]

area triangle =  [tex]5\sqrt{6}[/tex]

Answer:

11.5%.

Step-by-step explanation:

Looking at the base of the exponent, it can be seen that it is 1.115. 1.00 is equal to 100% of the investment value each year. There is an additional 0.115, which is equivalent to 11.5%, which represents the increase in the investment value each year.

Therefore, the percent increase each year for the investment is 11.5%.

9514 1404 393

Answer:

  A, C, D, E

Step-by-step explanation:

Any relation that is different from a straight line with a defined constant slope will be a relation that is either or both of ...

__

a) degree 3, not linear

b) a linear function

c) a vertical line with undefined slope, not a function

d) a curve opening downward, not linear

e) a line with a bend in the middle, not linear

f) a linear function

Answer:

c.22

Step-by-step explanation:

C=66

22*3=66

Answer:

[tex]\begin{array}{cccc}{} & {Looking\ for\ job} & {Not\ looking} & {Total} & {Employed} & {0.24} & {0.28} & {0.27} & {Not\ Employed} & {0.76} & {0.72} & {0.73}& {Total} & {1} & {1} & {1} \ \end{array}[/tex]

Step-by-step explanation:

The question is not properly formatted (see attachment for the frequency table and the options)

Required

The conditional relative frequency table by column

We have:

[tex]\begin{array}{cccc}{} & {Looking\ for\ job} & {Not\ looking} & {Total} & {Employed} & {12} & {28} & {40} & {Not\ Employed} & {38} & {72} & {110}& {Total} & {50} & {100} & {150} \ \end{array}[/tex]

To get the conditional frequency by column, we simply divide each cell by the corresponding total value (on the last row)

So, we have:

[tex]\begin{array}{cccc}{} & {Looking\ for\ job} & {Not\ looking} & {Total} & {Employed} & {12/50} & {28/100} & {40/150} & {Not\ Employed} & {38/50} & {72/100} & {110/150}& {Total} & {50/50} & {100/100} & {150/150} \ \end{array}[/tex]

[tex]\begin{array}{cccc}{} & {Looking\ for\ job} & {Not\ looking} & {Total} & {Employed} & {0.24} & {0.28} & {0.27} & {Not\ Employed} & {0.76} & {0.72} & {0.73}& {Total} & {1} & {1} & {1} \ \end{array}[/tex]

Answer:

Step-by-step explanation:

The first term is a, common difference is d.

The 6th term:

The 12th term:

Solve the system by elimination:

Find a:

Answer:

6th term = 30

12th term = 54

First term

Common difference

We know that

[tex] \sf \: a_{n} = a + (n - 1)d[/tex]

For 6th term

[tex] \sf \: 30 = a + (6 - 1)d[/tex]

[tex] \sf \: 30 = a + 5d[/tex]

For 12th term

[tex]\sf \: a_{n} = a + (n - 1)d[/tex]

[tex] \sf \: 54 = a + (12 - 1)d[/tex]

[tex] \sf \: 54 = a + 11d[/tex]

On subtracting both

[tex] \sf \: 54 - 30 = a + 11d - (a + 5d)[/tex]

[tex] \sf \: 54 - 30 = a + 11d - a - 5d[/tex]

[tex] \sf \: 24 = 6d[/tex]

[tex] \sf \: \dfrac{24}{6} = d[/tex]

[tex] \sf \: 4 = d[/tex]

Now

Using 2

[tex] \sf \: 54 = a + 11d[/tex]

[tex] \sf \: 54 = a + 11(4)[/tex]

[tex] \sf \: 54 = a + 44[/tex]

[tex] \sf \: 54 - 44 = a[/tex]

[tex] \sf \: 10 = a[/tex]

Answer:

2

Step-by-step explanation:

The image got bigger in size by a factor of 2

Answer:

should be 1/2 for sure. great day

Answer: its not b or d that leaves a and c its

Answer:

it might be c its def not a for i got it wrong when i chose a

Step-by-step explanation:

dont get mad if im wrong i.d.k if i am right or wrong so im gonna say c?

Answer: 75%

Step-by-step explanation:

Only 9 students have taken fewer than 21 courses

9/12 = 0.75 or 75%

Step-by-step explanation:

Move expression to the left side and change its sign

5

y

−

3

+

10

y

2

−

y

−

6

−

y

y

+

2

=

0

Write

−

y

as a sum or difference

5

y

−

3

+

10

y

2

+

2

y

−

3

y

−

6

−

y

y

+

2

=

0

Factor out

y

and

−

3

from the expression

5

y

−

3

+

10

y

(

y

+

2

)

−

3

(

y

+

2

)

−

y

y

+

2

=

0

Factor out

y

+

2

from the expression

5

y

−

3

+

10

(

y

+

2

)

(

y

−

3

)

−

y

y

+

2

=

0

Write all numerators above the least common denominator

5

(

y

+

2

)

+

10

−

y

(

y

−

3

)

(

y

+

2

)

(

y

−

3

)

=

0

Distribute

5

and

−

y

through the parenthesis

5

y

+

10

+

10

−

y

2

+

3

y

(

y

+

2

)

(

y

−

3

)

=

0

Collect the like terms

8

y

+

20

−

y

2

(

y

+

2

)

(

y

−

3

)

=

0

Use the commutative property to reorder the terms

−

y

2

+

8

y

+

20

(

y

+

2

)

(

y

−

3

)

=

0

Write

8

y

as a sum or difference

−

y

2

+

10

y

−

2

y

+

20

(

y

+

2

)

(

y

−

3

)

=

0

Factor out

−

y

and

−

2

from the expression

−

y

(

y

−

10

)

−

2

(

y

−

10

)

(

y

+

2

)

(

y

−

3

)

=

0

Factor out

−

(

y

−

10

)

from the expression

−

(

y

−

10

)

(

y

+

2

)

(

y

+

2

)

(

y

−

3

)

=

0

Reduce the fraction with

y

+

2

−

y

−

10

y

−

3

=

0

Determine the sign of the fraction

−

y

−

10

y

−

3

=

0

Simplify

10

−

y

y

−

3

=

0

When the quotient of expressions equals

0

, the numerator has to be

0

10

−

y

=

0

Move the constant,

10

, to the right side and change its sign

−

y

=

−

10

Change the signs on both sides of the equation

y

=

10

Check if the solution is in the defined range

y

=

10

,

y

≠

3

,

y

≠

−

2

∴

y

=

10

Answer:

I think "Product" is the answer. Not really sure.

Answer:

Step-by-step explanation:

[tex]\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\la\la\la\la\ddddddddddddddddddddddddddddddddcleverdddddd\ffffffffffffffffffffffffffffffffffffffff\pppppppppppppppppppppppppppppppppppp\ddddddddddddddddddd\displaystyle\ \Large \boxed{ \boxed{\boldsymbol{Rule : a^{-1}=\frac{1}{a} }}} \\\\\\\\ (2+3)^{-1} \times (2^{-1}+2^{-1}) = \\\\1)\ (2+3)^{-1}=5^{-1}=\frac{1}{5} \\\\2)\ 2^{-1}+2^{-1}=\frac{1}{2} +\frac{1}{2} } =1 \\\\3)\ \frac{1}{5} \cdot 1=\boxed{\frac{1}{5} }[/tex]

Answer:

0 and 4

Step-by-step explanation:

roots are where the graph intersects at x axis

The roots of the quadratic equation whose related function is graphed are 0 and 4, the correct option is C.

A quadratic equation is a second-order equation written as ax2 + bx + c = 0 where a, b, and c are coefficients of real numbers and a ≠ 0.

If b2 – 4ac > 0 roots are real and different. As the discriminant is >0 then the square root of it will not be imaginary. It has two cases.

If b2 – 4ac is a perfect square then roots are rational. As the discriminant is a perfect square, so we will have an integer as a square root of the discriminant. Hence, the roots are rational numbers.

The shape of the graph is a downward parabola on the positive x-axis therefore the roots of the graph are positive.

From the given option the roots of the equation are 0 and 4 both are positive.

Hence, the roots of the quadratic equation whose related function is graphed are 0 and 4.

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Answer:

B

Step-by-step explanation:

The decimal number 0.00897 written in scientific notation is 8.97 ×10^3 and it has significant figures

Answer:

8.97 * 10⁻³

Step-by-step explanation:

0.00897 = [tex]\frac{8.97}{1000}=8.97 * 10^{-3}[/tex]

Place the decimal point after the first nonzero number.

Write the power of 10,

(i) If we move the decimal to the right, the power of 10 decrease by number of moves.

(ii) If we move the decimal to the left, the power of 10 increase by the number of moves

Answer:

20% Increase

Step-by-step explanation:

Percentages can be put vice versa. So 20% Of 50 = 50% Of 20 Which Equals 10.

Mark me as brainliest please

6.36 / 12 = 0.53

just decide the total price by the number of items. given that there are no special discounts, that's all you need to do here.

Answer:

[tex]\frac{9+5\sqrt6}{23}[/tex]

Step-by-step explanation:

We can rewrite the fraction as

[tex]\frac{2\sqrt{3}+3\sqrt{2}}{4\sqrt{3}+\sqrt{2}}[/tex]

In order to rationalize the denominator of such a complex fraction, we must multiply the fraction by the conjugate of the denominator. In this case, the conjugate of the denominator would be [tex]4\sqrt{3}-\sqrt{2}[/tex]. Multiplying both sides of the fraction by the conjugate of the denominator would result in the fraction:

[tex]\frac{9+5\sqrt6}{23}[/tex]

Answer:

Step-by-step explanation:

a) 2x - y = 0

Answer:

I think it is 2, downwards

Answer:

vertical shift of 2 units up

Step-by-step explanation:

Given f(x) then f(x) + c is a vertical translation of f(x)

• If c > 0 then a shift up of c units

• If c < 0 then a shift down of c units

f(x) = 9 | x + 1 | + 2

Represents a vertical shift of 2 units up of the parent function