The price of a small cabin is $80,000. The bank requires a
5% down payment. The buyer is offered two mortgage options20-year fixed at 9% or 30-year fixed at 9% Calculate the amount of interest paid for each option
How much does the buyer save in interest with the 20-year option?
Find the monthly payment for the 20-year option
(Round to the nearest dollar as needed)

Answer:

I think you're on the right track I wwould think that it is also D. I'm sorry if I'm wrong

Answer:

I think you have it right

Step-by-step explanation:

but I am not sure

Answer:

Each Cat video gets 750 comments

Each dog video gets 450 comments

Hope this helps you!

Answer:

He gets 750 comments on the cat videos and 450 on the dog videos the answer to the second question is yes

Step-by-step explanation:

khan :)

Answer:

Step-by-step explanation:

it is like 9x9=81

but yeah like he said it is a square so all sides are the same

but that is if you want to find the parameter

this question is talking about area

so when a question gives you an area you ask yourself what can be multiplied by what in order to give me the area

or since all sides are the same like he said you could just do simple division and do 81/9 which will =9

and since the question mentions that the area is in square inches it is obvious that the answer would be put in inches

answer: 9 inches

Mr. Taylor gave them 1500 beads each.

In mathematics, an expression is a combination of numbers, variables, and operators that are written in a specific order and can be evaluated to produce a value. Expressions can be simple or complex, and they can involve basic arithmetic operations like addition, subtraction, multiplication, and division, as well as more complex operations like exponents, logarithms, and trigonometric functions.

Let's start by setting up equations to represent the information given in the problem:

Let's assume that Joe has x beads.

Then, Anna has 3x beads.

Together, Joe and Anna have x + 3x = 4x beads.

We know that the total number of beads they have is 480, so:

4x = 480

Solving for x, we get

x = 120

So, Joe has 120 beads, and Anna has 3x = 3(120) = 360 beads.

Mr. Taylor gave each of them an equal number of beads, which means he gave them each (480 + Mr. Taylor's beads) / 3 beads.

Zoe had half as many beads as Anna, so she had 360 / 2 = 180 beads.

We can now set up an equation to find how many beads Mr. Taylor gave them

(480 + Mr. Taylor's beads) / 3 = 120 + 360 + 180

Simplifying and solving for Mr. Taylor's beads, we get:

480 + Mr. Taylor's beads = 3(660)

480 + Mr. Taylor's beads = 198

Mr. Taylor's beads = 1980 - 480

Mr. Taylor's beads = 1500

Therefore, Mr. Taylor gave them 1500 beads each.

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Answer:

2.8 cubic feet

Step-by-step explanation:

To solve this problem, let's put the given information into a ratio:

62.5 / 1 = 175 / x

where x is equal to the final number of cubic feet.

Now, we will cross-multiply to solve for x:

62.5x = 175

x = 175/62.5 = 2.8 cubic feet

Hope this helped!

Answer:

10 my fault

Step-by-step explanation:

please trust

Answer:

it's 10.00 because I used a calculator

Answer:

Highest Elevation: 14240

Lowest Elevation: -285

Step-by-step explanation:

Given

\(Highest\ Elevation = 14,240\ ft\) above sea level

\(Lowest\ Elevation = 285\ ft\) below sea level

Required

Represent both altitudes as an integer

For the Mountain:

Take the sea level as 0 feet

\(Altitude = Highest\ Elevation - Sea\ Level\)

\(Altitude = 14240 - 0\)

\(Altitude = 14240\)

Hence, the integer is 14240

For the Valley:

Take the sea level as 0 feet

\(Altitude = Sea\ Level - Lowest\ Elevation\)

\(Altitude = 0 - 285\)

\(Altitude = -285\)

Hence, the integer is -285

Hong's automobile will have more gas after 60 miles reached also because Amanda's car stopped at a 14-gallon station while Hong's car only stopped at a 18-gallon station.

In mathematics, a graph is a visual representation or diagram that shows facts or values in an ordered way. The relationships between two or more items are frequently represented by the points on a graph.

A graph is a popular data structure made up of a limited number of nodes (also known as vertices) and a limited number of connected edges. An edge is a pair (x,y) that indicates that the x vertex is connected to the y vertex. The vertices and edges in the examples below are represented by circles and lines, respectively.

The graphical depiction of statistical data in a visual format is known as a statistical graph or chart.

= 18 - 14 liter gas

= 4 liter gas extra Hong car have

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Answer: $2053.51

Step-by-step explanation:

The formula for compound interest is \(A=P(1+\frac{r}{n} )^{nt}\)

Where

A = final amount

P = initial principal balance (1700 for this)

r = interest rate (0.065 for this)

n = number of times interest applied per time period (1 for this)

t = number of time periods elapsed (3 for this)

\(A=1700(1+\frac{0.065}{1})^{(3)(1)} \\A=1700(1.065})^{3} \\A=2053.51435\)

Rounded that is 2053.51

4. RSTU is a trapezoid because the opposite sides RS and UT are parallel.

5. RSTU is not an isosceles trapezoid because the diagonals are not congruent.

In order to verify that RSTU is a trapezoid, we would have to determine slope of the pair of opposite sides and check whether at least one pair of opposite sides are parallel;

RU ║ ST

Slope of side RU = Slope of side ST

Slope of RU = (y₂ - y₁)/(x₂ - x₁)

Slope of RU = (1 + 3)/(5 + 3)

Slope of RU = 4/8

Slope of RU = 0.5.

Slope of RS = (y₂ - y₁)/(x₂ - x₁)

Slope of RS = (-9 + 3)/(-4 + 3)

Slope of RS = -6/-1

Slope of RS = 6.

Slope of ST = (y₂ - y₁)/(x₂ - x₁)

Slope of ST = (-2 - 1)/(10 - 5)

Slope of ST = -3/5

Slope of ST = -0.6.

Slope of UT = (y₂ - y₁)/(x₂ - x₁)

Slope of UT = (-2 + 9)/(10 + 4)

Slope of UT = 7/14

Slope of UT = 0.5.

Therefore, RSTU is a trapezoid because the opposite sides RS and UT are parallel.

Question 5.

In order to determine whether RSTU is an isosceles trapezoid, we would have to determine length of the diagonals by using the distance formula and check whether they are congruent;

Distance = √[(x₂ - x₁)² + (y₂ - y₁)²]

Distance RT = √[(-2 + 3)² + (10 + 3)²]

Distance RT = √170 units.

Distance = √[(x₂ - x₁)² + (y₂ - y₁)²]

Distance US = √[(5 + 4)² + (1 + 9)²]

Distance US = √181 units.

Therefore, RSTU is not an isosceles trapezoid because the diagonals RT and US are not congruent.

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The probability of choosing no boys is 0.

The probability of choosing 1 boy is 0.2.

The probability of choosing 2 boys is 0.4.

The probability of choosing 3 boys is 0.6.

The probability of choosing 4 boy is 0.8.

The The probability of choosing 5 boys is 1.

Probability simply means the chance that a particular thing or event will happen. It is the occurence of likely events. It is simply the area of mathematics that deals with the numerical estimates of the chance that an event will occur or that a particular statement is true. In this case, the probability of an event us usually represented as a number between 0 and 1.

The probability of choosing 1 boy is :

= 1 / 5

= 0.2.

The probability of choosing 2 boys is:

= 2 / 5

= 0.4.

The probability of choosing 3 boys is:

= 3/5

= 0.6.

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Answer:

The problem statement suggests that the series of donations is arithmetic, as each student's donation increases by one as their number increases. Therefore, we can apply the formula for the sum of an arithmetic series to solve this problem.

In an arithmetic series, the sum S of n terms is given by:

S = n/2 * (a + l)

where:

- n is the number of terms (which represents the number of students in this case),

- a is the first term (in this case, the first student's number, which would be 1), and

- l is the last term (in this case, the last student's number, which we don't know yet).

Given that S = Rs. 13225, we have:

13225 = n/2 * (1 + l)

Since this is an arithmetic series starting from 1, the last term, l, is equal to n. Thus, we can substitute l with n:

13225 = n/2 * (1 + n)

Multiplying through by 2 to clear the fraction gives:

26450 = n * (1 + n)

Rearranging to a quadratic equation gives:

n^2 + n - 26450 = 0

This is a quadratic equation in the form of ax^2 + bx + c = 0. To solve for n, we can use the quadratic formula, n = [-b ± sqrt(b^2 - 4ac)] / (2a). But since n cannot be negative in this context (as it represents the number of students), we will only consider the positive root.

Applying the quadratic formula, we find that the positive root is approximately 162.5. However, the number of students must be a whole number. Therefore, the number of students is 163, because the 163rd student did not donate fully as per their number, and that's why the total amount doesn't reach the full sum for 163 students.

So, there were 163 students who donated money to the fund.

Answer:

f(x) = 3(x − 9)^2 + 4

To find the inverse of f(x), first we denote: y = 3(x - 9)^2 + 4, we then find a way to express x in term of y.

     y = 3(x - 9)^2 + 4

<=> y - 4 = 3(x - 9)^2

<=> (y - 4)/3 = (x - 9)^2

<=> sqrt[(y - 4)/3] = x - 9

<=> x = sqrt[(y - 4)/3] + 9

Denote left side is g(x), and variable y on the right side is x, we have:

g(x) = sqrt[(x - 4)/3] + 9

g(x) is inverse of f(x)

Here, (x - 4)/3 must be not a negative number (because of the definition of square root (sqrt) of a real number)

=> x - 4 >= 0 or x >= 4

=> The restriction domain of g(x), which is the inverse of f(x) is x >= 4

Answer:

Y = 50x + 150

Step-by-step explanation:

50 per month (x = unknown number of months) === 50x

$150 is the starting charge (automatic +150)

Y = total cost

Y = 50x + 150

The measure of the angle m∠PBM is calculated as; 54°

An inscribed angle is defined as an angle with its vertex on the circle.

The measure of an inscribed angle is half the measure the intercepted arc.

The formula is:

Measure of inscribed angle = 1/2 × measure of intercepted arc

Now, we are given that;

MB = PB

Arc PB = 27°

Thus;

Arc MBP = 2 * 27°

Arc MBP = 54°

Thus, using the Measure of inscribed angle we have;

∠PBM = 27 * 2 = 54°

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Answer:

Whats the question?

Step-by-step explanation:

or is it just like a fake question

Answer to the given famous joke is: "The plant in math class forgot to square its roots."

This joke plays on the mathematical concept of "squaring roots" and humorously applies it to a plant in a math class context. In mathematics, "squaring" a number means multiplying it by itself, and the "square root" of a number is the value that, when multiplied by itself, gives the original number.

In this joke, the plant is personified, as if it were a student in a math class, and humorously forgets to square its roots, which is something entirely unrelated to plants but fits within the mathematical context. The humor comes from the unexpected and clever blending of a mathematical concept with a non-mathematical subject, resulting in a lighthearted and punny punchline.

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------------The given question is incomplete, the complete question is:

"Explain answer to the famous joke, "What happened to the plant in math class?"-----------------

The solution to the above question is -147

-3[(w-6) ^2+x] ^2 where the value of w = 5 and x amounts to 6

Using algebraic identity: (a-b) ^2 = (a^2 -2ab+b^2)

= -3 [(w^2 -2w*6 +6^2) + x] ^2

= -3 [(w^2 -12w+36) + x] ^2

now substitute the value of w = 5

= -3 [(5^2 -12*5+36) + x] ^2

= -3 [(25 -60+36) + x] ^2

= -3 [1+ x] ^2

Using algebraic identity: (a+ b) ^2 = a^2 +2ab + b^2

= -3 [1^2+2x*1+ x^2]

= -3 [1+2x+ x^2]

now substitute the value of x = 6

= -3 [1+2*6+ 6^2]

= -3 [1+12+ 36]

= -3 [49]

= -147

The above answer can be derived through direct substitution also. Both the methods will any way give the same answer.

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Answer:

PLEASE MARK AS BRAINLIEST

Step-by-step explanation:

Speed per hour = 54 km

We have to find Speed per minute

For that...

60 minutes ---- 54 km(cuz, 1 hr = 60 minutes

1 minute -----?

=54/60 km/minute

=9/10 km/minute

= 0.9 km/minute

SO THE LORRY WILL TRAVEL 0.9 KM IN A MINUTE

Answer:

\(\frac{3}{4}\) miles

Step-by-step explanation:

Total length of the trail = \(4\frac{1}{2}\) miles = \(\frac{9}{2}\) miles

She ran the first \(\frac{2}{3}\) of the distance i.e.

The distance for which she ran = \(\frac{2}{3} \times \frac{9}{2} = 3\ miles\)

Remaining distance = Total length of trail minus the distance for which she has already run = \(\frac{9}{2} - 3 = \frac{3}{2}\) miles

Given that: After running, Annie has to walk due to steep nature of the trail, So, Annie walked for \(\frac{1}{2}\) of the remaining distance.

The distance for which Annie walked = \(\frac{1}{2} \times\) Remaining distance

The distance for which Annie walked = \(\frac{1}{2} \times\) \(\frac{3}{2}\) = \(\frac{3}{4}\) miles

So, the answer is: \(\frac{3}{4}\) miles

flim =dependability

video =social

editors=attention to detail

Answer:

B,C,E,F

Step-by-step explanation:

The type of scale commonly used on maps is a graphic scale, which uses a line or bar to represent distances accurately.

The type of scale used on a map is known as a map scale. It is a graphical representation that shows the relationship between distances on the map and their corresponding measurements in the real world. A map scale allows us to understand the size and proportion of features depicted on the map.

There are three main types of map scales: verbal scales, graphic scales, and representative fraction scales.

Verbal Scale: A verbal scale uses words to describe the relationship between distances on the map and real-world measurements. For example, a verbal scale might state "1 inch represents 1 mile" or "1 centimeter represents 10 kilometers." Verbal scales are commonly used on small-scale maps, where the level of detail is not as important.

Graphic Scale: A graphic scale, also known as a bar scale or linear scale, uses a line or a bar marked with specific distances. This line is divided into equal segments that represent units of measurement. By comparing the length of the line on the map to the corresponding distance in the real world, you can determine distances accurately. Graphic scales are often found on the margin or the legend of a map and are commonly used on medium- to large-scale maps.

Representative Fraction (RF) Scale: A representative fraction scale expresses the relationship between map distances and real-world distances using a ratio. For example, a representative fraction of 1:100,000 means that one unit of measurement on the map represents 100,000 of the same units in the real world. This type of scale is useful because it allows for precise calculations and conversions between map distances and real-world distances. Representative fraction scales are commonly used on topographic maps and engineering plans.

It's important to note that a map may include multiple scales to accommodate different levels of detail. For instance, a large-scale map of a city may have a more detailed scale than a small-scale map of an entire country.

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The Age of Customers Who Purchased a Cruise in a stem-and-leaf Diagram

Stems Leaves

2                24

3                3 4 6 9

4                1 3 5 6 6 7

5                0 5 5

6               2 3 5 7 9

7                  7 7

A stem-and-leaf plot is a tool for graphically presenting quantitative data in a way that is similar to a histogram in order to let the viewer see how a distribution is shaped.

A stem-and-leaf plot can be used to determine a collection of data's mean, median, and mode. Add up all of the set's numbers, then divide by the number of values you added to determine the mean.

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The values of ab, b - c, and c/d are 6, -1, and 4 respectively when a = 2, b = 3, c = 4 and d = 1.Using BODMAS rule, we can simplify the given expression.ab - c/d = 24

Given ab-c/d has a value of 24.Now, we have to find the value ofab, b - c, and c/d.Multiplying d on both sides, we getd(ab - c/d) = 24dab - c = 24d...(1)Now, we can find the value of ab, b - c, and c/d by substituting different values of a, b, c and d.Value of ab when a = 2, b = 3, c = 4 and d = 1ab = a * b = 2 * 3 = 6.

Value of b - c when a = 2, b = 3, c = 4 and d = 1b - c = 3 - 4 = -1Value of c/d when a = 2, b = 3, c = 4 and d = 1c/d = 4/1 = 4Putting these values in equation (1), we get6d - 4 = 24dSimplifying, we get-18d = -4d = 2/9

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To solve this problem, we can use the formula for probability:

P(event) = number of favorable outcomes / total number of outcomes

First, let's find the total number of outcomes. We are selecting 4 balls from 11 without replacement, so the total number of outcomes is:

11C4 = (11!)/(4!(11-4)!) = 330

where nCr is the number of combinations of n things taken r at a time.

Now let's find the number of favorable outcomes for each part of the problem.

Part 1: Exactly two white balls and two red balls

To find the number of favorable outcomes for this part, we need to select 2 white balls out of 6 and 2 red balls out of 5. The number of ways to do this is:

6C2 * 5C2 = (6!)/(2!(6-2)!) * (5!)/(2!(5-2)!) = 15 * 10 = 150

So the probability of selecting exactly two white balls and two red balls is:

P(2W2R) = 150/330 = 0.45 (rounded to two decimal places)

Part 2: At least two white balls

To find the number of favorable outcomes for this part, we need to consider two cases: selecting 2 white balls and 2 red balls, or selecting 3 white balls and 1 red ball.

The number of ways to select 2 white balls and 2 red balls is the same as the number of favorable outcomes for Part 1, which is 150.

To find the number of ways to select 3 white balls and 1 red ball, we need to select 3 white balls out of 6 and 1 red ball out of 5. The number of ways to do this is:

6C3 * 5C1 = (6!)/(3!(6-3)!) * (5!)/(1!(5-1)!) = 20 * 5 = 100

So the total number of favorable outcomes for selecting at least two white balls is:

150 + 100 = 250

And the probability of selecting at least two white balls is:

P(at least 2W) = 250/330 = 0.76 (rounded to two decimal places)

Answer:

Zero

Step-by-step explanation:

Because when you replace x with a number and solve it it doesn't have the same answer as x2 − 9 = 0.

I hope this helped. I am sorry if you get this wrong.

Answer:

x = 15, AOB = 15, BOC = 165

Step-by-step explanation:

Assume that this is a straight line

2x - 15 + 11x = 180

Combine like terms

13x - 15 = 180

Add 15 on both sides

13x = 195

Divide 13 on both sides

x = 15

Substitute x for 15 in both equations

2(15) - 15 = 15

11(15) = 165

(For checking purposes, 165 + 15 = 180)

Answer:

24.50

Step-by-step explanation:

1.40 per pound so 17 x 1.40= 23.80

1.40/2= .70 this is for the half pound

so now add 23.80+.70=24.50

The height of the can of cylinder shape is 9.14 cm.

What is a cylinder?

In mathematics, a cylinder is a three-dimensional solid that maintains two parallel bases separated by a curved surface at a specific distance. These bases frequently have a circular shape (like a circle), and an axis connects their respective centres.

We are given the diameter as 4 cm.

So, the radius is 2cm.

Also, it is given that the surface area of the can is 140 square centimeters.

So, using the surface area of cylinder, we get

⇒Area = 2πr (h + r)

⇒140 = 2π * 2 (h + 2)

⇒140 = 4π (h + 2)

⇒140 = 4 * 3.14 * (h + 2)

⇒140 = 12.56 * (h + 2)

⇒11.14 = h + 2

⇒h = 9.14

Hence, the height of the can of cylinder shape is 9.14 cm.

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