question 8 Mathmatics

The weekly deposit of Neisha is given by the equation x = $ 12.35

Equations are mathematical statements with two algebraic expressions flanking the equals (=) sign on either side.

It demonstrates the equality of the relationship between the expressions printed on the left and right sides.

Coefficients, variables, operators, constants, terms, expressions, and the equal to sign are some of the components of an equation. The "=" sign and terms on both sides must always be present when writing an equation.

Given data ,

Let the weekly deposit of Neisha be x

Now , Neisha saves equal amount in every week

So , let the number of weeks be represented as n

Now , the equation will be

The total amount of money saved in n weeks = nx

Now , when the number of weeks = 6 weeks

The total amount of money saved in 6 weeks = 6x

The amount of money saved after 6 weeks = $ 74.10

Substituting the values in the equation , we get

6x = 74.10   be equation (1)

Dividing by 6 on both sides of the equation , we get

x = 74.10/6

x = $ 12.35

Hence , the amount of money saved each week is $ 12.35

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This riddle does not have any mathematical formula or calculation associated with it.

This is an impossible situation, as it is not possible for a doctor to be the patient's parent. It is also not possible for a person to be taller than a building that is 43 stories tall.

The phrase "How is a raven like a writing desk?" is a riddle posed by Lewis Carroll in his novel Alice's Adventures in Wonderland. The answer to the riddle is "they both have the potential to produce a few notes, though they are very different". This phrase does not have any mathematical formula or calculation associated with it.

This riddle does not have any mathematical formula or calculation associated with it.

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The difference in the area of the square 'a' and 'b' as per given side-length is equal to 8 ( x + 1 ) square meters.

Side length of square 'a' = (2x + 1) meters

Side length of square 'b' = ( 2x + 1 + 2 ) meters

                                         = ( 2x + 3 ) meters

Area of a square 'a' = ( side length )²

                                = ( 2x + 1 )²

Area of a square 'b' = ( side length )²

                                = ( 2x +3 )²

Difference in the area of the squares = ( 2x +3 )² - ( 2x +1 )²

                                                             = ( 2x + 3 -2x -1 )( 2x + 3 + 2x + 1 )

                                                             = ( 2 ) ( 4x + 4 )

                                                             = 8 ( x + 1 )

Therefore, the difference in the area of the given squares is equal to    8 ( x + 1 ) square meters.

The side length of square 'a' is (2x + 1) meters. The side length of square 'b' is 2 meters longer than that of square a. find the difference in the area of the squares.

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The journal for the completion of the two jobs and the sale of Job is given below:

A journal is a thorough account that captures all of a business's financial activities for use in account reconciliation in the future.

Preparation of the journal entries for the completion of the two jobs and the sale of Job 10

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The image of the translation 3 units right and 2 units down is attached.

Transformation in geometry is the process of changing the position, size, or shape of a geometric figure or shape. It can include

Translation in geometry is a transformation that involves moving a figure from one place to another on the coordinate plane, without changing its size or orientation.

The image of a figure after a translation is simply a slide of the original figure along the plane.

The translation involves adding 3 units to the x and subtracting 2 units to the y

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The total area of the shape is 165.5 in².

The total area of the shape is calculated from the area of the trapezium and the area of the base which is rectangle.

Area of the base ( rectangle ) = L x B

where;

Area of base = 16 in  x 8 in = 128 in²

Area of the trapezium = ¹/₂ ( 2a + a ) a

=  ¹/₂ ( 3a²)

=  ¹/₂ ( 3 x 5²)

= 37.3 in²

Total area =  128 in² + 37.3 in² = 165.5 in²

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840 of the 1,000 applicants were accepted to join the air force.

The given data:

Thus, selected cadets:

84% of 1,000

As, 84% is the percentile at one of the Standard deviation.

Thus, 840 of the 1,000 applicants were accepted to join the air force.

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how many students owned either a car or an ipod (but not both): =100−90=10

What is union of sets?

Union of two given sets is the littlest set which contains every one of the components of both the sets.

What is intersection of sets?

Intersection of two given sets is the biggest set which contains every one of the components that are normal to both the sets

What is the recipe for union of two sets?

The union of two sets is given by

n(A∪B) = n(A) + n(B) - n(A∩B)

Where,

An and B are the two sets.

∪ is the union

∩ is the intersection.

n(AUB)=n(A)+n(B)−n(A∩B)

     =80+60−50

=90

number of students owning a car or an ipod=90

number of students neither car nor stereo =100−90=10

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The probability that the next person will pay with a debit card is:

P =  0.63

We want to find he probability that the next customer will pay with a debit card.

That probability can be estimated as the quotient between the number of customers that paid with debit card and the total number of customers.

We know that:

15 paid in cash.

50 paid with debit card.

15 paid with credit card.

For a total of 15 + 50 + 15 = 80

Then the probability is:

P = 50/80 = 0.63

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Therefore, the r value alone is not enough to infer causality, regardless of its magnitude.

The correlation coefficient, also known as the Pearson correlation coefficient or Pearson's r, is a measure of the strength and direction of the linear relationship between two continuous variables. It is expressed as a number between -1 and 1, where -1 indicates a perfect negative correlation (meaning that as one variable increases, the other decreases), 1 indicates a perfect positive correlation (meaning that as one variable increases, the other also increases), and 0 indicates no correlation. The value of the correlation coefficient provides information about how closely the two variables are related, but it does not establish causality.

The r value alone is not enough to infer causality. A high correlation coefficient suggests a strong relationship between two variables, but causality means that one variable is causing the changes in the other variable and requires a causal mechanism and a demonstration of a temporal relationship between the variables.

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The largest possible number of intersections in a plane with 9 lines is 36, which is achieved when each line intersects with every other line.

The largest possible number of intersections in the plane where at least two of the nine lines intersect is 36. To see why this is the case, consider a construction where each of the nine lines intersects with every other line. In this construction, each line intersects with eight other lines, so the total number of intersections is 9 * 8 / 2 = 36. This construction is possible to achieve in a plane, so 36 is the largest possible number of intersections.

This result can be explained using the formula for counting the number of intersections in a set of n lines. If each line intersects with every other line in the set, the total number of intersections will be equal to n choose 2, or n(n-1)/2, where n is the number of lines. In this case, n=9, so the maximum number of intersections is 9 choose 2 = 9(9-1)/2 = 36.

It is important to note that not all sets of nine lines in a plane will have 36 intersections. The actual number of intersections will depend on the specific configuration of the lines. However, 36 is the largest possible number of intersections for a set of nine lines in a plane.

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Answer:

I have graphed it and attached it to the explanation.

Step-by-step explanation:

Answer:

100x14 = 1,400

14(10) = 140

361 * 1000 = 361,000

100(361) = 36,100

There are no whole numbers n that satisfy this characteristic

The difference of n and 10 must be a negative number for it to be less than 1, and no whole number can be negative.

Whole numbers are those that can only be represented as integers and don't include any fractional or decimal elements. They also go by the names "counting numbers" or "natural numbers," and they consist of the digits 0 through 9, including 1, 2, 3, 4, 5, 6, 7,, 8, and so on.

A whole number that can be either positive, negative, or zero is known as an integer. A group of integers that are not a fraction or a decimal, such as..., -2, -1, 0, 1, 2,..., are referred to as an integer in mathematics. The natural numbers (1, 2, 3,...), their opposites (-1, -2, -3,...), and zero are all included in the set of integers. Mathematicians employ integers for many various purposes, such as counting, organising, and performing arithmetic operations.

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The diameter of the Earth would need to be approximately 3,548.896 km to appear the same size as the Sun from the Moon.

A ratio in mathematics is a comparison of two or more numbers that shows how big one is in comparison to the other. The dividend or number being divided is referred to as the antecedent, while the divisor or number that is dividing is referred to as the consequent.

Let's call the diameter of the Earth "d".

From the Moon, the Earth is at a distance of 384,400 km,

and the Sun is at a distance of 149,600,000 km.

The ratio of the Sun's diameter to its distance from the Moon is

= 1,391,000 km / 149,600,000 km

= 0.00928.

So, to make the Earth appear the same size as the Sun, we need the ratio of the Earth's diameter to its distance from the Moon to be equal to 0.00928.

d / 384,400 km = 0.00928

Solving for d, we get:

d = 384,400 km x 0.00928

  = 3,548.896 km

Hence, the diameter of earth should be 3,548.896 km

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y=3x-3, is the equation of a line with slope 3 passing through the mid-point of the line joining (1,2) and (3,4).

In mathematics, the slope or gradient of a line is a number that describes both the direction and the steepness of the line. The slope of a line is a measure of its steepness. Mathematically, slope is calculated as "rise over run" (change in y divided by change in x).

here, we have,

the mid-point of the line joining (1,2) and (3,4) is,

(1+3/2, 2+4/2)

=(2, 3)

slope= 3 =m

the equation => y =mx+c

so, 3 = 6+c

=> c= -3

now, the equation of a line => y=3x-3

Hence,  y=3x-3, is the equation of a line with slope 3 passing through the mid-point of the line joining (1,2) and (3,4).

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The probability of the event a. P(E)3/8 b. P(E)3/8 c. P(E∩F)=11/16 d. P(G∪H)=13/16.

Divide the total number of outcomes by the entire number of different ways an event could happen to arrive at the probability. There are differences between probability and odds. Odds are determined by dividing the probability of a situation happening by the probability that it won't happen. Probability is a metric used to determine how likely an event is to occur. The likelihood that the coin will land with the heads side up is measured using the probability concept when we toss it in the air. Here is an example of how probability is used in everyday life that you probably already know about. Prior to a major outing, we always consult the weather prediction.

There are  16 marbles in total in a jar, 6 of it are red marbles that numbered 1 to 6 and there are 10 blue marbles numbered from 1 to 10

Let red marbles = r, blue marbles = b.

(a) The marble is red.

P(E)3/8

(b) The marble is odd-numbered.

P(F)=1/2

We may utilize the probability of the union of events to determine the likelihood of receiving red and odd-numbered marbles in solutions (a) and (b).

(c) The marble is red or odd-numbered.

P(E∩F)=11/16

(d) The marble is blue and even-numbered.

P(G∪H)=13/16

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The freeway can carry 85 vehicles per hour in one direction.

To calculate the person-capacity of the freeway in one direction, we can use the following formula:

Person-capacity = (Total number of vehicles - (Number of trucks + Number of buses)) × 2.0 × Occupancy × Speed

where,

Total number of vehicles = (Number of trucks + Number of buses) × 0.1

Therefore,

In conclusion, the freeway can carry 85 people per hour in one direction. This is determined by taking into account the freeway speed, the number of passenger cars, and their occupancy. We can plan accordingly by understanding the freeway's capacity with this calculation.

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An equation in standard form to express the scenario is 5x + 2y = 120.

An equation in slope-intercept form to express the scenario is y = -5x/2 + 60.

One possible solution (x, y) is (10, 35), which means Luna and Miles can sell 10 chocolate brownies and 30 chocolate chips.

In order to write a linear equation to describe this situation, we would a assign variable to the number of chocolate brownies sold and the number of chocolate brownies sold respectively, and then translate the word problem into a linear equation as follows:

Since they are selling chocolate brownies for $5 each and $2 per chocolate chips, with a total revenue of $120, a linear equation in standard form that models the situation is given by:

5x + 2y = 120

In order to write the linear equation in slope-intercept form, we would make y the subject of formula;

2y = -5x + 120

y = -5x/2 + 60

When x = 10, the y-value is given by:

y = -5(10)/2 + 60

y = -25 + 60

y = 35

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Answer:

x=2

Step-by-step explanation:

not hard at all unless you forgot it XD

The number of solutions for the system of equations is given as follows:

Zero.

The system of equations for this problem is defined as follows:

We want to obtain the graphic solution for the system of equations, hence we obtain the point of intersection of the two equations.

From the image presented at the end of the answer, the two graphs never intersect, and hence the number of solutions to the system of equations is of zero.

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Answer:

$787.5

Step-by-step explanation:

first, you have to find how much ginny makes in a week w/o her raise\

17.5*40=700

then, you have to raise it by 12.5%, so her new salary is 112.5% of 17.5

112.5% = 1.125

700*1.125=787.5

Every rectangle with four congruent sides is a square -> True

Every rhombus is a quadrilateral -> True

Every square is a parallelogram -> True

Every quadrilateral is a square -> False.

A square is a regular quadrilateral, which means that it has four equal sides and four equal angles. It can also be defined as a rectangle with two equal-length adjacent sides.

here, we have,

we know that,

Every rectangle with four congruent sides is a square -> True

Every rhombus is a quadrilateral -> True

Every square is a parallelogram -> True

Every quadrilateral is a square -> False.

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The expression which represents the amount Rita spent at the mall is 18.82d + 42. If d = 6, then the total amount spent is $154.92.

Expressions are mathematical statements which consist of two or more terms and terms are connected to each other using mathematical operators like addition, multiplication, subtraction and so on.

Amount spent at one store is given by the expression 18.82d + 22.

Here d is the number of items she bought at that store.

Amount spent at another store = $20

Total amount spent at the mall = 18.82d + 22 + 20 = 18.82d + 42.

If she bought 6 items, d = 6.

Total amount spent = (18.82 × 6) + 42 = $154.92

Hence the required expression to find the total amount is 18.82d + 42. And the total amount spent if the items bought is 6 is $154.92.

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Answer:

Step-by-step explanation:

Hey! the answer is:

They are both correct, since the equations are the same.

The quantity of positive numbers smaller than or equal to [tex]$10,000$[/tex] is [tex]$\fbox{958}$[/tex].

We see that a number [tex]$n$[/tex] is [tex]$p$[/tex]-safe if and only if the leftovers from[tex]$n\mod p$[/tex] is greater than [tex]$2$[/tex] and less than [tex]$p-2$[/tex]; thus, there are [tex]$p-5$[/tex] residues [tex]$\mod p$[/tex] that a [tex]$p$[/tex]-safe number can have. Therefore, a number [tex]$n$[/tex] satisfying the circumstances of the issue may [tex]$2$[/tex] different residues [tex]$\mod 7$[/tex], [tex]$6$[/tex] different residues [tex]$\mod 11$[/tex], and [tex]$8$[/tex] different residues [tex]$\mod 13$[/tex]. According to the Chinese Remainder Theorem, for a number [tex]$x$[/tex] that is [tex]$a$[/tex] (mod b) [tex]$c$[/tex] (mod d) [tex]$e$[/tex] (mod f) has one solution if [tex]$gcd(b,d,f)=1$[/tex]. For instance, in this instance, the number [tex]$n$[/tex] can be: [tex]3 (mod 7) 3 (mod 11) 7 (mod 13)[/tex]so since [tex]$gcd(7,11,13)=1$[/tex], there is [tex]1[/tex] solution for [tex]n[/tex] for this case of residues of [tex]$n$[/tex]. As a result, according to the Chinese Remainder Theorem, [tex]$n$[/tex] can have [tex]$2\cdot 6 \cdot 8 = 96$[/tex] different residues mod [tex]$7 \cdot 11 \cdot 13 = 1001$[/tex]. Thus, there are [tex]$960$[/tex] values of [tex]$n$[/tex] satisfying the conditions in the range [tex]$0 < n \le 10010$[/tex]. Nevertheless, we now have to eliminate all values bigger than [tex]$10000$[/tex] that satisfy the conditions. We can simply see by looking at residues that the only suitable values are [tex]$10006$[/tex] and [tex]$10007$[/tex], so there remain [tex]$\fbox{958}$[/tex] values satisfying the conditions of the problem.

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Correlation does not imply causation, but in general, causality suggests correlation. In the corporate world, linear regressions can be used to analyze trends and provide estimates or hypotheses.

Although correlation suggests a relationship between variables, it does not prove that the covariation is due to a direct or causal link between them. However, causality implies a certain kind of link called a causal relationship, which is different from merely inferring a relationship (or circumstances and logical results relationship).

Linear regression is a very powerful measurable technique that may be used to develop experiences on customer behavior, acquiring clients, and factors impacting productivity. Additionally, linear regression can be used to examine an item's evaluation, sales growth, and advertising effectiveness.

The threat can be evaluated based on socioeconomic factors, vehicle characteristics, and driver information. Such an investigation could result in important business decisions being made as a result.

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