Amount of the check is $259.99.
What do you mean by amount deposit?Amount deposited refers to the total sum of money that is placed into a savings or investment account. This can include cash, checks, or electronic transfers. The purpose of depositing money into an account is typically to save it for future use, grow the balance through interest or other means, or to use it as collateral for loans or other financial instruments.
Depositing money into an account can be done at a bank, credit union, or other financial institution. There are different types of accounts available, including savings accounts, checking accounts, and investment accounts, each of which has its own rules and benefits.
Saving accounts typically offer low-risk, low-return options, while investment accounts may offer higher returns, but also carry more risk. Deposits into investment accounts are often made into stocks, bonds, or mutual funds. Checking accounts are typically used for day-to-day transactions, and typically do not offer high interest rates.
Regardless of the type of account, depositing money into it usually requires the account holder to provide personal information and identification, and to follow the rules and regulations set by the financial institution. The amount deposited into an account is usually insured by the government, up to a certain limit, to protect against theft, fraud, or other losses.
The amount of the check can be found by subtracting the balance brought forward from the balance carried forward.
Balance brought forward: $555.67
Balance carried forward: $295.68
Amount of the check: $555.67 - $295.68 = $259.99
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5. Write a rational
expression that is
equal to the following
rational expression
whenx 1 or - 5.
4(x-1)/
(x-1)(x+5)
The rational expression that is equal to 4(x-1)/(x-1)(x+5) is 4/(x+5).
What are rational expressions ?
Rational expressions represent the relationship between two polynomials. It signifies that the numerator and denominator are both polynomials in it. It is an algebraic expression ratio with an unknown variable, similar to a fraction. We may, however, simplify this type of equation with the aid of a calculator.
Addition and subtraction: When adding or subtracting rational expressions with the same (or similar/common) denominator, keep the denominator alone. If possible, reduce the remaining expression.
If the rational expressions have different denominators, then LCM is applied first. Change each rational expression to its equivalent by changing the denominator exactly. Finally, combine or delete similar phrases. If feasible, reduce the remaining expression.
Multiplication: Factor the polynomial numerators and denominators (if any exist); then reduce wherever possible. Reduced form is obtained by multiplying the remaining numerators and denominators independently.
Division: Invert the denominator (or divisor) and multiply it with the first rational expression (i.e. dividend or numerator) since reduction can only be done simply after changing the division into multiplication, as with fractions. As previously demonstrated, further simplification is equivalent to multiplication.
Now ,
Given rational expression is =4(x-1)/(x-1)(x+5)
=4/(x+5) ( x-1 is same in numerator and denominator so cut it)
Final Rational expression = 4/(x+5)
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What mistake did the student make in the picture provided? How would you correct the error?
The mistake made is the error in finding the value of the slope, m, of the line.
The error can be corrected by plugging in m = 6/3 = 2 in the equation; y = m·x + b
What is the slope of a line?The slope of a line is the ratio of the rise to run of the points on the graph of the line.
The points on the graph of the line are; (0, -2), and (3, 4)
The slope of the line, m, can be found using the formula;
m = (y₂ - y₁)/(x₂ - x₁)
Where for the line in the question, we get;
(x₁, y₁) = (0, -2)(x₂, y₂) = (3, 4)Therefore;
Slope, m = (4 - (-2))/(3 - 0) = 6/3 = 2
The slope of the line = 2
The equation of the line in point-slope form is therefore;
(y - 4) = 2·(x - 3)
y = 2·x - 6 + 4 = 2·x - 2
y = 2·x - 2
The equation can also be found using the x-intercept as follows;
At the x-intercept, x = 0. The x-intercept is therefore, the point (0, -2)
The equation of the line in the slope-intercept form is, y = m·x + b, where b is the y-value at the x-intercept is therefore;
y = -2, when x = 0
-2 = 2×0 + b
b = -2
y = m·x + b, therefore; y = 2·x - 2
The mistake of the student is therefore;
The value of the slope of the graph of the line is 6/3 = 2The error can be corrected by plugging in m = 2 in the equation, y = m·x + b as follows;y = m·x + b
4 = 2·(3) + b
4 = 6 + b
-6 [tex]{}[/tex] -6
-2 = b
y = 2·x - 2
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(6) Select the number/word combination that best estimates each number.
(a) 87,300,000
(i) 8. 73 million
(ii) 8. 73 billion
(iii) 87. 3 million
(iv) 87. 3 billion
(b) 2,670,000,000,000
(i) 2. 7 trillion
(ii) 2. 7 billion
(iii) 2700 million
(iv) 2. 7 million
The number/word combination that best estimates each number is.
(a) 87,300,000:
(i) 8. 73 million
(ii) 87.3 million
(b) 2,670,000,000,000
(i) 2.7 trillion
(iv) 2700 billion
Note: In (a) option (ii) & (iv) are not correct, as 8.73 billion is 873000000000 and 87.3 billion is 87.3*1000000000 = 873000000000. In (b) option (ii) & (iii) are not correct, as 2.7 billion is 2700000000 and 2700 million is 270000000000.
I chose option (iii) for (a) because 87,300,000 is closest to 87.3 million. 87.3 million is also the correct way to express this number in the millions.
I chose option (i) for (b) because 2,670,000,000,000 is closest to 2.7 trillion. 2.7 trillion is also the correct way to express this number in trillions.
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Is an inverse graph a parabola?
If we plot the inverse function on a graph, then we get a parabola. This parabola has the following conditions: If a>0 , then the equation defines a parabola whose ends point upwards. If a<0 , then the equation defines a parabola whose ends point downwards.
Now, According to the question:
What type of graph is a parabola?
A parabola is the shape of a quadratic function graph. There are two types of parabolas, positive (opening up) or negative (opening down). A parabola has many key features including a vertex, x-intercept(s) and y-intercept.
How do you know if a graph is a parabola?
A parabola is a U-shaped curve that is drawn for a quadratic function, f(x) = ax^2 + bx + c. The graph of the parabola is downward (or opens down), when the value of a is less than 0, a < 0. The graph of parabola is upward (or opens up) when the value of a is more than 0, a > 0.
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Which tri nominal is equivalent to 3(x-2)2 - 2(x - 1)
Answer:
4x - 10
Step-by-step explanation:
3(x-2)2 - 2(x - 1)
(3x - 6)2 -2(x -1)
6x - 12 - 2x + 2
4x - 10
A small box holds 60 hats. A large box holds 180% as many hats in the small box. How many hats does the large box hold.
Answer:
108
Step-by-step explanation:
Answer:108
Step-by-step:180/100×6=180080180×6=
Cuanto es -5-12 en álgebra
What is the decimal expansion of the following fraction? 1/18
A. 0.18
B. 0.05
C. 0.05
D. 1.18
The fraction 1/18 has the following decimal expansion :[tex]$0.0556=\frac{0}{10}+\frac{5}{100}+\frac{5}{1000}+\frac{6}{10000}$[/tex] . The fraction 1/18 is 0.05 .
How do you find the decimal expansion ?The fraction 1/18 has the following decimal expansion:
[tex]$0.0556=\frac{0}{10}+\frac{5}{100}+\frac{5}{1000}+\frac{6}{10000}$[/tex]
A number's representation in base-10 is known as its decimal expansion (i.e., in the decimal system). Each "decimal place" in this system is made up of a digit from 0 to 9, arranged so that each digit is multiplied by a power of 10, decreasing from left to right, and with a decimal place designating the s place.
The real or inferred decimal point of a number is represented in its expanded form, or decimal form. 10.2 and 0.0084 are examples of decimal values that have actual decimal places. The entire number 17, which is really represented by the decimal point 17.000000000000, is an illustration of a number with inferred decimal points. It is a number in algebra that is irrational.
Therefore the correct answer is option C ) 0.05 .
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How do you factor a negative 1?
The factor of negative 1 will be -1
Now, According to the question:
What is factor?
A factor is a number that divides another number, leaving no remainder. In other words, if multiplying two whole numbers gives us a product, then the numbers we are multiplying are factors of the product because they are divisible by the product.
There are two methods of finding factors: multiplication and division. In addition, rules of divisibility may also be used.
Hence, Every negative number can be thought of as having some positive factors and exactly one negative factor, -1. When a positive number and a negative number are multiplied, the product has that one -1, so it's negative.
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Is algebra easy or hard?
For many students, algebra is intimidating since it is the first math course they take where they are forced to deal with variables, abstract ideas, and original problem-solving techniques.
Why is algebra such a challenge?For many students, algebra is intimidating since it is the first math course they take where they are forced to deal with variables, abstract ideas, and original problem-solving techniques. Additionally, not enough is frequently done in the classroom to relate algebra to students' daily lives and highlight the value of mastering it.For many students, algebra is intimidating since it is the first math course they take where they are forced to deal with variables, abstract ideas, and original problem-solving techniques. Additionally, not enough is frequently done in the classroom to relate algebra to students' daily lives and highlight the value of mastering it.To learn more about algebra refer to:
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Shane rode his bike for 2 hours and traveled 12 miles. At this rate, how many miles would he travel in 4 hours
Answer:
24
Step-by-step explanation:
12/2=6 6*4=4
Fill in the next term in the sequence.
1/8 , 1/4 , 1/2 , ____
the Answer is 1 so ya
The answer is 1.
Structure of the sequence is.
S = 1/2³, 1/2², 1/2¹, ......
The next term in our sequence should be,
= 1/2⁰ = 1/1 = 1
The sequence would continue,
= 1/2⁰, 1/2⁻¹, 1/2⁻², .... = ...., 1, 2, 4, .......
Therefore, the answer is.
∴ 1/8, 1/4, 1/2, 1 ....
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break apart 8 and 50
Answer:
Ste p-by-step explanation:
Answer: 8=4+4, 50=25+25
Create an equivalent expression for 12−7 • 125.
−122
122
one over twelve raised to the power of negative two
one over twelve raised to the second power
An equivalent expression for 12−7 • 125 is option B. −122
How did we decide the equivalent expression?The expression 12−7 • 125 can be simplified as follows:
12 - 7 * 125
Starting with the multiplication:
12 - 7 * 125 = 12 - 875
Finally, the subtraction:
12 - 875 = -863
So, the equivalent expression is:
-863. Since -122 is also a negative number, it implies that the expression resulting to -863 is equivalent to that which results into -122.
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Please help its finals
The true interpretation of the situation is, The population is the total number of people who go to the movie theater and the sample is the first 150 people at the theater.
What is the difference between population and sample?The complete set of items from which you collect data for a statistical investigation is known as the population in statistics. It could be a collection of things, a gathering of people, etc. It serves as the study's data set.
A sample is characterized as a more manageable and compact version of a bigger group. a smaller population that possesses the traits of a bigger group. When the population size is too big to include all individuals or observations in the test, a sample is utilized in statistical analysis.
Given, The first 150 people who entered the theater were asked about their favorite type of movie.
Therefore, The correct description of the statement is,
The population is the total number of people in the movie theater and the sample is the first 150 people surveyed.
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Please i need help have to show work too Calculate the volume of the cylinder:
10 cm
6 cm
B 9 π cm³
B 36 π cm³
C 360 π cm³
D 90 π cm³
The volume of the cylinder will be 90π cm^3 i.e. D.
What is volume of a cylinder?
The cylinder is a three-dimensional shape having a circular base. A cylinder can be seen as a set of circular disks that are stacked on one another. The volume of a cylinder is the density of the cylinder which signifies the amount of material it can carry or how much amount of any material can be immersed in it. Cylinder’s volume is given by the formula, πr^2h,
where r is the radius of the circular base and
h is the height of the cylinder. The material could be a liquid quantity or any substance which can be filled in the cylinder uniformly.
Therefore,
Volume of a cylinder = πr^2h
height of cylinder=10cm
radius=diameter/2=6/2=3cm
=π *3*3*10
Volume of a cylinder=90π cm^3
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PLEASE ANSWER.
A survey asked a random sample students if they estimated they spent more or less than an hour a day on social media.
What percent of the 8th graders estimated they spend less than an hour a day on social media? Round your answer to the nearest whole number percent.
Therefore , the solution of the given problem of percentage comes out to be 61.29% .
What is a percentage?A number or ratio that is expressed as a fraction of 100 is known as a percentage in mathematics. There are also sporadic uses of the acronyms "pct.," "pct," and "pc." However, the percent sign "%" is widely used to signify it. There are no dimensions to the percentage amount. Percentages are essentially fractions because they have a numerator of 100.
Here,
We recognize that the number is 77 in the provided table. consisting solely of seventh and eighth grade
There are 31 students in eighth grade.
Total number of 7th graders
=> (77-31) = 46
There are 46 kids in the 7th grade who use social media on average in this grade, depending on whether they spend more or less time on it.
In seventh grade, there were 19 students who spent more than an hour on a task.
38 pupils in all, including 7th and 8th graders, spend less than an hour on social media.
Total 8th graders using social media for less than an hour is (38- 19) = 19
Thus, percentage of 8th grades is
=> 19/31 * 100
=> 61.29%
Therefore , the solution of the given problem of percentage comes out to be 61.29% .
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Rewrite the formula to solve for W
Answer:
Step-by-step explanation:
P = 2l = 2w
P - 2l = 2w
P - 2l / 2 = w
W = P - 2l /2
Solve the following inequality, 7x - 1 < or equal to -50
Answer:
To solve the inequality 7x - 1 <= -50, we'll start by isolating x on one side of the inequality.
Add 1 to both sides: 7x <= -49
Divide both sides by 7: x <= -7
So the solution to the inequality is x <= -7.
This means that x can be any value less than or equal to -7. For example, -7, -8, -9, -10, etc. It is also possible to express this as an interval notation, which is (-∞, -7].
1) During the 1990s, the forested area Guatemala decreased at an Average Rate of 1.7%. The forested area on Guatemala was about 34,400 square Kilometers in 1990.
((Rest Picture))
2) From 1995 to 2005, the tuition at a college increased by about 7% per year. Tuition in 1995 was $12,000n
Answer:
A is correct answer
How to calculate this ?Here, we want to write an equation for a depreciation
The general form is;
V is the present value in 2005
I is the initial value in 1990 which is 34,400
r is the decrease rate which is 1.7/100 = 0.017
t is the difference in years which is 2005-1990 = 15
Substituting these values, we have
V = 34,400(1-0.017)^15
V = 22,407.65 km^2
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What is 603/25 as a mixed number
Answer: 24 3/25
Step-by-step explanation:
Divide 600 by 25, giving you 24. The rest goes into the fraction part.
Prove 2 triangles formed by a diaganol in a rectangle are congruent
On solving the provided question, we can say that, by SAS congruency both triangle are congruent
What is triangle?A triangle is a polygon since it has three sides and three vertices. It is one of the basic geometric shapes. The name given to a triangle containing the vertices A, B, and C is Triangle ABC. A unique plane and triangle in Euclidean geometry are discovered when the three points are not collinear. Three sides and three corners define a triangle as a polygon. The triangle's corners are defined as the locations where the three sides converge. 180 degrees is the result of multiplying three triangle angles.
2 triangles formed by a diagonal in a rectangle are congruent
since two sides are equal
and, each angle is 90 on bisect from it's 45 each
so, two sides of both triangles are equal
and one angle from both triangle are equal
then, by SAS congruency both triangle are congruent
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There are forty students trying out for the school's trivia teams. If nineteen of them didn't get picked for the team and the rest were put into three groups, how many students would be in each group?
in a class of 78 students, 41 are taking french, 22 are taking german and 9 are taking both french and german. how many students are not enrolled in either class? question 11 options: 6 24 54 15 33
Answer: 6 are not enrolled.
Step-by-step explanation:
78 in total so you add 41+22+9 and you get 72 so you do 78-72 and you get 6.
Can all quadratic equations be solved by factoring example?
Factoring or root extraction are not always effective ways to solve quadratic equations. The problem [tex]x^2[/tex]+x-1=0, for instance, cannot be solved by factoring since the expression [tex]x^2[/tex]+x-1 cannot be factored. Factoring other equations could be challenging.
The quadratic equation's standard form is a[tex]x^2[/tex] + bx + c = 0, where 'a' is the leading coefficient and a non-zero real number. Due to the word "quad" meaning "square," this equation, whose degree is 2, is referred to as "quadratic."
No. Every quadratic equation has two solutions, and they can all be factored, however as the difficulty increases, dividing may become more difficult, and people may start to apply the quadratic formula.
The basic theorem of algebra states that a polynomial of degree n has n solutions. There are always always two solutions to a quadratic problem. One method to resolve such an equation is through factorization.
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What is the equation of parabola Mcq?
The standard equation of a parabola takes the form ( y^2 = ± 4ax ).
In mathematics, a parabola is defined as a plane curve that is approximately U-shaped and mirror-symmetrical. Simply a parabola refers to a set of points that lie equidistant from the focus and the directrix.
In real life, the parabola has several important applications, from a parabolic antenna or parabolic microphone to the design of ballistic missiles and automobile headlight reflectors. It is frequently used in physics, engineering, and various other areas.
The standard equation of a parabola opening upwards or downwards is y^2 = ± 4ax.
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Genuinely don't even know how to do this lol
Which of the following is an element in the sample space for first rolling a number cube and then tossing a coin
A) T,H
B) 5,H
C) H,7
D) 5,6
5, H is an element in the sample space for first rolling a number cube (with sides numbered 1-6) and then tossing a coin (with heads or tails outcomes).
Option (B) is correct.
What is the sample space in probability?
In probability, the sample space is the set of all possible outcomes of a random experiment. It is the set of all possible results of a random variable. For example, if you roll a die, the sample space would be the set {1, 2, 3, 4, 5, 6}. If you flip a coin, the sample space would be the set {heads, tails}. In more complex experiments, the sample space may be a combination of multiple outcomes from different processes.
B) 5,H is an element in the sample space for first rolling a number cube (with sides numbered 1-6) and then tossing a coin (with heads or tails outcomes).
Hence, 5, H is an element in the sample space for first rolling a number cube (with sides numbered 1-6) and then tossing a coin (with heads or tails outcomes).
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How do you translate a graph down and right?
To translate a graph down and right, you would take each point on the graph and move it down and to the right by a given number of units. To be more specific, you would add the given number of units to the x-coordinate and add the given number of units to the y-coordinate.
A graph can be translated down and right by taking each point on the graph and moving it down and to the right by a given number of units. This means that for each point on the graph, the x-coordinate will be increased by the given number of units and the y-coordinate will be increased by the same number of units. This type of translation is often used to move a graph from one position to another on the coordinate plane. It can also be used to create a graph that is shifted from its original position. This shifting of the graph can be used to compare two different graphs or to move a graph to the origin. In either case, translating the graph down and right will move each point on the graph in the same direction and by the same number of units.
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Tyler has more than $10. Elena has more money than Tyler. Mai has more
money than Elena. Let t be the amount of money that Tyler has, let e be the
amount of money that Elena has, and let m be the amount of money that Mai
has. Select all statements that are true:
❏ A. t < m
❏ B. m > 10
❏ C. e > 10
❏ D. t > 10
Answer:
T < E
E < M
M > E
Step-by-step explanation: