Find the distance between the pair of points.. (-6, -5), (7, -8)

Answer: $1040

A = P + I

A = Total

P = Principal

I = Interest

First find the total amount

A = 640(4)(9)

A = 23040

Plug In the Numbers

23040 = 22000 + I

Substract 22000 on both sides

I = $1040

Jerry paid the total interest of $1,040.

The term "operation" in mathematics refers to the process of computing a value utilizing operands and a math operator. For the specified operands or integers, the math operator's symbol has predetermined rules that must be followed. In mathematics, there are five basic operations: addition, subtraction, multiplication, division, and modular forms.

Given, Jerry’s loan had a principal of $22,000. He made quarterly payments of $640 for nine years until the loan was paid in full.

Since, he paid in every 3 months for 9 years = 640

and since there are total quarter in 9 years = 9 * 4

there are total quarter in 9 years = 36

Thus, Total money jerry's paid = 640 * 36

Total money jerry's paid = 23040$
Since, Jerry’s loan had a principal of $22,000.

Thus, interest = Paid amount - principal amount

In our case,

Interest = 23040 - 22000

Interest = 1,040$

therefore, Jerry paid the total interest of $1,040.

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Answer:

the answer is b. 5 stars please.

Answer:

The answer is B.

Step-by-step explanation:

A true proportion is a set of ratios that equal each other.

For example, 1:2=2:4 is a proportion.

As we look through the list, we observe only B equals each other. Imagine 3:4 and 9:12 as a fraction. (¾ and 9/12). If we reduce 9/12, we get ¾. Thus, 3:4 = 9:12:)

I hope this helps!

Yes, the equation y = 5x represents a proportional relationship

Two or more expressions with an Equal sign is called as Equation.

The given equation is y=5x.

In a proportional relationship, the ratio of y to x is constant.

In the given equation the variable x and y has a proportional relationship.

The equation is in the form of y=mx+b

the ratio of y to x is 5, meaning that for every unit increase in x, y increases by 5 units.

Hence,  Yes, the equation y = 5x represents a proportional relationship

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To transform the regression equation, you would divide both sides of the equation by the square root of Var(ut), which is σ√(zt). This transformation helps in obtaining the transformed regression coefficients and standard errors that account for the heteroscedasticity in the error term.

When the variance of the error term (ut) is related to a known variable (zt), it implies the presence of heteroscedasticity in the regression model. Heteroscedasticity means that the variability of the error term is not constant across different levels of the independent variables.

To address this issue, we can transform the regression equation by dividing both sides by the square root of the variance of the error term, which is σ√(zt). This transformation is known as the weighted least squares (WLS) estimation.

By dividing both sides of the equation, we can obtain the transformed regression equation with the error term divided by its standard deviation. This transformation accounts for the heteroscedasticity by giving different weights to the observations based on the variability of the error term. It allows for a more appropriate estimation of the regression coefficients and standard errors, as it gives more weight to observations with smaller error variances and less weight to observations with larger error variances.

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Answer:

The slope of a line characterizes the direction of a line. To find the slope, you divide the difference of the y-coordinates of 2 points on a line by the difference of the x-coordinates of those same 2 points .

Step-by-step explanation:

Answer:

slope is m= rise/run

Step-by-step explanation:

slope is how steep the points go on the graph

Each number should be classified as follows:

In Mathematics, there are six (6) common types of numbers and these include the following:

A rational number simply refers to a type of number which consist of integers, fractions, terminating or repeating decimals such as -3, 3, 1/2, -3 3/4, etc.

Additionally, an integer is a whole number that may either be positive, negative, or zero such as, -3, -2, -1, 0, 1, 2, 3, 4 etc.

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Answer:

65 1/2 or 65.5

Step-by-step explanation:

3/2 = 1.5 or 1 1/2

Answer:

65 1/2

Step-by-step explanation:

Step-by-step explanation:

here's the answer to your question

According to Sturge's rule, number of classes or bins recommended to construct a frequency distribution is k ≈ 7

Sturge's Rule: There are no hard and fast guidelines for the size of a class interval or bin when building a frequency distribution table. However, Sturge's rule offers advice on how many intervals one can make if one is genuinely unable to choose a class width. Sturge's rule advises that the class interval number be for a set of n observations.

Given,

n = 66

We know that,

According to Sturge's rule, the optimal number of class intervals can be determined by using the equation:

\(k=1+log_{2} n\)

Here, n is equal to 66 and by substituting the value to the equation we get:

\(k=1+log_{2} (66)\)

k = 7.0444

k ≈ 7

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Answer:

  the prediction was about 35% too low

Step-by-step explanation:

We generally define percent error as the difference between a measurement and an actual value, as a fraction of the actual value. Here, the actual value is 6.5 inches, so we can compute the error to be ...

  (4.25 -6.5)/6.5 × 100% = -34.6%

Burns' prediction was about 35% too low.

Answer:

Amelia is correct

Step-by-step explanation:

(1/2)(11x + 24) = (1/2)(11x) + (1/2)(24) = 5.5x + 12

-(1/2)(x + 5) + 6(x + 8) = (-1/2)(x) + (-1/2)(5) + 6x + 6(8) = -0.5x - 2.5 + 6x + 48 =

= 5.5x + 45.5

We need to compare 5.5x + 12 to 5.5x + 45.5

Subtract 5.5x from both expressions.

12 and 45.5

Since 12 < 45.5, then

(1/2)(11x + 24) < -(1/2)(x + 5) + 6(x + 8)

Answer: Amelia is correct

Answer: Amelia

Step-by-step explanation:

-(1/2x + 5) + 6(x +8)

-1/2x - 5 + 6x + 48

=5/1/2x + 43

1/2(11x + 24)

11/2x + 24/2

=5/1/2x + 12

Therefore 1/2(11x + 24) < -(1/2x + 5) + 6(x + 8)

Answer:

it is 5/5, or if that doesn't work its 1 just in case you need to simplify

Step-by-step explanation:

from the first point, count how many squares go up, the count how many squares to the right, so up 5 over 5

The sum of the first fifteen terms of the given sequence is 220.

The given sequence can be expressed as: \($2, 8, 14, \dots$\), in which each term is six more than the preceding term. This is an arithmetic sequence, where the common difference between terms is 6. The formula to calculate the sum of the first n terms of an arithmetic sequence is given by \($S_n = \frac{n}{2}(a_1 + a_n)$\), where \($a_1$\) is the first term and \($a_n$\) is the nth term.

In the given sequence, the first term \($a_1$\) is 2 and the 15th term \($a_n$\) is 42. So, plugging these values to the formula gives us, \($S_{15} = \frac{15}{2}(2+42) = \frac{15\times 44}{2} = 220$\).

Therefore, the sum of the first fifteen terms of the given sequence is 220.

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Answer:

{4, 5, 6, 7, 8, 9}

\(\{ x \ | \ 3 < x \leq 9 \}\)

\(\{ x \ | \ 4 \leq x \leq 9 \}\)

Step-by-step explanation:

See above.

Answer:

{ 4,5,6,7,8,9 }

{ x: 3 < x ≤ 9 }

Step-by-step explanation:

I hope the notations speak for themselves.

Answer:

(v+3)2

Step-by-step explanation:

The approximate area of the trapezoid is determined as  13.95 unit².

The approximate area of the trapezoid is calculated as follows;

Area = ¹/₂(b₁ + b₂)h

Where;

The y-coordinates of the points on the curve at x=3/2 and x=4 is calculated as follows;

y(3/2) = - (3/2)²/2 + 3/2 + 5

y(3/2) = -9/8 + 3/2 + 5

y(3/2) = 5.375

y(4) = -4²/2 + 4 + 5

y(4) = -8 + 9

y(4) = 1

h = 5.375 - 1 = 4.375

The approximate area of the trapezoid is calculated as;

Area = ¹/₂(5.375 + 1) x 4.375

Area = 13.95 unit²

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The number that corresponds to the null hypothesis and the alternative hypothesis will be 3 and 6 respectively.

Specify the correct number from the list below that corresponds to the appropriate null and alternative hypotheses for this problem.

It should be noted that the null hypothesis suggests that there's no statistical relationship between the variables.

The alternative hypothesis is different from the null hypothesis as it's the statement that the researcher is testing.

In this case, the number that corresponds to the null hypothesis and the alternative hypothesis will be 3 and 6 respectively.

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The statement a base class cannot contain a pointer to one of its derived classes is false because a base class can indeed contain a pointer to one of its derived classes.

In object-oriented programming, a base class can have a pointer to one of its derived classes. This is known as upcasting or polymorphism. Upcasting allows for the flexibility of treating derived class objects as instances of the base class.

By using pointers, a base class can refer to derived class objects and access their member functions and variables. This enables the base class to work with different derived classes without needing to know their specific types.

Pointers to derived classes can be stored in base class member variables or passed as function parameters. This allows for dynamic binding and the ability to invoke overridden functions based on the actual derived class type at runtime.

This concept is fundamental to achieving polymorphism and code reusability in object-oriented programming languages like C++ and Java. It facilitates the implementation of inheritance hierarchies and the ability to work with objects of different derived classes through a common base class interface.

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Answer:

B

Step-by-step explanation:

total area minus white area give you shaded area

The weighted weekly mean of t-shirt sales is 5.6.

The total number of weeks reported is the sum of the frequency column.

1+4+7+3 = 15 weeks

The total number of t-shirts sold is calculated as the product of the quantity of t-shirts sold and the number of weeks during which those t-shirts were sold.

2*1 + 4*4 + 6*7 + 8*3 = 2 + 16 + 42 + 24 = 84

The weighted mean, which is the product of the total quantity of t-shirts and the total number of weeks, represents the average number of T-shirts sold every week:

84/15 = 5.6

Response: 5.6

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Answer:

2nd choice

Step-by-step explanation:

1. dilation factor: 1/2

2. rotation: about origin anti-clockwise 180°

Δ ABC - Δ A'B'C', because AA'B'C' is obtained by dilating AABC by a scale factor of 1/2 and then rotating it about the origin by 180 degrees.

Graph is a mathematical representation of a network and it describes the relationship between lines and points.

We have to find the statement which is correct for triangle ABC and triangle A'B'C'.

Let us find the coordinates of triangle ABC

A=(2, 2), B=(2, 10) and C=(8, 12)

After transformation the triangle A'B'C'.

Coordinates A' = (-1, -1), B(-1, 5) and C'(-4, 6)

The scale factor is 1/2.

A dilation is a transformation which preserves the shape and orientation of the figure, but changes its size.

Δ ABC - Δ A'B'C', because AA'B'C' is obtained by dilating AABC by a scale factor of and then rotating it about the origin by 180 degrees.

Hence, Δ ABC - Δ A'B'C', because AA'B'C' is obtained by dilating AABC by a scale factor of 1/2 and then rotating it about the origin by 180 degrees.

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Answer:

40

Step-by-step explanation:

You can always look it up but that is the answer

The total number of students who did not have a dog or a cat was 5

Jennifer conducted a survey about the pets of students in her class. In total, 27 students participated in the survey. Among these, 14 students had cats, 12 students had dogs, and 4 students had both cats and dogs.

Jennifer took a survey among the students in her class to know about their pets. The total number of students who took part in the survey was 27. She found that 14 students had cats, 12 students had dogs, and 4 students had both cats and dogs.

Now, we need to calculate the number of students who don't have a dog or a cat. Let's start by calculating the total number of students who had either a dog or a cat.There were 14 students with cats and 12 students with dogs, which means that 26 students had either a cat or a dog.

However, since 4 students had both a cat and a dog, we must subtract this from our total. Therefore, there were 22 students with either a cat or a dog.Now, we need to subtract this from the total number of students who took the survey. That is,27 - 22 = 5 students Therefore, there were 5 students who did not have a dog or a cat.

The total number of students who did not have a dog or a cat was 5.

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Answer: $364

Step-by-step explanation:

\(\displaystyle\\ \$260+\frac{40\%(\$260)}{100\%} =\\\\ \$260+\frac{\$10400}{100}=\\\\ \$260+\$104=\\\\\$364\)

The maximum combined loads for a residential building using the recommended AISC 7 expressions for LRFD is 434 kips.

The maximum combined loads for a residential building using the recommended AISC 7 expressions for LRFD,

where

D = 100k,

L = 140k, L < 100psf,

Lr = 40k,

W = +160k or −100k, and

E = +180k or −125k is given below:

Design load = 1.2D + 1.6(Lr or S or R) + 0.5(L + Lr or R) + (W or E)

Here, D is the weight of dead load, L is the weight of live load, Lr is the weight of the roof live load, W is the weight of wind load and E is the weight of earthquake load.

Therefore, for the given loads,

D = 100k

L = 140k

Lr = 40k

W = +160k or −100k

E = +180k or −125k

Max load = 1.2D + 1.6(Lr) + 0.5(L + Lr) + W

= 1.2 (100) + 1.6 (40) + 0.5 (140 + 40) + 160

= 120 + 64 + 90 + 160

= 434 kips

Therefore, the maximum combined loads for a residential building using the recommended AISC 7 expressions for LRFD is 434 kips.

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Answer:

To create the sketch of a polynomial function there are key features are necessary and these are the vertex, axis of symetry, x and y intercepts

Step-by-step explanation:

To create the sketch of a polynomial function there are key features are necessary and these are the vertex, axis of symetry, x and y intercepts

One of the key features arte the vertex and this shows where it changes concativity.

While the x and y intercepts give you a couple of points of reference.

Also, the axis of symetry is only applicable to even degree polynomials