6,7,7,8,9,10,10,10,10,13,13,14,14,15,15 box and whisker plot

The amount to be paid is more on credit card 2 is more, it must be paid first.

Card 1:

Current balance = $8,312.69

Annual percentage rate APR = 24.16%

Credit limit = $10,000.

Used amount = $10,000 - $8,312.69

Used amount = 1687.31

A = P\((1 + r/n)^{nt}\)

P = $1687.31

r = 24.16% = 0.2416

Take n = 1 and time = 1 year.

A =  1687.31*\((1 + 0.2416/n)^{1*1}\)

A = 1687.31 * 1.2416

A = $2094.96

For Card 2:

Current balance = $1,180.34

APR = 21.15%

Credit limit = $75,00

Used amount = $75,00 - $1,180.34

Used amount = $6319.66

A = 6319.66*\((1 + 0.2115/n)^{1*1}\)

A = 6319.66 * 1.2115

A = $7656.26

As the amount to be paid is more on credit card 2 is more, it must be paid first.

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The price at which the total quantity supplied is 250 is $11.58.

In order to find the price at which the total quantity supplied is 250, we need to equate the total quantity supplied by both producers (Supply 1 and Supply 2) and solve for the price.

Supply 1: P = 6 + 0.7Q

Supply 2: P = 16 + 0.6Q

To find the equilibrium price, we set the total quantity supplied equal to 250:

0.7Q + 0.6Q = 250

1.3Q = 250

Q = 250 / 1.3 ≈ 192.31

Now that we have the quantity, we can substitute it back into either supply function to find the price. Let's use Supply 1:

P = 6 + 0.7Q

P = 6 + 0.7 * 192.31

P ≈ 6 + 134.62

P ≈ 140.62

Therefore, the price at which the total quantity supplied is 250 is approximately $11.58.

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Answer:

-5 ± √5² - 4 · 1 · 4

         2 · 1

Step-by-step explanation:

ax²+bx+c=0 (quadratic equation)

x= -b ± √b² - 4ac

           2a

a= 1

b= 5

c= 4

-5 ± √5² - 4 · 1 · 4

            2 · 1

If a person is making a minimum salary for a construction worker, in that case, they will make more than 75% of the teachers.

A salary is a form of periodic fee from a corporation to a worker, which can be laid out in an employment contract. it is contrasted with piece wages, in which every task, hour, or other unit is paid one after the other, in place of on a periodic foundation. From the factor of view of going for walks in a commercial enterprise, revenue can also be considered as the fee of obtaining and keeping human sources for jogging operations and is then termed personnel fee or salary cost. Payroll accounts are used in accounting to record.

Salary is a hard and fast amount of cash or compensation paid to a worker via an enterprise in return for work executed. salary is generally paid in fixed durations, for example, monthly bills of 1-twelfth of the annual salary.

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The required rate of return (or minimum acceptable rate of return) is 20 percent. If the net cash flows are $15,000 per year for ten years, the total cash flow is $150,000. The project's cost is $47,500. We can now apply the net present value formula to determine whether or not the project is feasible.

Net Present Value (NPV) = Cash flow / (1 + r)^n - Cost Where, r is the discount rate, n is the number of years, and Cost is the initial outlay.

Net Present Value = 150000 / (1 + 0.20)^10 - 47500

Net Present Value = $67,482.22

Since the NPV is positive, the project is feasible. When calculating net present value, it's important to remember that a positive NPV implies that the project is expected to generate a return that exceeds the cost of capital, whereas a negative NPV indicates that the project is expected to generate a return that is less than the cost of capital, and as a result, it should be avoided.

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The values of the missing angles and sides after dilation are:

m∠C'B'D' = 95°,  CQ = 6 and  B'D' = 11.

m∠C'B'D = 180° - m∠B'C'D' - m∠B'D'C'

m∠B'C'D = m∠BCD, m∠B'D'C' = m∠BDC  (dilation)

m∠C'B'D = 180° - 34° - 51° = 95°

Thus, by way of scale factor we can say that:

BC/B'C' = BD/B'D' = 36/18 = 2

B'D' = ¹/₂BD = ¹/₂ * 22 = 11

ΔC'P'Q ∼ ΔCPQ

Thus:

C'Q'/CQ = C'D'/CD = D'Q'/DQ

CQ = 2C'Q' = 2 * 3 = 6

Therefore, m∠C'B'D' = 95°,  CQ = 6 and  B'D' = 11.

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A false negative occurs when you accept a null hypothesis that should have been rejected. This is known as a type II error. In hypothesis testing, a null hypothesis is a statement that there is no significant difference between two groups or variables. Researchers use hypothesis testing to determine if their data supports or rejects the null hypothesis.

A false negative occurs when the null hypothesis is true, but the test incorrectly rejects it. This means that the test fails to detect a real difference or effect. False negatives can be costly in scientific research because they can lead to incorrect conclusions and wasted resources.

To reduce the risk of false negatives, researchers can increase their sample size or use more powerful statistical tests. They can also examine their data more closely to look for patterns or trends that may indicate a real effect.

In summary, false negatives occur when you accept a null hypothesis that should have been rejected. This is known as a type II error, and it can be costly in scientific research. To reduce the risk of false negatives, researchers can use larger sample sizes, more powerful tests, and careful data analysis.

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Answer: for A you would go down three than go right three times.

For B. you would go up 2 and go left 7 times

Step-by-step explanation:

I’m not good in math but that’s what my teacher told me

Answer:

D. Yes, because the remainder is 0.

Answer:

0

Step-by-step explanation:

no mo explanation for this next time

The predicted value of the chlorine concentration in 2060 according to the linear function is 5.06 ppb. So, the correct option is B.

To find the linear function that models the relationship between the year and chlorine concentration, we can use the point-slope form of a linear equation:

y - y1 = m(x - x1)

where y is the chlorine concentration and x is the year. We can choose any two points from the table to find the slope, m:

m = (y2 - y1)/(x2 - x1)

Let's choose the points (1985, 2.8) and (2035, 4.0):

m = (4.0 - 2.8)/(2035 - 1985) = 0.02

Now we can use the slope and one of the points to find the y-intercept:

y - y1 = m(x - x1)

y - 2.8 = 0.02(x - 1985)

y = 0.02x - 39.6

Therefore, the linear function that models the relationship between year and chlorine concentration is y = 0.02x - 39.6.

To find the predicted value of chlorine concentration in 2060, we can substitute x = 2060 into the equation:

y = 0.02(2060) - 39.6 = 5.06

Therefore, the predicted value of the chlorine by linear function is 5.06 ppb, which is option B. is correct.

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_____The given question is incomplete, the complete question is given below:

The concentration of chlorine in the atmosphere serves as an indicator damage to the ozone layer. The table to the right shows the relationship of chlorine concentration in parts per billion (ppb), to the year. Using values as accurate as possible in the function, what is the predicted value of the chlorine concentration in 2060 according to the linear function? OA. 4.56 O B. 5.06 O C. 4.81 LIN LIITUTE 1985 2.8 1995 3.6 2010 4.2 2035 4.0 Choose the graph of the function of the best fit. A. DB. Q 3 oc. D [0,60.0.6] Xscl = 10, Yscl = 1

Previous question

A possible practical domain for the function is T > 12500

The domain are the input values for which a function exist.

Given the function relating the metal bar is L cm long when its temperature is T◦C as:

L(T) = 0.002T + 25

The domain of the expression is the point where 0.002T + 25 is greater than zero.

0.002T + 25 > 0

0.002T > -25
T > 12,500

Hence  a possible practical domain for the function is T > 12500

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Answer:

An equation can have infinitely many solutions when it should satisfy some conditions. The system of an equation has infinitely many solutions when the lines are coincident, and they have the same y-intercept. If the two lines have the same y-intercept and the slope, they are actually in the same exact line.

Step-by-step explanation:

Answer:

Step-by-step explanation:

A linear equation does not actually have solutions; rather, we find the locus of points (   x, y = f(x)   ) and draw a straight line through them.

It is a SYSTEM of linear equations that may or may not have solution(s).  

If one equation in this system is a multiple of the other, then the two equations represent the same line and the SYSTEM has infinitely many solutions.  The graphs of the two equations coincide/overlap.

The present worth of the tuition cost for a student planning to enroll at the university for 9 years, with the first 4 years costing $7,200 per year and a 5% annual increase for the next 5 years, can be calculated at an interest rate of 8% per year. The present worth is $23,455.297.

To calculate the present worth of the tuition cost, we need to consider the time value of money, which accounts for the fact that money in the future is worth less than money in the present. We can use the concept of present value to determine the worth of future cash flows in today's dollars.

For the first 4 years, the tuition cost is constant at $7,200 per year. To find the present value of these cash flows, we can use the formula for the present value of a fixed cash flow series. Applying this formula, we find that the present value of the first 4 years' tuition cost is

\(7,200 + 7,200/(1+0.08) + 7,200/(1+0.08)^2 + 7,200/(1+0.08)^3.\)

For the next 5 years, the tuition cost increases by 5% per year. We can use the concept of future value to calculate the value of these cash flows in the last year of the 9-year period. Applying the formula for future value, we find that the tuition cost in the last year is \($7,200*(1+0.05)^5.\)

Finally, we can sum up the present value of the first 4 years' tuition cost and the future value of the tuition cost in the last year to obtain the total present worth of the tuition cost for the 9-year period.

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The rule for transforming the numbers in Rows A, B, and C to two-digit numbers is to multiply the original number by 10 and then add 4.

By applying this rule to the number 6 in Row D, the missing number can be found. To transform the number 6, we multiply it by 10, which gives us 60. Then we add 4 to get the final transformed number, which is 64. Therefore, the missing number in Row D is 64. The rule can be summarized as follows: Multiply the original number by 10 and then add 4 to obtain the two-digit transformed number.

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Answer:

-14x + 12y - 15

Step-by-step explanation:

Distribute             6x - 15 -20x + 12y

Combine like terms and simplify      -14x + 12y - 15

You can calculate the balance in Connor's account after 15 years of regular deposits and an additional 5 years of accumulation.

To calculate the balance in Connor's account after 15 years of regular deposits and an additional 5 years of accumulation with 10% interest compounded monthly, we can break down the problem into two parts:

Calculate the accumulated balance after 15 years of regular deposits:

We can use the formula for the future value of a regular deposit:

FV = P * ((1 + r/n)^(nt) - 1) / (r/n)

where:

FV is the future value (accumulated balance)

P is the regular deposit amount

r is the interest rate per period (10% per annum in this case)

n is the number of compounding periods per year (12 for monthly compounding)

t is the number of years

P = $125.00 (regular deposit amount)

r = 10% = 0.10 (interest rate per period)

n = 12 (number of compounding periods per year)

t = 15 (number of years)

Plugging the values into the formula:

FV = $125 * ((1 + 0.10/12)^(12*15) - 1) / (0.10/12)

Calculating the expression on the right-hand side gives us the accumulated balance after 15 years of regular deposits.

Calculate the balance after an additional 5 years of accumulation:

To calculate the balance after 5 years of accumulation with monthly compounding, we can use the compound interest formula:

FV = P * (1 + r/n)^(nt)

where:

FV is the future value (balance after accumulation)

P is the initial principal (accumulated balance after 15 years)

r is the interest rate per period (10% per annum in this case)

n is the number of compounding periods per year (12 for monthly compounding)

t is the number of years

Given the accumulated balance after 15 years from the previous calculation, we can plug in the values:

P = (accumulated balance after 15 years)

r = 10% = 0.10 (interest rate per period)

n = 12 (number of compounding periods per year)

t = 5 (number of years)

Plugging the values into the formula, we can calculate the balance after an additional 5 years of accumulation.

By following these steps, you can calculate the balance in Connor's account after 15 years of regular deposits and an additional 5 years of accumulation.

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Answer:

\(x=4\)

Step-by-step explanation:

First, you take the equation and add 9 to both sides (\(7x-9+9=19+9\)) which will cancel out the 9 on the left side, and add onto the 19 which would be 28.

Next, you simplify the answer of that to get \(7x=28\)

After you divide 7 from both sides (\(\frac{7x}{7}=\frac{28}{7}\))

Finally, after solving that division problem you will get the answer of the equation which is \(x=4\)

Brainliest pls?

Answer: $85

Step-by-step explanation:

Não falo português mas tentarei ajudar.

Multiplique 6 2/3 e 3 1/7.

6 2/3 x 3 1/7 = 20 20/21

Dividir 20 20/21 e 5.

20 20/21 / 5 = 4 4/21.

Precisa de cinco latas de tinta.

5 x $17 = $85

Answer:

222

Step-by-step explanation:

Hey there!

250 - {(135 + 34) ÷ (46 - 33)} - 15 

= 250 - 169/(46 - 44) - 15

= 250 - 169/13 - 15

= 250 - 13 - 15

= 237 - 15

= 222

Therefore, your answer should be:

222

Good luck on your assignment & enjoy your day!

~Amphitrite1040:)

The car salesperson made $62,000 in sales for the month

Let us say the amount of sales the car salesperson made in a month is x. Then, the total income can be represented as:

$1,400 + 0.05x = $4,500

The equation represents the total income of the car salesperson as the base salary of $1,400 per month plus a commission of 5% on sales. To find the amount of sales made, we have to solve x.

Subtracting $1,400 from both sides:

0.05x = $4,500 - $1,400 = $3,100

Dividing both sides by 0.05:

x = $3,100 / 0.05 = $62,000

So the car salesperson made $62,000 in sales for the month.

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The given sides of triangle a

Answer:

8. 14.7≅15       9. 2.88   10. 0.27    11. 125%    12. 62    

Step-by-step explanation:

Answer:

300

Step-by-step explanation:

you should muliple 60 and 5

a. The elasticity of the demand function

q = d(x)

= 500/x is E = 1.

b.The demand function

q = d(x)

= 500/x is unit elastic.

a. Given the demand function q = d(x) = 500/x,

Where q is the quantity of goods sold, and x is the price of the good.

To find the elasticity, we use the formula;

E = d(log q)/d(log p),

Where E is the elasticity, log is the natural logarithm, q is the quantity of goods sold, and p is the price of the good.

Now, let's differentiate the demand function using logarithmic

differentiation;

ln q = ln 500 - ln x

∴ d(ln q)/d(ln x) = -1

∴ E = -d(ln x)/d(ln q)

= 1

Therefore, the elasticity of the demand function

q = d(x)

= 500/x is E = 1.

b. To find whether the demand is elastic, inelastic, or unit elastic, we use the following criteria;

If E > 1, demand is elastic.If E < 1, demand is inelastic.

If E = 1, demand is unit elastic.

Now, since E = 1, the demand function q = d(x) = 500/x is unit elastic.

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6x10^4

10x10=100

100x10=1,000

1,000x10=10,000

10,000x6=60,000

2x10^3

10x10=100

100x10=1,000

1,000x2=2,000

60,000/2,000=30

So 6x10^4 is 30 times larger than 2x10^3.

hope it helps!

The correct statement is: "Segment AB ≅ segment BC because their arcs are congruent; therefore, ΔABC is an equilateral triangle."

Let's break down the information provided:

1. Segment AB = 5 inches.

2. Arc AB ≅ Arc AC (Arcs AB and AC are congruent).

3. Triangle ABC is inscribed in a circumscribed circle D.

From the information given, we can deduce that:

- Arcs AB and AC are congruent: This means that angles ∠ABC and ∠ACB are equal in measure since they subtend the congruent arcs AB and AC, respectively.

Now, let's analyze the options provided:

- "Segment AB is twice the length of segment BC because their arcs are congruent; therefore, ΔABC is an isosceles triangle." This statement is incorrect. We cannot conclude that ΔABC is an isosceles triangle solely based on the congruence of arcs AB and AC.

- "Segment AB is twice the length of segment BC because their arcs are congruent; therefore, ΔABC is an equilateral triangle." This statement is also incorrect. The congruence of arcs AB and AC doesn't imply that ΔABC is an equilateral triangle.

- "Segment AB ≅ segment BC because their arcs are congruent; therefore, ΔABC is an isosceles triangle." This statement is incorrect as well. The congruence of arcs AB and AC does not directly lead to the conclusion that segments AB and BC are congruent.

- "Segment AB ≅ segment BC because their arcs are congruent; therefore, ΔABC is an equilateral triangle." This statement is the correct deduction. If arcs AB and AC are congruent, and angle ∠ABC is equal to angle ∠ACB, then ΔABC is an equilateral triangle. In an equilateral triangle, all three sides are equal, meaning that segment AB is equal in length to segment BC.

So, the correct statement is: "Segment AB ≅ segment BC because their arcs are congruent; therefore, ΔABC is an equilateral triangle."

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#Correct question: Noah is baking a two-layer cake, in which the bottom layer is a circle and the top layer is a triangle. if segment ab = 5 inches and arc ab ≅ arc ac, what does noah know about the top layer of his cake? circumscribed circle d around triangle abc, arcs ab and ac are congruent. segment ab is twice the length of segment bc because their arcs are congruent; therefore, δabc is an isosceles triangle. segment ab is twice the length of segment bc because their arcs are congruent; therefore, δabc is an equilateral triangle. segment ab ≅ segment bc because their arcs are congruent; therefore, δabc is an isosceles triangle. segment ab ≅ segment bc because their arcs are congruent; therefore, δabc is an equilateral triangle.

Answer: (25, 1) ? i'm not sure what the question is.

Step-by-step explanation:

Answer:

option 3

Step-by-step explanation:

Avery walked for 0.25 miles in 5 minutes. Then she stopped for 5 minutes to meet her friend.After that both of them walked 0.75 miles in 15 minutes.

Again this option is also correct.

Avery walked for  5 minutes at a pace of 20 minutes per mile. Then she stopped for 5 minutes to meet her friend.After that both of them walked for 15 minutes at a pace of 20 minutes per mile.

Because, Time taken to travel 1 mile is 20 minutes.

So, time taken to travel 0.25 miles = 20 * 0.25 = 5 minutes

Time taken to travel 0.75 miles = 20 * 0.75 = 15 minutes