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julia-pushkina [17]
2 years ago
11

Mr Chua borrows a sum of money from the bank which charges a compound interest of 4.2% per annum, compounded 6.Given that Mr Chu

a had to pay 96.60% in the interest payments at the end of the first year, find the original sum of money borrowed, giving your answer correct to the nearest cent
Mathematics
1 answer:
Inessa [10]2 years ago
4 0

Answer:

Original sum of money = $2246.51

Step-by-step explanation:

Interest = $96.60

Interest is compounded 6 times in a year ; n = 6

time = 1 year ; Rate of interest (r) = 4.2%

Interest = Future Value - Principal Value ...........(1)

\text{Future Value = }Principal\cdot (1+\frac{r}{100\times n})^{n\cdot t}\\\\\text{Substituting this value in equation (1) , We get }\\\\Interest=Principal\cdot (1+\frac{r}{100\times n})^{n\cdot t}-Principal\\\\\implies 96.60=Principal[\cdot (1+\frac{4.2}{100\times 6})^{6\cdot 1}-1]\\\\\implies Principal=\$2246.51

Hence, the original sum of money borrowed = $2246.51

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Unit 3 parallel and perpendicular lines homework 4 parallel line proofs
Alex17521 [72]

Answer:

1) c ║ d by consecutive interior angles theorem

2) m∠3 + m∠6 = 180° by transitive property

3) ∠2 ≅ ∠5 by definition of congruency

4) t ║ v                                    {}                   Corresponding angle theorem

5) ∠14 and ∠11  are supplementary         {}  Definition of supplementary angles

6) ∠8 and ∠9  are supplementary    {}        Consecutive  interior angles theorem

Step-by-step explanation:

1) Statement                                {}                                     Reason

m∠4 + m∠7 = 180°                                 {}   Given

m∠4 ≅ m∠6                                {}              Vertically opposite angles

m∠4 = m∠6                               {}                Definition of congruency

m∠6 + m∠7 = 180°                                {}    Transitive property

m∠6 and m∠7 are supplementary     {}     Definition of supplementary angles

∴ c ║ d                               {}                       Consecutive interior angles theorem

2) Statement                                {}                                     Reason

m∠3 = m∠8                                 {}           Given

m∠8 + m∠6 = 180°                {}                 Sum of angles on a straight line

∴ m∠3 + m∠6 = 180°               {}               Transitive property

3) Statement                                {}                                     Reason

p ║ q                                 {}                    Given

∠1 ≅ ∠5                               {}                  Given

∠1 = ∠5                               {}                   Definition of congruency

∠2 ≅ ∠1                               {}                  Alternate interior angles theorem

∠2 = ∠1                               {}                   Definition of congruency

∠2 = ∠5                                  {}               Transitive property

∠2 ≅ ∠5                                  {}              Definition of congruency.

4) Statement                                {}                                     Reason

∠1 ≅ ∠5                                  {}                Given

∠3 ≅ ∠4                               {}                  Given

∠1 = ∠5                               {}                   Definition of congruency

∠3 = ∠4                               {}                  Definition of congruency

∠5 ≅ ∠4                               {}                 Vertically opposite angles

∠5 = ∠4                               {}                  Definition of congruency

∠5 = ∠3                                  {}               Transitive property

∠1 = ∠3                                  {}                Transitive property

∠1 ≅ ∠3                                  {}                Definition of congruency.

t ║ v                                    {}                   Corresponding angle theorem

5) Statement                                {}                                     Reason

∠5 ≅ ∠16                                  {}              Given

∠2 ≅ ∠4                               {}                  Given

∠5 = ∠16                               {}                  Definition of congruency

∠2 = ∠4                               {}                   Definition of congruency

EF ║ GH                               {}                  Corresponding angle theorem

∠14 ≅ ∠16                               {}                Corresponding angles

∠14 = ∠16                               {}                 Definition of congruency

∠5 = ∠14                                  {}               Transitive property

∠5 + ∠11 = 180°                {}                       Sum of angles on a straight line

∠14 + ∠11 = 180°                                {}      Transitive property

∠14 and ∠11  are supplementary         {}  Definition of supplementary angles  

6) Statement                                {}                                     Reason

l ║ m                                 {}                      Given

∠4 ≅ ∠7                               {}                  Given

∠4 = ∠7                               {}                   Definition of congruency

∠2 ≅ ∠7                               {}                  Alternate angles

∠2 = ∠7                               {}                   Definition of congruency

∠2 = ∠4                                  {}               Transitive property

∠2 ≅ ∠4                               {}                  Definition of congruency

∠2 and ∠4 are corresponding angles   {} Definition

DA ║ EB                               {}                  Corresponding angle theorem

∠8 and ∠9  are consecutive  interior angles    {} Definition

∠8 and ∠9  are supplementary    {}        Consecutive  interior angles theorem.

6 0
2 years ago
What's green and fluffy and comes from outer space? I have the answer I just need to know how to graph it
satela [25.4K]

The <em><u>correct answer</u></em> is:

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Plot these intercepts and draw a line between them.

For 2x+8y=-64:

x-intercept:

2x+8(0)=-64; 2x+0=-64; 2x=-64; x=-32

y-intercept:

2(0)+8y=-64; 0+8y=-64; 8y=-64; y=-8

Plot the intercepts and draw a line between them.

For -2x+4y=8:

x-intercept:

-2x+4(0)=8; -2x+0=8; -2x=8; x=-4

y-intercept:

-2(0)+4y=8; 0+4y=8; 4y=8; y=2

Plot the intercepts and draw a line between them.

For 3x+5y=-15:

x-intercept:

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y-intercept:

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Plot the intercepts and draw a line between them.

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y-intercept:

12(0)-3y=3; 0-3y=3; -3y=3; y=-1

Plot the intercepts and draw a line between them.

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x+3(0)=18; x+0=18; x=18

0+3y=18; 3y=18; y=6

Plot the intercepts and draw a line between them.

For -4x+6y=-54:

x-intercept:

-4x+6(0)=-54; -4x+0=-54; -4x=-54; x=13.5

y-intercept:

-4(0)+6y=-54; 0+6y=-54; 6y=-54; y=-9

Plot the intercepts and draw a line between them.

For 4x-y=-8:

x-intercept:

4x-0=-8; 4x=-8; x=-2

y-intercept:

4(0)-y=-8; 0-y=-8; -y=-8; y=8

Plot the intercepts and draw a line between them.

For 2x-10y=20:

x-intercept:

2x-10(0)=20; 2x-0=20; 2x=20; x=10

y-intercept:

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Plot the intercepts and draw a line between them.

For 6x+9y=9:

x-intercept:

6x+9(0)=9; 6x+0=9; 6x=9; x=1.5

y-intercept:

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Plot the intercepts and draw a line betwen them.

For 5x-2y=12:

x-intercept:

5x-2(0)=12; 5x-0=12; 5x=12; x=2.4

y-intercept:

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Plot the intercepts and draw a line between them.

For 8x+4y=40:

x-intercept:

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y-intercept:

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Plot the intercepts and draw a line between them.

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x-intercept:

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y-intercept:

0+3y=27; 3y=27; y=9

Plot the intercepts and draw a line between them.

6 0
1 year ago
Read 2 more answers
It is said that a student’s college GPA (grade point index) can be predicted by his/her HOCS (higher- order cognitive skills) su
cricket20 [7]

Answer:

apart from using the hoc to predict the college students gpa, some other variables can be used

1. the students intelligent quotient

2. ability to remember

3. study time

4. gym practice

Step-by-step explanation:

<u>1. the students intelligent quotient</u>

<u>gpa</u><u> </u>has a positive relationship with iq. they are both directly related. The more the iq of a a student, the greater is his ability to understand and have a good gpa. the slope will therefore be positive and be in an upward direction.

2. <u>ability to remember</u>

the gpa of students who have a good ability to remember but do not have a good grasp of the subject may not be high. the slope would be in a slightly upward direction

3. <u>study time</u>

gpa and practice have a positive relationship. the more a student studies, the more likelihood exists of having a better gpa. the slope would be upward bound.

4. <u>gym</u><u> </u><u>practice</u>

gpa and gym practice are not related so the slope would be in a downward direction.

when interpreting the direction of relationship after carrying out such an analysis, it is useful to watch out for the accompanying signs of the variables. if the sign of the beta coefficient is positive then a positive relationship with the dependent variable exists.

6 0
2 years ago
What is the length of the y-component of the vector plotted below?
Inessa05 [86]

Answer:

Option A.

Step-by-step explanation:

The vector shown in the figure has components on the x axis and on the y axis.

If each small box on the draw represents a unit, it can be seen that the vector has a component of<u> length equal to 1 on the positive y-axis </u>and a length equal to 4 on the positive x-axis.

Look at the attached image

The sum of these two components results in the vector shown in the figure. Therefore the correct option is option A.

The length is equal to 1


7 0
1 year ago
On a coordinate grid, point A is at (−3.0, −5.4) and point B is at (−3.0, 5.4). Point B is a reflection of point A across the __
Eddi Din [679]
Given:
Point A (-3.0,-5.4)
Point B (-3.0,5.4)

reflection across y-axis ⇒ (a,b) reflected (-a,b)
reflection across x-axis ⇒ (a,b) reflected (a,-b)
reflection across the origin ⇒ (a,b) reflected (-a,-b)
reflection on y = x ⇒ (a,b) reflected (b,a)

Point B is a reflection of Point A across the x-axis.
3 0
1 year ago
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