You transfer $100 from your savings account to your checking account as a result, m1 will Remains unchanged and m2 will increase by $100.
Checking and savings accounts are also a part of M2. Thus, moving $100 from a savings account to a checking account won't have an impact on M2. Savings accounts are not included in M1, whereas checking accounts are. Therefore, a $100 transfer from savings to checking accounts will result in a $100 rise in M1.The ability to write checks from and access your bank account in a variety of other ways makes a checking account your default daily transaction bank account. You store money in a savings account that you aren't ready to use quite yet, frequently with the intention of building up more.Hence, You transfer $100 from your savings account to your checking account as a result, m1 will Remains unchanged and m2 will increase by $100.
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triangle p undergoes a sequence of transformations resulting in tringle q. which sequence of transformation could be used to show that triangle q is similar but not congruent to triangle P
The transformation could be used to show that triangle Q is similar but not congruent to triangle P is Dilation.
What is transformation?A transformation is a general term for four specific ways to manipulate the shape and/or position of a point, a line, or geometric figure.
Given that, triangle P undergoes a transformations resulting in triangle Q.
We know, Dilation would not change the shape, just the size; the angle measures would be the same, and the ratio of corresponding sides would be equal to the scale factor used in the dilation. This would give us a similar, but not congruent, figure.
Hence, The transformation could be used to show that triangle Q is similar but not congruent to triangle P is Dilation.
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Determine the coordinates of the point shown.
Answer ASAP
A coordinate grid shown. There are increments of 0.5 for each grid line on each of the two axes. A point is located at 3 grid lines to the right and 1 grid line down from the origin.
(4 points)
(1.5, −0.5)
(−0.5, 1.5)
(3, −1)
(1, −1)
Answer:
(1.5, −0.5)
Step-by-step explanation:
what is 13 -90
then 50/90=
then + together both answers and then multiply by 26 and what is the answer =
Answer: if there is an option for -1,989 then it would be that one
Step-by-step explanation:
13 - 90 would give you -77 and then 50/90 is would give you 0.5555555. -77 + 0.5 would be -76.5 which then you multiply by 26 gives you -1,989.
Suppose that one factory inputs its goods from two different plants, A and B, with different costs, 4 and 6 each respective. And suppose the price function in the market is decided as p(x,y)= 100−x−y where x and y are the demand functions and 0≤x,y. Then as
x=
y=
the factory can attains the maximum profit,
The maximum profit that the factory can attain can be calculated by finding the maximum of the price function p(x,y)= 100-x-y.
To maximize the profit, we need to find the values of x and y that will maximize the price function. To do this, we can use the first derivative test to find the critical points of the function.
Differentiate the price function with respect to x and y, we obtain
p'(x) = -1
p'(y) = -1
Setting both derivatives to zero and solving for x and y, we obtain x= y= 100
To check if this is a maximum, we use the second derivative test.
Differentiate the price function again with respect to x and y, we obtain
p''(x) = 0
p''(y) = 0
Since both second derivatives are equal to 0, this is a point of inflection, and not an absolute maximum. Therefore, we need to check the boundary.
Since x and y must be positive, the boundary would be x=0 and y=0.
Substituting these values into the price function, we obtain
p(0,0) = 100
Therefore, the maximum profit the factory can attain is 100, when x=0 and y=0.
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PLEASE ASAP 100 POITNS
a) Jill jumped 6 7/8 feet in the long-jump event. Jill’s best friend jumped 6 15/16 feet. How much farther did Jill’s best friend jump? Describe in words the process you used to solve the problem. (2 points)
b) If Jill’s best friend jumped farther than 6.5 feet, then she beat the school record and the seventh graders earn 50 points. If not, the eighth graders earn 50 points. Which grade should be awarded 50 points**? (1 point)
c) Claire and her partner, Grace, are throwing for the javelin event as a team. Claire threw the javelin 42 5/8 feet and Grace threw it 39 3/5 feet. If Claire and Grace combined their distances, what would their total feet thrown be? Show your work. (2 points)
d) If the total distance of Claire and Grace is greater than 83.7 feet, then the seventh graders earn 50 points. If not, then the eighth graders earn 50 points. Which grade should be awarded 50 points**? (1 point).
Answer:
Step-by-step explanation:
a) To find how much farther Jill's best friend jumped, we need to subtract Jill's distance from her best friend's distance. First, we need to convert both distances to the same unit, in this case inches. 6 7/8 feet is equal to 6 7/8 * 12 inches/foot = 82 7/8 inches. 6 15/16 feet is equal to 6 15/16 * 12 inches/foot = 83 16/16 inches. Now that both distances are in inches, we can subtract them: 83 16/16 inches - 82 7/8 inches = 1 9/16 inches. Therefore, Jill's best friend jumped 1 9/16 inches farther.
b) To determine if Jill's best friend beat the school record, we need to compare her distance to the record distance. The record distance for seventh graders is 6 feet 1 3/5 inches, which is equal to 6 1/5 * 12 inches/foot = 74 inches. Jill's best friend jumped 83 16/16 inches, which is greater than 74 inches. Therefore, Jill's best friend beat the school record and the seventh graders should be awarded 50 points.
c) To find the total distance thrown by Claire and Grace, we need to add their individual distances. First, we need to convert both distances to the same unit, in this case inches. 42 5/8 feet is equal to 42 5/8 * 12 inches/foot = 510 5/8 inches. 39 3/5 feet is equal to 39 3/5 * 12 inches/foot = 472 3/5 inches. Now that both distances are in inches, we can add them: 510 5/8 inches + 472 3/5 inches = 983 8/5 inches. Therefore, the total distance thrown by Claire and Grace is 983 8/5 inches.
d) To determine if the total distance thrown by Claire and Grace is greater than 83.7 feet, we need to compare their distance to the record distance. The record distance for seventh graders is 83.7 feet, which is equal to 83.7 * 12 inches/foot = 1004.4 inches. The total distance thrown by Claire and Grace is 983 8/5 inches, which is less than 1004.4 inches. Therefore, the total distance thrown by Claire and Grace is not greater than the record distance and the eighth graders should be awarded 50 points.
using the following uniform density curve, determine what is the probability that a random variable has a value less than 44?
The probability that a random variable has a value less than 44 is 44.
The probability that a random variable has a value less than 44 can be determined by calculating the area under the curve to the left of 44.
In a uniform density curve, the probability of a random variable falling within a certain range is equal to the length of that range. To find the probability of a random variable having a value less than 44, we need to find the length of the range from 0 to 44.
The length of this range is 44 - 0 = 44.
Therefore, the probability that a random variable has a value less than 44 is 44.
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Identify the factors in the expression 3(m + 2).
A. 3 and (m + 2)
B. m and 2
OC. 3 and m
D. 3 and 2
The factors of the expression 3(m + 2) are 3 and (m + 2) and the correct option is A. 3 and (m + 2).
What is a factorA factor in an expression of number, variable, term or any other longer expression that is multiplied by another. In mathematics, a number or algebraic expression that divides another number or expression evenly without remainder is also called a factor.
The question have an algebraic expression; 3(m + 2)
considering the four options;
A. 3 and (m + 2)
B. m and 2
C. 3 and m
D. 3 and 2
Only option A. with 3 and (m + 2) can be said to be factors as multiplying them will give 3(m + 2) and can both divide the expression 3(m + 2) evenly without a remainder.
In conclusion, 3 and (m + 2) are factors for the given expression and option A. 3 and (m + 2) is correct.
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The boxplot below displays the average number of apple pies consumed in eating contests across a particular state. The higher outlier is from a professional, heavyweight contests, and the lower outlier is from a children's eating contest. X TI X 10 20 30 30 30 What effect will removing all outliers have on the mean and median of the data set? O a Neither the mean nor the median we change O b The mean will remain unchanged and the median will increase O c The mean will remain unchanged and the median wit decrease O d The median will remain unchanged and the mean will increase O e The median will remain unchanged and the mean will decat
The effect that will removing all outliers have on the mean and median of the data set is; C. median will remain unchanged and the mean will increase.
What are mean and median?
The mean is the average value which can be calculated by dividing the sum of observations by the number of observations
Mean = Sum of observations/the number of observations
The Median represents the middle value of the given data when arranged in a particular order.
WE have been given boxplot that displays the average number of apple pies consumed in eating contests across a particular state.
The higher outlier is from a professional,the heavyweight contest, and the lower outlier is from a children's eating contest.
The effect that will removing all outliers have on the mean and median of the data set is; C. median will remain unchanged and the mean will increase.
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Answer ASAP
Point R is at (3, 1.3) and Point T is at (3, 2.4) on a coordinate grid. The distance between the two points is
. (Input numbers and decimal point only, such as 8.2.) (3 points)
Answer:
1.1
Step-by-step explanation:
here are two rectangles. The first rectangle with heading Account A and content principal: $16,000; annual interest: 3%, compound quarterly number of years: 10 and the second rectangle with heading Account B and content principal: $16,000; annual interest: 3%, compound monthly number of years: 10. What type of growth do both accounts model?
Answer:
Due to compound interest, the total return on both investments is significantly higher than the original principal.
Step-by-step explanation:
Both accounts model compound interest growth. Compound interest is a type of growth in which the interest earned on an investment is added to the principal, so that the interest earned in the future is based on a higher principal. In both of the accounts you described, the interest is compounded at a specific frequency (quarterly in Account A and monthly in Account B) over a number of years. This means that the interest earned on the investment is added to the principal at regular intervals, and the interest earned in the future is based on the new, higher principal.
To calculate the total return on an investment that compounds interest, you can use the following formula:
Total Return = Principal * (1 + Interest Rate/Number of Compoundings per Year) ^ (Number of Years * Number of Compoundings per Year)
For example, to calculate the total return on Account A after 10 years, you would use the following formula:
Total Return = $16,000 * (1 + 0.03/4) ^ (10 * 4) = $22,217.33
To calculate the total return on Account B after 10 years, you would use the following formula:
Total Return = $16,000 * (1 + 0.03/12) ^ (10 * 12) = $22,303.47
In both cases, the total return on the investment is significantly higher than the initial principal, due to the compounding of the interest.
3 1/2 + 4 3/4 + 5 3/10
Answer: 13.55 or 13 11/20.
Step-by-step explanation: First, you have to find a common denominator, in this case, it would be 20. 2 can go into 20 10 times, 4 can go into 20 5 times, and 10 can go into 20 2 times. Then, you would NOW have 3 10/20 + 4 15/20 + 5 6/20, to have all the equal denominators. When you add, you would get 12 31/20, but now you have to simplify. Now, you SHOULD get 13 11/20 after simplifying. As a decimal, it would be 13.55 I hoped this helped!
Simplify for all questions.
Answer:
3y; -2a; -5y; 3c; -6-----------------------------------------
Question 1[tex]-\sqrt{9y^2}=-(-3y)= 3y, \ since\ y < 0[/tex]Question 2[tex]0.5\sqrt{16a^2} =0.5(-4a)=-2a,\ since\ a < 0[/tex]Question 3[tex]-5\sqrt{y^2} =-5y, since \ y > 0[/tex]Question 4[tex]3\sqrt{c^2} =3c,\ since \ c \geq 0[/tex]Question 5[tex]\sqrt{(3-\sqrt{15})^2 } -\sqrt{(3+\sqrt{15})^2 } =-(3-\sqrt{15}) -(3+\sqrt{15})=-6, since\ 3 < \sqrt{15}[/tex]FIND THE COTANGENT! Help me pls.
Answer: 5/8
Step-by-step explanation:
A researcher was interested in comparing the resting pulse rates of people who exercise regularly and people who do not exercise regularly. Independent simple random samples were obtained of 16 people who do not exercise regularly and 12 people who do exercise regularly. The resting pulse rate (in beats per minute) of each person was recorded. The summary statistics are as follows.
Do Not Exercise - Do Exercise
x1 = 73.4 beats/min - x2 = 69.7 beats/min
s1 = 10.3 beats/min - s2 = 8.6 beats/min
n1 = 16 - n2 = 12
test the claim that he difference between the mean pulse rate of people who do not exercise regularly is higher than the mean pulse rate of people who exercise regularly.
We Reject H₀ if t calculated > t tabulated and hence the mean pulse rate of people who do not exercise regularly is higher than the mean pulse rate of people who exercise regularly
We Reject H₀ if t calculated > t tabulated
But in this case,
0.83 is not greater than 2.056
Therefore, we failed to reject H₀
There is no difference between the mean pulse rate of people who do not exercise and the mean pulse rate of people who do exercise
The Null and Alternate hypothesis is given by
Null hypotheses = H₀: μ₁ = μ₂
Alternate hypotheses = H₁: μ₁ ≠ μ₂
The test statistic is given by
Where is the sample mean of people who do not exercise regularly.
Where is the sample mean of people who do exercise regularly.
Where is the sample standard deviation of people who do not exercise regularly.
Where is the sample standard deviation of people who do exercise regularly.
Where is the sample size of people who do not exercise regularly.
Where is the sample size of people who do exercise regularly.
The given level of significance is
1 - 0.95 = 0.05
The degree of freedom is
df = 16 + 12 - 2 = 26
From the t-table, df = 26 and significance level 0.05,
t = 2.056 (two-tailed)
Conclusion:
We Reject H₀ if t calculated > t tabulated
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reduction of variability is part of what is called choose the answer from the menu in accordance to the question statementchoose the answer from the menu in accordance to the question statement quality of control .
Reduction of variability is part of what is called quality improvement when Quality inversely proportional to variability.
Given that,
What reduces variability is a component of —————————-
We have to fill the blank.
We know that,
Quality inversely proportional to variability
That is
Quality α 1/ variability
The reduction of variability means increases quality. Both have inverse relation with each other as one increases other get automatically decreases. Variability in any process leads to us quality of process. If we want to maintain the quality of process / product we have to reduced variation in process / product
Therefore, Reduction of variability is part of what is called quality improvement when Quality inversely proportional to variability.
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Find all solutions of the equation 2sinx +√3 = 0
The answer is A+Bkπ and C+Dkπ where k is any integer, 0
Answer:
Step-by-step explanation:
2sin x=-√3
[tex]sin~x=-\frac{\sqrt{3} }{2} =-sin~\frac{\pi }{3} =sin (\pi +\frac{\pi }{3} ),sin(2\pi -\frac{\pi }{3} )\\=sin(\frac{4\pi }{3} +2k\pi ),sin (\frac{5\pi }{3} +2k\pi )\\=sin(A+Bk\pi ),sin(C+Dk\pi )\\x=A+Bk\pi ,C+Dk\pi \\where~A=\frac{4\pi }{3} ,B=2\\C=\frac{5\pi }{3} ,D=2[/tex]
Math, help pls..................................
The measure of ∡ PRQ, if the sum of an interior angle of a triangle is [tex]180^o[/tex] is 75°, so option B is correct.
What is the triangle?One of the fundamental shapes in geometry is represented by the symbol Δ and consists of three connected vertices.
Given:
The lines m and n are parallel,
∡ QPR = 70°
As the lines are parallel, the alternate angles will be equal,
∡PQR = ∡ QPN = 35°
The sum of the interior angles of the triangle is [tex]180^o[/tex]
∡ QPR + ∡ PRQ + ∡ RQP = 180
70 + 35 + ∡ PRQ = 180
∡ PRQ = 180 - 105
∡ PRQ = 75°
Therefore, the measure of ∡ PRQ, if the sum of an interior angle of a triangle is [tex]180^o[/tex] is 75°.
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Work out the value of d in the equality below. 0.0043 = 4.3 × 10d
Answer:
d= -3
Step-by-step explanation:
Rearrange variables to the left side of the equation: -4.3x 10d= -0.0043
Divide both sides of the equation by the coefficient of variable
Reduce the fraction
Convert fraction into negative exponential form
Convert both sides of the equation into terms with the same with same base
Simplify using exponent power rule
Based on the given conditions, corresponding exponents are equal
Find the solution to the system by substitution
y=2x-1
x-2y=-1
Answer:
x = 1
y = 1
Step-by-step explanation:
Substitute y with 2x-1:
x - 2(2x-1) = -1
x - 4x + 2 = -1
-3x + 2 = -1
-3x = -1 - 2
-3x = -3
x = 1
Substitute x with 1
y = 2(1) - 1
y = 2 - 1
y = 1
A satellite flies 37604 miles in 5.53 hours. How many miles has it flown in 7.15
hours?
Answer:
It will fly 48,620 is 7.15 hours.
Step-by-step explanation:
[tex]\frac{37604}{5.53}[/tex] ≈ 6800 miles in 1 hour. This is rounded to the nearest whole number
7.15 x 6800 = 48,620
Allie had four and three-fourths tubes of purple paint. She used two and one-fourth tubes. Later, she found three and three-eighths more tubes. How many tubes of purple paint does she have now?
five and thirteen over twenty-four tubes
five and nine over twenty-four tubes
five and seven over eight tubes
five and one over eight tubes
By subtracting and adding mixed numbers, we can see that at the end she has (5 + 7/8) tubes of paint.
How many tubes of purple paint does she have now?We know that initially Allie had (4 + 3/4) tubes of purple paint, and she sed (2+ 1/4) tubes.
So at this point we need to take the difference between the two mixed numbers, we will get:
(4 + 3/4) - (2 + 1/4) = (4 - 2) + (3/4 - 1/4)
(4 - 2) + (3/4 - 1/4) = 2 + 2/4
2 + 2/4 = 2 + 1/2
Then she founds (3 + 3/8) more. Now we need to add that:
2 + 1/2 + (3 + 3/8) = (2 + 3) + (1/2 + 3/8)
(2 + 3) + (1/2 + 3/8) = 5 + (4/8 + 3/8)
5 + (4/8 + 3/8) = 5 + 7/8
She has 5 + 7/8 tubes of purple paint.
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Can someone explain what the rules are for division algorithm and what it means?
Answer:
The division algorithm says when a number is divided by a number gives the quotient
Step-by-step explanation:
A horse owner needs to replace four sections of a coral for the horses. The first section
needs 26 yards of fencing, the second needs 10 3/5, the third, 10 1/5 yards, and the fourth,
8 3/10 yards. How many yards are needed to repair four sections of the fencing?
10
Answer:
55 1/10 yd
Step-by-step explanation:
26 + 10 + 3/5 + 10 + 1/5 + 8 + 3/10 =
= 54 + 4/5 + 3/10 =
= 54 + (8 + 3)/10 =
= 54 + 11/10 =
= 54 + 10/10 + 1/10 =
= 54 + 1 + 1/10 =
= 55 1/10
Answer:
55[tex]\frac{1}{10}[/tex]
Step-by-step explanation:
Convert all the mixed numbers to fractions with a common denominator (10) then add them up:
26 + 53/5 + 51/5 + 83/10 =
26 + 106/10 + 102/10 + 83/10 =
26 + 291/10 =
26 + 29[tex]\frac{1}{10}[/tex] = 55[tex]\frac{1}{10}[/tex]
Which ordered pair is a solution to the system of inequalities shown on the graph?
A)(3, 3)
B) (1,2)
C)(-3,-2)
D) (0, 1)
Answer:
C) (-3,-2)
Step-by-step explanation:
Solutions to the graphed system of inequalities are any points that are contained within the overlapping shaded region.
Plot the points on the given coordinate grid.
The only point that is contained with the overlapping shaded region is:
(-3, -2)a line with a y-intercept of 4 passes through the point (14, -3). it also passes through point (x, -8). what is the x coordinate for that point?: * a) 8 b) 24 c) -24 d) 6 e) -6
The x-coordinate for the point (x, -8), if Y-intercept is 4, and the coordinates of the point is (14, -3), is 24, so option B is correct.
What is line?
An object having an endless length and no width, depth, or curvature is called a line. Since lines can exist in two, three, or higher-dimensional environments, they are one-dimensional things.
Given:
Y-intercept = 4,
Coordinates of point = (14, -3), (x, -8)
Calculate the line equation as shown below,
y = m x + 4
Here, m is the slope,
Put point (14, -3) in the equation,
-3 = m × 14 + 4
m = -7 / 14
m = -1 / 2
Hence, the equation of a line is,
y = -1/2 x + 4
Put point (x, -8),
-8 = -1/2 x + 4,
-12 = -1/2x
x = 24
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Translate the sentence into an inequality.
Twice the difference of a number and 6 is at least 27
Use the variable c for the unknown number
Answer:
The answer to the inequality is c >= 19.5. This means that the unknown number, represented by the variable c, must be greater than or equal to 19.5 in order for the inequality to hold true.
Step-by-step explanation:
Twice the difference of a number and 6 is at least 27
2 * (c - 6) >= 27
2c - 12 >= 27
2c >= 39
c >= 19.5
Please let me know if you have any questions.
Can someone help please? Picture is already attached. If its wrong please correct it. This isn’t mine by the way, I’m posting it for someone else to double check if it’s right
Answer:
You've got it right
Step-by-step explanation:
If you want to get stellar communication on the question then maybe include a number line to visually represent why, but otherwise you have the answer right.
for cos(theta) = -3/5, and pi/2 < theta < pi, find the following trig values
sin theta
tan theta
csc theta
sec theta
cot theta
For the given range of theta, cos(theta) is negative, which means that theta is in the third or fourth quadrant. In these quadrants, the sine function is positive, the tangent function is negative, and the cotangent function is negative.
Since cos(theta) = -3/5, we can use the Pythagorean identity to find the value of sin(theta):
sin^2(theta) + cos^2(theta) = 1
sin^2(theta) = 1 - cos^2(theta)
sin^2(theta) = 1 - (-3/5)^2
sin^2(theta) = 1 - 9/25
sin^2(theta) = 16/25
sin(theta) = sqrt(16/25) = 4/5
Therefore, the value of sin(theta) is 4/5.
We can also use the identity cot(theta) = 1/tan(theta) to find the value of cot(theta):
cot(theta) = 1/tan(theta)
cot(theta) = 1/(sin(theta)/cos(theta))
cot(theta) = cos(theta)/sin(theta)
cot(theta) = (-3/5)/(4/5)
cot(theta) = -3/4
Therefore, the value of cot(theta) is -3/4.
The values of the other trigonometric functions can be found using the definitions of these functions:
tan(theta) = sin(theta)/cos(theta) = (4/5)/(-3/5) = -4/3
csc(theta) = 1/sin(theta) = 1/(4/5) = 5/4
sec(theta) = 1/cos(theta) = 1/(-3/5) = -5/3
Therefore, the values of the trigonometric functions for the given range of theta are:
sin(theta) = 4/5
tan(theta) = -4/3
csc(theta) = 5/4
sec(theta) = -5/3
cot(theta) = -3/4
solve -2 + 12/25
thanks
Answer:
-38/25
in decimal form: -1.52
Step-by-step explanation:
Answer: -38/25 or -1 13/25 or -1.52
Step-by-step explanation:
-2 is the same as -50/25 because -50/25 is -2
-50/25+12/25
-50+12 = -38
-50/25+12/25=-38/25
-1 13/25
Find the constant term in the expansion of (2x+1/x)8
Answer:
the constant term in this problem is 8