Answer:
25% of 1000 > 15% of 1500
Step-by-step explanation:
Lets calculate how much money you could receive
15% of 1500
.15 * 1500 = 225
25% of 1000
.25*1000 = 250
250>225
Final answer:
After calculating 15% of $1,500 and 25% of $1,000, it is evident that choosing the latter provides more money, amounting to $250 compared to $225 from the former option.
Explanation:
Choosing between percentages of different amounts involves straightforward arithmetic. To determine which option gives you more money, calculate the numerical value of each percentage. Option one is 15% of $1,500, which can be calculated as follows:
Convert the percentage to a decimal: 15% = 0.15.
Multiply the decimal by the total amount: 0.15 x $1,500 = $225.
Option two is 25% of $1,000:
Convert the percentage to a decimal: 25% = 0.25.
Multiply the decimal by the total amount: 0.25 x $1,000 = $250.
Now, compare the two amounts: $225 from the first option and $250 from the second option. It is clear that you would receive more money by choosing the 25% of $1,000, as it gives you a total of $250 compared to the $225 from the first option.
Mark is trying to determine all three side lengths of an isosceles triangle. He knows that the two congruent sides on the triangle are both the square root of 36. The third side is the cube root 27. What are the three side lengths of the isosceles triangle?
Answer:
The congruent side length is 6. The third side length is 3.
Step-by-step explanation:
You find the square root by multiplying two of the same numbers to equal 36 which the answer is equal to 6.Then you find the cube root of 27 by multiplying three of the same numbers together to equal 27 which is equal to 3.slope that goes through points -15,70 and 5,10
Answer:
The slope is ( 10 - 70 ) / ( 5 + 15 ) = ( - 60 ) / 20 = - 3;
Step-by-step explanation:
Answer:
Step-by-step explanation:
You have to use this formula: Y2 - Y1
X2 - X1
(-15,70) ]& (5,10):
Y2 represents 10Y1 represents 70X2 represents 5X1 represents -15Y2 - Y1
X2 - X1
10 - 70
5 - - 15
-60
20
Simplified because both -60 & 20 can be divided by 10: -6
2
Simplified again because -6 & 2 can be divided by 2: -3
1
IF the 1 is NOT needed, then it's just -3!!! :)
Really really sorry if I'm incorrect!!!
What is the total depreciation (at 10% rate) on a blower purchased 3 years ago for $499?
[tex]\bf \qquad \textit{Amount for Exponential Decay} \\\\ A=P(1 - r)^t\qquad \begin{cases} A=\textit{accumulated amount}\\ P=\textit{initial amount}\dotfill &499\\ r=rate\to 10\%\to \frac{10}{100}\dotfill &0.10\\ t=\textit{elapsed time}\dotfill &3\\ \end{cases} \\\\\\ A=499(1-0.10)^3\implies A=499(0.9)^3\implies A=363.771 \\\\[-0.35em] \rule{34em}{0.25pt}\\\\ ~\hfill \stackrel{\textit{total depreciation 499 - 363.771}}{135.229}~\hfill[/tex]
Fifteen chairs wee put into 3 rows of 5. Write an equation to show a relationship between the numbers.
That relationship can be expressed by either of ...
15 = 3 × 515 = 5 × 3For this case we have to find an equation according to 15 chairs distributed in three rows of 5 chairs each.
If in each row there are 5 chairs, and we have a total of three rows, then, the total of chairs will be given by the multiplication of the rows by the number of chairs in each row, then we have the following equation:
[tex]15 = 3 * 5[/tex]
Answer:
[tex]15 = 3 * 5[/tex]
Hurry im despret i need help
The slope-point form of line:
[tex]y-y_1=m(x-x_1)\\\\m=\dfrac{y_2-y_1}{x_2-x_1}[/tex]
We have the points (-9, 7) and (6, 2). Substitute:
[tex]m=\dfrac{2-7}{6-(-9)}=\dfrac{-5}{6+9}=-\dfrac{5}{15}=-\dfrac{1}{3}\\\\y-7=-\dfrac{1}{3}(x-(-9))\\\\\boxed{y-7=-\dfrac{1}{3}(x+9)}[/tex]
The slope-intercept form of line:
[tex]y=mx+b[/tex].
We have the slope m:
[tex]y=-\dfrac{1}{3}x+b[/tex]
Pu the coordinates of the point (6, 2) to the equation:
[tex]2=-\dfrac{1}{3}(6)+b[/tex]
[tex]2=-2+b[/tex] add 2 to both sides
[tex]4=b\to b=4[/tex]
[tex]\boxed{y=-\dfrac{1}{3}x+4}[/tex]
54 is 75% of ______________
54=3x/4
18=x/4
18*4=x
72=x
Use the function rule. Find y for x = 0, 1, 2, and 3.
y = 4x – 2
y = –2, 2, 6, 10
y = 2, 6, 10, 14
y = 4, 6, 8, 10
y = –4, –2, 0, 2
Answer:
Y = -2, 2, 6, 10 PLEASE GIVE BRAINLIEST
Step-by-step explanation:
X = 0 X = 1 X = 2 X = 3
4(0) - 2 4(1) - 2 4(2) - 2 4(3) - 2
Y = - 2 y = 2 Y = 6 Y = 10
What is the measure of
Answer:
47
Step-by-step explanation:
Long division for 211.96 divided by 3
Answer:
70.653333
Step-by-step explanation:
Go to the website, cymath.com
Search up your question.
Helps a lot for me
See ya! ;-)
50 POINTS*****
Why is partitioning a directed line segment into a ratio of 1:3 not the same as finding the length of the directed line segment?
The ratio given is part to whole, but fractions compare part to part.
The ratio given is part to part. The total number of parts in the whole is 3 – 1 = 2.
The ratio given is part to part. The total number of parts in the whole is 1 + 3 = 4.
The ratio given is part to whole, but the associated fraction is .
Answer:
The ratio given is part to part. The total number of parts in the whole is 1 + 3 = 4.
Step-by-step explanation:
We know that partitioning a directed line segment into a ratio of 1:3 means that we are dividing the given line segment into two parts whose first part is 1 times the of some quantity while the another part is 3 times of the same quantity. So basically we are comparing part to part in by ratio. And total number of parts in the whole will be just sum of both so we get 1+3=4
Hence choice (3) is correct answer.
"The ratio given is part to part. The total number of parts in the whole is 1 + 3 = 4."
Final answer:
Partitioning a directed line segment into a ratio of 1:3 is not the same as finding the length of the directed line segment. The ratio compares parts within the whole, while finding the length involves measuring the entire segment. To find the length of each part in a 1:3 ratio, divide the length of the segment by 4.
Explanation:
Partitioning a directed line segment into a ratio of 1:3 is not the same as finding the length of the directed line segment because the ratio given is part to whole, while finding the length involves determining the actual measurement of the segment. The ratio 1:3 compares the parts within the whole, while finding the length of the segment involves measuring the entire length.
When the ratio is given as 1:3, it means that the segment is divided into 4 equal parts (1 part + 3 parts). The length of the entire segment is the sum of these 4 parts. To find the length of each part, you can divide the length of the segment by 4.
For example, if the length of the segment is 8 units, each part will have a length of 8/4 = 2 units.
What is the equation in point slope form of the line that passes through the point (2, 6) and has a slope of 5?
y−6=5(x−2)
y+2=5(x+6)
Answer: [tex]y-6=5(x-2)[/tex]
Step-by-step explanation:
1. You have that the point slope formula is:
[tex]y-y_1=m(x-x_1)[/tex]
Where [tex]m[/tex] is the slope and [tex](x_1,y_1)[/tex] the given point.
2. You know the point (2,6) and the slope 5, which are given in the problem, therefore you only need to substitute values, as you can see below:
[tex]m=5\\x_1=6\\y_1=2\\y-y_1=m(x-x_1)\\y-6=5(x-2)[/tex]
3. Therefore, the answer is [tex]y-6=5(x-2)[/tex]
Answer:
The answer is y-6=5[x-2]
Step-by-step explanation:
I just finished the test and got 100%
Can anyone show me how to do this ? It’s geometry btw
Answers:
Problem 1) ASA
Problem 2) ASA
Problem 3) AAS
Problem 4) Neither
Problem 5) AAS
Problem 6) Neither
==============================
Explanation:
Any time we have ASA is when we can match up two pairs of angles and a pair of sides between the two pairs of angles. With problems 1 and 2, this happens. The corresponding angles that are congruent are the ones that have the same angle markers.
AAS is slightly different from ASA in that the side is not between the angles. This happens with problem 3 and problem 5. For problem 3, for instance, the second pair of angles are the two vertical angles. These angles are not marked, but they are congruent due to the vertical angle theorem. The same thing can be said about problem 5 as well.
With problem 4 and problem 6, we don't have any information about any pairs of angles, so we can't use AAS or ASA at all. We don't know if the triangles are congruent or not. They might be, but we simply don't have enough info to say either way.
What is the solution to the inequality-2x-3y>9
Answer:
y < − 2 x /3 − 3
Hope This Helps!
Identify the terms. (include 20)
3x+5=20
Answer:
x = 2.5
------------------
Equation:
3 + 5 = 8
Starting:
8x = 20
Conclusion:
x = 2.5
Check:
2.5 * 8 = 20
there are 75 students in a speech contest. Yesterday, 1/3 of them gave their speeches. Today, 2/5 of the remaining students gave their speeches. how many students still haven't given their speeches?
Answer:
30 students
Step-by-step explanation:
Yesterday: 1/3 of the 75 students (75 / 3) = 25 students
There are now 50 students remaining to give their speeches.
Today: 2/5 of the 50 students (50 / 5 = 10 x 2 ) = 20 students
50 - 20 = 30 students remaining to give their speeches.
Therefore, 30 students still haven't given their speeches.
To find out how many students still haven't given their speeches, we first need to calculate the number of students who gave their speeches yesterday and today. Since there were 75 students in total and 1/3 of them gave their speeches yesterday, we multiply 75 by 1/3:
75 * 1/3 = 25 students
This means that 25 students gave their speeches yesterday. To find out how many students were left for today, we subtract the number of students who gave speeches yesterday from the total number:
75 - 25 = 50 students remained
Today, 2/5 of the remaining students gave their speeches. We calculate this by multiplying the number of remaining students by 2/5:
50 * 2/5 = 20 students
Therefore, 20 students gave their speeches today. Now, we subtract the number of students who have given their speeches today from the remaining number of students to find out how many have not given their speeches yet:
50 - 20 = 30 students
Thus, 30 students still haven't given their speeches.
Mike deposited $850 into the bank in July. From July to December, the amount of money he deposited into the bank increases by 25% per month. What's the total amount of money in his account after December? Round your answer to the nearest penny.
Answer:
$1062.5
Step-by-step explanation:
Since it is given that Money is increased by 25% from July to December.
Also, Mike deposit $850 in a bank account
Thus, He get money at the end of December = $850 × (100 + 25)%
⇒ Total Money = $850 × 125%
⇒ Total Money = $850 × 1.25
⇒ Total Money = $1062.5
A car bought $52,000 and sold for $42,000. The percentage lost is?
A.19%
B.25%
C.29%
D. 20%
Calculate the difference between purchase and sales costs:
$52,000 - $42,000 = $10,000
Calculate what fraction of $52,000 is $10,000:
[tex]\dfrac{\$10,000}{\$52,000}=\dfrac{10}{52}=\dfrac{5}{26}[/tex]
Transform it to the percent:
[tex]\dfrac{5}{26}=\dfrac{5}{26}\cdot100\%=\dfrac{500}{26}\%\approx19\%[/tex]
Answer: A. 19%Graph y+6=45(x+3) using the point and slope given in the equation
Answer:
Check attached graph of the line in picture
Step-by-step explanation:
Step-by-step explanation:
We have been given an equation y+6=45(x+3) in point slope form.
It says to use the point and slope from given equation to create the graph.
So compare equation y+6=45(x+3) with point slope formula
y-y1=m(x-x1)
we see that m=45, x1=-3 and y1=-6
Hence first point is at (-3,-6)
slope m=45 is positive so to find another point, previous point will move 45 units up then 1 unit right and reach at the location (-2,39).
Now we just graph both points (-3,-6) and (-2,39) and join them by a straight line. Final graph will look like the line in attached graph.
Mia paid $21.00 to rent 12 games throughout the month. The store charges $1.25 for new games and $2.75 for older games. How many new games did Mia rent? please show all work.
Answer:
8
Step-by-step explanation:
1.25x8+2.75x4
I don't really understand function that much. Can anyone help me?
13. The points that shows f(x) = g(x) are (0, 3) and (4, -5)
14a, h(45) = 7 means that after 45 days of planting the height will be 7 cm
14b. h(65) = 11
15a. g(t) = 1
15b. f(x) = 11
16. t = 8
How to find the solution of the graph
13. The solution of the graph is the point of intersection of the line and the curve
14. For the function, the value after the equality sign shows the value h while the value in the parenthesis shows the value for t
15. g(t) = 4t - 7
g(2) = 4(2) - 7 = 1
f(-3) = (-3)² + 2 = 11
f(t) = 14 - 3t
-10 = 14 - 3t
-24 = -3t
-24/-3 = t
t =8
the area of a rectangular dog pen is 8 1/2 square feet. if the width is 3 2/5 feet, what is the length, in feet?
Answer:
Area of rectangle is equal to multiply the length by width
i.e [tex]A = l\times w[/tex] .....[1]
where
A is the area of rectangle ,
l is the length and
w is the width of the rectangle respectively.
Given : Area of rectangular do pen(A) = [tex]8\frac{1}{2} = \frac{17}{2}[/tex] square feet and width(w) = [tex]3\frac{2}{5} = \frac{17}{5}[/tex] feet.
To calculate the length in feet.
Substitute the given values in [1], we get
[tex]\frac{17}{2}= l\times \frac{17}{5}[/tex]
Multiply both sides by [tex]\frac{5}{17}[/tex] we get;
[tex]l = \frac{17}{2} \times \frac{5}{17} =\frac{5}{2} = 2\frac{1}{2}[/tex] feet.
Therefore, the length in feet is, [tex]2\frac{1}{2}[/tex]
6 • 6 • 6 what is it
Answer:
216
Step-by-step explanation:
Multiply 6 by 6 and then multiply it again by 6.
Hope this helps
Answer:
216
hope this helps....
Pleas Help, I will give Branliest !!!!!!
Answer:
Q. 1
Note that x = 9. Plug in 9 for x.
√(x + 7) = √(9 + 7)
Simplify. Add, then root
√(9 + 7) = √16 = √(4 * 4) = 4
4, or (B) is your answer
---------------------------------------------------------------------------------------------------------
Q. 2
Note that x = 16. Plug in 16 for x
√(x + 20) = √(16 + 20)
Simplify. Add, then root.
√(16 + 20) = √36 = √(6 * 6) = 6
6, or (D) is your answer
---------------------------------------------------------------------------------------------------------
Q. 3
Note that x = 9. Plug in 9 for x.
3 + √(9 + 7) - √(3(9))
Simplify. Combine the terms. Remember to follow PEMDAS.
3 + √(16) - √(27)
3 + 4 - 3√3
Simplify to get the final answer. Note that you can only combine terms with the same amount for roots
(3 + 4) - 3√3
7 - 3√3, or (C) is your answer
---------------------------------------------------------------------------------------------------------
Q. 4
Note that x = 6. Plug in 6 for x.
√(24 - (6))
Simplify. First solve the parenthesis
√(24 - 6) = √(18)
Simplify. Change the root to a decimal.
√18 = √( 3 * 3 * 2) = ~4.24
4.24, or (A) is your answer
---------------------------------------------------------------------------------------------------------
Q. 5
Note that x = 2. Plug in 2 for x in the expression.
6 + √(14 + x) - √(9x)
6 + √(14 + 2) - √(9(2)
Simplify. Follow PEMDAS. First, simplify the parenthesis
6 + √(16) - √18
Next, simplify the roots
6 + 4 - 3√2
Simplify. Combine like terms
(6 + 4) - 3√2
10 - 3√2
Change to decimal
- 3√2 ≈ -4.24
Subtract
10 - 4.24 = 5.76
5.76 or (C) is your answer
~
Put the values of x to the expreesions.
[tex]\sqrt{a}=b\iff b^2=a[/tex]
[tex]Q1.\\x=9\\\\\sqrt{x+7}=\sqrt{9+7}=\sqrt{16}=\boxed{4}\ \text{because}\ 4^2=16\\\\Q2.\\x=16\\\\\sqrt{x+20}=\sqrt{16+20}=\sqrt{36}=\boxed{6}\ \text{because}\ 6^2=36\\\\Q3.\\x=9\\\\\sqrt{x+7}=\sqrt{7+9}=\sqrt{16}=4\ \text{because}\ 4^2=16\\\sqrt{3x}=\sqrt{3\cdot9}=\sqrt9\cdot\sqrt3=3\sqrt3;\ \sqrt9=3\ \text{because}\ 3^2=9\\\\3+\sqrt{x+7}-\sqrt{3x}=3+4-3\sqrt3=\boxed{7-3\sqrt3}\\\\Q4.\\x=6\\\\\sqrt{24-x}=\sqrt{24-6}=\sqrt{18}=\sqrt{9\cdot2}=\sqrt9\cdot\sqrt2=\boxed{3\sqrt2}\approx\boxed{4.24}[/tex]
[tex]Q5.\\x=2\\\\\sqrt{14+x}=\sqrt{14+2}=\sqrt{16}=4\\\sqrt{9x}=\sqrt{9\cdot2}=\sqrt9\cdot\sqrt2=3\sqrt2\\\\6+\sqrt{14+x}-\sqrt{9x}=6+4-3\sqrt2=\boxed{10-3\sqrt2}\approx\boxed{5.76}[/tex]
What is the value of x? 6.75+3/8x=131/4
1. 2 7/16
2. 171/3
3. 18 2/3
4. 531/3
[tex]6.75+\frac{3}{8}x=13\frac{1}{4}\\\\ 6\frac{3}{4}+\frac{3}{8}x=13\frac{1}{4}\\\\ \frac{3}{8}x=13\frac{1}{4}-6\frac{3}{4}\\\\ \frac{3}{8}x=12\frac{5}{4}-6\frac{3}{4}\\\\ \frac{3}{8}x=6\frac{2}{4}\\\\x=\frac{13}{2}\cdot\frac{8}{3}\\\\x=\frac{52}{3}\\\\ x=17\frac{1}{3}[/tex]
Answer:
its B 0o0
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
and also this thing is 3 years old
i feel old -'-
What is the value of the underlined digit? 526
In the number 526, the underlined digit '5' represents the 100's place, so its value is not simply 5, but 500. A helpful tool to work with such problems is the place value chart.
Explanation:In the number 526, the emphasized or underlined digit represents the 100's place. So, the value of this specific digit, which happens to be 5, isn't simply 5 but 500 in the context of this particular group of digits. You can easily understand this by breaking down the number: 526 equals 500 (5 hundreds) plus 20 (2 tens) plus 6 (6 ones).
Another easy method to identify the value of an underlined or specific digit in a number is by knowing the place value chart, which runs from right to left as: Ones, Tens, Hundreds, Thousands, and so on. The third digit from right is the Hundreds place, and since in 526, 5 is in this position, its value becomes 500.
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The linear function f(x) passes through the points (0,1) and (2,7).
A few values from the exponential function g(x) are shown in the table.
x g(x)
−1 1.5
2 12
3 24
What is the positive difference in the y-intercept value of f(x) and g(x) ?
Enter your answer in the box.
Final answer:
The y-intercept of function f(x) can be found by using the given points to determine the slope and then plugging in the slope and a point into the point-slope equation. The y-intercept of function g(x) is given by the table. The positive difference in the y-intercept values of f(x) and g(x) is -0.5.
Explanation:
The y-intercept of a linear function represents the value of the function when x is equal to 0. To find the y-intercept of function f(x), we can use the given points (0,1) and (2,7) to determine the slope of the line. The slope is calculated by taking the difference in the y-coordinates and dividing it by the difference in the x-coordinates:
slope = (7 - 1) / (2 - 0) = 3.
Now that we have the slope, we can use the point-slope form of a linear equation to find the equation of the line:
y - y1 = m(x - x1), where (x1, y1) is a point on the line and m is the slope.
Using the point (0,1) and the slope 3, we get:
y - 1 = 3(x - 0).
Simplifying the equation gives us:
y = 3x + 1.
The y-intercept of function g(x) is given by the table as the value of g(x) when x = -1, which is 1.5.
The positive difference in the y-intercept values of f(x) and g(x) is given by:
1 - 1.5 = -0.5.
Which expression is equivalent to 1.18 x 0.6
A: (1.18 x 1/100) x (0.6 x 1/10)
B: (118 x 1/100) x (6x1/10)
C: (118 x 100) x (6x10)
D: (118 x 1/10) x (6x1/10)
Answer:
the answer is
B if im not mistaken
let me know if im wrong
Step-by-step explanation:
The equivalent expression of the expression 1.18 x 0.6 will be;
⇒ (118 x 1/100) x (6 x 1/10)
Option B is true.
What is an expression?
Mathematical expression is defined as the collection of the numbers variables and functions by using operations like addition, subtraction, multiplication, and division.
Given that;
The expression is,
⇒ 1.18 x 0.6
Now,
Solve the expression as;
The expression is,
⇒ 1.18 x 0.6
Since, 1.18 = 118 x 1/100
And, 0.6 = 6 x 1/10
Thus, The equivalent expression is,
⇒ 1.18 x 0.6 = (118 x 1/100) x (6 x 1/10)
Therefore, The equivalent expression of the expression 1.18 x 0.6 will be;
⇒ (118 x 1/100) x (6 x 1/10)
Option B is true.
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What does this simplify to? 3+5.25 = 1 - 2.8x
Answer:
-2.59 = x
Step-by-step explanation:
3+5.25 = 1 - 2.8x
Combine like terms
8.25 = 1-2.8x
Subtract 1 from each side
8.25 -1 = 1-1-2.8x
7.25 = -2.8x
Divide each side by -2.8
7.25/-2.8 = -2.8x/-2.8
-2.589285714 = x
Rounding
x=-2.59
Carman spent 42$ on 6 hats how much did each hat cost. Its for my sisters elementary school class and i dont even know the awnser because she hasnt learned division
Answer: 7
Step-by-step explanation:
Step 1: Since it is asking how much each hat costed. We would divide.
42$ divide 6 = 7$ per hat
When Stephanie was 13 years old she had 137 baseball cards. Each year for her birthday she got 25 more. Stephanie is now 28 years old. Assuming Stephanie has not lost or destroyed any cards, how many baseball cards does she have now?
Answer:
512 baseball cards
Step-by-step explanation:
At 13, Stephanie had 137 baseball cards.
There are 28-13 = 15 years between 13 and 28
For those 15 years, she got 25 cards a year.
15 * 25 = 375
In those 15 years, she got 375 cards.
She started with 137, and she gained 375.
137+375 = 512
She now has 512 cards.