The interest that will accrue while the college freshman is still in school and over the 6-month grace period for this freshman year loan is, approximately, B. $2,915.06.
How is the interest determined?The interest for federal college loans is based on the simple interest formula instead of compounding.
By compounding, we mean that interest is computed on the principal and accumulated interest.
Federal Direct Unsubsidized Loan = $15,100
Number of years for college = 4 years
The number of years before repayment = 4.5 years (4 years + 6 months)
Simple interest for 4.5 years = $2,915.06 ($15,100 x 4.29% x 4.5 years)
On the other hand, one can compute the compounded interest using an online finance calculator.
Compounded Interest:N (# of periods) = 4.5 years
I/Y (Interest per year) = 4.29%
PV (Present Value) = $15,100
PMT (periodic payment) during the 4.5 years = $0
Results:
FV = $18,241.85
Total Interest = $3,141.85
Thus, the interest is Option B.
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The figure shows two right triangles, each with its longest side on the same line. Z 3 X T y 2 R. S 1. Explain how you know the two triangles are similar 2. How long is XY? 3. For each triangle, calculate (vertical side) = (horizontal side). 4. What is the slope of the line? Explain how you know.
The triangle are similar because the ratio between 2 sides is the same as the ratio between another 2 sides.
The included angle(angle S and Y) are equal( 90 degree)
Which type of statically graphic uses bars to describe the data ?Dot plot Box plot Histogram
HISTOGRAM
Explanations:
Data are reported using visuals to make reporting easier and ease the understanding of the audience.
Some of the graphic used in statistics to report data and make inference include:
• Bar charts
,• line charts
,• Dot plot
,• Box plot
,• Histogram etc.
Bar charts and histograms make use of bars to report data. This charts are important to detect outliers that may be present in our data.
We can therefore conclude that the type of statically graphic that uses bars to describe data is the HISTOGRAM
HELP PLEASEEEEEEEE!!!
The rational number is -91/100 or -0.91.
What is Rational number?Any number of the form p/q, where p and q are integers and q is not equal to 0, is a rational number. The letter q stands for the set of rational numbers.
The word "ratio" is where the word "rational" first appeared. Rational numbers are therefore closely tied to the idea of fractions, which stand for ratios. In other terms, a number is a rational number if it can be written as a fraction in which the numerator and denominator are both integers.
Given:
We have to find the rational number between -0.45 and -0.46
Now, make both decimal into fraction
-0.45 and -0.46
-45/100 and -46/100
Now, multiply 2
-45/100 x 2/2 and -46/100 x 2/2
-90/100 and - 92/100
Hence, the rational number is -91/100 or -0.91.
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The rational number is -91/100 or -0.91.
What is Rational number?Any number of the form p/q, where p and q are integers and q is not equal to 0, is a rational number. The letter q stands for the set of rational numbers.
The word "ratio" is where the word "rational" first appeared. Rational numbers are therefore closely tied to the idea of fractions, which stand for ratios. In other terms, a number is a rational number if it can be written as a fraction in which the numerator and denominator are both integers.
Given:
We have to find the rational number between -0.45 and -0.46
Now, make both decimal into fraction
-0.45 and -0.46
-45/100 and -46/100
Now, multiply 2
-45/100 x 2/2 and -46/100 x 2/2
-90/100 and - 92/100
Hence, the rational number is -91/100 or -0.91.
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I’ve been stuck for a while and it logged me out:(
Solution
A polynomial is a function in the form of ; where n is non- negative integers which is known as the degree of polynomial. from this definition, it is clear that only option (2) √2 x -1 , is polynomial. because coefficient of variables ; √2, -1 are real number and also power of variable is non-negative integer.
I have selected the options , the ones I have ticked are polynomials, while the one cancelled are none polynomials:
A loaf of bread is cut into slices size. Some of the loaf us used in a recipe and 4/8 of the loaf is used to make a sandwich. The remaining 2/8 of the loaf is put into the remaining
We have
[tex]\frac{7}{10}-\frac{2}{10}[/tex]in order to know what expression is equivalent, we need to solve and simplify the expression above
[tex]\frac{7}{10}-\frac{2}{10}=\frac{5}{10}=\frac{1}{2}[/tex]Then we will solve the next expressions in order to find the equivalent expression
[tex]undefined[/tex]im confused on premtier
we have to calculate the perimeter of the semicircle which radius is 16 mm
[tex]P_{sc}=\frac{2\pi\cdot r}{2}=\pi\cdot r=16\pi\approx50.26\operatorname{mm}[/tex]Now we have to add the outter sides of the triangle
[tex]P=20+20+50.26=90.26\operatorname{mm}[/tex]Im confused on what you have to do in order to find the answer
Given:
The ship is moved from (-10,9) to (-1,-5) in the coordinate plane.
To find:
The transformation rule
Explanation:
The initial point can be written to obtain the terminal point as follow,
[tex](-10+9,9-14)\rightarrow(-1,-5)[/tex]In general,
We write,
[tex](x,y)\rightarrow(x+9,y-14)[/tex]Final answer: Option C.
[tex](x,y)\operatorname{\rightarrow}(x+9,y-14)[/tex]
Find the equation of a line passing through (-7,9) with a slope of -5.
y=-5x-26
Explanationthe equation of a line can be written as:
[tex]\begin{gathered} y=mx+b \\ where\text{ m is the slope} \\ and\text{ b is the y-intercept} \end{gathered}[/tex]now, when we have the slope and a passing point, we need to use the slope-point formula , it says
[tex]\begin{gathered} y-y_1=m(x-x_1) \\ where\text{ m is the slope and \lparen x}_1,y_1)\text{ is a point from the line} \end{gathered}[/tex]so
Step 1
a)let
[tex]\begin{gathered} slope=-5 \\ (x_1,y_1)=(-7,9) \end{gathered}[/tex]b) now replace in the slope-point formula and solve for y
[tex]\begin{gathered} y-y_{1}=m(x-x_{1}) \\ replace \\ y-9=-5(x-(-7)) \\ y-9=-5(x+7) \\ y-9=-5x-35 \\ add\text{ 9 in both sides} \\ y-9+9=-5x-35+9 \\ y=-5x-26 \end{gathered}[/tex]therefore, the equaton of the line is
y=-5x-26
I hope this helps you
A study found that 36% of the assisted reproductive technology (ART) cycles resulted in pregnancies. Twenty-six percent of the ART pregnancies resulted in multiple births. (a) Find the probability that a random selected ART cycle resulted in a pregnancy and produced a multiple birth. (b) Find the probability that a randomly selected ART cycle that resulted in a pregnancy did not produce a multiple birth.(c) Would it be unusual for a randomly selected ART cycle to result in a pregnancy and produce a multiple birth?
In this case, we'll have to carry out several steps to find the solution.
Step 01:
Data:
assisted reproductive technology (ART) cycles:
pregnancies = 36%
pregnancies resulted in multiple births = 26%
Step 02:
a.
p (pregnancies) = 36% = 36/100 = 0.36
pregnancies resulted in multiple births = 26% = 26/100 = 0.26
p(pregnancies resulted in multiple births) = 0.36*0.26 = 0.0936
b.
p (pregnancy did not produce a multiple birth) = 1 - 0.0936 = 0.9064
c.
Indeed, the probability of multiple pregnancies is low 9.36%.
That is the full solution.
What feature of Kelth's graph makes it difficult to visually compare the responses of those with some college to those shown in the other graphs? (Select all that apply.) (A)The donut hole in the graph made by Keith is a different size than in the graphs made by Ramon. (B)The graphs do not have data labels showing the percentages.(C)The graphs made by Keith and Ramon are all donut pie charts. (D)The graphs made by Keith and Ramon compare groups across education level. (E)The graphs made by Keith and Ramon use the same colors for each of the corresponding responses. 2 How would you change Keith's graph for easier comparison? (Select all that apply.) (A) Make all donuts exactly the same size, with the radius of the holes the same as well. (B)Change the graphs from donut ple charts to time series graphs. (C)Use different sets of colors in each of the donut ple charts.(D)Combine the graphs into one donut pie chart.(E) Add data labels showing the percentages,
Answer:
(A)The donut hole in the graph made by Keith is a different size than in the graphs made by Ramon.
Explanations:
Ex
Considering the graph made by Keith and those made by Ramon, we would observe that Keith's graph ( Some college) has a smaller donut hole that Ramons's graphs ( High school or less, and college graduate). This difference in the donut holes will make any comparism made between the " some college" graph and other graphs to be inaccurate.
In parallelogram ABCD… Justify your answer with the applicable property.
Solution
For this case we have the following measures:
m <1= x+12
m < 2= 6x -18
We can set up both angles equal:
x +12 = 6x -18
Solving for x we have:
12+18 = 5x
5x = 30
x= 30/5= 6
Then the value of m< 2 is:
m< 2= 6*6 -18= 36-18= 18
the best second answer is:
If a quadrilateral is ||gram the opposite angles are congruent
Find the derivatives of the following using the different rules.1. f(x) = -67x
To derive f(x) = -67x, we can use the Power Rule.
[tex]x^n\Rightarrow nx^{n-1}[/tex]In the given term, our n = 1 since x¹ = x. So, following the power rule, we will multiply the exponent 1 to the constant term -67, then subtract 1 from the exponent 1, hence x¹ will become x⁰.
[tex]-67x^1\Rightarrow1(-67)(x^{1-1})[/tex]Then, simplify.
[tex]-67x^0\Rightarrow-67(1)=-67[/tex]Therefore, the first derivative of f(x) = -67x is -67.
[tex]f^{\prime}(x)=-67[/tex]Determine if the figures below are similar. If they are, identify the similarity statement.E70F50GK5060L
We have the following triangles:
And we need to determine if they are similar by identifying the similarity statement.
To determine that similarity statement, we can proceed as follows:
1. Check the measures of the internal angles of the triangles. We need to remember that the sum of the internal angles of a triangle is 180 degrees. Then we have:
2. We can see that to find the angles in the first triangle, EFG, and in the second triangle, JKL, we have that the sum of the three angles must be 180 degrees, and we obtained the other angles as follows:
[tex]\begin{gathered} \text{ Triangle EFG}\rightarrow50+70+x=180 \\ \\ x=180-(50+70)=180-120=60 \\ \\ \text{ Triangle JKL}\rightarrow50+60+y=180 \\ \\ y=180-(50+60)=180-110=70 \end{gathered}[/tex]3. Then we can redraw the triangles as follows:
4. Now, since we can see that, at least, two of the angles of the triangles are congruent (then the third one is also congruent, that is, has the same measure), we also have that to prove that if two triangles are similar it is sufficient that two of the corresponding angles of one triangle are congruent to the two corresponding angles of the other triangle, and this is known as the Angle-Angle method for proving similar triangles, then we can conclude that:
Triangle EFG is similar to triangle JKL by the Angle-Angle method.
Therefore, in summary, we have that:
Triangle EFG is similar to Triangle JKL by Angle-Angle similarity
[tex]\text{ Triangle EFG \textasciitilde Triangle JKL by Angle-Angle similarity}[/tex]
[Last option]
A triangle has vertices on a coordinate grid at D(-10, -1), E(-10,6), and F(2,6). What is the length, in units, of DE?
A triangle has vertices on a coordinate grid at D(-10, -1), E(-10,6), and F(2,6). What is the length, in units, of DE?
we know that
The formula to calculate the distance between two points is equal to
[tex]d=\sqrt[]{(y2-y1)^2+(x2-x1)^2}[/tex]we have
D(-10, -1), E(-10,6)
substitute the given values in the formula
[tex]\begin{gathered} d=\sqrt[]{(6+1)^2+(-10+10)^2} \\ d=\sqrt[]{(7)^2+(0)^2} \\ d=\sqrt[]{49} \\ d=7\text{ units} \end{gathered}[/tex]therefore
the distance DE is 7 unitsCameron has 21 coins in his pocket, all of which are dimes and quarters. If the total value of his change is315 cents, how many dimes and how many quarters does he have?
Given:
Cameron has 21 coins in his pocket, all of which are dimes and quarters.
Let, x be the number of quarters and y be the number of dimes.
The total cost is 315 cents.
The equations are,
[tex]\begin{gathered} x+y=21\ldots\ldots\ldots\text{.}(1) \\ 25x+10y=315\ldots.\ldots\ldots....\ldots(2) \end{gathered}[/tex]Solve the equation,
[tex]\begin{gathered} x+y=21 \\ x=21-y\text{ put this value in equation (2)} \\ 25(21-y)+10y=315 \\ 525-25y+10y=315 \\ 525-315=15y \\ y=\frac{210}{15} \\ y=14 \end{gathered}[/tex]Put the value of y in equation (1),
[tex]\begin{gathered} x+y=21 \\ x+14=21 \\ x=21-14 \\ x=7 \end{gathered}[/tex]Thus, the number of quarters are 7 and dimes are 14 .
Spilt each number into its prime factors. Please enter the prime factors from smallest to largest.84 =
Let's make the table of the prime factors of 84:
then we have that 84=2x2x3x7, therefore, the prime factors are 2, 3 and 7
3.In the figure. What are the coordinates of the image of point B after a translation (x+4, y-7) ?
Answer:
(5, -5)
Explanation:
The coordinate of Point B is: (1,2)
If we carry out the translation (x+4, y-7) on point B, we have:
[tex]B(1,2)\rightarrow (1+4,2-7)=B^{\prime}(5,-5)[/tex]The coordinates of the image of point B is (5, -5)
Four friends participated in a free contest for charity. Erin scored 4 less points than Taylor. Nya scored three times as many points as Erin. Aaron scored 10 more points than Nya. Together the four friends scored a total of 158 points. Find how many points each friend made :How many points Taylor scored :Erin scored : Nya scored :Aaron scored:
Taylor's scored 22 points
Erin scored 18 points
Nya scored 54 points
Aaron scored 64 points
Explanation:Let Taylor's point = x
Erin scored 4 less points than Taylor:
Erin's score = x - 4
Nya scored three times as many points as Erin:
Nya's score = 3(x - 4)
Aaron scored 10 more points than Nya:
Aaron's score = Nya's score + 10
= 3(x - 4) + 10
The total score of the four friend = 158 points
Taylor's score + Erin's score + Nya's score + Aaron's score = 158
x + (x - 4) + 3(x -4) + 3(x-4) + 10 = 158
Expand the parenthesis:
x + x -4 + 3x - 12 + 3x - 12 + 10 = 158
collect like terms:
x + x + 3x + 3x - 4 - 12 - 12 + 10 = 158
8x - 18 = 158
8x = 158 + 18
8x = 176
Divide both sides by 8:
8x/8 = 176/8
x = 22
Taylor's scored 22 points
Erin scored : x-4 = 22- 4 = 18 points
Nya scored : 3(x-4) = 3(22-4) = 3(18) = 54 points
Aaron scored: 3(x-4) + 10 = 54 + 10 = 64 points
A circle has a center point at the coordinates P(3,0) with a diameter line RT where R has the coordinates (-47,25).What is the Coordinates Of T
Given: A circle has a center point at the coordinates P(3,0) with a diameter line RT where R has the coordinates (-47,25).
Required: To determine the coordinates of T.
Explanation: The given circle is-
Let the coordinates of T be (x,y). Then the center of a circle is divided by the diameter in the ratio of 1:1. The section formula for a point (x,y) dividing a line segment in the ratio of 1:1 is-
[tex]\begin{gathered} x=\frac{(x_1+x_2)}{2}, \\ y=\frac{(y_1+y_2)}{2} \end{gathered}[/tex]Hence, for the given line RT, point P divided RT in 1:1. Thus-
[tex]\begin{gathered} 3=\frac{-47+x}{2}, \\ 0=\frac{25+y}{2} \end{gathered}[/tex]Further solving for x and y as-
[tex]\begin{gathered} x=6+47 \\ \Rightarrow x=53 \\ and\text{ }y=-25 \end{gathered}[/tex]Final Answer: The coordinates of T are (53,-25).
The height of a triangle is 3 m
more than twice the length of the
base. The area of the triangle is
76 m2. Find the height of the triangle. Help me!
The triangle has a height of 19 meters.
How to determine the height of a triangle
In this problem we find the area of a triangle, in square meters, and the relationship between its height (h) and its base length (b), both in meters. We must solve the following expression to determine the height:
A = (1 / 2) · b · h
h = 3 + 2 · b
A = 76
Then,
76 = (1 / 2) · b · (3 + 2 · b)
152 = b · (3 + 2 · b)
152 = 3 · b + 2 · b²
2 · b² + 3 · b - 152 = 0
Finally, we find the roots of the polynomial by quadratic formula:
b₁ = 8, b₂ = - 19 / 2
Since, lengths are non-negative real numbers, the only possible solution is b = 8 and the height of the triangle is:
h = 3 + 2 · 8
h = 19
The height of the triangle is 19 meters.
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pls pretty pls its due today
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The equation of the line in slope intercept form is y = -2x - 70
How to find the equation of a line?The equation of a line can be represented in different form such as slope intercept form, point slope form and standard form.
The equation of the line can be written is slope intercept form as follows:
y = mx + b
where
m = slopeb = y-interceptTherefore, using the coordinates (0, - 70)(-20, -30)
Let's find the slope,
m = slope = -30 + 70 / -20 - 0
m = 40 / - 20
m = - 2
Let's find the y-intercept using (0, -70)
-70 = -2(0) + b
b = - 70
Therefore, the equation of the line is y = -2x - 70
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Find an equation of the line, and write it in (a) slope-intercept form if possible and (b) standard form.
1) Note that we need to find a perpendicular line. Perpendicular lines have reciprocal and opposite slopes. So we know that the slope we need is -3
2) We also know that it must pass through (-2,-6), so let's plug the slope -3 the point (-2,-6) so that we can find the linear coefficient:
[tex]\begin{gathered} y=mx+b \\ -6=-3(-2)+b \\ -6=6+b \\ -6-6=b \\ b=-12 \end{gathered}[/tex]
Brayden was given a box of assorted chocolates for his birthday. Each night, Brayden
treats himself to some chocolates. The number of chocolates remaining in the box t
days after Brayden's birthday can be modeled by the equation C = -3t+ 12. What
is the slope of the equation and what is its interpretation in the context of the
problem?
Answer:
Step-by-step explanation:
The slope of the function is -3 which reveals the number of chocolates Brayden eats each night.
x + y = 5 y - 2x = -4
x = 3, y = 2
Explanations:The equations are:
x + y = 5......................(1)
y - 2x = -4...................(2)
Make x the subject of the the formula
x = 5 - y...............(3)
Substitute equation (3) into equation (2)
y - 2(5 - y) = -4
y - 10 + 2y = -4
3y = -4 + 10
3y = 6
y = 6 / 3
y = 2
Substitute the value of y into equation (3)
x = 5 - 2
x = 3
A delivery company uses robot dogs to deliver packages in anoffice building. The graph shows how long a robot dog can operatetor each hour its battery is charged.Pickany two points on the line. Find the slope of the line betweenInesetwo points. Can you find another pair of points on the linehat gives you a different slope?
Given:
Let the two points from the graph are
[tex](1,30)\text{ and (}2,60)[/tex][tex]\begin{gathered} \text{Slope}=\frac{y_2-y_1}{x_2-x_1} \\ =\frac{60-30}{2-1} \\ =30 \end{gathered}[/tex]No, its impossible to find the another pair of points to give a different slope.
Only one slope from a line.
Joe earned 2,100$. He spent 1/5 on rent and 1/4 on food. How much money did he have left?
The amount of money that Joe has left is $1155
How to calculate the amount of money left ?
Joe earned $2100
He spent 1/5 of the money on rent
1/5 × 2100
= 420
$420 was spent on rent
He spent 1/4 of the money on food
= 1/4 × 2100
= 525
$525 was spent on food
The amount of money left can be calculated as follows
Total amount spent = 525 + 420
= 945
Amount left= 2100 - 945
= 1155
Hence Joe has $1155 left
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Evaluate : g(x) = x^2 + 4x ; find g(2)
Given the function
[tex]g(x)=x^2+4x[/tex]We want to evaluate this function at x = 2.
When we evaluate a function at a given value, we just need to substitute the terms with a variable by the given value.
[tex]g(2)=(2)^2+4\cdot(2)=4+8=12[/tex]in a dog show there are 31 dogs competing in the terror group the top three dogs with we'll all wind crash price of $500 and moved on to complete for a place in the larger Best in Show competition how many ways can the top three dogs be determined if they are finishing position is not important
The selection of three dogs out of 31 dogs can be done in
[tex]31C3\text{ ways}[/tex]i.e.
[tex]\begin{gathered} =\frac{31!}{(31-3)!\times3!} \\ =\frac{31\times29\times28!}{28!\times3!} \\ =\frac{31\times29}{6} \\ =149.8 \\ \cong\text{ 150} \end{gathered}[/tex]The hands of a clock show 11:20. Express the obtuse angle formed by the hour and minute hands in radian measure.
ANSWER
[tex]2.44\text{ }rad[/tex]EXPLANATION
First, let us make a sketch of the clock:
We have that for a minute hand:
[tex]1\text{ }min=6\degree[/tex]For hour hand:
[tex]1\text{ }min=0.5\degree[/tex]The hour and minute hand have their origin at 12.
At 11:20, the minute hand had moved 20 mins. This means that:
[tex]20\text{ }min=20*6=120\degree[/tex]The hour hand had moved at 11 (and 20 mins more), which means:
[tex]\begin{gathered} 11*60\text{ }min+20\text{ }min \\ \Rightarrow660\text{ }min+20\text{ }min \\ 680\text{ }min \end{gathered}[/tex]Hence, in 680 mins:
[tex]\begin{gathered} 680*0.5 \\ \Rightarrow340\degree \end{gathered}[/tex]Therefore, the angle formed between 11 and 12 at 11:20 is:
[tex]\begin{gathered} 360-340 \\ \Rightarrow20\degree \end{gathered}[/tex]Hence, the angle formed at 11:20 is:
[tex]\begin{gathered} 120\degree+20\degree \\ 140\degree \end{gathered}[/tex]Now, let us convert to radians:
[tex]\begin{gathered} 1\degree=\frac{\pi}{180}rad \\ 140\degree=140*\frac{\pi}{180}=2.44\text{ }rad \end{gathered}[/tex]That is the obtuse angle formed in radians.
Find the length of the missing side. Round answers to the nearest tenth if necessary. * S sva Your answer
Question:
Solution:
Notice that the angle between the sides of the square is 90 degrees:
Therefore, the angle of the vertex of the triangle measures 45 degrees:
thus, we obtain the following right triangle:
Now, apply the following trigonometric identity:
[tex]\cos \text{ (45) = }\frac{s}{5\sqrt[]{2}}[/tex]solving for s, we get:
[tex]s\text{ = cos(45) . 5 }\sqrt[]{2}\text{ = 5}[/tex]then, we can conclude that the correct answer is:
[tex]s\text{ = 5}[/tex]