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Who's smart? ha ha not homework problems just wanted to know what answers you guys got:)? Topic: Answers to math homework problems
June 17, 2019 / By Arley
Question: 1.) Ron signs a \$15,726, 12.0% exact simple interest note on January 11. He makes a payment of \$7,608 on February 9. Use the U.S. Rule to apply the payment to Ron's loan and determine his new balance. (Give your answer to the nearest cent.) 2.) Sam's loan has a balance of \$16,643 on June 11, and earns 10.2% ordinary interest. He makes a payment of \$8,949 on August 6. Use the U.S. Rule to apply the payment to Sam's loan and determine his new balance. (Give your answer to the nearest cent.) 3.) Kendra's loan has a balance of \$17,356 on May 3, and earns 10.0% exact interest. She makes a payment of \$3,801 on June 9, and another payment of \$3,207 on July 12. Use the U.S. Rule to apply the payments to Kendra's loan and determine her new balance. (Give your answer to the nearest cent.) I have the answers just double checking swear girl scouts honor :) Best Answers: Who's smart? ha ha not homework problems just wanted to know what answers you guys got:)? Twila | 1 day ago
I'm tired, im going to bed....i cant do anymore math for the night sorry! by the way, if you have the answers why dont you post them? why you giving thumbs down?
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We found more questions related to the topic: Answers to math homework problems Originally Answered: Can you tell me the answers to these following problems? thank you?
this might help u all about percentage by the end of reading all this u might understand..hopefully In mathematics, a percentage is a way of expressing a number as a fraction of 100 (per cent meaning "per hundred"). It is often denoted using the percent sign, "%". For example, 45% (read as "forty-five percent") is equal to 45 / 100, or 0.45. Percentages are used to express how large one quantity is, relative to another quantity. The first quantity usually represents a part of, or a change in, the second quantity, which should be greater than zero. For example, an increase of \$ 0.15 on a price of \$ 2.50 is an increase by a fraction of 0.15 / 2.50 = 0.06. Expressed as a percentage, this is therefore a 6% increase. Although percentages are usually used to express numbers between zero and one, any dimensionless proportionality can be expressed as a percentage. For instance, 111% is 1.11 and −0.35% is −0.0035. The fundamental concept to remember when performing calculations with percentages is that the percent symbol can be treated as being equivalent to the pure number constant 1 / 100 = 0.01. , for an example 35% of 300 can be written as (35 / 100) × 300 = 105. To find the percentage of a single unit in a whole of N units, divide 100% by N. For instance, if you have 1250 apples, and you want to find out what percentage of these 1250 apples a single apple represents, 100% / 1250 = (100 / 1250)% provides the answer of 0.08%. To calculate a percentage of a percentage, convert both percentages to fractions of 100, or to decimals, and multiply them. For example, 50% of 40% is: (50 / 100) × (40 / 100) = 0.50 × 0.40 = 0.20 = 20 / 100 = 20%. It is not correct to divide by 100 and use the percent sign at the same time. (E.g. 25% = 25 / 100 = 0.25, not 25% / 100, which actually is (25 / 100) / 100 = 0.0025.)  An example problem Whenever we talk about a percentage, it is important to specify what it is relative to, i.e. what the total is that corresponds to 100%. The following problem illustrates this point. In a certain college 60% of all students are female, and 10% of all students are computer science majors. If 5% of female students are computer science majors, what percentage of computer science majors are female? We are asked to compute the ratio of female computer science majors to all computer science majors. We know that 60% of all students are female, and among these 5% are computer science majors, so we conclude that (60 / 100) × (5/100) = 3/100 or 3% of all students are female computer science majors. Dividing this by the 10% of all students that are computer science majors, we arrive at the answer: 3% / 10% = 30 / 100 or 30% of all computer science majors are female. This example is closely related to the concept of conditional probability. Here are other examples: What is 200% of 30? Answer: 200% × 30 = (200 / 100) × 30 = 60. What is 13% of 98? Answer: 13% × 98 = (13 / 100) × 98 = 12.74. 60% of all university students are male. There are 2400 male students. How many students are in the university? Answer: 2400 = 60% × X, therefore X = (2400 / (60 / 100)) = 4000. There are 300 cats in the village, and 75 of them are black. What is the percentage of black cats in that village? Answer: 75 = X% × 300 = (X / 100) × 300, so X = (75 / 300) × 100 = 25, and therefore X% = 25%. The number of students at the university increased to 4620, compared to last year's 4125, an absolute increase of 495 students. What is the percentual increase? Answer: 495 = X% × 4125 = (X / 100) × 4125, so X = (495 / 4125) × 100 = 12, and therefore X% = 12%. Percent increase and decrease Sometimes due to inconsistent usage, it is not always clear from the context what a percentage is relative to. When speaking of a "10% rise" or a "10% fall" in a quantity, the usual interpretation is that this is relative to the initial value of that quantity. For example, if an item is initially priced at \$200 and the price rises 10% (an increase of \$20), the new price will be \$220. Note that this final price is 110% of the initial price (100% + 10% = 110%). It is important to understand that percent changes, as they have been discussed here, do not add in the usual way, if applied sequentially. For example, Originally Answered: Can you tell me the answers to these following problems? thank you?
One thing to remember when doing percentage problems is this "formula": is % __ = ___ of 100 *Note: The formula is a fraction, the equal sign, then a fraction. The word form of the formula would be "is over of equals % over 100." Simply fill in what you know. For example, in your first problem, you know the % and the "of." So just plug in the numbers and cross multiply. For the second problem, 7 goes in the "is" position and 56 goes in the "of" position. In the third problem, 40 goes in the "of" position and 48 goes in the "is" position. The fourth problem just seems like division, so I would use a calculator for that. Good luck! Originally Answered: 5 basic problems. Full answers w/ steps gets 10 points?
Problem 1: perimeter = total of lengths of sides (having them all in the same unit of length) = 5a + 3b + 7a+4 = 12a+3b+4 centimeters Problem 2: 5x - 2x = 11 - 12x Get the x-terms on the left side and the number term(s) on the right side. So add 12x to both sides. 5x - 2x + 12x = 11 15x = 11 x = 11/15 Problem 3: 3/4 (4/5) + 5/7 / 5/3 Do the multiplication and division parts first, and then the addition. = 3/5 + (5/7 * 3/5) = 3/5 + 3/7 = 21/35 + 15/35 = 36/35 = 1_1/35 Problem 4: x - 1/2(2x - 4) = 6 x - x + 2 = 6 2 = 6 no solution Problem 5: area of a triangle = 1/2 * base * height (A=1/2*bh) = 1/2 * 230 * 450 = 51,750 ft^2 Originally Answered: 5 basic problems. Full answers w/ steps gets 10 points?
1) 5a+3b+(7a+4)=12a+3b+4 there is no further known answers. 2) first, simplify the question to 3x=11-12x since 1=1, and 1+1 = 1+1, you can add or subtract the same value to both sides of the equation. using this, you separate the x from the whole numbers. so you end up with 15x=11. then, since 1=1, and 1*2=1*2, you can multiply or divide the same value to each side. get the 15 from x. you end up with x=11/15. 3) -3/4 (4/5) + 5/7 / 5/3. you must solve using the order P,E, MD, AS, where you multiply and divide before you can add. you end up with -3/5 + 3/7. get a common denominator. in this one, just multiply 5 and 7. you then multiply the 3/5 by 7, and 3/7 by 5. you get 21/35+15/35. just add you get 36/35 or 1 1/35, whichever the teacher prefers. 4) first, you must distribute the -1/2 to the values in paranthesis. you end up with x-x+4=6. as you can see, the x will never make any sense. if you go as far as you can, you end up with x=x+2. so there is no REAL solution. keep in that real, its essential. 5) write what you know. in triangles, A=1/2(BH). fill in the variables to get A=1/2(450 * 230). then use basic math skills to get that A=1/2(103,500). so this means that A, or area, is equal to 51,300 FEET. keep the feet in there- its essential. Originally Answered: 5 basic problems. Full answers w/ steps gets 10 points?
A) 35 with the aid of fact a hundred% is all or an entire B)0.35 C)80x9=720 so like a million/9 of 720 is 80 D)70x8=560 so approximately 0.12 of 560 is 70 E)840 and the entire quantity of eighth graders is a million,050 F)50 s x 40 =2000 so 200cmx40= 8000 good success!!!

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