-5.8 + -2.2= a positive number

The amount Sandra will have in the account after 12 years is b. $140,181.30 if she deposits $3,000 at the end of each semiannual period

We can determine the amount she will have in the account after 12 years by using the formula for future value as follows;

FV = P(1+i)×{ (1+i)^n - 1 } / i

Here;

FV = future value of the money after n periods

P = deposit per period

i = interest rate per period

n = the number of periods

Substituting the values in this equation to find the amount after 12 years as follows;

FV = 3000(1+0.05)×( (1+0.05)^24 - 1 ) / 0.05

FV = 3000(1+0.05)×( (1+0.05)^23 ) / 0.05

FV = 140,181.296 = 140,181.30

Hence the amount after 12 years is calculated to be $140,181.30

To learn more about future value; click here:

https://brainly.com/question/25805668

#SPJ4

Step-by-step explanation:

2/3 - 1/4

8/12 - 3/12= 5/12

She ate 5/12 pound of turkey.

please see the attached picture for full solution

hope it helps

Good luck on your assignment...

Answer:

138 square units

Step-by-step explanation:

area of rectangle:  12 x 5 = 60

area of triangle:  1/2(6)(4) = 12

area of trapezoid:  1/2(6)(10 + 12) = 3(22) = 66

60 + 12 + 66 = 138

The percentage of the questions which of are intermediate​ level are 31 %.

It is given in the question that practice questions for a textbook are marked with difficulty levels of​ easy, intermediate, and difficult.  It is also given that 42 of the 136 practice questions are rated as​ intermediate.

We have to find the percentage of the questions which of are intermediate​ level .

We know that,

Percentage of intermediate questions = (Number of intermediate questions/Total number of questions)*100

Hence, from the data given in the question, we can write,

Percentage of intermediate questions = (42/136)*100 = 30.88 % ≈ 31 %

To learn more about percentage, here:-

https://brainly.com/question/28269290

#SPJ4

Answer:

rational

Step-by-step explanation:

a rational number can be expressed in the form

\(\frac{a}{b}\) where a and b are integers

\(\frac{-20}{2}\) is in this form and is therefore rational

Answer:

rational

Step-by-step explanation:

Rational Numbers    :  

                                   It is expressed in the ratio, where both numerator and                             denominator are the whole numbers

Answer:

174.14 im not sure tho

Step-by-step explanation:

Potentially hazardous cold food that requires time and temperature control for safety (TCS food) should not be kept at a temperature above 41°F (5°C) for more than 6 hours total time, according to the FDA Food Code.

According to the U.S. Food and Drug Administration (FDA) Food Code, potentially hazardous cold food that requires time and temperature control for safety (TCS food) should not be kept at a temperature above 41°F (5°C) for more than 6 hours total time.

After that, the food must be thrown out to prevent the growth of harmful bacteria. These food are harmful to the health of consumer.

To know more about TCS:

https://brainly.com/question/14477469

#SPJ4

Answer:

6

Step-by-step explanation:

The average rate of change is the same as the slope. Since the slope is the same no matter what interval you choose, the answer is 6.

Answer:

6

Step-by-step explanation:

The average rate of change is the same as the slope. Since the slope is the same no matter what interval you choose, the answer is 6.

The point e. x = 5, y = 0 satisfies the two linear constraints simultaneously. We have two linear constraints which are given as;

2x + 5y ≤ 10 (Equation 1)

10x + 6y ≤ 42 (Equation 2)

We need to find the point which satisfies both equations. Let us plug in the values one by one to check which one satisfies the two equations simultaneously.

a. x= 6, y = 2

In Equation 1:2x + 5y = 2(6) + 5(2) = 17

In Equation 2:10x + 6y = 10(6) + 6(2) = 66

Thus, this point does not satisfy equations 1 and 2 simultaneously.

b. x=6, y=4

In Equation 1:2x + 5y = 2(6) + 5(4) = 28

In Equation 2:10x + 6y = 10(6) + 6(4) = 72

Thus, this point does not satisfy equations 1 and 2 simultaneously.

c. x=2, y = 1

In Equation 1:2x + 5y = 2(2) + 5(1) = 9

In Equation 2:10x + 6y = 10(2) + 6(1) = 26

Thus, this point does not satisfy equations 1 and 2 simultaneously.

d. x=2, y = 6

In Equation 1:2x + 5y = 2(2) + 5(6) = 32

In Equation 2:10x + 6y = 10(2) + 6(6) = 52

Thus, this point does not satisfy equations 1 and 2 simultaneously.

e. x = 5, y = 0

In Equation 1:2x + 5y = 2(5) + 5(0) = 10

In Equation 2:10x + 6y = 10(5) + 6(0) = 50

Thus, this point satisfies both equations simultaneously.

To learn more about two linear constraints, refer:-

https://brainly.com/question/32636996

#SPJ11

The area bounded by the graphs f(x)=√√x-1 and g(x)=x-1 is 8/3 - 2√2 + (1/6)ln(3+2√2). We label the intersection point as (1,0). The given functions are f(x)=√√x-1 and g(x)=x-1.

We can also sketch the graph of the area by plotting the two functions and shading the region between them. We need to find the area bounded by the graphs of these two functions. To do this, we first need to find their intersection points. Let's equate the two functions to find the value of x when they intersect.

f(x) = g(x)√√x-1 = x-1

Squaring on both sides, we get:

√x-1 = (x-1)²

Again squaring on both sides, we get:

x-1 = (x-1)⁴x⁴ - 4x³ + 6x² - 4x + 1

= 0(x-1)⁴

= 0

Therefore, x = 1 is the only intersection point. Now, we can find the area bounded by these two functions. We can split the region into two parts as follows: We can use integration to find the area of each of these regions.

Using √√x-1 as the upper limit and x-1 as the lower limit, we get the area of the left region as:

(area of left region) = ∫₁²[√√x-1 - (x-1)] dx = [2/3(√x-1)³ - 1/2(x-1)²]₁²

Using √√x-1 as the upper limit and x as the lower limit, we get the area of the right region as:

(area of right region) = ∫²₃[(x-1) - √√x-1] dx

= [2/3(x-1)³ - 2/3(√x-1)³]₂³

Adding the area of the left and right regions, we get the total area :

(total area) = (area of left region) + (area of right region)

= [2/3(√x-1)³ - 1/2(x-1)²]₁² + [2/3(x-1)³ - 2/3(√x-1)³]₂³

Simplifying this expression, we get:

(total area) = 8/3 - 2√2 + (1/6)ln(3+2√2)

Therefore, the area bounded by the graphs f(x)=√√x-1 and g(x)=x-1 is 8/3 - 2√2 + (1/6)ln(3+2√2). We can also sketch the graph of the area by plotting the two functions and shading the region between them. We label the intersection point as (1,0).

To know more about the area, visit:

brainly.com/question/26315835

#SPJ11

An equation for a parabola with x-intercept (-3,0) and (2,0) which pass through the point (1,-20) is  "\(5x^2+5x-30\)".

parabola is a major conic section that has wide applications in science and technology. know according to the condition by following intercepts we begin with an equation

                            \(y=a(x+3)(x-2)\)

where a is any number that restricts the parabola to pass through (1,-20)

know we have to choose a for what the above equation got its require achievements. substitute (1,-20) in   \(y=a(x+3)(x-2)\) we get

                           \(-20=a(1+3)(1-2)\\\\-20=a(4)(-1)\\\\a=5\)

substituting a back in the first equation we get the equation of the parabola. so, the parabola has an equation  y= f(x)=\(5x^2+5x-30\).

to learn more about the conic sections, click on brainly.com/question/28853311.

#SPJ4

In the given question, 1 British pound will be equal to AU$2.00.

Algebra is a common thread that runs through almost all of mathematics. It is the study of variables and the principles for manipulating them in formulas. Since all mathematical uses involve manipulating variables as though they were numbers, elementary algebra is a prerequisite.

The area of mathematics known as algebra aids in the representation of situations or issues as mathematical expressions. To create a meaningful mathematical expression, it takes variables like x, y, and z along with mathematical processes like addition, subtraction, multiplication, and division.

A homogeneous relation R over the set A, which includes the elements x, y, and z, is what mathematicians refer to as a transitive relation. If R relates x to y and y to z, then R also relates x to z.

In this question,

1£ = US$1.40             (Equation 1)

AU$1 = US$0.70      (Equation 2)

Multiplying equation 2 by 2, we get

AU$2 = US$1.40

Using equation 1, we can say that,

1£ = AU$2

To know more about Algebra, visit

https://brainly.com/question/24875240

#SPJ1

The statement that best proves that <XWY ≅ <ZYW is that two parallel lines are cut by a transversal, then the alternate interior angles are congruent

To determine the correct statement, we need to know the properties of a parallelogram.

These properties includes;

Learn more about parallelogram at: https://brainly.com/question/10744696

#SPJ1

The equation of the tangent plane to the given surface at the specified point is 18x + 16y - 34.

Given: z = 3(x - 1)² + 2(y + 3)² + 7

We have to find the equation of the tangent plane to the given surface at the specified point.

We have a formula to find the equation of the plane tangent to z = f(x, y) at a point (a, b, c) as shown below:

z = c + \(f_x\)(a, b) (x - a) + \(f_y\) (a, b) (y - b)

Here, we need to find \(f_x\) (a, b) and \(f_y\) (a, b).

Differentiating z = 3(x - 1)² + 2(y + 3)² + 7 partially with respect to x, we get:

∂z/∂x = 6(x - 1)

Differentiating z = 3(x - 1)² + 2(y + 3)² + 7 partially with respect to y, we get:

∂z/∂y = 4(y + 3)

Therefore, at point (4, 1), we have a = 4,

b = 1,

c = 66,

\(f_x\) (a, b) = ∂z/∂x

= 6(4 - 1)

= 18

and \(f_y\) (a, b) = ∂z/∂y

= 4(1 + 3)

= 16

Now substituting these values in the plane equation, we get:

z = 66 + 18(x - 4) + 16(y - 1)

Simplifying the above equation, we get the equation of the tangent plane as shown below:

z = 18x + 16y - 34

To know more about tangent plane, visit:

https://brainly.com/question/32092322

#SPJ11

The best description of the passenger's linear and angular velocity while passing point A is option d) Linear Velocity Constant, Angular Velocity Constant.

When the passenger is at point A, which is the highest point of the ride, the seat exerts a normal force with a magnitude of 0.8F, where F represents the person's weight. This normal force provides the necessary centripetal force to keep the person moving in a circular path. At this point, the passenger's linear velocity remains constant, as there is no change in speed.

Since the passenger releases a small rock without hitting anything, there are no external torques acting on the system. Therefore, according to the law of conservation of angular momentum, the passenger's angular velocity remains constant as well. The angular velocity is determined by the rotational motion of the wheel and does not change as the passenger passes point A.

Therefore, the passenger's linear velocity is constant, and their angular velocity is also constant while passing point A, resulting in the most accurate description being d) Linear Velocity Constant, Angular Velocity Constant.

To learn more about Angular Velocity from the given link

https://brainly.com/question/15154527

#SPJ4

Use the multinomial theorem to compute some polynomial expansions:

(a + b + c)² = a² + b² + c² + 2 (ab + ac + bc)

(a + b + c)³ = a³ + b³ + c³

… … … … … … + 3 (a²b + a²c + ab² + b²c + ac² + bc²)

… … … … … … + 6 abc

(a + b + c)⁴ = a⁴ + b⁴ + c⁴

… … … … … … + 4 (a³b + a³c + ab³ + b³c + ac³ + bc³)

… … … … … … + 6 (a²b² + a²c² + b²c²)

… … … … … … + 12 (a²bc + ab²c + abc²)

Now, given that

a + b + c = 4

a² + b² + c² = 10

it follows that

ab + ac + bc = (4² - 10)/2 = 3

We use this result to simplify the extra terms in the 3rd-degree expansion.

a²b + a²c + ab² + b²c + ac² + bc²

= a (ab + ac) + b (ab + bc) + c (ac + bc)

= a (ab + ac + bc) + b (ab + ac + bc) + c (ab + ac + bc) - 3abc

… … I underline the terms that are added and subtracted … …

= (a + b + c) (ab + ac + bc) - 3abc

= 4 • 3 - 3abc

= 12 - 3abc

Given that

a³ + b³ + c³ = 22

this tells us that

4³ = 22 + 3 (12 - 3abc) + 6abc

4³ = 58 - 3abc

and so

abc = (4³ - 58)/(-3) = -2

from which it follows that

a²b + a²c + ab² + b²c + ac² + bc² = 12 - 3 • (-2) = 18

Now we similarly simplify the extra terms in the 4th-degree expansion.

a³b + a³c + ab³ + b³c + ac³ + bc³

= a² (ab + ac) + b² (ab + bc) + c² (ac + bc)

= a² (ab + ac + bc) + b² (ab + ac + bc) + c² (ab + ac + bc) - a²bc - ab²c - abc²

= (a² + b² + c²) (ab + ac + bc) - (a²bc + ab²c + abc²)

= 10 • 3 - (a²bc + ab²c + abc²)

which means

4⁴ = a⁴ + b⁴ + c⁴

… … … … … … + 4 (30 - a²bc - ab²c - abc²)

… … … … … … + 6 (a²b² + a²c² + b²c²)

… … … … … … + 12 (a²bc + ab²c + abc²)

reduces to

136 = a⁴ + b⁴ + c⁴

… … … … … … + 6 (a²b² + a²c² + b²c²)

… … … … … … + 8 (a²bc + ab²c + abc²)

Now, we know a + b + c = 4 and abc = -2, so we have

a²bc + ab²c + abc² = abc (a + b + c) = -2 • 4 = -8

and so

136 = a⁴ + b⁴ + c⁴ + 6 (a²b² + a²c² + b²c²) + 8 • (-8)

200 = a⁴ + b⁴ + c⁴ + 6 (a²b² + a²c² + b²c²)

Finally, we know that ab + ac + bc = 3. Squaring this gives

(ab + ac + bc)² = 3²

a²b² + a²c² + b²c² + 2 (a²bc + ab²c + abc²) = 9

but we also know that a²bc + ab²c + abc² = -8, so

a²b² + a²c² + b²c² + 2 • (-8) = 9

a²b² + a²c² + b²c² = 25

Therefore, we end up with

200 = a⁴ + b⁴ + c⁴ + 6 • 25

⇒   [[[   a⁴ + b⁴ + c⁴ = 50   ]]

The pseudo-inverse of A is:

A+ =

⎡ cosφ/σ1 -sinφ/σ2 ⎤

⎢ sinφ/σ1 cosφ/σ2 ⎥

⎣ 0 0 ⎦

The pseudo-inverse of a 2x3 matrix A, we first need to compute the singular value decomposition (SVD) of A.

The SVD of A can be written as A = \(U\Sigma V^T\), where U and V are orthogonal matrices and Σ is a diagonal matrix with non-negative diagonal elements in decreasing order.

Since A is a 2x3 matrix, we can assume that the rank of A is either 2 or 1. If the rank of A is 2, then Σ will have two non-zero diagonal elements, and we can compute the pseudo-inverse as A+ = \(V\Sigma ^{-1}U^T\).

If the rank of A is 1, then Σ will have only one non-zero diagonal element, and we can compute the pseudo-inverse as A+ = \(V\Sigma^{-1}U^T\), where \(\Sigma^{-1\) has the reciprocal of the non-zero diagonal element.

Let's assume that the rank of A is 2, so we need to compute the SVD of A.

Since A is a 2x3 matrix, we can use the formula for SVD to write:

A = \(U\Sigma V^T\) =

⎡ cosθ sinθ ⎤

⎣-sinθ cosθ ⎦

⎡ σ1 0 0 ⎤

⎢ 0 σ2 0 ⎥

⎣ 0 0 0 ⎦

⎡ cosφ sinφ 0 ⎤

⎢-sinφ cosφ 0 ⎥

⎣ 0 0 1 ⎦

where θ and φ are angles that satisfy 0 ≤ θ, φ ≤ π, and σ1 and σ2 are the singular values of A.

The diagonal matrix Σ contains the singular values σ1 and σ2 in decreasing order, with σ1 ≥ σ2.

The pseudo-inverse of A, we first compute the inverse of Σ.

Since Σ is a diagonal matrix, its inverse is easy to compute:

\(\Sigma^{-1\)=

⎡ 1/σ1 0 0 ⎤

⎢ 0 1/σ2 0 ⎥

⎣ 0 0 0 ⎦

Next, we compute \(V\Sigma^{-1}U^T\):

A+ = VΣ^-1U^T =

⎡ cosφ -sinφ ⎤

⎣ sinφ cosφ ⎦

⎡ 1/σ1 0 ⎤

⎢ 0 1/σ2 ⎥

⎡ cosθ -sinθ ⎤

⎣ sinθ cosθ ⎦

The pseudo-inverse is not unique, and there may be different ways to compute it depending on the choice of angles θ and φ.

Any valid choice of angles will yield the same result for the pseudo-inverse.

For similar questions on pseudo-inverse

https://brainly.com/question/31961274

#SPJ11

The pseudo-inverse A+ of a 2x3 matrix A does not exist.

The pseudo-inverse of a matrix is a generalization of the matrix inverse for non-square matrices. However, not all matrices have a pseudo-inverse.

In this case, we have a 2x3 matrix A, which means it has more columns than rows. For a matrix to have a pseudo-inverse, it needs to have full column rank, meaning the columns are linearly independent. If a matrix does not have full column rank, its pseudo-inverse does not exist.

Since the given matrix A has more columns than rows (2 < 3), it is not possible for A to have full column rank, and thus, its pseudo-inverse does not exist.

Therefore, the pseudo-inverse A+ of the 2x3 matrix A is undefined.

To learn more about matrix inverse click here

brainly.com/question/14405737

#SPJ11

Answer:

20 songs.

Step-by-step explanation:

PEMDAS OR PEDMAS order of operations.

Answer:

F - 20 songs

Step-by-step explanation:

Sandra has $120. Each gift card costs $12.

$120 ÷ $12 = 10. So, Sandra buys 10 gift cards.

Each gift card can be used to download 10 songs. So, 10 gift cards can be used to download 10 × 10 = 100 songs.

There are 5 children. Each child can download 100 ÷ 5 = 20 songs.

Answer:

11

Step-by-step explanation:

2(x + 1) - 3

Let x= 6

2(6+1) -3

Parentheses first

2(7) -3

Then multiply

14-3

Then subtract

11

The ground distance traveled = 400 feet / cos(11°) ≈ 391.37 feet, rounded to the nearest foot is 391 feet.

Travel is the act of moving from one place to another. It is an activity that can be undertaken for leisure, recreation, business, or educational purposes. It can involve short or long distances and can be done by foot, car, train, boat, or plane.

The diagram below illustrates the path of the airplane climbing at an angle of 11° with the ground. The ground distance the airplane has traveled when it has attained an altitude of 400 feet can be found using the formula for the length of a side of a right triangle, which is side length = opposite side length / cos (angle).
So in this case, the ground distance traveled = 400 feet / cos(11°) ≈ 391.37 feet, rounded to the nearest foot is 391 feet.

To learn more about travel
https://brainly.com/question/29798027
#SPJ1

Answer:

is 2000:4 because they Miles se divide en 150

Answer:

1 5/12

Step-by-step explanation:

2 2/3 - 1 1/4 =

(8/3)4 - (5/4)3 =

32/12 - 15/12 =

17/12 =

1 5/12

ΔABC and ΔA'B'C' are not similar because the length of corresponding sides are not in proportion.

We have two Triangles as ΔABC and ΔA'B'C'

Now, In ΔABC and ΔA'B'C'

AB / A'B = 16 /10 = 8/5

CB / C'B' = 10/8 = 5/4

AC / A'C' = 18/12 = 3/2

So, the triangle ΔABC and ΔA'B'C' are not similar.

Thus, ΔABC and ΔA'B'C' are not similar because the length of corresponding sides are not in proportion.

Learn more about Similarity here:

https://brainly.com/question/26451866

#SPJ1

If construction of many average quality homes began in an area that is known for having many high quality homes, it is likely that the overall property values of the homes in the neighborhood would decrease.

Explanation:

The presence of many high quality homes in a neighborhood tends to contribute to higher property values. These high quality homes often set a standard and attract buyers who are willing to pay a premium for the desirable location and quality of housing.

However, when a large number of average quality homes are constructed in the same area, it can lead to a dilution of the overall quality and desirability of the neighborhood. The increased supply of average quality homes may result in increased competition among sellers and a decreased demand from buyers who are seeking higher quality homes. As a result, property values in the neighborhood are likely to decrease.

Additionally, the introduction of average quality homes may also change the perception and reputation of the neighborhood. Buyers who were initially attracted to the area for its high quality homes may be less inclined to purchase in a neighborhood with a mixture of average and high quality homes, further impacting property values.

To know more about Average visit-

brainly.com/question/18029149

#SPJ11

Answer:

10

Step-by-step explanation:

70 students

7 times less means to divide so

70/7

10 students were in attendance

Answer:

10

Step-by-step explanation:

70 divided by 7= 10

Ella can make 6 and a half cakes with 3.25 pound of raspberries, provided she uses 0.5 pound of raspberries per cake.

We can solve this problem using division.

Division is one of the four basic operations of arithmetic, the ways that numbers are combined to make new numbers. The other operations are addition, subtraction, and multiplication.

At an elementary level the division of two natural numbers is, among other possible interpretations, the process of calculating the number of times one number is contained within another.This number of times need not be an integer. For example, if 20 apples are divided evenly between 4 people, everyone receives 5 apples.

The division with remainder of two natural numbers provides an integer quotient, which is the number of times the second number is completely contained in the first number, and a remainder, which is the part of the first number that remains, when in the course of computing the quotient, no further full chunk of the size of the second number can be allocated. For example, if 21 apples are divided between 4 people, everyone receives 5 apples again, and 1 apple remains.

Now, we know that Ella uses 0.5 pound of raspberries in every cake, and she wants to know how many cakes she can make with 3.25 pound of raspberries.

Using division,

No. of cakes = \(\frac{3.25}{0.5} = 6.5\)

Therefore, Ella can make 6 and a half cakes with 3.25 pound of raspberries, provided she uses 0.5 pound of raspberries per cake.

To learn more about division, visit the link:

brainly.com/question/21416852

#SPJ4

Ella can make 6 and a half cakes with 3.25 pound of raspberries, provided she uses 0.5 pound of raspberries per cake.

Now, According to the question:

What is Ratio and Proportion in Math?

The definition of ratio and proportion is described here in this section. Both concepts are an important part of Mathematics. In real life also, you may find a lot of examples such as the rate of speed (distance/time) or price (rupees/meter) of a material, etc., where the concept of the ratio is highlighted.

Proportion is an equation that defines that the two given ratios are equivalent to each other. For example, the time taken by train to cover 100km per hour is equal to the time taken by it to cover the distance of 500km for 5 hours. Such as 100km/hr = 500km/5hrs.

They are in proportion

0.5lb for 1 cake

how many cakes for 3.25lb?

number of cakes : weight= 1/0.5

Now, we want to find how many for 3.25

x/3.25=1/0.5

times both sides by (0.5)(3.25)

0.5x=3.25

Divide both sides by 0.5 aka times 2 to both sides

x= 6.5

Hence, Ella can make 6 and a half cakes with 3.25 pound of raspberries, provided she uses 0.5 pound of raspberries per cake.

Learn more about Ratio and Proportion at:

https://brainly.com/question/29774220

#SPJ4

Answer:

X is 28

Step-by-step explanation:

All angles in a triangle ad up to 180 degrees.

85 + 67=152

180-152=28.

Hope it helped.

Answer:

28

Step-by-step explanation:

All triangles equal 180.

85+67=152

180-152=28

Your answer is 28