Find an equation for the line below.
(3,-3) (-3,-6)

Based on calculation done, there are 240 payments toward the loan and the total amount paid over the full term of the loan is approximately $140,880.

a. Using the given information, we can calculate the loan's present value using the formula for a present value of an annuity:

\(PV = PMT \times \frac{[(1 - (1 + r/n)^{(-n \times t)}]}{(r/n)}\)

where

PV is the present value,

PMT is the payment amount,

r is the annual interest rate,

n is the number of payments per year, and

t is the loan term in years.

Substituting the given values, we get:

\(PV = 587 \times \frac{[(1 - (1 + 0.05/12)^{(-12 \times 20)}]}{(0.05/12)}\)

PV ≈ $89,000 (rounded to the nearest dollar)

So, the present value of the loan is approximately $89,000.

b. The total number of payments required for the loan is equal to the total number of months in the loan term:

Number of payments = 12 × 20 = 240

The total amount paid over the full term of the loan is equal to the payment amount multiplied by the total number of payments:

Total amount paid = Payment amount × Number of payments

Total amount paid = 587 × 240

Total amount paid ≈ $140,880 (rounded to the nearest dollar)

Therefore, there are 240 payments toward the loan and the total amount paid over the full term of the loan is approximately $140,880.

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Answer:

The solution is below

Step-by-step explanation:

Answer:

125x=(62.50+(62.50)×0

\(\dfrac{\log_5 9}{ \log_5 25}\\\\\\=\dfrac{1}{\log_5 25} \log_5 9\\\\\\=\dfrac{1}{ \log_5 5^2} \log_5 9\\\\\\=\dfrac{1}{2 \log_5 5} \log_5 9~~~~~~~~~;[\log_a m^n =n \log_a m]\\ \\\\=\dfrac 1{2} \log_5 9~~~~~~~~~~~~~~~~;[ \log_a a = 1]\)

Answer:

Yes.

Step-by-step explanation:

\(\sf \dfrac{log_5 \ 9}{log_5 \ 25}=\dfrac{log_5 \ 9}{log_5 \ 5^2}\)

          \(\boxed{log \ a^m=m*log \ a}\)

             \(\sf =\dfrac{log_5 \ 9}{2*log_5 \ 5}\\\\ \boxed{Log_a \ a = 1}\\ = \dfrac{log_5 \ 9 }{2*1}\\\\=\dfrac{1}{2}log_5 \ 9\)

Answer:

This is the website for the answer it's the fourth question.

https://mathsheetz.weebly.com/uploads/1/0/9/1/109181607/03-07-18_key_notes___hw_geometric_sequences.pdf

Step-by-step explanation:

Hope this helped! :)

Answer:

A phone can be 113g but not 113kg

Answer:

x=-3

Step-by-step explanation:

-17=7x+4

-17-4=7x

-21=7x

-21/7=x

x=-3

Answer:

Includes a cluster, Non-linear, No association

Step-by-step explanation:

Math Vocabulary Terms.... Know what the words mean...

Answer:

Includes a cluster, Non-linear, No association

Step-by-step explanation:

Answer:

C because people cut their hair so it goes up, and all of a sudden goes down

hope it helps

here hope this helps u

The teacher can thus use social sciences as a vehicle to develop mathematical skills by facilitating the development of skills such as data interpretation and analysis.

As an instructor, I would use social sciences to develop mathematical skills in the following manner:Consider a social science topic like demography. In this case, a teacher could use mathematics to assist students in interpreting population statistics.

Teachers might guide students to gather information about population size, growth rate, and geographical distribution from various countries and then use statistics to analyze the data.

For example, a teacher could give students graphs or charts to help them understand population growth rates. They can be asked to make comparisons and identify trends.

In this way, students' understanding of the population is improved, as is their mathematical reasoning.Aside from using mathematics to interpret population statistics,

the teacher can also incorporate mathematical skills development in social sciences by using methods that involve understanding and analysis of data. In other words, students learn how to use data to reach conclusions and make decisions.

They learn how to interpret data and how to extract information from it.This method of teaching creates opportunities for the use of the same skills in different contexts and areas of learning.

It enables students to see connections between subjects and fosters an integrated approach to learning.

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If the function g(x) is defined for all real-numbers, then the value of g(-5) is 7/2, g(-2) is -1 and g(-1) is 0.

A piecewise function is a function that is defined by different rules or formulas on different parts of its domain. The piecewise function "g(x)" is given as :

g(x) = {-(1/2)x + 1,    for x<-2

       = {-(x+1)²,        for -2≤x≤1

      =  {4                 for x>1

We have to find the value of g(-5) ,g (-2), and g(-1),

For x = -5, the number -5 is less than -2, so the first function "-(1/2)x + 1" will be used,

⇒ g(-5) = -(1/2)(-5) + 1 = 5/2 + 1 = 7/2,

For x = -2, the number -2 lies in the interval "-2≤x≤1", so second function

"-(x+1)²" will be used,

⇒ g(-2) = -(x+1)² = -(-2+1)² = -(-1)² = -1,

For x = -1, the number -1 lies inn the interval "-2≤x≤1", so second function "-(x+1)²" will be used,

⇒ g(-1) = -(x+1)² = -(-1+1)² = -(0)² = 0,

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They both have strong correlation coefficients but one has a strong positive correlation and the other one has a strong negative correlation.

Correlation coefficient is a measure of how similar two datasets are acting. The range of correlation coefficient is [-1, 1]

Given that correlation coefficient of r= -0.92 is stronger than a correlation coefficient of r- 0.92.

When the correlation coefficient comes out as -1, refers to that both the datasets are negatively oppositely correlated. One data increases, data starts decreases in the opposite direction.

When the correlation coefficient comes out below 0, values are negatively correlated.

We conclude that both have strong correlation coefficients but one has a strong positive correlation and the other one has a strong negative correlation.

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Answer:

7k + 6

Steps:

Subtract the numbers 20+6k-14k+k

6+6k+k

Combine the terms:

6+6k+k

6+7k

Rearange terms:

6+7k

7k+6

Answer: A) The only zero of the function is 3 which is where the graph of the function intersects the x-axis

Step-by-step explanation:

Remember, a quadratic function which has roots x = a, and x = b, can be written as:

p(x) = A*(x - a)*(x - b)

Where A is the leading coefficient. This is the factorized form of a quadratic.

We have the function:

f(x) = (x - 3)^2

Now, we could rewrite this as:

f(x) = (x - 3)*(x - 3) = 1*(x - 3)*(x - 3)

Then we wrote f(x) in its factorized form, from this, we can see that the roots of the function are x = 3, and x = 3 (we have the same root two times)

Then the only root of f(x) is x = 3.

Remember that a root (also called a zero) is the value of x where the function intersects the x-axis. then the correct option here is:

A) The only zero of the function is 3 which is where the graph of the function intersects the x-axis

The slope of the line passing through the points (5, 3) and (8, 2) is -1/3.

To find the slope of the line passing through the points (5, 3) and (8, 2), we can use the formula for slope:

slope = (y2 - y1) / (x2 - x1)

Let's substitute the coordinates of the given points into the formula:

x1 = 5, y1 = 3

x2 = 8, y2 = 2

slope = (2 - 3) / (8 - 5)

Calculating the numerator and denominator:

slope = -1 / 3

Therefore, the slope of the line passing through the points (5, 3) and (8, 2) is -1/3.

Note: The slope represents the rate of change between the y-coordinates and x-coordinates of two points on a line. In this case, for every 3 units increase in the x-coordinate, the y-coordinate decreases by 1 unit.

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5.3:1

6.2:1

hope this is the answer your looking for.....

The value of x, the length of the diagonal, to the nearest  whole number is 5

To get the value of x from the given diagram, we will use the cosine rule as shown:

c² = a² + b² - 2ab cos Ф

From the given diagram;

a  = 6

b = 4

Ф = 55 degrees

Substitute into the formula

c² = 6² + 4² - 2(4)(6)cos 55

c² = 36 + 16 - 48cos55

c² = 52 - 27.53

c² = 24.4

c = 4.94

c = 5 (to the nearest while number).

The value of x, the length of the diagonal, to the nearest  whole number is 5

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Answer

A, x=16

Step-by-step explanation: edg 2022

ACF is a 30º-60º-90º triangle because of the following:

1) Based on a theorem, in a 30°-60°-90° triangle the sides are in the ratio 1 : 2 : \(\sqrt{3}\)

1 → short leg

2 → hypotenuse

\(\sqrt{3}\) → long leg

Side length of the hexagon is the short leg of the triangle. It is 1.

r1 is the radius of the incircle in a regular hexagon. 2(r1) is the diameter of the incircle. It is also the hypotenuse of the right triangle. It is 2.

Using Pythagorean theorem.

\(a^2 + b^2 = c^2\)

\(1^2 + b^2 = 2^2\)

\(b^2 = 2^2 - 1^2\)

\(b^2 = 4 - 1\)

\(b^2 = 3\)

\(\sqrt{b^2} = \sqrt{3}\)

\(b = \sqrt{3}\)

The expressions evaluated for the given values of x, y, and z, and matched to the values are

1x + y + z       →   -3.8

2(y)(x)           →   -3.2

32x - z          →   13

4x + y           →   -2.4

From the question, we are to evaluate the given expressions for the given values of x, y and z

The given values of x, y, and z are

x = 2/5, y = -4, and z = -0.2

A. 1x + y + z

1(2/5) + (-4) + (-0.2)

2/5 - 4 - 0.2

0.4 - 4 - 0.2

= -3.8

C) 2(y)(x)

2(-4)(2/5)

-8(0.4)

= -3.2

E) 32x - z

32(2/5) - (-0.2)

32(0.4) + 0.2

12.8 + 0.2

= 13

G) 4x + y

4(2/5) + (-4)

4(0.4) - 4

1.6 - 4

= -2.4

Hence, the expressions evaluated for the given values of x, y, and z, and matched to the values are

1x + y + z       →   -3.8

2(y)(x)           →   -3.2

32x - z          →   13

4x + y           →   -2.4

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Step-by-step explanation:

the distributing ratio is 2:5.

that means for every 2 white marbles there must be 5 blue marbles.

so, we are taking about "groups" or multiples of 7 (2+5 = 7).

now, even 7×7 = 49 is too small.

but the next multiple of 7 (7×8 = 56) is now big enough to include at least 50 marbles.

so, in order to keep the 2:5 ratio strictly in place, the minimum number of marbles in the bag is 56.

Answer:

whats the question i will edit it with the right answer

Step-by-step explanation:

Answer: 30

Step-by-step explanation:

A=a+b

2h=12+3

2·4=30

Answer: 24

Step-by-step explanation:

Answer:

  1

Step-by-step explanation:

Eliminate parentheses using the distributive property.

  = -4i +1/4 -5i +3/4 -8i +17i

  = (1/4 +3/4) +i(-4 -5 -8 +17)

  = 1 + 0i

  = 1

Answer:

its c

Step-by-step explanation:

Answer:

B. two

Hope this helps you!

\( \qquad \qquad\huge \underline{\boxed{\sf Answer}}\)

The given expression is :

\(\qquad \sf  \dashrightarrow \: 5 - 3c + 21\)

Now, first simplify the expression ~

\(\qquad \sf  \dashrightarrow \: 5 + 21 - 3c\)

\(\qquad \sf  \dashrightarrow \: 26 - 3c\)

Count the number of terms ~

Hence, we get the two terms in the given expression.

The value of x in degrees will be 6° and 11° using properties of parallel lines.

They are typically equal-distance, parallel straight lines. The lines here are parallel. They never come together no matter how far you extend them in any one way.

Pairs of equal-sized angles that are both obtuse or acute and are generated on the same side of the transversal are known as corresponding angles. Each pair of comparable angles on the same side of the crossing transversal is equal to the other.

The alternative angle theorem states that alternate interior angles or alternate exterior angles that come from cutting two parallel lines are congruent.

In the above figure,

8x + 7 = 55

8x  = 55 - 7

x = 6

Measure of the angle will be 8 × 6 + 7 = 49

In 11)

10x + 10 = 9x + 21 (by using first corresponding angles and then alternate angles)

⇒x = 11

The value of x in degrees will be = 11° using properties of parallel lines.

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