The most appropriate choice for Similar and congruent triangles will be given by
Third Option dilation is correct.
What are Similar and congruent triangles?
Two triangles are similar if their angles are equal but their sides are proportional
The different axioms of similarity are SAS, SSS, AA
Two triangles are congruent if their sides and angles are both equal
The different axioms of congruency are ASA, SAS, AAS, RHS, SSS
Here, A stands for angle, S stands for side R stands for right angle, H stands for hypotenuse.
Here,
Two Similar triangle means corrosponding sides are proportional and two congruent triangle means corrosponding sides and angles and angles are same
The triangle after rotation and reflection do not change any length of side or angle. So the triangles will be same after reflection or rotation. So congruency will not be disturbed here.
Now, in case of dilation, length of each side will change but in same proportion.
So dilation can make two similar triangles but not congruent triangles
So third option is correct.
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Complete Question
Triangle P undergoes a sequence of tranformations resultig in triangle Q which sequence of transformations could be used to show that triangle Q is similar but not congruent to triangle P
a) Rotation
b) Reflection
c) Dilation
d) Any of these could be the transformation
HELP!!!
In triangle DEF, m∠D = (3x + 27)°, m∠E = (4x + 22)°, and m∠F = 68°. Determine the degree measure of the exterior angle to ∠D.
54°
58°
122°
126°
The sum of all interior angles of a triangle is 180° thus the measure of the exterior angle to ∠D is 126° so option (D) is correct.
What is a triangle?
A triangle is a 3-sided shape that is occasionally referred to as a triangle. There are 3 sides and three angles in every triangle, some of which may be the same.
It is known that the sum of all three angles inside a triangle will be 180°.
So, m∠D + m∠E + m∠F = 180°
(3x + 27) + (4x + 22) + 68 = 180
7x + 49 + 68 = 180
7x = 63
x = 9
So, m∠D = (3(9) + 27)° = 54°.
The exterior angle of D = 180- 54 = 126°.
Hence "The sum of all interior angles of a triangle is 180° thus the measure of the exterior angle to ∠D is 126°".
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convert 3.2 yards to feet
1 yard is equivalent to 3 feet. Then to convert 3.2 yards to feet we can use the next proportion,
[tex]\frac{1\text{ yard}}{3.2\text{ yard}}=\frac{3\text{ ft}}{x\text{ ft}}[/tex]Solving for x,
[tex]\begin{gathered} 1\cdot x=3\cdot3.2 \\ x=9.6 \end{gathered}[/tex]3.2 yards is equivalent to 9.6 feet
Which point lies on the graph of the equation 7x-3y=9
Answer:
Slope:
7/3
y-intercept:
(0, −3)
Step-by-step explanation:
VAn item costs $310 before tax, and the sales tax is $6.20.Find the sales tax rate. Write your answer as a percentage.0%X5?
Given:
The cost of the item is
[tex]\text{ \$}310.[/tex]The sales tax is
[tex]\text{ \$}6.20[/tex]Required:
We have to find the Sale tax rate and write the answer in percentage.
Explanation:
The formula for the sales tax rate is
[tex](\frac{\text{ sales tax}}{\text{ cost}}\times100)\%.[/tex]Therefore, The required sales tax rate is
[tex](\frac{6.20}{310}\times100)\%=(\frac{620}{310})\%=2\%.[/tex]Final answer:
Hence the final answer is
[tex]2\%.[/tex]What is a possible step when solving for x? Sey. 51x + 2x = 37
Solving for x, the value of x is 37/53
Algebraic expression: what is it?An expression that has been created utilizing integer variables, constants, and algebraic operations is known as an algebraic expression. As an illustration, the algebraic expression 3x2 2xy + c
Given,
51x + 2x = 37
To resolve the x equation
51x + 2x = 37
Including the xs
53x = 37
53 divided between the two sides
53x/53 = 37/53
x = 37/53
As a result, by solving for x in the subsequent steps, we obtain:
x = 37/53
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Please help would really appreciate!!!!
A) f(-1) + f(3) = 0
B) f(-1) - f(3) = 0
How the functions are calculated?
[tex]f(x)=2x^{2} -4x-6[/tex]
f(-1) = 2(1) -4(-1) -6
=2+4-6
=6- 6
=0
f(3) = 2(9)- 4(3) - 6
=18- 12- 6
=18 - 18
= 0
A) f(-1) + f(3) = 0 + 0 = 0
B) f(-1) - f(3) = 0 - 0 = 0
What are functions?
A relationship between a group of inputs and one output each is referred to as a function. It is an association between inputs in which each input is connected to precisely one output. A domain, codomain, or range exists for every function.y = f (x) is how functions are typically represented .To learn more about functions, refer:
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Which expression can be used to find the difference of the polynomials?
[10m + (-7m)] is the formula that can be used to find the difference between the polynomials (10m - 6) and (7m - 4). + [(-6) + 4].
[10m + (-7m)] + [(-6) + 4]
With more calculation
= 10m - 7m - 6 + 4
so we do
= 3m - 2 …. (2)
As (1) and (2) are equivalent
The polynomial's differences can be calculated using the equation [10m + (-7m)] + [(-6) + 4].
In order to find the difference between the polynomials, one can utilize the formula [10m + (-7m)] + [(-6) + 4].
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The original blueprint for the Morenos' livingroom has a scale of 2 inches = 5 feet. The familywants to use a new blueprint that shows thelength of the living room to be 15 inches. Ifthe width of the living room on the originalblueprint is 6 inches and the length is 9.6 inches,what are the scale and the width of the newblueprint?
Step 1
The original blueprint of the family has a scale of 2inches=5feet
The family wants to use a new blueprint that shows the length of the living room to be 15 inches.
Step 2
The width of the living room is
[tex]\frac{6}{2}\times5=15feet[/tex]Hence, the length of the living room is
[tex]\frac{9.6}{2}\times5=24feet[/tex]So the new scale is;
[tex]\begin{gathered} \frac{15}{24}=\frac{5}{8} \\ ie\text{ 5inches=8f}eet \end{gathered}[/tex]The width of the new print is;
[tex]\begin{gathered} \frac{6}{2}\times5=15feet \\ \frac{15}{8}\times5=9.375inches \end{gathered}[/tex]Hence the scale of the new print is; 5inches = 8feet
Width of new blue print=9.375inches
A coffee distributor needs to mix a(n) Queen City coffee blend that normally sells for $11.90 per pound with a Arabian Mocha coffee blend that normally sells for $13.10 per pound to create 10 pounds of a coffee that can sell for $12.86 per pound. How many pounds of each kind of coffee should they mix? A) Write an equation using the information as it is given above that can be solved to answer the question. Use z as your variable to represent the quantity of Queen City coffee blend. Equation: 11.92 + 13.1. – 131 = 128.6 Х
The linear equations are x + y = 10 and (11.90)x + (13.10)y = (12.86)(10) and the value of x and y are 2 and 8 respectively.
What is a linear equation?It is defined as the relation between two variables, if we plot the graph of the linear equation we will get a straight line.
If in the linear equation, one variable is present, then the equation is known as the linear equation in one variable.
It is given that:
A coffee distributor needs to mix a(n) Queen City coffee blend that normally sells for $11.90 per pound.
Let x and y be the quantity of Queen City coffee (lbs) and the quantity of Arabian Mocha coffee (lbs)
From the data given;
The equations can be framed:
x + y = 10
(11.90)x + (13.10)y = (12.86)(10)
After solving the substitution method:
x = 2
y = 8
Thus, the linear equations are x + y = 10 and (11.90)x + (13.10)y = (12.86)(10) and the value of x and y are 2 and 8 respectively.
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I need help with this practice problem solvingI will send you another pic… it is a graph, please use the graph to answer this.
Before we can proceed in graphing the complex number, let's get the sum of the two given complex numbers first.
[tex](2-3i)+(-1-i)[/tex]When adding complex numbers, simply combine similar terms like real-to-real and complex-to-complex only.
So, we have:
[tex]\begin{gathered} =(2+(-1))+(-3i+(-i)) \\ =(2-1)+(-3i-i)_{} \\ =1+(-4i) \\ =1-4i \end{gathered}[/tex]Hence, the sum of the two complex numbers is 1 - 4i.
When plotting a complex number in the plane, the real number acts as the x-coordinate and the complex number acts as the y-coordinate.
Hence, the x-coordinate is 1 while the y-coordinate is -4.
Here's the graph of the sum.
I need help with this question part a and b
Answer:
• (a)f[g(x)]=(3x-84)/4
,• (b)7.5
Explanation:
A function that converts shoe sizes in France to those in England is:
[tex]g(x)=\frac{3x-94}{4}[/tex]A function that converts shoe sizes in England to those in the United States is:
[tex]f(x)=x+\frac{5}{2}[/tex]Part A
To find a function that converts shoe sizes in France to those in the United States, we evaluate the composition, g(f(x)).
[tex]\begin{gathered} f(x)=x+\frac{5}{2} \\ f[g(x)]=g(x)+\frac{5}{2}=\frac{3x-94}{4}+\frac{5}{2}\frac{=3x-94+10}{4} \\ \implies f[g(x)]=\frac{3x-84}{4} \end{gathered}[/tex]A function that converts shoe sizes in France to those in the U.S is:
[tex]f[g(x)]=\frac{3x-84}{4}[/tex]Part B
Given a size 38 shoe in France:
[tex]f[g(38)]=\frac{3(38)-84}{4}=\frac{114-84}{4}=\frac{30}{4}=7.5[/tex]A size 38 shoe in France is of size 7.5 in the United States.
Which relation is a function?
5. Which of the equations show x and y DIRECTLY proportional to each relationship? For every one that does provide the constant of proportionality
A direct proportional relation can always be express as an equation of the form:
[tex]y=kx[/tex]where k is the constant of proportionality. (This means that y has to be the result of multiplying a number by x)
Now, let's see at the option we have.
a)
Solving the equation for y we have:
[tex]\begin{gathered} 2x+2y=0 \\ 2y=-2x \\ y=-\frac{2}{2}x \\ y=-x \end{gathered}[/tex]Since we can write the equation in the form as a direct proportional relationship we conclude that option a shows a directly proportional relationship and that the constant is -1.
b)
For this case we have the equation:
[tex]x=.125y[/tex]From it we already can see that this means that x is directly proportional to y and that the constatn of porportionality is 0.125.
Now if we want we can solve the equation for y, then we have:
[tex]\begin{gathered} y=\frac{1}{.125}x \\ y=8x \end{gathered}[/tex]this equation shows that y is directly proportional to x and that the constant of proportionality is 8.
Notice that the the constant of proportionality changes if we write the relation as x directly proportional to y or if we write it as y directly proportional to x. Either way the relation express the same and it is directly proportional.
c) and d)
For this equations that we have a division in which one of the variables is the divisor (or the denominator); this means that the equation show a relation between x and y but their are not directly proportional. In fact this means that the equations show an inversely proportional relations.
Hey, I’m really having trouble with this question and could use some help.
From the given graph, we have 2 points with coordinates:
[tex]\begin{gathered} (x_1,y_1)=(1,2) \\ \text{and} \\ (x_2,y_2)=(4,1) \end{gathered}[/tex]The equation of a line in slope-intercept form is given by
[tex]y=mx+b[/tex]With the given points, we can find the slope m as follows:
[tex]\begin{gathered} m=\frac{y_2-y_1}{x_2-x_1} \\ \text{then} \\ m=\frac{1-2}{4-1} \end{gathered}[/tex]which gives
[tex]m=\frac{-1}{3}=-\frac{1}{3}[/tex]Then, our line equation has the form
[tex]y=-\frac{1}{3}x+b[/tex]Now, we can find the y-intercept b by substituting one of the two given points. For instance, if we substitute point (1,2) into the last result, we get
[tex]2=-\frac{1}{3}(1)+b[/tex]which gives
[tex]\begin{gathered} 2=-\frac{1}{3}+b \\ \text{then} \\ 2+\frac{1}{3}=b \\ \frac{7}{3}=b \end{gathered}[/tex]then, the line equations is
[tex]y=-\frac{1}{3}x+\frac{7}{3}[/tex]a) The linear function is
[tex]f(x)=-\frac{1}{3}x+\frac{7}{3}[/tex]b) What is f(6)?
In this case, we have that x=6. Then, by replacing this value into our function, we get
[tex]f(6)=-\frac{1}{3}(6)+\frac{7}{3}[/tex]which gives
[tex]\begin{gathered} f(6)=-\frac{6}{3}+\frac{7}{3} \\ f(6)=\frac{-6+7}{3} \\ f(6)=\frac{1}{3} \end{gathered}[/tex]therefore, the answer for part b is
[tex]\frac{1}{3}[/tex]fia needs 3/4 cup of sugar but only has a a 1/3 cup and a 1/8 cup which one should she use and why
Fia needs 3/4 cub of sugar
She has only a 1/3 cup and a 1/8 cup
To find which cup should she use :
Divide 3/4 by 1/3 and divide 3/4 by 1/8
The operation which give integer number is the true choice
So,
[tex]\begin{gathered} \frac{3}{4}\div\frac{1}{3}=\frac{3}{4}\cdot\frac{3}{1}=\frac{9}{4}=2\frac{1}{4} \\ \\ \frac{3}{4}\div\frac{1}{8}=\frac{3}{4}\cdot\frac{8}{1}=\frac{24}{4}=6 \end{gathered}[/tex]So, it should be use a 1/8 cup, so 6 times of a 1/8 cup will give 3/4 cup of sugar.
So, the answer is : a 1/8 cup
Explain why a V-shaped graph does not represent a linear function.
A V-shaped graph belongs to an absolute value function or a piecewise function, never to a linear function (these are graphed only with a single line).
Why a V-shaped graph does not represent a linear function?This is really trivial question.
A linear function has a graph that is a straight line.A V-shaped graph is not a straight line, is a V.So the answer is really trivial, as you can see.
But let's explain it a little bit more.
The only functions that have V-shaped graphs are piecewise functions (formed of two linear equations) or absolute value equations, neither of these are exactly linear (but they are made of "linear like parts").
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Four times the quotient of a number and 9 plus 14, how do I right it as an expression?
The expression is written as (4n/9) + 14
What is an expression?
An expression or mathematical expression is a finite collection of symbols that is well-formed according to context-dependent norms. To assist identify the sequence of operations and other features of logical syntax, mathematical symbols can denote numbers (constants), variables, operations, functions, brackets, punctuation, and grouping. Many writers differentiate between an expression and a formula, with the former referring to a mathematical item and the latter referring to a statement about mathematical things. For instance, is a formula. However, in modern mathematics, and particularly in computer algebra, formulae are considered as expressions that may be evaluated as true or false based on the values assigned to the variables in the expressions.
The expression is written as (4n/9) + 14
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i need help with this question.use the function u= c + 4 to find the value of u when c = 1
Answer:
5
Explanation:
Given the below function;
[tex]u=c+4[/tex]To find u when c = 1, all we have to do is substitute the value of c into the above equation and solve for u;
[tex]\begin{gathered} u=1+4 \\ u=5 \end{gathered}[/tex]1 A Great Way to Make Money POW ID: 965 High School, Discrete Math, Discrete Math Print Problem As your sixteenth birthday approaches you are looking for ways to make money so you can buy a used car. Currently, you earn $10 a week for doing chores around the house. Your father realizes that you are trying to save up, and offers you the following deal. You can either be paid the $10, or you can pull two bills from a brown paper bag. In the bag there are two $1 bills, two $5 bills, and a $10 bill. For example, you might pull out a $1 bill followed by a $5 bill, and earn only $6. Or you might pull out the $10 bill followed by a $5 bill and earn $15. If you were given this option every week, what would be better for you to do in the long run? Is pulling two bills from the paper bag a great way to make money?
The problem is about probability, so we need to know actually what is the probability of win more than $10 with the bag option, and see what is better in the long run. So we first are going to find
[tex]P(x>10)[/tex]Where x is "the resultin money of pulling two bills from the paper bag", now
[tex]undefined[/tex]Can you please help me solve the equation in the picture?
Hello! First, let's write the equation:
3. In the diagram show, EF and point A not on EF are
given. Point M, given by the ordered pair(−3, 1) is the
midpoint of AC. Find point C.
Step-by-step explanation:
Hello ,nice too meet you✨
Lionfish are considered an invasive species, with an annual growth rate of 67%. A scientist estimates there are 8,000 lionfish in a certain bay after the first year.Write the explicit equation for f(n) that represents the number of lionfish in the bay after n years.
Answer:
f(n) = 8000(1.67)ⁿ⁻¹
Explanation:
The equation for exponential growth has the following form:
[tex]f(x)=a(1+r)^x[/tex]Where a is the initial amount, r is the growth rate and x is the variable.
In this case, we know the amount after the first year and the growth rate and the variable is the number of years. So, replacing a by 8,000 and r by 0.67 and x by (n-1) because we will not include the 1st year, we get:
[tex]f(n)=8000(1+0.67)^{n-1}[/tex]Therefore, the explicit equation for f(n) is:
[tex]f(n)=8000(1.67)^{n-1}[/tex]find the slope of the line that contains the two points shown below simplify as much as possible and do not convert to a decimal if you get a fraction
Let:
[tex]\begin{gathered} (x1,y1)=(-5,-3) \\ (x2,y2)=(5,5) \end{gathered}[/tex]The slope is given by:
[tex]m=\frac{y2-y1}{x2-x1}=\frac{5-(-3)}{5-(-5)}=\frac{8}{10}=\frac{4}{5}[/tex]Describe the similarity transformation that maps the preimage to the image. I need help with question 4
The coordinates of the vertices of the original shape are given to be:
[tex]\begin{gathered} L\Rightarrow(6,6) \\ M\Rightarrow(0,4) \\ N\Rightarrow(0,6) \end{gathered}[/tex]The transformed shape coordinates are given to be:
[tex]\begin{gathered} L^{\prime}\Rightarrow(7,2) \\ M^{\prime}\Rightarrow(4,1) \\ N^{\prime}\Rightarrow(4,2) \end{gathered}[/tex]On observation, the shapes show a dilation and a shift in position.
The image has a scale factor of 1/2, meaning it is reduced by 1/2. Therefore, the original coordinates will be reduced to give:
[tex]\begin{gathered} L^{\doubleprime}\Rightarrow\frac{1}{2}(6,6)=(3,3) \\ M^{\doubleprime}\Rightarrow\frac{1}{2}(0,4)=(0,2) \\ N^{\doubleprime}\Rightarrow(0,6)\Rightarrow(0,3) \end{gathered}[/tex]The translation of the initial image can be gotten by subtracting the corresponding coordinates:
[tex]\begin{gathered} L^{\prime}-L^{\doubleprime}=(7-3,2-3)=4,-1 \\ M^{\prime}-M^{\doubleprime}=(4-0,1-2)=4,-1 \\ N^{\prime}-N^{\doubleprime}=(4-0,2-3)=4,-1 \end{gathered}[/tex]All the differences are the same. This means that the image moves to the right by 4 units and down by 1 unit.
The dilation rule with a scale factor of k is given to be:
[tex](x,y)\to(kx,ky)[/tex]The translation rule for a units to the right and b units down is given to be:
[tex](x,y)\to(x+a,y-b)[/tex]Combining both rules, we have:
[tex](x,y)\to(kx+a,ky-b)[/tex]Given:
[tex]\begin{gathered} k=\frac{1}{2} \\ a=4 \\ b=1 \end{gathered}[/tex]Therefore, the transformation is given to be:
[tex]\Rightarrow(\frac{1}{2}x+4,\frac{1}{2}y-1)[/tex]Lesson 4: Proportional Relationships a 2. A recip Equations the qu a. Let's write equations describing proportional relationships. b. 4.1: Number Talk: Division Find each quotient mentally. C. 645 - 100 645:50 48.6 - 30 48.6 + x
Move the decimal point of 645 two units left ( You are dividing by 100)
---------------------------
[tex]\frac{645}{50}=\frac{129}{10}=12.9[/tex]Simplify 645/50 as 129/10, now move the decimal point of 129 one unit left (You are dividing by 10).
-----------------------
[tex]\frac{48.6}{30}=\frac{243}{\frac{5}{30}}=\frac{243}{150}=\frac{81}{50}[/tex]Express 48.6 as 243/5, then use division of fractions to get 243/150, then simplify 243/150 as 81/50
-----------------------
[tex]\frac{48.6}{x}=\frac{\frac{243}{5}}{x}=\frac{243}{5x}[/tex]Express 48.6 as 243/5, then use division of fractions to get 243/5x
hello I am needing help how to solve the attached photo
For this question, we can see our function has two variables ("x" and "y"). So all we h=need to do is to substitute the different values of "x" to get the corresponding values of "y". So, let's calculate as follows:
Once we got all y-values we can finish our table as follows:
And that is our final answer.
Find the equation of the line with Slope = −3-3 and passing through (2,−13)(2,-13) . Write your equation in the form y=mx+by=mx+b .
Given that the slope of the line is:
[tex]m=-3[/tex]And knowing that the line passes through this point:
[tex]\mleft(2,-13\mright)[/tex]You need to remember that the Slope-Intercept Form of the equation of a line is:
[tex]y=mx+b[/tex]Where "m" is the slope of the line and "b" is the y-intercept.
In order to find the value of "b", you can substitute the slope and the coordinates of the point on the line, into the equation:
[tex]-13=(-3)(2)+b[/tex]Now you can solve for "b":
[tex]\begin{gathered} -13=-6+b \\ -13+6=b \\ b=-7 \end{gathered}[/tex]Knowing "m" and "b", you can write the following equation of the line in Slope-Intercept Form:
[tex]y=-3x-7[/tex]Hence, the answer is:
[tex]y=-3x-7[/tex]A cyclist rides his bike at a speed of 24miles per hour what is this speed in miles per minute how many miles will the cyclist travel in 5minutes ?
If the speed of the cyclist is 24 miles/hour
In miles per minutes, 60 minutes = 1 hour
To convert into miles per minutes,
[tex]\text{Speed in miles per mins=}\frac{24}{60}=0.4\text{ miles/min}[/tex]Speed in miles/min is 0.4 miles/min
If the cyclist travels for 5 minutes, distance travelled in miles will be,
[tex]\begin{gathered} dis\tan ce=\text{speed}\times\text{time} \\ \text{Where sp}eed=0.4\text{ miles/min} \\ \text{time}=5\min \\ \text{distance}=0.4\text{ miles/min}\times5\min =2\text{ miles} \end{gathered}[/tex]Distance travelled in miles is 2 miles
The two-way table shows the number of students that do or do not do chores at home and whether they receive an allowance or not. Allowance No Allowance Do Chores 13 3 Do Not Do Chores 5 4 a. How many total students do chores? b. What is the relative frequency of students that do chores and get an allowance to the number of students that do chores? Round to the nearest hundredth if necessary.
Given the table showing the number of students who do or do not perform chores, and who do or do not receive an allowance, we can add the numbers along the rows and columns, as shown in the diagram below:
Now, that we have summed the numbers along the vertical and horizontal directions, we can now proceed to answer the questions asked.
a.) The total number of students who do chores is equal to the horizontal sum of the numbers in the 'DO CHORES' row. This value is 16
Thus, 16 students do chores
b) The relative frequency of the students that do chores and get an allowance to the number of students that do chores is simply the ratio of the value in the cell that represents an intersection of the first 'DO CHORES' row, and the first 'ALLOWANCE' column, to the value that represents the sum of all the students that do chores ( i.e, the value at the end of the first row).
Thus, this is equal to = 13/16
Therefore, 13/16 is the relative frequency of the students that do chores and get an allowance to the number of students that do chores
c) The relative frequency of the students that do not do chores nor get an allowance to the total number of students, is simply the ratio of the value in the cell that represents an intersection of the second 'DO NOT DO CHORES' row, and the second 'NO ALLOWANCE' column, to the sum of the values in the last row or the last column.
Thus, this is equal to = 4/( 18 + 7) OR 4/(16 + 9) both of which is still 4/25
Therefore, 4/25 is the relative frequency of the students that do not do chores nor get an allowance to the total number of students.
d) The students who do not do chores are a total of 9
Of this 9, the number of students that do receive their allowance fall under the 'ALLOWANCE' column, and is equal to 5.
Therefore, expressed as a percentage of those who do not do their chores, the students who do not get an allowance are = (5/9) * 100 = 55% ( to the nearest whole number)
Thus 55% of students who do not do chores do not get an allowance
If $360 is invested at an interest rate of 4% per year and is compounded quarterly, how much will the investment be worth in 18 years?Use the compound interest formula A = P(1 + r over n)nt.
Answer:
The formula for compound interest is given below as
[tex]\begin{gathered} A=P\left(1+\frac{r}{n}\right?^{nt} \\ P=money\text{ invested=\$360} \\ r=rate=4\% \\ n=number\text{ of times compounded=4} \\ t=time=18years \end{gathered}[/tex]By substituting the values, we will have
[tex]\begin{gathered} A=P\left(1+\frac{r}{n}\right?^{nt} \\ A=360\left(1+\frac{4}{400}\right?^{4\times18} \\ A=360\left(1.01\right)^{72} \\ A=360\times2.0471 \\ A=736.96 \end{gathered}[/tex]Hence,
The total amount accrued, principal plus interest, with compound interest on a principal of $360.00 at a rate of 4% per year compounded 4 times per year over 18 years is $736.96.