8. Compare the value of the 3 in 265,413 and 4.3.

The purchasing power in five years will be $15,476.

To predict the purchasing power in five years, we can substitute the value of X as 5 into the equation y = 20000(0.95)^X.

Plugging in X = 5, we have:

\(y = 20000(0.95)^5\)

Calculating the expression, we find:

\(y ≈ 20000(0.774)\)

Simplifying further, we get:

\(y ≈ 15480\)

Rounding the result to the nearest dollar, the predicted purchasing power in five years would be approximately $15,480.

Therefore, the closest option to the predicted purchasing power in five years is $15,476.

So the correct answer is:

$15,476.

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Rounding to the nearest dollar, the predicted purchasing power in five years is approximately $15,480.

To predict the purchasing power in five years using the given equation, we substitute the value of x (representing the number of years) as 5 and calculate the result.

The equation provided is: y = 20000(0.95)^x

Substituting x = 5 into the equation, we have:

y = 20000(0.95)⁵

Now, let's calculate the result:

y ≈ 20000(0.95)⁵

≈ 20000(0.774)

y ≈ 20000(0.774)

≈ 15,480

This means that, according to the given equation, the purchasing power of $20,000, with an inflation rate of five percent, would be predicted to be approximately $15,480 after five years.

By changing the value of x (representing the number of years) to 5, we can use the preceding equation to forecast the buying power in five years.

The example equation is: y = 20000(0.95)^x

When x = 5 is substituted into the equation, we get y = 20000(0.95).⁵

Let's now compute the outcome:

y ≈ 20000(0.95)⁵ ≈ 20000(0.774)

y ≈ 20000(0.774) ≈ 15,480

This indicates that based on the equation, after five years, the purchasing power of $20,000 would be estimated to be around $15,480 with a five percent inflation rate.

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Answer:

it is e bro

Step-by-step explanation:

Answer:

it's E

Step-by-step explanation:

Hope the helps :) <3

Answer:

Area of the triangle

\( \frac{1}{2} \times 52 \times 9 \\ 234 {cm}^{2} \)

The cost of a phone has lowered by 19% to $319.14 from its original $394 pricing.

In arithmetic, a percentile is a number or statistic that is given as a fraction of 100. Occasionally, the acronyms "pct.," "pct," nor "pc" are also used. But it is broadly classified into the following by the cent sign, "%." The % amount has no characteristics. Percentages are essentially integers when the denominator is 100. Use the percent sign (%) to indicate that a number is a percentage by placing it close to it. For instance, you score a 75% if you properly answer 75 so out 25 pages on a test (75/100). Divide the money by the whole and multiply the results by 100 you compute percentages. The formula for calculating the percentage is (value/total) x 100%.

given

Put this together using the conditions given: 319.14 / (1- 19%)

Determine the total or difference: 319.14 / 0.81

Diminish the fraction: 394

Response: 394

The cost of a phone has lowered by 19% to $319.14 from its original $394 pricing.

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Answer:

13

Step-by-step explanation:

because what x 5=65 ?

? now =13

13 x 1=13/row 1

13 x 2=26/row 2

13 x 3=39/row3

13 x 4=52/row 4

13 x 5=65/row 5

hope this helps have a awesome afternoon:)

Answer:

about 21 students

Step-by-step explanation:

total students: 150 students enrolled

recognize all letters: 6/7 of the students

To find 1/7 of the students: divided the 150 by 7

150/7 = 21.4285           this is for 1/7th of students

since 1/7th of the students need to learn the alphabet (7/7 - 1/7 = 6/7)

OR

150/7 = 21.4285           this is for 1/7th of students

150/7 x 6 = 128.57        this is for 6/7th of students

150 - 128.57 = 21.4285

Answer:

  f(x +h) = 4x² +4h² +8xh +5x +5h +3

  (f(x+h) -f(x))/h = 4h +8x +5

  f'(x) = 8x +5

Step-by-step explanation:

For f(x) = 4x² +5x +3, you want the simplified expression f(x+h), the difference quotient (f(x+h) -f(x))/h, and the value of that at h=0.

Put (x+h) where h is in the function, and simplify:

  f(x+h) = 4(x+h)² +5(x+h) +3

  = 4(x² +2xh +h²) +5x +5h +3

  f(x +h) = 4x² +4h² +8xh +5x +5h +3

The difference quotient is ...

  (f(x+h) -f(x))/h = ((4x² +4h² +8xh +5x +5h +3) - (4x² +5x +3))/h

  = (4h² +8xh +5h)/h

  (f(x+h) -f(x))/h = 4h +8x +5

When h=0, the value of this is ...

  f'(x) = 4·0 +8x +5

  f'(x) = 8x +5

__

Additional comment

Technically, the difference quotient is undefined at h=0, because h is in the denominator, and we cannot divide by 0. The limit as h→0 will be the value of the simplified rational expression that has h canceled from every term of the difference. This will always be the case for difference quotients for polynomial functions.

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Area of the path is 138sq.m

As shown in the given figure. We have been given that there is rectangular hall of

             length = 25m     and     breadth = 18m          

A path is constructed around the hall which has

                               width = 1.5m

We have been asked to find the area of the path constructed.

To find that we will first find the area of the hall.

Area of the hall = L * B square meter     (1)

                       where, L = length

                                    B = breadth

Now putting the values of L and B  in equation (1) we get

        Area of the hall = 25 * 18sq.meter

                                   = 450sq.m

Now we will find the area of the path.

Length of the hall including the path = 25 + 1.5 + 1.5 m

                                                             = 28m

Breadth of the hall including the path = 18 + 1.5 + 1.5m

                                                              = 21m

Area of the hall with path = L * B sq.m

                                          = 28 * 21sq.m

                                          = 588sq.m

Therefore, formula to find the area of the path = (Area of the hall including the path ) - (Area of the hall)

Now putting the corresponding values, we get

  Area of the path = 588 - 450sq.m

                               = 138sq.m

Hence area of the path is 138sq.m

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Work Shown:

21/35 = (7*3)/(7*5) = 3/5

Answer:

105+10C≤1000

Step-by-step explanation:

The others do not match up

Answer: is on tbe picture

Spends 40$ dollars

Step-by-step explanation:

Answer: if 13+7+2=20+2 the property of equality is  A Subtraction Property of Equality.

Step-by-step explanation:

Step-by-step explanation:

one side of the square = 20/4 = 5units

By PT,

diagonal = ±√(5^2 + 5^2) = 5√2 or -5√2 (rej since diagonal > 0)

therefore diagonal length is 5√2 units.

Topic: Pythagoras theorem

If you like to venture further, do check out my insta (learntionary) where I regularly post useful math tips! Thank you!

Answer:

a

Step-by-step explanation:

conditional equation I this this will help you ♥️

Answer:

the slope would be the same as line b

Step-by-step explanation:

the slope would be the same as line b because they are both perpendicular to line a, meaning they both have the same slope.

Answer:

mc= 1

Step-by-step explanation:

correct on edge 2020

Z-scores are used to standardize a raw score by converting it into the number of standard deviations it is above or below the mean.

The formula to convert a raw score into a z-score is:

z = (X - Mean) / Standard Deviation

Where X is the raw score, Mean is the mean of the population, and Standard Deviation is the standard deviation of the population.

For z = 2.00:

z = (X - Mean) / Standard Deviation

X = (z * Standard Deviation) + Mean

X = (2.00 * 38.2) + 202 = 238.4 + 202 = 440.4 (rounded to nearest whole number = 440)

For z = -2.00:

z = (X - Mean) / Standard Deviation

X = (z * Standard Deviation) + Mean

X = (-2.00 * 38.2) + 202 = -76.4 + 202 = 125.6 (rounded to nearest whole number = 126)

So for z = 2.00, the corresponding test score is 440, and for z = -2.00, the corresponding test score is 126.

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Given statement solution is :- Mathematical models are extremely valuable tools in various fields, including chemistry, biology, and physics. They offer several advantages: Simplification and abstraction, Prediction and simulation, Cost and time efficiency, Insight and understanding.

Mathematical models are extremely valuable tools in various fields, including chemistry, biology, and physics. They offer several advantages:

Simplification and abstraction: Mathematical models allow complex systems or processes to be represented using simplified mathematical equations or algorithms. This simplification helps in understanding the underlying principles and relationships of the system, making it easier to analyze and predict outcomes.

Prediction and simulation: Models enable scientists to make predictions about the behavior of a system under different conditions. They can simulate scenarios that are difficult or impossible to observe in the real world, allowing researchers to explore various hypotheses and make informed decisions.

Cost and time efficiency: Models can be used to explore different scenarios and test hypotheses in a relatively quick and cost-effective manner compared to conducting real-world experiments. They can help guide experimental design by providing insights into the most relevant variables and parameters.

Insight and understanding: Mathematical models often reveal underlying patterns and relationships that may not be immediately apparent from experimental data alone. They provide a framework for organizing and interpreting data, leading to a deeper understanding of the system being studied.

However, mathematical models also have limitations and potential disadvantages:

Simplifying assumptions: Models are based on assumptions and simplifications, which may not fully capture the complexity of the real-world system. If these assumptions are incorrect or oversimplified, the model's predictions may be inaccurate or misleading.

Uncertainty and error: Models are subject to uncertainties and errors stemming from the inherent variability of the system, limitations in data availability or quality, and simplifying assumptions. It is crucial to assess and communicate the uncertainties associated with model predictions.

Validation and verification: Models need to be validated and verified against experimental data to ensure their accuracy and reliability. This process requires rigorous testing and comparison to real-world observations, which can be challenging and time-consuming.

Mathematical models are closely linked to the fields of chemistry, biology, and physics, providing valuable insights and predictions in these disciplines. Here are some examples:

Chemistry: Mathematical models are used to study chemical reactions, reaction kinetics, and molecular dynamics. One example is the use of rate equations to model the kinetics of a chemical reaction, such as the reaction between reactants A and B to form product C.

Biology: Mathematical models play a crucial role in understanding biological systems, such as population dynamics, gene regulation, and the spread of infectious diseases. For instance, epidemiological models like the SIR (Susceptible-Infectious-Recovered) model are used to simulate and predict the spread of diseases within a population.

Physics: Mathematical models are fundamental in physics to describe physical phenomena and predict outcomes. One well-known example is Newton's laws of motion, which can be mathematically modeled to predict the motion of objects under the influence of forces.

Quantum mechanics: Mathematical models, such as Schrödinger's equation, are used to describe the behavior of particles at the quantum level, providing insights into atomic and molecular structures and the behavior of subatomic particles.

Fluid dynamics: Mathematical models, such as the Navier-Stokes equations, are employed to study the behavior of fluids, including airflow, water flow, and weather patterns.

These examples demonstrate the wide range of applications for mathematical models in understanding, predicting, and simulating various phenomena in the fields of chemistry, biology, and physics.

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# Figure 1

△UVS ≅ △EON \(\bold\green{[congruent \: triangle]}\)

# Figure 2

△GHO ≅ △CAT \(\bold\green{[congruent \: triangle]}\)

# Figure 3

△ACB ≅ △EFD \(\bold\green{[congruent \: triangle]}\)

# Figure 4

△PRQ ≅ △VWX \(\bold\green{[congruent \: triangle]}\)

Answer:

The answer is C

Step-by-step explanation:

70 miles            1 hour                   70mh

_______ x    ________       =     _______   = 1.17min

1  hour            60 mh                       60mh

Answer:

A. the angular speed is 3771.4 rad/min

b. 5921 rpms

Step-by-step explanation: I just got this same question right on a test.

As society gets more advanced, there would need to be a change to the percentage tax structure to make it more progressive so that the rich pay more taxes.  

The best way to make this adjustment is by passing laws.

As the society advances, there will be those who are richer and wealthier than others. They would need to take more care of society and the people who are not as fortunate as them because society would become more empathetic.

For this to happen, society would have to enact progressive tax rates where people who are wealthier pay more. This adjustment is best done by passing relevant taxation laws.

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Given:

The length of the side of the given cube, a =1.9 ft.

Aim:

We need to find the volume of the given cube.

Explanation:

Consider the formula to find the volume of the cube.

Substitute a =1.9 in the formula to find the volume of the cube.

Final answer:

The total amount the man had = 52,200 rupees. Out of this, he gave 21,750 rupees to his son, 13,050 rupees to his daughter, and 17,400 rupees to his wife , the total amount given away by the man = 21,750 + 13,050 + 17,400 = 52,200 rupees.

A man gave 5/12 of his money to his son, 3/7 of the remainder to his daughter, and the remaining to his wife. If his wife gets Rs. 8,700, what is the total amount?

The given problem can be solved using the concept of ratios and fractions. Let us solve the problem step-by-step.Assume the man had x rupees with him.The man gave 5/12 of his money to his son.

The remaining amount left with the man = x - 5x/12= (12x/12) - (5x/12) = (7x/12)The man gave 3/7 of the remainder to his daughter.'

Amount left with the man after giving it to his son = (7x/12)The amount given to the daughter = (3/7) x (7x/12)= (3x/4)The remaining amount left with the man = (7x/12) - (3x/4)= (7x/12) - (9x/12) = - (2x/12) = - (x/6) (As the man has given more money than what he had with him).

Therefore, the daughter's amount is (3x/4) and the remaining amount left with the man is (x/6).The man gave all the remaining amount to his wife.

Therefore, the amount given to the wife is (x/6) = 8700Let us find the value of x.x/6 = 8700 x = 6 x 8700 = 52,200

Therefore, the man had 52,200 rupees with him.He gave 5/12 of his money to his son. Therefore, the amount given to his son is (5/12) x 52,200 = 21,750 rupees.

The remaining amount left with the man = (7/12) x 52,200 = 30,450 rupees.He gave 3/7 of the remainder to his daughter. Therefore, the amount given to his daughter is (3/7) x 30,450 = 13,050 rupees.

The amount left with the man = (4/7) x 30,450 = 17,400 rupees.The man gave 17,400 rupees to his wife.
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The Find any domain restrictions on the given rational equation is: C. x = 5  D. x = -7.

The given rational equation is:

x/(2x + 14) + (x - 4)/6 = 3/(x^2 + 2x - 35)

To find any domain restrictions on this equation, we need to look for any values of x that would make the denominator of any fraction equal to zero, since division by zero is undefined. Let's check each denominator:

The denominator 2x + 14 can be factored as 2(x + 7). This expression will be zero when x = -7/2. So, we have a domain restriction at x = -7/2.

The denominator 6 is a constant, so it does not impose any domain restrictions.

The denominator x^2 + 2x - 35 can be factored as (x + 7)(x - 5). This expression will be zero when x = -7 or x = 5. So, we have domain restrictions at x = -7 and x = 5.

Therefore, the domain restrictions for the given rational equation are:

C. x = 5  D. x = -7

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The correct question is:

Find any domain restrictions on the given rational equation:

x/2x +14 + x -4/6 = 3/x^2 +2x -35

Select all that apply.

A. x = 4

B. x = -7

C. x = 5

D. x = 0

Answer:

Step-by-step explanation:

A right angle trangle is used to illustrate the given scenario as shown below

Looking at the diagram,

AC = x represents the length of the ladder

CB = 5 represents the distance of the ladder from the wall

AB = 16 represents the height of the ladder from the ground to the window. We would solve for x by applying the pythagorean theorem which states that

hypotenuse^2 = opposite side^2 + adjacent sde^2

hypotenuse = x

opposite side = 16

adjacent side = 5

Thus,

The length of the ladder must be 16.76 feet

Answer:

option B

Step-by-step explanation: