10. (02.04 LC)
The balance on a certain credit card will be paid off in 53 months by making on-time minimum monthly payments or in 21 months by paying an additional $40.00 per month. What percent of time will
be saved by paying the extra $40.00 per month? (1 point)
39
40%
60%
62

Assuming money be invested at 4% per year compounded annually and based on the present values of the two payments, it would be better to choose paying Rs. 120,000 at the end of 9 years.

The present value of an investment is the future value discounted to the present at a compounded interest rate.

The formula for finding the present value is PV = FV x 1/(1+r)^n.

Where:

PV = present value

FV = future value

r = rate of return

{n} = number of periods.

We can also determine the present value using an online finance calculator as follows:

N (# of periods) = 4 years

I/Y (Interest per year) = 4%

PMT (Periodic Payment) = $0

FV (Future Value) = Rs. 100,000

Results:

Present Value (PV) = Rs. 85,480.42

Total Interest = Rs. 14,519.58

N (# of periods) = 9 years

I/Y (Interest per year) = 4%

PMT (Periodic Payment) = 0

FV (Future Value) = Rs. 120,000

Results:

Present Value (PV) = Rs. 84,310.41

Total Interest = Rs. 35,689.59

Thus, comparing the present values of the two payments shows that Mrs. Gurune should choose the payment of Rs. 120,000 at the end of 9 years.

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40 pounds of salami are purchased by a deli for its renowned grinder sandwiches. An illustration of an intermediate good is salami.

Given fill-in-the-blank;

A deli buys 40 pounds of salami for its famous grinder sandwiches. the salami is an example of___ goods.

The answer for this case is Intermediate.

A deli buys 40 pounds of salami for its famous grinder sandwiches. the salami is an example of Intermediate goods.

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point 1 (0,-6) and point 2 (9,-3)

the equation is

where m =

answer: the equation of the line is

Answer

a) chart

Step-by-step explanation:

a) chart best represents the following information about student results from a class assignment

Answer:

ur welcome brainliesit pls

Step-by-step explanation:

6. x=2

7. x=3

8.x=-7

Answer:

A) Matched pairs design

Step-by-step explanation:

In experimental design, the match pairs experimental design is one that often involves only two treatment conditions; which in this case are the 'refrigerated and the room temperature battery storage types'.

Thus, these two treatment conditions form a matched pair because we are told that 10 fully charged batteries are placed into each type of storage.

The estimated cost for constructing the house in New Orleans, Louisiana of the given square feet is option A. $113,750.

Multiplication of two numbers is defined as the addition of one of the number repeatedly until the times of the other number.

a × b means that a is added to itself b times or b is added to itself a times.

Given that, construction rate per square feet is $65.

We have to find the estimated cost for a two-story home of 950 ft2 on the first floor and 800 ft² on the second floor.

Total area of the plot = 950 ft² + 800 ft²

                                   = 1750 ft²

Estimated cost can be calculated by multiplying total area with the construction rate per square feet.

Estimated cost = 1750 ft² × $65

                         = $113,750

Hence the estimated cost is $113,750.

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If Q is an orthogonal matrix with an eigenvalue λ1 = 1, then x, the eigenvector corresponding to λ1, is also an eigenvector of QT with an eigenvalue λ2 = λ1 * (QT * x).

To show that x is also an eigenvector of QT, we need to demonstrate that QT * x is a scalar multiple of x.

Given that Q is an orthogonal matrix, we know that QT * Q = I, where I is the identity matrix. This implies that Q * QT = I as well.

Let's denote x as the eigenvector corresponding to the eigenvalue λ1 This means that Q * x = λ1 * x.

Now, let's consider QT * x. We can multiply both sides of the equation Q * x = λ1 * x by QT:

QT * (Q * x) = QT * (λ1 * x)

Applying the associative property of matrix multiplication, we have:

(QT * Q) * x = λ1 * (QT * x)

Using the fact that Q * QT = I, we can simplify further:

I * x = λ1 * (QT * x)

Since I * x equals x, we have:

x = λ1 * (QT * x)

Now, notice that λ1 * (QT * x) is a scalar multiple of x, where the scalar is λ1. Therefore, we can rewrite the equation as:

x = λ2 * x

where λ2 = λ1 * (QT * x).

This shows that x is indeed an eigenvector of QT, with the eigenvalue λ2 = λ1 * (QT * x).

In conclusion, if Q is an orthogonal matrix with an eigenvalue λ1 = 1, then x, the eigenvector corresponding to λ1, is also an eigenvector of QT with an eigenvalue λ2 = λ1 * (QT * x).

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By analyzing the graph and evaluating the objective function at each vertex of the feasible region, we can find the optimal solution, which is the vertex that maximizes the objective function z = 3x + y.

To find the optimal solution of the given problem using the graphical method, we need to plot the feasible region determined by the given constraints and then identify the point within that region that maximizes the objective function.

Let's start by graphing the constraints:

1. Plot the line 2x - y = 5. To do this, find two points on the line by setting x = 0 and solving for y, and setting y = 0 and solving for x. Connect the two points to draw the line.

2. Plot the line -x + 3y = 6 using a similar process.

3. The x-axis and y-axis represent the constraints x ≥ 0 and y ≥ 0, respectively.

Next, identify the feasible region, which is the region where all the constraints are satisfied. This region will be the intersection of the shaded regions determined by each constraint.

Finally, we need to identify the point within the feasible region that maximizes the objective function z = 3x + y. The optimal solution will be the vertex of the feasible region that gives the highest value for the objective function. This can be determined by evaluating the objective function at each vertex and comparing the values.

Note: Without a specific graph or additional information, it is not possible to provide the precise coordinates of the optimal solution in this case.

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Answer:

9/12=3/4

Step-by-step explanation:

Answer:

i: the domain.

iii: the axis of symmetry.

Step-by-step explanation:

We have the function:

f(x) = x^2

The domain of this function is the set of all real numbers, and the range is:

R: [0, ∞)

(because 0 is the minimum of x^2)

Now we have the transformation:

d(x) = f(x) + 9 = x^2 + 9

Notice that this is only a vertical translation of 9 units, then there is no horizontal movement, then the axis of symmetry does not change.

Also, in d(x) there is no value of x that makes a problem, so the domain is the set of all real numbers, then the domain does not change.

And d(x) = x^2 + 9 has the minimum at x = 0, then the minimum is:

d(0) = 0^2 + 9 = 9

Then the range is:

R: [9,  ∞)

Then the range changes.

So we can conclude that the attributes that will be the same for f(x) and d(x) are:

i: the domain.

iii: the axis of symmetry.

Answer:0.02 aka 2%

Step-by-step explanation:

2%

Step-by-step explanation:use formula below :

S.I=P×R×T/100

Make the unknown variable subject of the formula

100×S.I/P×T=Rate (R)

R=Rate

S.I =Simple interest

P=principal

T=Time

100×8/200×2=800/400=2%

Answer:

3people/minute

Step-by-step explanation:

75/25=3

Answer:

It will take 50 minutes take if you travel 40 miles per hour

Step-by-step explanation:

The driving time varies inversely with the speed of the car i.e.

\(t\propto \dfrac{1}{v}\)

or

\(\dfrac{t_1}{t_2}=\dfrac{v_2}{v_1}\)

We have,

\(t_1=40\ min\\\\v_1=50\ mph\\\\v_2=40\ mph\\\\t_2=?\)

Plugging all the values, we get :

\(t_2=\dfrac{t_1v_1}{v_2}\\\\t_2=\dfrac{40\times 50}{40}\\\\t_2=50\ min\)

So, it will take 50 minutes take if you travel 40 miles per hour.

The number of minutes would it take if you travel 40 miles per hour is 50 minutes.

Since if a certain trip takes 40 minutes when you travel 50 miles per hour

So, the time for 40 miles per hour should be

\(= 40\times 50\div 40\)

= 50 minutes

Therefore, The number of minutes would it take if you travel 40 miles per hour is 50 minutes.

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Answer: BC = 24

Step-by-step explanation:

Given:

AB = x+33

AC = 3x - 15

BC = x

<B = <C

Solution:

Because <B = <C, you can say the corresponding sides AB and AC are equal as well

AB = AC

x + 33 = 3x -15  

48 = 2x

x = 24

Since x = BC

BC = x

BC = 24

The given table does not represent a function. The correct answer is D. No, because one x-value corresponds to two different y-values.

To determine if the table represents a function, we need to check if every x-value corresponds to exactly one y-value. Let's analyze the given table:

x | y

-------

O | 1

X | 4

2 | 3

3 | 2

3 | 5

4 |

5 |

From the table, we can see that the x-values are not unique. Both the values 3 and 4 appear twice in the x-column, but they have different corresponding y-values.

This violates the definition of a function, which states that each input (x-value) should have only one output (y-value).

Therefore, the given table does not represent a function.

The correct answer is D. No, because one x-value corresponds to two different y-values.

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Answer:

volume=60cm3, surface area=96cm2

Step-by-step explanation:

volume=1/3×(6×6)×5

=60cm3

surface area= 4(1/2×6×5)+(6×6)

=96cm2

I'm just doing this so I can get a reword or something sorry.

Answer:

y = 1.5x - 1 or y = 1 1/2x - 1 or y = 3/2x - 1

Step-by-step explanation:

y = mx + b

b is the point on the y

y = -1

so

b = -1

now the slope

m = rise/run

m = 3/2

so

y = 1.5x - 1

Plz mark as brainliest if correct!!!

Answer:

y=3/2x-1

Step-by-step explanation:

slope:3/2

y-intercept:-1

y=3/2x-1

Hopes this helps you!!!

Have a great day!!!!!

Answer:

1384.7

Step-by-step explanation:

42/2     21^2x3.14=1384.74

Hope this Helps :)

You have the following formula for the compound interest:

based on the given information you have:

P: principal investment = $2,000

r: rate = 10/100 = 0.1

n: number of compounding periods per year = 4

t: time in years = 5

Replace the previous values of the parameters to calculate the value of the account after 5 years.

Hence, after 5 years the account is $3,277.23

Answer:

he can walk directily to the fire pit

Step-by-step explanation:

Answer:

6.890625 Tons

Step-by-step explanation:

To get total in ounces: [(14,700 x 15) = 220,500 OZ].

To convert ounces to tons: [(220,500/32,000) = 6.890625 Tons]

Answer:

B

Step-by-step explanation:

because it is said prime factorization so it must only consist of prime numbers such as 2 and 5

Answer:

B

Step-by-step explanation:

The prime factorization of 80 is 2x2x2x2x5 and to simplify it you get 2∧4 (cause there is 4, 2s) times 5

I hope this helps, and have a great day!

Answer:

1. 10/7, 2/1, 1,5

2. 5/8 * 3/2

Step-by-step explanation:

(:

Answer:

Which part exactly.. Or which number exactly

Given statement solution is :- Math Proficiency conceptual knowledge involves understanding the fundamental concept of division and its relationship to fractions, enabling flexibility in solving division problems with different fractions. Procedural knowledge, on the other hand, focuses on following a specific set of steps to achieve a correct solution without necessarily comprehending the underlying concept.

3.1 Activity: Procedural and Conceptual Understanding in Action

Content Area: Fractions

Problem: Comparing Fractions

Objective: Students will demonstrate both procedural and conceptual understanding of comparing fractions.

Activity Steps:

Begin by introducing the concept of fractions and reviewing the basic procedures for comparing fractions (e.g., finding a common denominator, cross-multiplying).

Provide students with a set of fraction comparison problems (e.g., 2/3 vs. 3/4, 5/8 vs. 7/12) and ask them to solve the problems using the traditional procedural approach.

After students have solved the problems procedurally, engage them in a group discussion to explore the underlying concepts and relationships between fractions. Ask questions such as:

What does it mean for one fraction to be greater than or less than another?

Can you explain why we need a common denominator when comparing fractions?

How can you visually represent and compare fractions to better understand their relative sizes?

Introduce visual aids, such as fraction bars or manipulatives, to help students visualize the fractions and compare them conceptually. Encourage students to reason and explain their thinking.

Have students revisit the fraction comparison problems and solve them again, this time using the conceptual understanding gained from the group discussion and visual aids.

Compare the students' procedural solutions with their conceptual solutions, and discuss the similarities and differences.

Conclude the activity by emphasizing the importance of both procedural and conceptual understanding in solving fraction comparison problems effectively.

By incorporating both procedural and conceptual approaches, this activity allows students to develop a deeper understanding of comparing fractions. The procedural approach provides them with the necessary steps to solve problems efficiently, while the conceptual approach helps them grasp the underlying principles and relationships involved in fraction comparison.

3.2 Example: Conceptual Knowledge vs. Procedural Knowledge

Conceptual knowledge refers to the understanding of underlying concepts, principles, and relationships within a domain, whereas procedural knowledge focuses on knowing the specific steps or procedures to perform a task without necessarily understanding the underlying concepts.

Example: Division of Fractions

Conceptual Knowledge: Understanding the concept of division as the inverse operation of multiplication, and recognizing that dividing fractions is equivalent to multiplying by the reciprocal of the divisor. This understanding allows for generalization and application of division concepts to various fractions.

Procedural Knowledge: Following the specific steps to divide fractions, such as "invert the divisor and multiply" or "keep-change-flip" method. This knowledge involves applying the procedure without necessarily grasping the underlying concept or reasoning behind it.

In this example, Math Proficiency conceptual knowledge involves understanding the fundamental concept of division and its relationship to fractions, enabling flexibility in solving division problems with different fractions. Procedural knowledge, on the other hand, focuses on following a specific set of steps to achieve a correct solution without necessarily comprehending the underlying concept.

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The remaining Kit volume in the syringe is sufficient to correct the dose to 20 mCi.

To solve this problem, we can use the concept of radioactive decay and the decay factor. Here's how we can calculate the required volume to correct the dose:

Determine the initial activity of the kit:

Initial activity = 180 mCi

Calculate the decayed activity at 9:30 (after 1.5 hours):

Decay factor = 0.841

Decay activity = Initial activity * Decay factor

Calculate the remaining activity after withdrawing 20 mCi at 8 am:

Remaining activity = Initial activity - 20 mCi

Calculate the remaining activity at 9:30:

Remaining activity at 9:30 = Remaining activity * Decay factor

Calculate the desired activity at 9:30 (20 mCi):

Desired activity at 9:30 = 20 mCi

Calculate the volume needed to achieve the desired activity:

Volume needed = Desired activity at 9:30 / Remaining activity at 9:30 * Volume at 9:30

Calculate the remaining volume at 9:30:

Remaining volume = Volume at 8 am - Volume withdrawn - Volume accidentally discharged

Calculate the volume that needs to be added:

Volume to be added = Volume needed - Remaining volume

Let's perform the calculations step by step:

Determine the initial activity of the kit:

Initial activity = 180 mCi

Calculate the decayed activity at 9:30 (after 1.5 hours):

Decay factor = 0.841

Decay activity = 180 mCi * 0.841 = 151.38 mCi

Calculate the remaining activity after withdrawing 20 mCi at 8 am:

Remaining activity = 180 mCi - 20 mCi = 160 mCi

Calculate the remaining activity at 9:30:

Remaining activity at 9:30 = 160 mCi * 0.841 = 134.56 mCi

Calculate the desired activity at 9:30 (20 mCi):

Desired activity at 9:30 = 20 mCi

Calculate the volume needed to achieve the desired activity:

Volume needed = (Desired activity at 9:30 / Remaining activity at 9:30) * Volume at 9:30

Volume at 9:30 = Remaining volume = 30 ml - (30 ml / 2) = 15 ml

Volume needed = (20 mCi / 134.56 mCi) * 15 ml = 2.236 ml

Calculate the remaining volume at 9:30:

Remaining volume = 30 ml - (30 ml / 2) = 15 ml

Calculate the volume that needs to be added:

Volume to be added = Volume needed - Remaining volume = 2.236 ml - 15 ml = -12.764 ml

Since the calculated volume to be added is negative, it means that no additional volume is required. The remaining Kit volume in the syringe is sufficient to correct the dose to 20 mCi.

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