Using the table, what is the average daily balance of the credit card for the August 1 - August 31 billing period? Round your answer to the nearest cent. Do not include a dollar sign or comma in your answer. For example, $5, 678.00 should be entered as 5678.00.
DAY| ACTIVITY| ADJUSTMENT| BALANCE
1. --- ---- 1500
4. payment. -400. 1100
14. payment. -250. 850
24. payment. -100. 750
Answers
Answer:
967.74
Step-by-step explanation:
The average daily balance of the credit card for the August 1 - August 31 billing period is $943.55.
What is the average daily balance?The average daily balance can be determined by dividing the total daily balaces for August by the number of days in August.
The average daily balance = total balance / total number of days in Augst.
Total balance = (1500 x 3 days) + (1100 x10 days) + (850 x 10 days) + (750 x 7 days)
Total balance = 4500 + 11,000 + 8,500 + 5,250 = 29,250
The average daily balance = 29250 / 31 = $943.55
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Related Questions
Given that f(x) = 2x + 5 and g(x) = x − 7, solve for f(g(x)) when x = −3. (1 point) −15 −8 10 25
Answers
Answer:
-15
Step-by-step explanation:
When functions are "nested" like this (nested is not a math word; the mathy word is composed or composition) you need to start all the way on the inside.
f(g(-3))
means find g(-3) first, then put that answer into f.
g(x) = x - 7
g(-3) = -3 - 7
g(-3) = -10
We found g(-3) is -10, so now put -10 into f.
f(x) = 2x + 5
f(-10) = 2(-10) + 5
= -20 + 5
= -15
Model a desert community where 6% of the community
is shops.
A. 6 of the squares have shops.
B. 16 of the squares have shops.
C. 60 of the squares have shops.
D. 94 of the squares have shops.
Answers
It can be said that the percentage is 6 of the squares have shops.
What are Percentage?
A percentage is a fraction of a whole expressed as a number between 0 and 100. Nothing is zero percent, everything is 100 percent, half of everything is fifty percent, and nothing is zero percent. To calculate a percentage, divide the share of the total by the total and multiply by 100.
We know that there are 100 blocks/squares and there are 6% of the community with shops so
All we have to calculate is 6% of 100
6/100 * 100 = 6
So, it can be said that 6 of the squares have shops.
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What are the Vertical asymptotes
Answers
Answer:
Step-by-step explanation:
Vertical asymptotes are vertical lines which correspond to the zeroes of the denominator of a rational function. (They can also arise in other contexts, such as logarithms, but you'll almost certainly first encounter asymptotes in the context of rationals
1 is subtracted from 8 times a certain number.the result is 15.find the number
Answers
Answer:
number is 2
Step-by-step explanation:
let the number be n then 8 times the number is 8n, subtract 1 from this and
8n - 1 = 15 ( add 1 to both sides )
8n = 16 ( divide both sides by 8 )
n = 2
that is the number is 2
what is the answer I need help?
Answers
Answer:
8 1/8 units^3
Step-by-step explanation:
This figure is a rectangular prism, and the volume of a rectangular prism is given by the formula:
lwh
But since we have the area of the base snd the height of the figure, there is also one formula that we can use to find the volume:
bh
Which means area of base times the height.
USE THE FORMULA bh:
16 1/4 x 1/2
= 65/4 x 1/2
= 65/8
SIMPLIFIED: 8 1/8
Volume is measured in cubic units
SO YOUR ANSWER IS 8 1/8 units^3
Let the demand function for a product be given by the function
D
(
q
)
=
−
1.85
q
+
240
, where
q
is the quantity of items in demand and
D
(
q
)
is the price per item, in dollars, that can be charged when
q
units are sold. Suppose fixed costs of production for this item are
$
3
,
000
and variable costs are
$
4
per item produced. If
100
items are produced and sold, find the following:
A) The total revenue from selling
100
items (to the nearest penny).
Answer: $
B) The total costs to produce
100
items (to the nearest penny).
Answer: $
C) The total profits to produce
100
items (to the nearest penny. Profits may or may not be negative.).
Answer: $
Answers
The inverse demand function of the given demand function is p = 50 - q/2.
A graph that depicts the relationship between a product's price and demand is called a demand curve. On a demand graph, the horizontal axis represents the amount desired, while the vertical axis represents the product's price.
The price is a function of the quantity required when there is an inverse demand curve. The inverse of a demand curve indicates that variations in the amount required cause changes in price levels. The formula for calculating the demand curve for a product yields the graph of an inverse demand curve.
Given demand function: q = 100 - 2p.
To find the inverse demand function, we find the inverse of the equation, by isolating p, to get:
q = 100 - 2p,
or, 2p = 100 - q,
or, p = 100/2 - q/2,
or, p = 50 - q/2.
Thus, the inverse demand function of the given demand function is p = 50 - q/2.
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What inequality is shown by the graph?
Answers
Algebra Question
Let v = (-7,6,-6) and w = (-5,-3,-6) be vectors in R^3. Find the orthogonal projection of v onto w.
Answer:
Projection on w: (-54/14, -159/70, -159/35)
I have the correct answer but I don't know how they got it.
Answers
The orthogonal projection of vector v onto vector w in R^3 is (-54/14, -159/70, -159/35).
To find the orthogonal projection of v onto w, we need to calculate the scalar projection of v onto w and multiply it by the unit vector of w. The scalar projection of v onto w is given by the formula:
proj_w(v) = (v⋅w) / (w⋅w) * w
where ⋅ denotes the dot product.
Calculating the dot product of v and w:
v⋅w = (-7)(-5) + (6)(-3) + (-6)(-6) = 35 + (-18) + 36 = 53
Calculating the dot product of w with itself:
w⋅w = (-5)(-5) + (-3)(-3) + (-6)(-6) = 25 + 9 + 36 = 70
Now, substituting these values into the formula, we have:
proj_w(v) = (53/70) * (-5,-3,-6) = (-54/14, -159/70, -159/35)
Therefore, the orthogonal projection of v onto w is (-54/14, -159/70, -159/35).
In simpler terms, the orthogonal projection of v onto w can be thought of as the vector that represents the shadow of v when it is cast onto the line defined by w. It is calculated by finding the component of v that aligns with w and multiplying it by the direction of w. The resulting vector (-54/14, -159/70, -159/35) lies on the line defined by w and represents the closest point to v along that line.
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Guys please I need help in this
Answers
Answer:
(0,1)
Step-by-step explanation:
A function is not differentiable if either:
- there is no tangent line or
- there is a vertical tangent line
There are no vertical tangent lines here, but at the point (0,1), there is no tangent line. To the left, the function is increasing, but to the right, the function is decreasing. It is impossible to draw a tangent line here, and as a result, the function is not differentiable at this point
cos (x + 16) = sin(3x – 2)
Answers
Answer:
x = 19
Step-by-step explanation:
So cos and sin are closely related, but they are not equal. In order for these two to be equal to each other, the angles (in the parenthesis by the cos and by the sin) have to be complementary. That is, they have to add up to 90°
Use this idea to set up an equation.
x + 16 + 3x - 2 = 90
Combine like terms.
4x + 14 = 90
Subtract 14.
4x = 76
Divide by 4.
x = 19
x = 19
If you are kooking for the angles:
x + 16
= 19 + 16
= 35
and
3x - 2
= 3(19) - 2
= 57 - 2
= 55
Check: 35 + 55=90
Also,
cos35 = sin55
Cos x + cos 16 = sin 3x - sin 2
Sin 2 + cos 16 = sin 3x - cos x
Sin 2 + cos 16 = x(sin 3 - cos 1)
0.0902 + (-0.9576) = x(0.1411-0.5403)
−0.8674 = −0.3992x
-0.3992 -0.3992
X = 2.17
What is the next fraction in the sequence 19/20,4/5,13/20,1/2
Answers
Change all of your denominators to 20
The sequence is now:
19/20, 16/20, 13,20, 10/20
19-16= 3
16-13= 3
13-10= 3
So the difference is 3, now do 10-3=7
Add your denominator and you get 7/20.
if f(x)=2x2+5 then f(-3)=
Answers
The function f ( x ) = 2 x² + 5 will have the value 23 for f (- 3).
We are given the function:
f ( x ) = 2 x² + 5
We need to find the value of f ( -3 ).
We will do this by substituting the value of x = - 3 in the function and then evaluating the expression.
Putting x = -3 in the function, we get that:
f ( x = - 3 ) = 2 (- 3)² + 5
Solving the square, we get that:
f (- 3) = 2 ( 9 ) + 5
Simplifying the expression, we get that:
f (- 3) = 18 + 5
f (- 3) = 23
Therefore, we get that, the function f ( x ) = 2 x² + 5 will have the value 23 for f (- 3).
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It is estimated that one honeybee can make about 1/12 teaspoon of honey in its lifetime. How many honeybees will it take to make 2 tablespoons of honey?
One tablespoon is equivalent to
3 teaspoons.
Answers
The number of honeybees which it will take to make the required 2 tablespoons of honey as required in the task content is; 72.
How many honeybees will it take to make 2 tablespoons of honey?It follows from the conversion factor given in the task content that;
3 teaspoons is equivalent to 1 tablespoon.
Hence, 1/12 teaspoons is equivalent to;
= (1/12 ×1) ÷ 3
= 1/36 tablespoons.
On this note, one honeybee can make 1/36 tablespoons of honey in its lifetime.
Hence, if 2 tablespoons of honey is needed, the number of honeybees required is; 2/(1/36)
= 2 ÷ 1/36
= 2 × 36
= 72 honeybees.
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during a nature walk jayden identified 20 animals and plants.1/4 of what he identified were animals.how many were animals?
Answers
Explanation: 1/4=.25 and .25x20= 5
Mc
Graw
Hill
duration
Unit 2 Lesson 7 Practice Problems
Question 2 of 10
Question 2
Mai says x is a number that makes Equation A true and also a number that makes Equation B true.
Equation A: -3 (x + 7) = 24
• Equation B: x + 7 = -8
Which statement explains why this is true?
A) Adding 3 to both sides of
A gives x + 7 = -8.
B) Applying the distributive property to Equation by A gives x + 7 = -8.
OC) Subtracting 3 from both sides of Equation A gives x + 7 = -8.
OD) Dividing both sides of Equation A by-3 gives x + 7 = -8.
Answers
Answer:
equation A
Step-by-step explanation:
Explain how an enlargement of reduction in the dimensions of a building would cause a change in the scale factor.
Answers
Answer:
The scale factor represents a proportional relationship between the scale drawing and the building’s dimensions. If the dimensions change, then the scale factor must also change to preserve the relationship.
Step-by-step explanation:
Answer:
The scale factor is a proportional relationship. The scale factor represents a proportional relationship between the scale drawing and the building’s dimensions. If the dimensions change, then the scale factor must also change to preserve the relationship. Enlargements have a scale factor greater than 1. Reductions have a scale factor between 0 and 1. The proportion should be preserved.
Hope this Helps!
find an equation that passes through (1 ,2) and is parallel y=3x-9
Answers
Answer:
A line that is parallel to y = 3x - 9 will have the same slope as the given line. The slope of y = 3x - 9 is 3. Therefore, the equation of the line that passes through (1, 2) and is parallel to y = 3x - 9 is:
y - y1 = m(x - x1)
where m is the slope and (x1, y1) is the point (1, 2)
Substituting the values we get:
y - 2 = 3(x - 1)
Simplifying the equation we get:
y - 2 = 3x - 3
y = 3x - 1
Therefore, the equation of the line that passes through (1, 2) and is parallel to y = 3x - 9 is y = 3x - 1 .
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How many 50ml can be filled from 5L
Answers
Create an activity where procedural and conceptual understanding co-exist. Revisit your content area and choose a problem to solve and demonstrate how procedural and conceptual knowledge can be linked to the teaching and learning processes
Answers
Sure, I can try to help you with that. Procedural and conceptual understanding are two types of knowledge that are important for learning mathematics and science. Procedural understanding is the ability to perform facts and algorithms, such as adding fractions or balancing chemical equations. Conceptual understanding is the ability to reason and comprehend mathematical concepts, operations and relations, such as why fractions can be added by finding a common denominator or why chemical equations need to be balanced to conserve mass.
An activity where procedural and conceptual understanding co-exist is one that requires students to apply both types of knowledge to solve a problem and explain their reasoning. For example, in geometry, an activity could be to find the area and perimeter of a rectangle with given dimensions, and then explain how the area and perimeter formulas work and why they are useful for real world situations. This activity would involve procedural understanding to select and use the correct formulas, and conceptual understanding to understand what area and perimeter mean and how they relate to the properties of rectangles.
Another example, in chemistry, an activity could be to design an experiment to test how different factors affect the rate of a chemical reaction, such as temperature, concentration, or catalysts. This activity would involve procedural understanding to follow the steps of scientific inquiry, such as formulating hypotheses, measuring variables, controlling confounding factors, and repeating measurements. It would also involve conceptual understanding to understand why these steps are essential for ensuring objectivity, reliability, and validity of the experiment.
To link procedural and conceptual knowledge to the teaching and learning processes, it is important to provide students with opportunities to practice both types of knowledge and receive feedback on their performance and understanding. It is also important to encourage students to make connections between different skills and concepts, and to explain their thinking using appropriate terminology and representations. Some strategies that can help with this are:
- Using multiple representations, such as words, symbols, diagrams, graphs, tables, etc., to illustrate concepts and procedures.
- Asking students to compare and contrast different methods or solutions for solving a problem.
- Providing students with open-ended or non-routine problems that require them to apply their knowledge in new or unfamiliar contexts.
- Asking students to justify their answers or critique the reasoning of others using evidence and logic.
- Providing students with feedback that focuses on both their accuracy and their understanding of the underlying concepts and principles.
Activity: Exploring Quadratic Equations
Content Area: Mathematics
Objective:
To demonstrate how procedural and conceptual understanding can co-exist in solving quadratic equations.
Materials Needed:
Whiteboard or blackboardMarkers or chalkHandouts with quadratic equations (for individual or group work)Instructions:
Begin the activity by introducing the concept of quadratic equations to the students. Explain that quadratic equations are second-degree polynomial equations in a single variable (x) and are commonly written in the form ax^2 + bx + c = 0.Discuss the standard form of a quadratic equation and its components (coefficients a, b, and c).Present a step-by-step procedural approach to solving quadratic equations using the quadratic formula: x = (-b ± √(b^2 - 4ac)) / (2a). Go through each step and highlight the importance of understanding the purpose of each operation.Divide the students into small groups or pairs and distribute handouts with various quadratic equations.Instruct the students to work collaboratively to solve the quadratic equations using the procedural approach discussed earlier. Encourage them to show all the steps involved, including the substitution of values into the quadratic formula and simplifying the equation.As the students work on the problems, circulate the classroom to provide guidance and support. Observe their problem-solving strategies and address any misconceptions that arise.After the groups have completed their solutions, reconvene as a whole class. Ask each group to share their approach and solutions on the board. Encourage them to explain their reasoning and highlight the conceptual understanding behind each step.Facilitate a class discussion by focusing on the link between procedural and conceptual understanding. Emphasize that procedural knowledge alone may lead to successful computation, but without conceptual understanding, students may struggle to interpret the meaning of the solutions or apply their knowledge to real-world problems.Provide additional examples or real-life scenarios that require solving quadratic equations and discuss how conceptual understanding helps in interpreting the results.Conclude the activity by summarizing the importance of developing both procedural and conceptual understanding in mathematics. Encourage students to continue practicing problem-solving techniques while deepening their conceptual understanding of quadratic equations.By combining procedural steps with conceptual understanding, students develop a solid foundation for solving quadratic equations. This approach helps them not only perform the necessary calculations but also comprehend the underlying concepts and their applications in various contexts.
graph h(x)=(x-1)^2-9
Answers
The graph of h(x) = (x-1)^2 - 9 is a U-shaped parabola that opens upwards, with the vertex at (1, -9), and it extends indefinitely in both directions.
The function h(x) = (x-1)^2 - 9 represents a quadratic equation. Let's analyze the different components of the equation to understand the behavior of the graph.
The term (x-1)^2 represents a quadratic term. It indicates that the graph will have a parabolic shape. The coefficient in front of the quadratic term (1) implies that the parabola opens upwards.
The constant term -9 shifts the graph downward by 9 units. This means the vertex of the parabola will be at the point (1, -9).
Based on this information, we can draw the following conclusions:
The graph will be a U-shaped curve with the vertex at (1, -9).
The vertex represents the minimum point of the parabola since it opens upward.
The parabola will be symmetric with respect to the vertical line x = 1 since the coefficient of the quadratic term is positive.
The graph will extend indefinitely in both directions.
To accurately plot the graph, you can choose several x-values, substitute them into the equation to find the corresponding y-values, and then plot the points on the graph. Alternatively, you can use graphing software or calculators that can plot the graph of the equation for you.
Remember to label the axes and indicate the vertex at (1, -9) to provide a complete representation of the graph of h(x) = (x-1)^2 - 9.
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Find the distance between the points (5,0) and (-5,3)
Answers
Answer:
10.4
Step-by-step explanation:
√(5--5)²+(0-3)²
√100+9
√109=10.4
What is X?
I’m at a loss
Answers
Answer:
9
Step-by-step explanation:
5x-3= 2x+24
5x=2x+27
3x=27
X=9
Answer: A. 9
Step-by-step explanation:
The diagonal is bisected by the other diagonal. So the 2 parts of the diagonal are equal
5x - 3 = 2x + 24 >Bring like terms to 1 side
3x = 27 >Divide both sides by 3
x = 9
The company also has plans to open a third obstacle course, The Gridiron, where the first three checkpoints will have coordinates A′′(0,−5), B′′(9,−5), and C′′(4,−5). What relationship could this location have to the previous locations? Select all answers that apply.
Answers
Answer: It is a reflection of Reflections of You (second location) in the x-axis.
Step-by-step explanation: Based on the given information, the relationship between the new location (The Gridiron) and the previous locations can be determined.
The correct answer is:
It is a reflection of Reflections of You (second location) in the x-axis.
The coordinates of the first three checkpoints of The Gridiron (A''(0,−5), B''(9,−5), and C''(4,−5)) indicate that they have the same y-coordinate (-5) as the corresponding checkpoints in the second location, Reflections of You. However, there is no indication of a reflection in the y-axis or any transformation related to the first location, Transformation Fitness Studios. Therefore, the correct answer is that The Gridiron is a reflection of Reflections of You in the x-axis.
what is 433.54 in terms of pi?
Answers
Answer:
The angle value 433.54 π rad (pi radian) in words is "four hundred and thirty-three point five four π rad (pi radian)".
Step-by-step explanation:
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A rectangle with a perimeter of 40 inches has a width that is 3 times the length. What is the length And the width
Answers
The Length is 5 inches and the Breadth is 15 inches
What is Perimeter?
A perimeter is a closed route that covers, surrounds, or outlines a two-dimensional form or length. The circumference of a circle or an ellipse is its perimeter. There are various practical applications for calculating the perimeter.
Solution:
Perimeter of Rectangle = 2*(Length + Breadth)
According to the question
Breadth = 3*Length
Perimeter = 40
40 = 2*(Length + 3*Length)
20 = 4*Length
Length = 5 inch
Breadth = 15 inch
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The function f(x) = -2(4)²+1 +140 represents the number of tokens a child has x hours after arriving at an arcade.
What is the practical domain and range of the function?
Enter your answer by filling in the boxes to correctly complete the statements. If necessary, round to the nearest hundredth.
The practical domain of the situation is ?
The practical range of the situation is ?
Answers
The practical domain of the situation is all real numbers, since there is no restriction on the number of hours the child can spend at the arcade.
The practical range of the situation is [1,140], since the minimum value of the function is 1 and the maximum value is 140.
the table show how many points eduardo scored during each game use mental math to find how many points he scored
Answers
The total points scored by Eduardo in the first three games is 97.
We are given a table that shows the points scored by Eduardo during three games.
In game 1, he scored 52 points.
In game 2, he scored 19 points.
In game 3, he scored 26 points.
In game 4, he scored 10 points.
We need to find the sum of the total points scored by him in the first three games.
A summation, also known as a sum, is the outcome of adding numbers or quantities arithmetically. A summation always has an even number of terms.
The points are 52 + 19 + 26 = 97.
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what are you guys studying?
Answers
Answer:
im study about history it was my favourite subject!
A 37 bag sample had a mean of 421 grams. Assume the population standard deviation is known to be 29. A level of significance of 0.05 will be used. State the null and alternative hypothesis.
Answers
Answer: \(H_0:\mu=421\)
\(H_a : \mu\neq421\)
Step-by-step explanation:
A null hypothesis is a type of hypothesis that is used in statistics that assumes there is no difference between particular characteristics of a population wheres the alternative hypothesis shows that there is a difference.Given: A 37 bag sample had a mean of 421 grams.
Let \(\mu\) be the population mean.
Then, the null hypothesis would be:
\(H_0:\mu=421\)
whereas the alternative hypothesis would be:
\(H_a : \mu\neq421\)
The theater was full when the movie began. Seventy-six people left
before the movie ended. One hundred twenty-four people remained.
How many people were in the theater when it was full?
Answers
The number of people were 200 in the theater when it was full.
What is a theater?
In architecture, a theatre, usually spelled theatre, is a structure or area where a play can be conducted in front of spectators. The term comes from the Greek theatron, which means "a place of seeing." The actual performance usually takes place on a stage in a theatre.
Given that, the theater was full when the movie began.
76 people leave the theater before end the movie. At the end of the movie, there is 124 people left.
Apply algebraical operation that is addition to find the required answer.
Therefore, the number of people that was present at the beginning of the movie is (76 + 124) = 200.
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