Adam works as an account manager for a local insurance company. He makes $3500 per month, after taxes. He sticks to a strict monthly budget to make sure that he is able to pay for all of his expenses each month. Look at the list below of the items Adam must budget for each month. He gives a specific percentage of his income to each item. Use his monthly income and the percentage of each item to determine how much Adam will need to budget for each expense. 30% for rent/mortgage $ 15% for Insurances $ 12% for food $ 8% for utilities $ 10% for savings $ 5% for fun $ 7% for clothing $ 3% for personal items $ 10% charitable giving $ How much money will Adam have left over after budgeting for each item on the list? $

Answers

Answer 1

Answer:

  see below

Step-by-step explanation:

Given a $3500 net income per month and a list of budget percentages, you want to know the budget amounts for each item, and the amount left over.

Amounts

Each budget amount is the product of the net income and the associated budget percentage. Those products are ...

rent: $1050insurance: $525food: $420utilities: $280savings: $350fun: $175clothing: $245personal: $105charity: $350

Left over

The sum of these amounts is $3500, so there will be $0 left over.

__

Additional comment

The list is stored in the variable 'b' by the first line in the calculator. Then these values are multiplied by the net income to get the budget amounts.

Adam Works As An Account Manager For A Local Insurance Company. He Makes $3500 Per Month, After Taxes.

Related Questions

A college student takes the same number of credits each semester. They had 19 credits when they started, and after 6 semesters, they had 67 credits. Which of these expresses the rate at which they is earning credits?

Answers

As per the given variables, the rate at which they earn credits is 8 credits per semester

Total number of credits = 19

Total number of semesters = 6

Credits after six semesters = 67

Calculating the change in credits -

Change in credits -

Credits after six semesters - Inital credits

= 67  - 19

= 48 credits

Total time = 6 semesters

Calculating the change in credits over the six semesters and dividing by the total time to get the pace at which the college student is acquiring credits.

Therefore, the rate at which the college student is earning credits is:

Rate = Change in credits / Total time

= 48 credits / 6 semesters

= 8 credits per semester

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What is the graph of f(x)=-2^x?

Answers

Answer:

exponential graph

Step-by-step explanation:

it is a exponential graph the is negative ,if you substitute x values and find the points to plot you'll see how it is plotted

Answer:

See graph

Step-by-step explanation:

The graph of any function can be identified by making an x-y table.

Choose some values for x (often -2, -1, 0, 1, 2)

f(-2) = - 2^(-2) = - 1/4

f(-1) =  - 2^(-1) = - 1/2

f(-0) =  - 2^(-0) = - 1

f(1) =  - 2^(1) = - 2

f(2) =  - 2^(2) = - 4

help pls I don't understand it bc I'm not smart ​

Answers

Answer: the answer to be smart is to learn

Step-by-step explanation:

if you learn then you can understand the u are not smart

Don't worry, it's okay if you don't understand something right away!

What’s your question? :)

Choose as many answers as apply. Which are stated goals for this class? Explain the basics of home mortgages. Increase your knowledge of consumer applications and personal financial management. O Help students develop their ability to apply math concepts to real-world problems. Provide students with the tools to plan for retirement.​

Answers

The following are stated goals for this class:

1. Help students develop their ability to apply math concepts to real-world problems.

2. Increase your knowledge of consumer applications and personal financial management.

3. Explain the basics of home mortgages.

These goals are aimed at providing students with practical skills and knowledge that can be applied to their everyday lives, such as managing personal finances, understanding the mortgage process, and planning for retirement.

By learning math concepts in the context of real-world situations, students are better equipped to make informed decisions and solve problems that they may encounter in their personal and professional lives.

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help this assignment is already past due

Answers

The decimals as a power of 10 are given as follows:

Decimal: [tex]1 x 10^{-1}[/tex]Centimeter: [tex]1 x 10^{-2}[/tex]Millimeter:  [tex]1 x 10^{-3}[/tex]Micrometer:  [tex]1 x 10^{-6}[/tex]

What is scientific notation?

A number in scientific notation is given by the notation presented as follows:

[tex]a \times 10^b[/tex]

With the base being [tex]a \in [1, 10)[/tex], meaning that it can assume values from 1 to 10, with an open interval at 10 meaning that for 10 the number is written as 10 = 1 x 10¹, meaning that the base is 1, justifying the open interval at 10.

Hence the numbers are represented as follows:

Decimal: [tex]1 x 10^{-1}[/tex] -> the one is the first decimal digit.Centimeter: [tex]1 x 10^{-2}[/tex] -> the one is the second decimal digit.Millimeter:  [tex]1 x 10^{-3}[/tex] -> the one is the third decimal digit.Micrometer:  [tex]1 x 10^{-6}[/tex] -> the one is the sixth decimal digit.

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At Atlas Auto Sales, 51 of the 204 cars for sale are minivans. What percent of the cars are
minivans?

Answers

Answer: 25%

Step-by-step explanation:

51/204=0.25

0.25 x 100 = 25

Answer:25%

Step-by-step explanation:

please guys i need help

Answers

[tex][D]= \begin{bmatrix} 5&0&-8\\ 10&-2&7\\ -3&-9&6 \end{bmatrix}\implies 2[D] \stackrel{ \textit{scalar multiplication} }{\begin{bmatrix} (2)5&(2)0&(2)-8\\ (2)10&(2)-2&(2)7\\ (2)-3&(2)-9&(2)6 \end{bmatrix}} \\\\\\ ~\hspace{12.5em} 2[D]= \begin{bmatrix} 10&0&-16\\ 20&-4&14\\ -6&-18&12 \end{bmatrix}[/tex]

Solve the inequality then list 5 numbers that fit in the solution set_,_,_,_,_ 4 - 5g > 39

Answers

The values that fit in the solution are -4, -3, -2, -1 , 0

g > - 5

How to solve the inequality

Inequalities are described as expressions that are used to represent an unequal relationship between numbers or variables.

They are represented with the symbols;

< is less than> represents the greater than≥ represents the greater than or equal≤ represents the less than or equal to

From the information given, we have that;

4 - 5g > 39

collect the like terms, we get;

-5g > 39 - 4

subtract the values

-5g > 35

Divide by the coefficient of g, we get;

g > -5

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HELP PLEASE

at big 5, the percent of sales tax is 6 percent. you want to buy a skateboard that costs 98 dollars. you have 100 dollars to spend. do you have enough money? if you don't, how much more money would you need in order to buy the skateboard.

Answers

You would need an additional $3.88 to buy the skateboard.

To find out if you have enough money to buy the skateboard

We need to calculate the total cost, including sales tax.

The sales tax rate is 6%, so the tax on a skateboard costing $98 would be as follows:

tax = 0.06 x $98 = $5.88

Consequently, the skateboard would have a total cost of:

total cost = $98 + $5.88 = $103.88

Since you have $100 to spend, you do not have enough money to buy the skateboard. You would need:

additional money = $103.88 - $100 = $3.88

Therefore, you would need an additional $3.88 to buy the skateboard.

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how many miles is 60,000 inches

Answers

Answer:

it is 0.94 miles

Step-by-step explanation:

that is because to make a mile you need 63,360 but since you have 60,000 it is not technically a mile

Help me with this question please

Answers

Answer:

[tex]c. 1/5[/tex]

Step-by-step explanation:

You have the points (-5, 0) and (0, 1).

To find the slope, b, of the original line, you can use the formula [tex](y_{1}-y_2) /(x_1-x_2)[/tex].

[tex]b = (0-1)/(-5-0) = -1/-5 = 1/5.[/tex]

The slope of a line parallel to the original line would have the same slope as the original line, therefore [tex]1/5.[/tex]

Select the two values of x that are roots of this equation x^2-5x+3=0

Answers

The two roots of the quadratic equation x² - 5x + 3 = 0 are (5 + √13) / 2 and (5 - √13) / 2.

To find the roots of the quadratic equation x² - 5x + 3 = 0, we can use the quadratic formula:

x = (-b ± √(b² - 4ac)) / 2a

where a, b, and c are the coefficients of the quadratic equation.

Substituting the values of a, b, and c from the given equation, we have:

x = (-(-5) ± √((-5)² - 4(1)(3))) / 2(1)

x = (5 ± √(25 - 12)) / 2

x = (5 ± √13) / 2

Therefore, the roots of the equation are (5 + √13) / 2 and (5 - √13) / 2.

To verify that these are indeed the roots of the equation, we can substitute each of these values for x in the original equation and check if the equation is satisfied. For example, if we substitute (5 + √13) / 2 for x, we get:

(5 + √13)² - 5(5 + √13) + 3 = 0

Simplifying this equation, we get:

13 - 5√13 + 8 + 13 - 5√13 + 3 = 0

This equation is true, which means that (5 + √13) / 2 is a root of the equation x² - 5x + 3 = 0. Similarly, we can verify that (5 - √13) / 2 is also a root of the equation.

These roots can be found using the quadratic formula, which is a useful tool for solving quadratic equations.

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100 Points!!! Algebra question. Use synthetic substitution to find f(-3) and f(4) for 3x^4-4x^3+3x^2-5x-3. Please show as much work as possible. Photo attached. Thank you!

Answers

The mapping of the function f(x) given as 3x⁴ - 4x³ + 3x² - 5x - 3 is define at;

-3, f(-3) = 390 and at 4, f(4) = 537

What is a function

A function is a rule that defines a relationship between one variable. It is the mapping whose codomain is the set of real numbers

By substitution:

For x = -3;

f(-3) = 3(-3)⁴ - 4(-3)³ + 3(-3)² - 5(-3) - 3

f(-3) = 3(81) + 4(27) + 3(9) + 15 - 3

f(-3) = 243 + 108 + 27 + 15 - 3

f(-3) = 390

For x = 4;

f(4) = 3(4)⁴ - 4(4)³ + 3(4)² - 5(4) - 3

f(4) = 3(256) - 4(64) + 3(16) - 20 - 3

f(4) = 768 - 256 + 48 - 20 - 3

f(4) = 537

Therefore, the mapping of the function f(x) = 3x⁴ - 4x³ + 3x² - 5x - 3 for the values of x: -3 and 4 we have the results 390 and 537 respectively.

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Help please Given the diagram below, what statement could you make about the relationship between angles 1 and 4?

A) ∠1 is congruent to ∠4.
B) m∠1 is greater than m∠4.
C) m∠1 is less than m∠4.
D) ∠1 and ∠4 cannot be determined.

Answers

Answer:

A) angle 1 is congruent (equal size) to angle 4.

Step-by-step explanation:

when 2 lines intersect, then the intersection angles are the same on both sides of any of the lines. they are only left-right mirrored.

Answer:

A) angle 1 is congruent (equal size) to angle 4.

Step-by-step explanation:

The same item is on sale at two stores. Which one is the better price? 60% off $60 or 55% off %50

Answers

Answer:

The item when it is costs $50 and there is a 55% item, as the cost would be $22.50

Step-by-step explanation:

Whenever a discount is offered on a certain item, we can find the new price of the item using the formula.

[tex]N(P)=O-(P*O)[/tex], where N(P) is the new price (price when discount is applied), P is the percentage (converted to a decimal to simplify the problem), and O is the old price (price before discount is applied)

First store:  Since the item costs $60 (O) at this store and there is a 60% discount (60% becomes 0.60 and is our P value), we can find the new price aka N(P):

[tex]N(0.60)=60-(0.60*60)\\N(0.60)=60-36\\N(0.60)=24[/tex]

Second store:  For this store, our O value is $50, and our P value is 0.55 (55% becomes 0.55):

[tex]N(0.55)=50-(0.55*50)\\N(0.55)=50-27.50\\N(0.55)=22.50[/tex]

Thus, the second store has the better price

Which linear equation is represented in the graph?
A. y = 2x – 1

B. y = –2x – 1

C. y = –2x + 1

D. y = 2x + 1

Answers

I would say it's D but not 100 percent sure.

18. Name a pair of complementary angles in this figure. ​

Answers

Answer:

Step-by-step explanation:

Angle KEF and JEK

Answer:

∠DEH and ∠HEJ or∠JEK and ∠KEF

----------------------------

Complementary angles are the angles that together form a right angle.

In the picture we see two right angles:

∠DEJ and ∠JEF

The first one, ∠DEJ has a pair of complementary angles:

∠DEH and ∠HEJ

The second one, ∠JEF has a pair of complementary angles:

∠JEK and ∠KEF

Help me please man, I’m stuck

Answers

The value of function g (5) is,

⇒ g (5) = 30/13

We have to given that;

Function is,

g (x) = {(x² + 5) / (x + 8)   if x ≠ - 8

      = { x - 1   ; if x = - 8

Hence, The value of function g (5) is,

⇒ g (5) = (x² + 5) / (x + 8)

⇒ g (5) = (5² + 5) / (5 + 8)

⇒ g (5) = (30) / (13)

Thus, The value of function g (5) is,

⇒ g (5) = 30/13

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please help me quick on this math work, here is the screenshot what answer should I put? please help quick and right answers only!!

Answers

The functions that have a range of all real numbers include the following:

Option 1; f(x) = -x + 2

Option 3; [tex]h(x) = 2^x +1[/tex]

What is a range?

In Mathematics and Geometry, a range can be defined as the set of all real numbers that connects with the elements of a domain.

Additionally, the vertical extent of any graph of a function represents all range values and they are always read and written from smaller to larger numerical values, and from the bottom of the graph to the top.

By critically observing the graph shown in the image attached above, we can reasonably and logically deduce the following range for f(x) and h(x):

Range = {-∞, ∞}, y|y ∈ R, or all real numbers.

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9. What is the volume of a rectangular prism with a length of 11 meters, width of 26 meters, and height of 38 meters?​

Answers

Answer:

10868

Step-by-step explanation:

11x26=286

286x38=10868

does a number being squared with x and being negative make it so it has to be multiplied by 2 like the first number in the third part of the question? I'm unsure where it came from

Answers

Squaring a number implies increasing it by itself. In case the number being squared is negative, the result will continuously be positive. Increasing a number by 2 implies multiplying it, which is not linked to squaring a number.

What is the number  about?

To square a number, one must raise it to the power of two, that is different from carrying out its multiplication with itself. One way of squaring a value is shown by taking the number 3 and raising it to the power of 2.

3² = 3 x 3 = 9

By the same way , if we raise -2 to the power of 2, the result will be a positive value of four.

Raising numbers to the power of two is a frequent mathematical procedure use in numerous academic fields such as algebra, geometry, physics, and statistics.

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If f(5)=-1 , write a corresponding ordered pair solution

Answers

Answer:  (5, -1)

Step-by-step explanation:

format:  f(x)

in  f(5)=-1       x=5

also sometimes f(x) is called y so  y= -1

 

put into ordered pair format

(5, -1)

An angle measures 132 . What is the measure of its supplement

Answers

Answer: 48

Step-by-step explanation:

180-132=48

Answer:

48

Step-by-step explanation:

angle = 132

supplementary angle = 180

measure of supplementary angle = 180 - 132 = 48

thus the measure of the supplement is 48

hope you got your answer.

Rewrite the cylinder volume formula to solve for r.

Answers

Answer:

[tex]v = \pi {r}^{2} h[/tex]

[tex] {r}^{2} = \frac{v}{\pi \times h} [/tex]

[tex]r = \sqrt{ \frac{v}{\pi \times h} } [/tex]

D is the correct answer.

PLEASE HELP WITH THE IMAGE!! ITS DUE TOMORROW

Answers

Answer:no image

Step-by-step explanation:

Step-by-step explanation:

No image is overe there please add the image

Alice purchased a car for $24,000. The value of the car depreciates at a rate of 5.5% each year.

Which function equation represents the value of the car after t years?

ANSWER IS: f(t)=24,000(0.945)t

just took the test

Answers

According to the given question, Alice should use this equation f(t) = [tex]24,000(0.945)^t[/tex] to represent the value of the car after t years.

Depreciation is defined by who?

Depreciation is the expected decrease in the value of fixed assets over the course of a fiscal year. For physical assets like real estate, machinery, vehicles, and other items, large lump sum acquisitions are made.

The equation[tex]f(t) = 24,000(0.945)^t[/tex] represents the value of the car after t years, where 0.945 represents the remaining value of the car after one year of depreciation at a rate of 5.5%.

To calculate the value of the car after two years, for example, we would substitute t = 2 into the equation:

f(2) = [tex]24,000(0.945)^2[/tex]

f(2) = 24,000(0.893025)

f(2) ≈ 21,433.80

Therefore, the value of the car after two years would be approximately $21,433.80.

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Help please Jared uses two theorems together to make a conjecture about the sum of the interior angles of pentagons. What kind of reasoning is Jared using?

A)Inductive Reasoning
B)Deductive Reasoning

Answers

If Jared uses two theorems together to make a conjecture about the sum of the interior angles of pentagons, Jared is using deductive reasoning. Correct option is B.

Deductive reasoning is a logical process in which a conclusion is reached by applying general principles or known information to specific situations. In this case, Jared is using two theorems, which are general principles that have been proven to be true, to make a conclusion about a specific situation, the sum of interior angles of pentagons.

The conclusion that Jared makes is a conjecture, which is a hypothesis or a tentative conclusion that is based on limited evidence or observation.

In contrast, inductive reasoning is a logical process in which a conclusion is reached based on a series of observations or specific instances. Inductive reasoning involves making generalizations based on specific observations, which can lead to a hypothesis or a theory.

Therefore, Jared's use of two theorems to make a conclusion is an example of deductive reasoning. Correct option is B.

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What is the probability that a random sample of 20 second grade students from the city results in a mean reading rate of more than 96 words per​ minute?

Answers

Answer:

Step-by-step explanation:

We can calculate the t-statistic and the p-value as follows:

If we assume that the null hypothesis is true, then the t-statistic will follow a t-distribution with 19 degrees of freedom. We can compare the calculated t-statistic with the critical t-value at the 0.05 level of significance using a t-distribution table or statistical software.

If the calculated t-statistic is greater than the critical t-value, then we can reject the null hypothesis and conclude that there is sufficient evidence to support the alternative hypothesis that the population mean reading rate is greater than 96 words per minute.

The p-value is the probability of obtaining a t-statistic as extreme or more extreme than the calculated t-statistic, assuming the null hypothesis is true. We can use the t-distribution table or statistical software to find the corresponding p-value.

If the p-value is less than the significance level of 0.05, then we can reject the null hypothesis at the 0.05 level of significance and conclude that the probability of obtaining a random sample of 20 second grade students with a mean reading rate of more than 96 words per minute is statistically significant.

will mark as brainlist is answer correct. which meauser of center is the most appropriate answer for table two. pls give a reason. 25 points.

Answers

The meauser of center is the most appropriate answer for table two is the mean.

How to explain the mean

Mean, in terms of math, is the total added values of all the data in a set divided by the number of data in the set.

Each mean serves to summarize a given group of data, often to better understand the overall value of a given data set. Pythagorean means consist of arithmetic mean, geometric mean, and harmonic mean

It is the mean because all of the data points are fairly close and there aren't any outliers (extreme values).

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A list contains the names of six anthropology students, two sociology students, and four psychology students. If one name is selected at random to assist in the professor's new study, find the probability that the chosen student is
P(anthropology)=

Answers

There are a total of 6 + 2 + 4 = 12 students in the list, with 6 anthropology students.

The probability of selecting an anthropology student is the number of anthropology students divided by the total number of students:

P(anthropology) = 6/12 = 1/2

Therefore, the probability of selecting an anthropology student is 1/2 or 0.5, which can also be expressed as a percentage as 50%.
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