If I have 50 envelopes I put equal amounts of money in each one how much will I have at the end of 50 days
Answers
Answer:
At the end of 50 days , Amount of money = $2500x
where x is the value that added every day.
Step-by-step explanation:
Let daily amount added in 1 envelope = $x
As, we have 50 envelope,
so, daily added amount in 50 envelope = $ 50x
⇒ Each day , we add money = $ 50 x
After 50 day, it becomes $50×50x = $2500x
For example -
If we add $ 1 every day in each envelope
then ,
Total amount added in 50 envelope each day = $50×1 = $ 50
Then,
After 50 days,
Total amount = $ 50×50 = $2500
∴ we get
At the end of 50 day, total amount we have = $2500
Related Questions
I need help w this question
Answers
Answer:
100$
Step-by-step explanation:
Multiply two rotation matrices Ta and T8 to deduce the formulas for sin(a + B) and cos(a + B). Explain your reasoning.
Answers
Given the rotation matrices Ta and T8 to be multiplied to get the formula for sin(a + B) and cos(a + B). Ta and T8 are given by,
Ta = [cos a −sin a; sin a cos a]
T8 = [cos 8 −sin 8; sin 8 cos 8]
Now, the product of Ta and T8 will give us the matrix,
TM = Ta.
T8= [cos a −sin a; sin a cos a].[cos 8 −sin 8; sin 8 cos 8]
Let's multiply both matrices to get the product matrix.
TM= [cos a cos 8 − sin a sin 8 − cos a sin 8 − sin a cos 8;sin a cos 8 + cos a sin 8 cos a cos 8 − sin a sin 8]
Since the composition of rotations is associative, we can evaluate TM as the product of the rotation matrices in the opposite order,
TM= [cos 8 cos a − sin 8 sin a − cos 8 sin a − sin 8 cos a;sin 8 cos a + cos 8 sin a cos 8 − sin 8 sin a]
Now, sin (a + 8) is given by the element at position (1, 2) in the matrix TM, while cos (a + 8) is given by the element at position (1, 1) in TM.
sin (a + 8) = −cos a sin 8 − sin a cos 8
= −sin a cos 8 + cos a sin 8
= sin a cos(8) − cos a sin(8)cos (a + 8)
= cos a cos 8 − sin a sin 8
= cos 8 cos a − sin 8 sin a
Thus, the formulas for sin (a + 8) and cos (a + 8) have been deduced using the given rotation matrices Ta and T8.
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si 3×+0.15=1,29 cuál es el valor de x
Answers
Answer:
x=0.38
Step-by-step explanation:
3x+0.15=1.29 1. -0.15 on both sides
3x=1.14 2. /3 on both sides
x=0.38
The movie theater makes $750 in a hour period, how many hours will it take for the theater to make $2575?
Answers
Answer:
3.43 hrs
or
3 13/30
orrrr
103/30
Step-by-step explanation:
if a man died and left inheritance money$ 3990. As per his will this amount will be distributed in 15:18:17 ratio. Find the share of money each gets?
Answers
Answer:
The ratios are 15 18 and 17 which total 50
So one person will receive 15/50 = 30 per cent
Another person receives 18/50 = 36 per cent
The third person receives 17/50 = 34 per cent
1st Person 30% of 3,990 = 1,197.00
2nd Person 36% of 3,990 = 1,436.40
3rd Person 34% of 3,990 = 1,356.60
Step-by-step explanation:
Answer:
$1197 : $1436.4 : $1356.6
Step-by-step explanation:
15 + 18 + 17 = 50
3990 / 50 = 79.8
1st person : 79.8 x 15 = 1197
2nd person : 79.8 x 18 = 1436.4
3rd person : 79.8 x 17 = 1356.6
$1197 : $1436.4 : $1356.6
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is anyone have the answer to 9,576,984.9874 x 98.84
Answers
Answer:
946589196.155
Step-by-step explanation:
Hope that helps
According to Remland, which of the following is the primary code we use to signal identity?
Answers
The primary code we use to signal identity, according to Remland, is nonverbal communication.
Nonverbal communication refers to the transmission of messages without the use of words. It involves various forms of communication such as facial expressions, body language, gestures, posture, eye contact, and tone of voice. Remland, a researcher in the field of communication, emphasizes the significance of nonverbal cues in signaling identity.
Nonverbal cues play a crucial role in expressing our cultural, social, and personal identities. They can convey information about our emotions, attitudes, status, and affiliations. For example, the way we dress, our choice of accessories, and our body language can communicate aspects of our identity such as our gender, social group, or profession.
Nonverbal communication is particularly powerful because it often operates at an unconscious level and can convey messages that are difficult to express through words alone. These nonverbal signals can shape impressions, establish connections, and influence how others perceive and respond to us.
According to Remland, nonverbal communication is the primary code we use to signal identity. Understanding and interpreting nonverbal cues are essential for effective communication and for navigating social interactions, as they provide valuable insights into the identities and intentions of individuals.
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Simplify. 6xy^3 · 18x^4y using the multiplication rule.
Answers
the simplified form of 6xy^3 · 18x^4y using the multiplication rule is 108x^5y^4.
To simplify 6xy^3 · 18x^4y using the multiplication rule,
we can multiply the coefficients together and combine the variables with the same base by adding their exponents.
Multiplying the coefficients, we get:
6 · 18 = 108
For the variables, we have x multiplied by x^4, and y^3 multiplied by y. We can simplify each group of variables separately:
x · x^4 = x^(1+4) = x^5
y^3 · y = y^(3+1) = y^4
Putting it all together, we get:
6xy^3 · 18x^4y = 108x^5y^4
Therefore, the simplified form of 6xy^3 · 18x^4y using the multiplication rule is 108x^5y^4.
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Find the most general antiderivative of the function. f(x) = 5e* + 8 sec² x Part 1 of 3 We know that if F and G are antiderivatives off and g, respectively, then F + G is an antiderivative of f + g.
Answers
The most general antiderivative of the function f(x) = 5eⁿ + 8 sec² x is 5eⁿ + 8 tan x + C, where C is the constant of integration.
The given function is f(x) = 5eⁿ + 8 sec² x. We are to find the most general antiderivative of the function.
Given Part 1 of 3 - We know that if F and G are antiderivatives off and g, respectively, then F + G is an antiderivative of f + g.
Let's solve this step-by-step.
Since 5eⁿ is a product of 5 and eⁿ, and we know the antiderivative of eⁿ is eⁿ, we can say the antiderivative of 5eⁿ is 5eⁿ.
Thus, the antiderivative of 5eⁿ will be 5eⁿ + C1, where C1 is the constant of integration.
Similarly, since 8 sec² x is a product of 8 and sec² x, and we know that the antiderivative of sec² x is tan x, we can say the antiderivative of 8 sec² x is 8 tan x.
Hence, the antiderivative of 8 sec² x will be 8 tan x + C2, where C2 is the constant of integration.
Therefore, the most general antiderivative of the given function f(x) = 5eⁿ + 8 sec² x is given by;
5eⁿ + 8 tan x + C, where C is the constant of integration.
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John is running a study on whether a particular SAT training class is effective. The students take the SAT before and after taking the class. The 95% confidence interval for the difference is scores (after - before) is [5, 15]. Which of the following is NOT true?
a. There is statistically significant evidence that the training class increases SAT scores.
b. The average increase in SAT score among the students was 10.
c. This is an example of a paired design.
d. The training class caused a big improvement in the students' SAT scores.
Answers
If John is running a study on whether a particular SAT training class is effective, the students take the SAT before and after taking the class and the 95% confidence interval for the difference in scores (after - before) is [5, 15], then the statement which is NOT true is 'The training class caused a big improvement in the student's SAT scores.' The answer is option d.
Given that the 95% confidence interval for the difference in scores (after - before) is [5, 15], we can infer that the training class is effective in increasing the SAT scores of the students. The average increase in the SAT score among the students was 10, which means that the students who took the training class have a higher average score than those who did not. Therefore, option (a) is true. A paired design is a type of experiment where two groups of subjects are paired together and compared to each other. In a paired design, each subject receives both treatments or is observed twice. The 95% confidence interval is defined as the range of values in which 95% of the observed data is likely to fall. The confidence interval provides a range of values that can be considered plausible estimates of the population parameter. Thus, option (d) is not true.Learn more about confidence interval:
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• Choose a topic from the list below: Argue why Josef Pieper conception of leisure is the best one in modernity, or instead why it might be a limited conception in comparison to another theory of leisure. • Argue why a life is better with leisure today, and why for the classical Greeks, an absence of leisure meant an absence of a happy life. • Argue why John Dewey and modern liberal thinkers did not agree with Aristotle's ideas on education or on leisure generally. • Argue how modern psychological conceptions of happiness and the classical idea of happiness in Aristotle differ. What was the "Greek Leisure Ideal" and how would it manifest today according to Sebastian De Grazia? What happened to it? • Argue why the liberal arts are so important in education and leisure, and explain its Greek origin and how that is received today. • You must choose from this list, but it can be modified slightly if you have an idea you wish to pursue. The main requirement is that you must contrast at least one ancient thinker and one modern one. • The paper must be well researched and contain a minimum of 6 sound academic sources. • Textbook or course readings may be used, but do not count in this total. DETAILS SCALCET8 1.3.039. 0/1 Submissions Used Find f o g o h. f(x) = 3x - 8, g(x) = sin(x), h(x) =x^2
Answers
To argue why the liberal arts are so important in education and leisure, one must discuss its Greek origin and how it is received today.
The term "liberal arts" comes from the Latin word "liberalis," which means free. It was used in the Middle Ages to refer to topics that should be studied by free people. Liberal arts refers to courses of study that provide a general education rather than specialized training. It encompasses a wide range of topics, including literature, philosophy, history, language, art, and science.The liberal arts curriculum is based on the idea that a broad education is necessary for individuals to become productive members of society. In ancient Greece, education was focused on developing the mind, body, and spirit.
The study of the liberal arts is necessary to create well-rounded individuals who can contribute to society in meaningful ways. While the importance of the liberal arts has been debated, it is clear that they are more important now than ever before. The study of the liberal arts is necessary to develop the skills that are required in a rapidly advancing technological world.
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this dont make no sence, lol thank you
Answers
Answer: 11
Step-by-step explanation:
So basically you need to find out how many times 1/3 goes into 3 2/3.
We know 1/3 goes into 1 3 times, and the whole number is 3, so that means we have 9 times so far. We also know 1/3 can go into 2/3 2 times. We then do 9+2= 11.
So she can make her recipe 11 times before she runs out of sugar
11
Gabi can make her recipe for blueberry muffins for 11 times before her sugar runs out. You could just use calculator to solve this actually.
Marvin had 2 spools of fishing line. Each spool had
10 yards of fishing line. Marvin used 4 yards from
each spool. How many yards of fishing line were left
on the spools?
$27.12
Card 9
Answers
I need your help with this im confused can you help me please
Answers
Answer:
x = 100
Step-by-step explanation:
This problem can be solved if you ignore line DC.
We know that angle FED + angle DEB = angle FEB = 100
Now, if you ignore line DC, you realize that FEB and AEG are vertical angles(opposite angles of 2 intersecting lines). This means that FEB is actually congruent to AEG.
So therefore:
x = AEG = FEB = 100
PLease explain this to me in your answer. It's the same as the previous post, don't answer unless if you actually know how to do this.
Answers
Answer:
the first point is (-3,0) the second is (0,-1)
Step-by-step explanation:
The smallest positive number p for which the equation cos(psinx)=sin(pcosx) has a solution x∈[0,2π]
Answers
there is no smallest positive value of p that satisfies the equation for all values of x ∈ [0, 2π]. The equation cos(psinx) = sin(pcosx) does not have a unique solution within the given interval.
To find the smallest positive value of p that satisfies the equation cos(psinx) = sin(pcosx), we need to analyze the behavior of the cosine and sine functions within the given interval [0, 2π].
First, we note that both the cosine and sine functions oscillate between -1 and 1. The equation implies that the cosine of psinx is equal to the sine of pcosx. In order for this equality to hold true, the arguments of the cosine and sine functions must be equal, or their values must differ by a multiple of 2π.
To find the smallest positive value of p, we consider the smallest possible difference between the arguments of the cosine and sine functions. Since the difference can be expressed as psinx - pcosx = 2πn, where n is an integer, we aim to find the smallest positive p that satisfies this equation.
By analyzing the behavior of the sine and cosine functions, we observe that the smallest possible difference between the arguments occurs when sinx and cosx are both equal to 1, resulting in p - p = 2πn. Simplifying this equation gives 0 = 2πn, which holds true for any value of n.
Therefore, there is no smallest positive value of p that satisfies the equation for all values of x ∈ [0, 2π]. The equation cos(psinx) = sin(pcosx) does not have a unique solution within the given interval.
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In the figure below, S is between Q and T, and R is the midpoint of QS. If RS=2 and RT=9, find QT.
QRS
QT = []
T
X
S
Answers
Answer:
11
Step-by-step explanation:
\(RS=2 \implies QR=2 \\ \\ QT=RT+QR=9+2=11\)
\(5 x^2-2x-6=-x^2+6x\)
i just need help with the steps please <3
Answers
Answer:
x = -1
Step-by-step explanation:
To solve this equation, you can use the process of polynomial algebra.
First, you can rearrange the terms on the left side of the equation so that all the terms with an x^2 coefficient are on one side and all the other terms are on the other side. You can do this by adding x^2 to both sides of the equation:
5x^2 - 2x - 6 + x^2 = -x^2 + 6x + x^2
This gives you:
6x^2 - 2x - 6 = 6x
Now, you can rearrange the terms on the right side of the equation in the same way:
6x^2 - 2x - 6 = 6x^2 - 6x
To solve for x, you can now use the process of polynomial algebra to combine like terms on each side of the equation. This gives you:
6x^2 - 2x - 6 = 6x^2 - 6x
Combining like terms on the left side of the equation gives you:
6x^2 - 6x - 6 = 6x^2 - 6x
Combining like terms on the right side of the equation gives you:
6x^2 - 6x - 6 = 6x^2 - 6x
Now, you can subtract 6x^2 - 6x from both sides of the equation to obtain:
-6x - 6 = 0
Dividing both sides of the equation by -6 gives you:
x + 1 = 0
Finally, you can solve for x by subtracting 1 from both sides of the equation, which gives you:
x = -1
Therefore, the solution to the original equation is x = -1.
∆JKL ~ ∆QRS. Determine x and y. J=24 K=16 L=X
Q=36 R=Y S=21
Answers
The value of y = 24 and the value of x = 14
How to solve the trianglesThe two triangles That we have in the question are similar:
such that
∆JKL ~ ∆QRS
From basic triangle knowledge
Corresponding sides of similar figures have same ratio.
We will have to Use ratios to find the missing values.
In ortder to Find y:
QR/JK = QS/JL
such that
y/16 = 36/24
y/16 = 1.5
y = 16*1.5
Therefore we have
y = 24
Next we have to Find x using the similar method:
KL/RS = JL/QS
We have to input the values such that
x/21 = 24/36
x/21 = 2/3
x = 21*2/3
x = 14
Hence the value of y = 24 and the value of x = 14
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PLSS HELP ASAPPPPP !
:}}}}}}}}}}}}
Answers
Answer:
0.5
Step-by-step explanation:
First find the mean of the data
3+4+4+5 = 16
16/4 = 4
Find the distance of each data to the mean
4-3 = 1
5-4= 1
4-4 = 0
4-4 = 0
Now find the mean of those
1+1+0+0 = 2
2/4
MAD = 0.5
For the question 2.3 x 0.123, the answer will be to which place value?
tenths
hundredths
thousandths
ten-thousandths
Answers
0.2829
Step-by-step explanation:I think it would be thousandths I'm pretty sure :)
in a binomial probability problem, if the nature of the problem is such that it is feasible to use either the binomial tables or the normal distribution to approximate the probability, which would give the more accurate answer?
Answers
If the sample size is large and the probability of success is not too close to 0 or 1, using the normal distribution to approximate the binomial probability will generally give a more accurate answer than using the binomial tables. However, if the sample size is small or the probability of success is very close to 0 or 1, using the binomial tables may be more accurate.
If the sample size is large (typically, n ≥ 30) and suppose that the probability of success (p) is not too close to 0 or 1, then we can use the normal distribution. As it gives more approximate value to the binomial probability which will generally give a more accurate answer than using the binomial tables.
This is because the normal distribution provides a more precise approximation of the binomial distribution as the sample size increases.
However, if the the probability of success is very close to 0 or 1 or sample size is small then using the binomial tables to calculate the probability directly may be more accurate. In general, it's important to check the conditions for using the normal approximation before using it and to use good judgment in deciding which method is more appropriate for a given problem.
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The cone in the figure below has a volume of 72π cubic centimeters and a height of 6
centimeters. What is the radius of the base of the cone, in centimeters?
Answers
Answer:
6 cm
Step-by-step explanation:
The volume of a cone = (1/3) πr²h
72π = (1/3) π r² 6
72 = (1/3) r² 6
Divide both sides by 6
12 = (1/3) r²
Multiply both sides by 3
36 = r²
So r (radius) = 6 cm
Hi, can you help me with this question? Thank you.
Answers
SOLUTION
We are asked if
\(m\angle4=m\angle5\)which lines are parallel.
If
\(m\angle4=m\angle5\)then line r and line s are parallel, while line L is a transversal.
A transversal is a line that cuts two parallel lines.
Since line r and line s are parallel, then angle 4 and angle 5 are alternate angles. Alternate angles are always equal and congruent.
A ball on a pendulum moves 30 cm on its first swing. Each succeeding swing it
moves 0.5 the distance of the previous swing. What is the total distance that the
ball moves before coming to rest? Write your answer in the box.
Answers
Answer:
130cm
Step-by-step explanation:
let r = e2 for 0 ≤ ≤ . find the length l of the graph of the polar equation. enter pi for if needed.
Answers
To find the length l of the graph of the polar equation r = e^(2θ) for 0 ≤ θ ≤ π, we can use the arc length formula for polar curves. Answer : 0.
The arc length formula for a polar curve r = f(θ) is given by:
l = ∫[a, b] √(r^2 + (dr/dθ)^2) dθ,
where a and b are the starting and ending angles.
In this case, we have r = e^(2θ), so dr/dθ = 2e^(2θ). Substituting these values into the arc length formula, we get:
l = ∫[0, π] √(e^(4θ) + (2e^(2θ))^2) dθ
= ∫[0, π] √(e^(4θ) + 4e^(4θ)) dθ
= ∫[0, π] √(5e^(4θ)) dθ
= √5 ∫[0, π] e^(2θ) dθ.
To evaluate this integral, we can use the substitution u = 2θ, du = 2dθ:
l = √5 ∫[0, π] e^(2θ) dθ
= √5 ∫[0, 2π] e^u (du/2)
= √5 (1/2) ∫[0, 2π] e^u du
= (√5/2) [e^u] evaluated from 0 to 2π
= (√5/2) (e^(2π) - e^0)
= (√5/2) (1 - 1)
= 0.
Therefore, the length l of the graph of the polar equation r = e^(2θ) for 0 ≤ θ ≤ π is 0 units.
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A bakery has 40 different flavored muffins
Answers
Answer:
nice
Step-by-step explanation:
Jake ran 25 miles in 5 days. how many miles has jake ran per day ?
Answers
Answer:5
Step-by-step explanation:
25 miles divided by 5 days equal the 5 miles
5 times 5 =25
Any point on the parabola can be labeled (x,y), as shown. What are the distances from the point (x,y) to the focus of the parabola and the directrix? Select two answers.distance to the focus: (squareroot over this whole problem)* (x+3)^2+(y-3)^2distance to the directix: |y-4|distance to the directix: |y+4|distance to the focus: *squareroot over again* (x+3)^2+(y-2)^2distance to the directix: |x-4|distance to the focus: *square root again* (x-2)^2+(y+3)^2
Answers
Given:
Vertex: (-3, 3)
Focus: (-3, 2)
Let's find the distance from the point (x, y) to the focus of the parabola and the directrix.
To find the distance, apply the distance formula:
\(d=\sqrt{(x_2-x_1)^2+(y_2-y_1)^2}\)Thus, we have:
Distance from (x, y) to the focus:
Where:
(x1, y1) ==> (x, y)
(x2, y2) ==> (-3, 2)
Thus, we have:
\(\begin{gathered} d=\sqrt{(x-(-3))^2+(y-2)^2} \\ \\ d=\sqrt{(x+3)^2+(y-2)^2} \end{gathered}\)Therefore, the distance from the point (x, y) to the focus is:
\(\sqrt{(x+3)^2+(y-2)^2}\)• The distance from the point to the directrix.
From the graph, the directrix is:
y = 4
Now, to find the distance, subtract the y-coordinate of the point from y = 4.
The distance is the absolute value of the result.
Thus, we have:
\(|y-4|\)ANSWER:
Distance from the point to the focus:
\(\sqrt{(x+3)^2+(y-2)^2}\)Distance from the point to directrix:
\(|y-4|\)Suppose the probability that an item will go on sale tomorrow is 0.980.98. What are the odds that the item will be on sale
Answers
Thus, the odds of the item going on sale tomorrow are 49 to 1. In other words, for every 49 times the item does not go on sale, it will go on sale once.
The odds that an item will go on sale tomorrow can be calculated using the following formula:
Odds = Probability of event happening / Probability of event not happening
In this case, the event is the item going on sale tomorrow, and the probability of it happening is 0.98. Therefore, the probability of it not happening is 1 - 0.98 = 0.02.
Using the formula, we get:
Odds = 0.98 / 0.02 = 49
This means that the odds of the item going on sale tomorrow are 49 to 1. In other words, for every 49 times the item does not go on sale, it will go on sale once.
This is a relatively high probability, suggesting that the item is likely to go on sale tomorrow.
However, it is important to note that probability and odds are not guarantees, and there is always a chance that the item may not go on sale despite the high probability.
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