Please help I gave extra points please it’s super simple to some of you I just don’t know how to do it :(

Final answer:

To determine which negative number is greater between -4.03 and -4.3, compare their standard forms with the same exponent, concluding that -4.03 is larger due to its higher coefficient.

Explanation:

To determine which number is larger between -4.03 and -4.3, we can compare them in standard form:

-4.03 = -4.03 × 100

-4.3 = -4.3 × 100

Since both numbers have the same power of 10 (exponent), we compare the coefficient: -4.03 is larger than -4.3 because 0.03 is greater than 0. Therefore, -4.03 is larger than -4.3.

Answer:

[tex]\large\boxed{W=\dfrac{A}{L}}[/tex]

Step-by-step explanation:

[tex]A=LW\qquad\text{divide both sides by}\ L\neq0\\\\\dfrac{A}{L}=\dfrac{LW}{L}\\\\\dfrac{A}{L}=W[/tex]

Answer:

17/4

Step-by-step explanation:

2 5/6=17/6

4/6=2/3

------------------

(17/6)/(2/3)=(17/6)(3/2)=51/12=17/4

Answer:

For [tex]\left | x \right |[/tex] we will have positive values only.

[tex]\left | -2.7 |\right =2.7[/tex]

[tex]\left | -9 |\right =9[/tex]

Rest are positive so will give positive values out of the modulus function.

Step-by-step explanation:

The absolute value of any number is its positive value only.

As for example [tex](-2.7)[/tex] and [tex](2.7)[/tex] both are having equal distance from [tex]0[/tex] in a number line, one on the left other on the right side of the number line but are equidistant from [tex]0[/tex].

So absolute value of a number is its distance on number line from reference point [tex]0[/tex].

One by one we will work with all of our question.

[tex]\left | 10 |\right =10[/tex]

[tex]\left | 0.3 |\right =0.3[/tex]

[tex]\left | 0 |\right =0[/tex]

[tex]\left | -2.7 |\right =2.7[/tex]

[tex]\left | -9 |\right =9[/tex]

So we have to take the positive number out of the modulus function that is also called absolute value.

Answer:

$13.20

Step-by-step explanation:

so add the prices up 1.25+0.40 should be

$1.65 now multiply it by the 8 postcards he will send

so 1.65•8= $13.20

Answer:

8

Step-by-step explanation:

AD is half of AB

1/2 * 16 = 8

Answer:

8

Step-by-step explanation:

CD is an altitude. It is perpendicular to AB, and it splits AB in half. If AB=16, and CD splits AB in half, to find AD you would do this:

1/2AB

1/2·16=8

8 is your answer.

Yu can also see that AD and DB are congruent, so their values must be the same.

~Stay golden~:)

Answer:

The Area of rectangle A is  576 feet²  .

Step-by-step explanation:

Given as :

The width of rectangle A = 16 feet

The Length of rectangle A = 8 feet + The length of rectangle B

The width of rectangle B = 14 feet

Let The length of rectangle B = L feet

So, The Length of rectangle A = 8 feet + L feet

The perimeter of rectangle A + The perimeter of rectangle B = 156 feet

So, 2 × ( Length A + width A ) +  2 × ( Length B + width B ) = 156 feet

Or,  2 × ( 8 + L + 16 ) +  2 × ( L + 14 ) = 156 feet

Or,  2 ×( 24 + L ) +  2 × ( L + 14 ) = 156 feet

Or, 48 + 2 L + 2 L + 28 = 156

Or, 76 L + 4 L = 156

So, 4 L = 156 - 76

Or, 4 L = 80

∴  L = [tex]\frac{80}{4}[/tex] = 20 feet

So , The Length of rectangle A = 8 feet + 28 feet = 36 feet

And The width of rectangle A = 16 feet

So, Area of rectangle A = Length of rectangle A × width of rectangle A

I.e  Area of rectangle A = 36 × 16 = 576 feet²

Hence The Area of rectangle A is  576 feet²  . Answer

Answer: -1, 0, and 1

Step-by-step explanation: -1 is an integer and all integers are rational numbers so -1 is rational.

0 is also an integer and all integers are rational numbers. Therefore, 0 is considered a rational number.

1 is a natural number and all natural numbers are rational numbers. Therefore, 1 would be a rational number.

Answer:

I am going to assume you mean the relationship between x and y.

If the y-intercept is 0, that means the point is on the origin.

So x and y are equal to each other. they are both zero

Answer:

The number of once is 9.1  

The number of hundreds is 8.9

Step-by-step explanation:

Given as :

The total of digits having ones and hundreds = 900

The sum of digits = 18

Let The number of ones digit = O

And The number of hundreds digit = H

So, According to question

H + O = 18             .........1

100 × H + 1 × O = 900          ........2

Solving the equation

( 100 × H - H ) + ( O - O ) = 900 - 18

Or, 99 H + 0 = 882

Or , 99 H = 882

∴   H = [tex]\frac{882}{99}[/tex]

I.e H = 8.9

Put the value of H in eq 1

So, O = 18 - H

I.e  O = 18 - 8.9

∴    O = 9.1

So, number of once = 9.1

number of hundreds = 8.9

Hence The number of once is 9.1  and The number of hundreds is 8.9

Answer

Final answer:

The number that fits the criteria of rounding to 900, having twice as many hundreds as ones, having all different digits, and the sum of its digits being 18, is 864.

Explanation:

The question involves finding a number that meets a set of criteria: it rounds to 900, has twice as many hundreds as ones, all its digits are different, and the sum of its digits equals 18. To solve the problem, we can break down the clues and use them to narrow down the possibilities.

Since the number rounds to 900, we know it must be in the range of 850 to 949. The clue that it has twice as many hundreds as ones implies that the number of hundreds is a digit that is double the digit in the ones place. And since all digits must be different, we are looking for a number that does not repeat any digit.

Given the criteria, let's assume the hundreds digit is '8' (since it's in the 800 series), and therefore the ones digit would be '4'. The only digit left to assign is the tens place, which cannot be the same as the other two and must ensure the sum of all three digits equals 18. The digit for the tens place should then be 18 - 8 - 4 = 6, making the number 864, which satisfies all conditions.

So, the number we are looking for is 864: it rounds to 900, has twice as many hundreds (8 hundreds) as ones (4 ones), all digits are different, and the sum of the digits (8+6+4) equals 18.

Answer:

t = 1/2

Step-by-step explanation:

4(t+1/4)=3

First, distribute:

4(t)+4(1/4)=3

4t+1=3

Then isolate the variable:

4t+1-1=3-1

4t=2

4t/4=2/4

t=2/4

t=1/2

The equation is solved first by distributing the 4, then by subtracting 1 from both sides to isolate the variable term, and finally by dividing both sides by 4 to solve for 't', which gives the solution t = 0.5.

To solve the equation 4(t+1/4) = 3, we start by distributing the 4 inside the parentheses, so we get 4t + 1 = 3.

Then, we subtract 1 from both sides of the equation to isolate the variable term, and this gives us 4t = 2.

Finally, to solve for 't', we divide both sides of the equation by 4, and we find that t = 0.5.

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Answer:

$215.94

Step-by-step explanation:

You do 20% × $179.95 to get $35.99

Since the 20% is being added to your bill, you add it to your base price

$179.95 + $35.99 = $215.94

Paying an extra $100 each month on a $60,000 loan with an 8% APR over 25 years will reduce the loan term and total interest paid. To calculate the effect, compute the total cost of the loan with and without the extra payments and subtract these two sums.

The subject at hand pertains to understanding the impact of additional payments on a loan, which falls under the domain of financial mathematics. Let's dissect the impact of paying an extra $100 per month on a $60,000 loan with an 8% annual interest rate over 25 years.

Firstly, we need to calculate the monthly payment for a 25-year loan of $60,000 at 8% interest. This can be calculated by using a loan calculator or the loan payment formula. Then, calculate the total cost of the loan by multiplying this monthly payment by the number of months in the loan term (25 years x 12 months).

You then do a similar calculation, but this time add an extra $100 to the monthly payment. The extra repayment will reduce the loan term and decrease the total interest paid. To see the effect, compare the total cost of the loan with and without the extra $100.

Therefore, the difference between these two sums will give you the saved amount due to the additional $100 monthly payment. This saving is the effect of making additional payments on the loan.

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Making additional monthly payments can shorten the loan term and save money on interest payments.

To calculate the effect of making additional monthly payments on the cost of the loan, we can compare the total interest paid and the duration of the loan with and without the additional payments. Without any additional payments, the monthly payment for a $60,000 loan with an 8% APR and a 25-year term would be $459.18. With an additional $100 each month, the monthly payment would increase to $559.18.

By making the additional $100 payments, the loan would be paid off faster, reducing the term from 25 years to approximately 17 years and saving the borrower 8 years of monthly payments. Additionally, the total interest paid over the course of the loan would also be significantly reduced compared to just paying the required monthly payments.

In summary, making extra monthly payments of $100 can shorten the loan term and save the borrower money on interest payments.

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Answer:

0.5 891 7,800

Step-by-step explanation:

is because least always go first

To order from least to greatest, convert all measurements to grams: 7,800 mg becomes 7.8 g, and 0.5 kg becomes 500 g. The order is 7.8 g, 500 g, and 891 g.

To order the weights 891 g, 7,800 mg, and 0.5 kg from least to greatest, we first convert them all to the same unit. Given that there are 1,000 mg in a gram (g) and 1,000 g in a kilogram (kg), we can convert as follows:

Now that we have all the weights in grams, we can easily compare them:

Ordering these from least to greatest, we get: 7.8 g < 500 g < 891 g.

Answer:

The proof is written below.

Step-by-step explanation:

Given:

[tex]DF \cong EF\\FG\ \textrm {bisects}\ \angle DFE[/tex]

Prove :

[tex]\triangle DFG \cong \triangle EFG[/tex]

Proof:

[tex]DF \cong EF \ \textrm{Given}\\FG\ \textrm{bisects}\ \angle DFE\ \textrm{Given}\\[/tex]

[tex]\angle 1 \cong \angle 2[/tex] Definition of angle bisector

[tex]\overline{FG} \cong \overline{FG}\ \textrm{Reflexive Property}\\\triangle DFG \cong \triangle EFG\ \textrm {SAS Congruence}[/tex]

425 g for the 15 ounce box of cereal?

Answer:

x = 1

Step-by-step explanation:

-2x - 16 = -14 - 4x

-2x + 4x = -14 + 16

2x = 2

x = 1

Answer:− 1 x (small)2  y + 39 x(small)  2 + 30 x

Step-by-step explanation:

Answer:s

Step-by-step explanation:

Answer:

2.5 x 13.7 = 34.25

4.9 + 1.6 = 6.5

Step-by-step explanation:

Here we are multiplying 2 decimals we can just write it as

[tex]25 * 10^{-1} * 137 * 10^{-1}[/tex]

= [tex]25*137*10^{-2}[/tex]

= [tex]3425 *10^{-2}[/tex]

= 34.25

Here we are just performing simple addition

4.9 + 1.6

= [tex]49 *10^{-1} +16*10^{-1}[/tex]

= [tex](49+16)*10^{-1}[/tex]

=[tex]65 * 10^{-1}[/tex]

= 6.5

Answer:

{x∈Z+ | x is an even, 2≤x≤12}

Step-by-step explanation:

∈ = elememt of

Z+ = +ve integer

even = even no.

≤ = smaller than or equal to

The set builder notation is  {x : x =  2n where n ∈ N and n < 6}.

A set is a group or collection of objects or numbers, considered as an entity unto itself.  

Now the given set is,

Let S = {2,4,6,8,10,12}

Now, Set-builder notation describe a set by saying what properties its members have.

It uses curly brackets called "braces".

The first part after the first curly bracket tells you what set of numbers x belongs to.  

The ∈ symbol means "is an element of".  

Now,  x = 2n where n ∈ N

and n < 6

Therefore, the required set builder notation is,

S = {x : x =  2n where n ∈ N and n < 6}

Thus, the set builder notation is  {x : x =  2n where n ∈ N and n < 6}

To learn more about set builder notation:

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a) The total amount the Bells will pay for their house is $187,488. b) The interest paid, including the 3 points, is $97,488. c) The exact amount applied to the principal in the first payment is unknown without additional information.

a) To determine the total amount the Bells will pay for their house, we need to calculate the total amount paid over 20 years. The monthly mortgage payment is $781.20, so the annual payment would be $781.20 x 12 = $9374.40. Therefore, over 20 years, the Bells will pay $9374.40 x 20 = $187,488.

b) The interest paid over the 20-year mortgage period can be calculated by subtracting the total mortgage amount from the total amount paid. The total mortgage amount is $90,000, so the interest paid is $187,488 - $90,000 = $97,488, including the 3 points.

c) The first payment on the mortgage is typically applied mostly to the interest. However, to determine the exact amount applied to the principal, we need more information about the breakdown of the monthly mortgage payment between interest and principal.

Answer: 7 pizzas

Step-by-step explanation:

Answer:

60/8 = 7.5 = 7 pizzas (round down to the nearest integer)

Step-by-step explanation:

You can only buy a whole pizza, not slices of it.

Answer:

The time after which the rocket hit the ground is 5 seconds

Step-by-step explanation:

Given as :

The distance of the cover by rocket at the height h = - 16 t² + 160 t

Let the time after which rocket hit the ground = T seconds

Now, When the rocket hits the ground, then at that time, the velocity of the rocket becomes zero.

I.e velocity = [tex]\frac{\partial h}{\partial t}[/tex] = 0

Or, v = [tex]\frac{\partial h}{\partial t}[/tex] = 0

Now, v = [tex]\frac{\partial h}{\partial t}[/tex]

Or, v = [tex]\frac{\partial (-16t^{2}+160t)}{\partial t}[/tex]

or, v = - 32 t + 160

Now, ∵ velocity of rocket after reaching the ground becomes zero

So, v = - 32 t + 160 = 0

Or, 32 t = 160

Or, t = [tex]\frac{160}{32}[/tex]

∴ t = 5 sec

So, The time after which the rocket hit the ground = 5 sec

Hence The time after which the rocket hit the ground is 5 seconds answer

To find when the rocket will hit the ground using the quadratic equation h = -16t² + 160t, solve for t when h=0; the rocket will hit the ground after 10 seconds.

To determine when the rocket will hit the ground given the equation h = -16t² + 160t, we need to find the value of t at which the height h is zero. The equation represents a quadratic equation, where t is the time in seconds after the rocket was fired, and h is the height of the rocket at any time t.

To solve for the time when the rocket hits the ground, we set h to zero and solve for t:

We discard the t = 0 since it represents the initial time at launch. Thus, the rocket will hit the ground after 10 seconds.

During this entire period, while the rocket is ascending and descending, it is important to consider the horizontal motion if analyzing its trajectory in more detail, but for this problem, we are only concerned with the vertical motion.

Answer:

f(3) = g(3)

Step-by-step explanation:

we know that

When solve a system of linear equations by graphing, the solution of the system is the intersection point both lines

The intersection point is common point for bot lines

In this problem

we have the system of equations

f(x)

g(x)

The intersection point is (3,6)

That means that the solution for the system is the point (3,6)

so

For x=3

The value of f(3)=6 and the value of g(3)=3

therefore

f(3)=g(3)

Verify the statements

Find the equation of the blue line f(x)

(0,-3) and (1,0)

the slope is

[tex]m=(0+3)/(1-0)=3[/tex]

The equation  in slope intercept form is equal to

[tex]f(x)=3x-3[/tex]

Find the equation of the red line g(x)

(-3,0) and (0,3)

the slope is

[tex]m=(3-0)/(0+3)=1[/tex]

The equation  in slope intercept form is equal to

[tex]g(x)=x+3[/tex]

case 1) f(6) = g(3)

The statement is false

Because

For x=6 -----> [tex]f(6)=3(6)-3=15[/tex]

For x=3 ----> [tex]g(3)=3+3=6[/tex]

therefore

[tex]f(6) \neq g(3)[/tex]

case 2) f(3) = g(3)

The statement is true

Because

For x=3 -----> [tex]f(3)=3(3)-3=6[/tex]

For x=3 ----> [tex]g(3)=3+3=6[/tex]

therefore

[tex]f(3)=g(3)[/tex]

case 3) f(3) = g(6)

The statement is false

Because

For x=3 -----> [tex]f(3)=3(3)-3=6[/tex]

For x=6 ----> [tex]g(6)=6+3=9[/tex]

therefore

[tex]f(3) \neq g(6)[/tex]

case 4) f(6) = g(6)

The statement is false

Because

For x=6 -----> [tex]f(6)=3(6)-3=15[/tex]

For x=6 ----> [tex]g(6)=6+3=9[/tex]

therefore

[tex]f(6) \neq g(6)[/tex]

Answer:

f(3)=g(3)

Step-by-step explanation:

Edge 2021

Answer:

the quotient is 4000 and the square is a perfect square

Step-by-step explanation:

120/0.03=4000

40 time 40 is 1600 so its perfectly square.

hope this helps

Number line is the line in which the numbers are marked at the intervals to the show the inequality. The value of the x, is 2 which is shown on the number line by attached image below.

The equations given in the problem are,

[tex] 5 x + 4 = 14[/tex]

Number line is the line in which the numbers are marked at the intervals to the show the inequality.

Here in the problem the given equation is,

[tex] 5 x + 4 = 14[/tex]

Solve it for the x,

[tex]\begin{aligned}\\ 5 x &= 14-4\\ 5x&=10\\ x&=\dfrac{10}{5} \\ x&=2\\ \end[/tex]

The value of the x is 2. It can be shown on the number line graph by making a circle on the number 2.

As the inequality is shown with the equal sign in the given equation. Therefore the direction would be nigher side. The graph for the given equation number line shown in the attached image.

Hence the value of the x, is 2 which is shown on the number line by attached image below.

Learn more about the number line here;

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Final answer:

To solve the equation 5x + 4 = 14, subtract 4 from both sides, then divide by 5. This gives x = 2, which can be checked by substitution back into the equation and verifying it holds true.

Explanation:

To solve the equation 5x + 4 = 14, we need to isolate the variable x. First, we subtract 4 from both sides of the equation to get 5x = 10. Next, we divide both sides of the equation by 5 to find the value of x:

5x ÷ 5 = 10 ÷ 5

x = 2

This means that the value of x that satisfies the equation 5x + 4 = 14 is 2. We can check our answer by substituting 2 back into the original equation to see if it makes a true statement:

5(2) + 4 = 10 + 4 = 14

Since the left side of the equation equals the right side, x = 2 is indeed the solution.

Answer:

Option 1. Lynn, only

Step-by-step explanation:

The correct question is

Listen Lynn, Jude, and Anne were given the function f(x)=-2x^2+32, and they were asked to find f(3). Lynn's answer was 14, Jude's answer was 4, and Anne's answer was (+/-)4. Who is correct?

1. Lynn, only

2. Jude, only

3. Anne, only

4. Both Lynn and Jude

we have

[tex]f(x)=-2x^{2} +32[/tex]

This is a vertical parabola open downward (leading coefficient is negative)

The vertex is a maximum

we know that

f(3) means, the value of f(x) when the value of x is equal to 3

so

For x=3

substitute in the quadratic equation and solve for f(x)

[tex]f(3)=-2(3^{2}) +32[/tex]

[tex]f(3)=-18 +32[/tex]

[tex]f(3)=14[/tex]

therefore

Lynn's answer is correct

To determine the value of the function f(x) = 2x + 32 at x=3, we substitute x with 3, and solve to obtain f(3) = 38. Therefore, all students' answers were incorrect.

In the function f(x) = 2x + 32, to find the value of f(3), you first need to substitute 'x' with 3. The equation it becomes f(3) = 2 * 3 + 32

By solving the equation, you obtain is f(3) = 6 + 32 which equals to f(3) = 38.

Thus, all the students, Lynn, Jude, and Anne, unfortunately provided incorrect answers.

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