please help and show work​

The savings account of a person shows the amount which is immediately available to the person and this helps to create budgets and control spending.

This refers to the way data is arranged by showing the figures in columns for easy reading and calculations.

Please note that your question is incomplete so I gave you a general overview to help you get a better understanding of the concept.

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Distance travelled by the car in 1 hour is 7380m

In an arithmetic sequence the difference between the consecutive terms is always constant. Using arithmetic sequence, it is easier to predict a term in the given sequence or progression. Following is the equation used:

\(A_{n}\)= A₁ + (n-1) d

Where,

\(A_{n}\) = nth term of the sequence

A₁ = first term of the sequence

n =  terms given in the sequence

d = common difference between progressive terms

Now, in the given question,

\(A_{n}\) = the distance travelled by car in 1 hour

A₁ = 300m (initial distance)

n = 60 minutes

d = 120m (difference between the progressive distance at each minute)

Since, \(A_{n}\) = A₁ + (n-1) d

\(A_{n}\) = 300+(59)*120

300 + 7080 = 7380

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Answer:

It will take 3 3/4 cups of sugar and 5 1/4 cups of flour.

Step-by-step explanation:

Multiply 1 1/4 and 1 3/4 by three, because 3 batches of cookies are being made.

1 1/4x3= 3 3/4 cups of sugar

1 3/4x3= 5 1/4 cups of flour

The letters corresponding to the solutions are: x = 10, x = -3/2, x = -1/9, x = -6, x = 10/3 That gives you the letters "joke"1.  5x – 7 = 4x + 3.

To solve for x, we can add 7 to both sides of the equation and subtract 4x from both sides:

5x - 7 + 7 = 4x + 3 + 7

5x = 4x + 10

x = 10

2.  6 + 2x = 7x - 9

To solve for x, we can add 9 to both sides of the equation, subtract 6 from both sides and divide both sides by -1:

6 + 2x + 9 = 7x - 9 + 9

2x = -3

x = -3/2

3. 8x + 1 = -8 - x

To solve for x, we can add x to both sides of the equation and add 8 to both sides:

8x + 1 + x = -8 - x + x + 8

9x + 1 = 0

x = -1/9

4. -5 + 12x = 18x + 7

To solve for x, we can subtract 12x from both sides of the equation and add 5 to both sides:

-5 + 12x - 12x = 18x + 7 - 12x

-5 = 6x + 7

x = -6

5.  -4x + 3 = 5x - 13 - x

To solve for x, we can add x to both sides of the equation, subtract 3 from both sides and divide both sides by -1:

-4x + 3 + x = 5x - 13 - x + x + 3

-3x = -10

x = 10/3

The letters corresponding to the solutions are: x = 10, x = -3/2, x = -1/9, x = -6, x = 10/3

That gives you the letters "joke"

Therefore, The letters corresponding to the solutions are: x = 10, x = -3/2, x = -1/9, x = -6, x = 10/3 That gives you the letters "joke"1.  5x – 7 = 4x + 3.

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The number of men living in the village is 260.

A collection of many linear equations that include the same variables is referred to as a system of linear equations. A linear equation system is often composed of two or more linear equations with two or more variables.A linear equation with two variables, x and y, has the following general form:

                                           \(ax + by = c\)

Given:

Total inhabitants in the village: 817

Number of children: 241

There are 56 more women than men in the village

Total adults = Total inhabitants - Number of children

Total adults = 817 - 241

Total adults = 576

Let number of men in the village be 'x' and number of women in the village be 'y',

∴ y=x+56 (given) ..................(1)

Also, x+y=576 .................(2)

From equation (1) and (2),

x + (x + 56) = 576

2x + 56 = 576

2x = 576 - 56

2x = 520

x = 520 / 2

x = 260

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Answer:

11

Step-by-step explanation:

Here, we replace x and y with the values given that x = 6 and y = 2:

=\(\frac{3(6)+4}{(2)}\)

= \(\frac{18+4}{2}\)

=\(\frac{22}{2}\)

=11

Answer:

8 and 9.

Step-by-step explanation:

Let the two unknown numbers be a and b.

When added together, they equal 17. In other words:

a + b = 17.

The difference between five times the first number and three times the second number is 13. In other words:

5a - 3b = 13.

We have a system of equations. We can use substitution. From the first equation, we can derive a = 17 - b. Let's substitute this in:

5(17 - b) - 3b = 13

85 - 5b - 3b = 13

-8b = -72

b = 9

a = 17 - b.

a = 17 - 9 = 8.

Thus, the two numbers are 8 and 9.

Answer:

A. Proportional by $30

B. 3 represents the hours he works

    90 represents the money he earned

C. $300

D. I don know, sorry

Step-by-step explanation:

The relationship is linear, the point (3, 90) represents in 3 hours he earns 90 dollars, in 10 hours, he earns 300 dollars, and the linear equation is y = 30x.

A Linear system is a system in which the degree of the variable in the equation is one. It may contain one, two, or more than two variables.

This graph shows the relationship between x, the number of hours Mr. David works, and y, the number of dollars he earns.

A. Based on the graph, the relationship between x and y proportional is a linear relationship.

B. The point (3,90) represents in 3 hours he earns 90 dollars.

D. The linear equation will be

\(\begin{aligned} \rm y - 30 &= \rm \dfrac{90-30}{3-1} (x - 1)\\\\\rm y - 30 &= \rm 30x - 30\\\\\rm y &= \rm 30x \end{aligned}\)

C. Based on the graph, the amount of money in dollars will Mr. David earn if he works 10 hours will be

y = 30x

y = 30 × 10

y = $300

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Good measures are robust, valid, objective, simple, and precisely definable.

In the context of measurement, good measures possess certain qualities that make them reliable and useful. Based on the options provided, the following qualities apply:

Robust: Good measures are robust, meaning they are resistant to outliers or extreme values that may affect the accuracy of the measurement.

Valid: Good measures are valid, meaning they accurately measure what they are intended to measure and provide meaningful information.

Objective: Good measures are objective, meaning they are free from bias or subjective interpretation, ensuring consistency and fairness.

Simple: Good measures are simple, making them easy to understand and apply. They avoid unnecessary complexity and confusion.

Precisely definable: Good measures have clear and precise definitions, ensuring consistent interpretation and allowing for replication in different contexts.

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Answer:

its something common to most i think just dont worry about it the messages you do see are the real stuff if you really want to get rid of that problem tho contact support or who ever is incontrol of brainly

Step-by-step explanation:

The percentage return you make on the stock is 12.9%

From the question, we have the following parameters that can be used in our computation:

Initial value = $62

Final value = $70

The percentage return is then calculated as

Percentage return = (Final value - Initial value)/Initial value * 100%

Substitute the known values in the above equation, so, we have the following representation

Percentage return = (70 - 62)/62 * 100%

Evaluate

Percentage return = 12.9%

Hence, the percentage return is 12.9%

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Answer:

It is 16.

Step-by-step explanation:

Triangles add up to 180 degrees. 58+56=114 which you subtract 180-114 to get 66. 66-2 is 64 and 64 divided by 4 is 16. r=16

Answer:

Step-by-step explanation:

Given the expression  5 p + 6 = 7, to know the value of variable p. we need to make p the subject of the formula as shown;

Given  5 p + 6 = 7

Step 1: Subtract 6 from both sides

5p+6-6 = 7-6

5p = 7-6

Step 2: We will then divide both sides by the coefficient of p i.e 5 to have;

5p/5 = (7 - 6)/5

p =  (7 - 6)/5

Hence, the correct expression of variable p is p = (7 - 6)/5

Answer:nnjjj

Step-by-step explanation:

The percentage of Mr. Reyes total compensation that was withheld for federal taxes is given as follows:

14.2%.

From the table, we have that the parameters for this problem are given as follows:

Hence the proportion of Mr. Reyes total compensation that was withheld for federal taxes is given as follows:

8802.26/61987.5 = 0.142.

Then the percentage is given as follows:

0.142 x 100% = 14.2%.

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Answer:

ar some point pattern A will have the same numbers as pattern B as it moves along like if you add 3 for 2 more times in pattern A it will have 24 and so on..

0.470

To calculate the mean of the sampling distribution of the sample proportion for those in the category unhappy or very unhappy, you should follow the steps given below:

Step 1: Identify the values.n = 459p = 0.47Step 2: Determine the mean of the sampling distribution of the sample proportion of customers who are unhappy or very unhappy.μ = p = 0.47. Therefore, the mean of the sampling distribution of the sample proportion for those in the category unhappy or very unhappy is 0.470 (rounded to three decimal places).Note: A mean is a statistical measure that is used to calculate the central tendency of a dataset. It is defined as the average of a dataset or a set of numbers. The mean can be calculated for both interval-scaled measures as well as proportion.

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Answer:

III. m∠MEL = 90°, m∠ELM = 30°, and LM = 6 inches

Step-by-step explanation:

It´s lll Because to make a congruent shape one angle should be 90 and the longest side should be 6 inches. one angle should equal angle ELM.

So, by AAS criteria it would be congruent.

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

hope it helps...

have a great day!!

Answer:

III. m∠MEL = 90°, m∠ELM = 30°, and LM = 6 inches

Step-by-step explanation:

hope it helps you...

Answer:

0.12 miles per minute

Step-by-step explanation:

9/75 is 0.12. 9 miles in 75 minutes

Average speed of Jacob is 0.12 miles per minute.

Unitary method is a method of finding value of a single unit.After finding value of a single unit we can determine values of any given unit.

According to the given question Jacob can run 9 miles in 1 hour and

15 minutes.

We know 1 hour is 60 minutes.

∴ 1 hour and 15 minutes is

= (60 + 15) minutes.

= 75 minutes.

So, Jacob can run 9 miles in 75 minutes.

∴ In one minute Jacob can run 9/75 miles shich is

= 0.12 miles per minute.

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Therefore, both classes have the same median number of books read during the summer.It is worth noting that the median only gives us information about the middle value in a data set.

In order to find the median number of books read by each class, we first need to organize the data in ascending order. Here are the responses for each class:Class A: 0, 1, 2, 3, 3, 4, 4, 4, 5, 5, 6, 7, 8, 9, 11Class B: 0, 1, 2, 2, 3, 3, 4, 5, 5, 6, 7, 7, 8, 9, 10The median is the middle value in a data set when it is organized in ascending or descending order. If there are an odd number of values, the median is simply the middle value.

If there are an even number of values, the median is the average of the two middle values.In this case, both classes have an odd number of values, so we can find the median directly by identifying the middle value.Class A has 15 values, so the middle value is the 8th value.

The 8th value in the ordered list is 4, so the median number of books read by Class A is 4.Class B also has 15 values, so the middle value is again the 8th value. The 8th value in the ordered list is also 4, so the median number of books read by Class B is 4.

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We should be cautious in believing the conclusions from this study because of the multiple comparisons problem, the risk of type I and type II errors, the importance of effect size and practical significance, and the limited generalizability of the results.

Multiple comparisons: When we test many hypotheses (in this case, 40 different attributes), the chances of finding at least one significant result due to chance increase. In other words, the more comparisons we make, the more likely we are to get false positives (i.e., concluding that there is a difference when there isn't). This is known as the multiple comparisons problem, and it can be addressed by using statistical methods that adjust for the number of comparisons made (e.g., Bonferroni correction, false discovery rate control).

Type I error: Even if we correct for multiple comparisons, there is still a chance of making a type I error (i.e., rejecting the null hypothesis when it's actually true). This probability is controlled by the significance level (e.g., alpha = 0.05, 0.01) chosen for the study. The smaller the significance level, the less likely we are to make a type I error, but the more likely we are to make a type II error (i.e., failing to reject the null hypothesis when it's actually false).

Effect size: Even if we find a statistically significant difference between the treatment and control groups, the size of the difference (i.e., effect size) may be too small to be practically meaningful. In other words, the difference may be statistically significant but not practically significant. This can be assessed by calculating effect size measures (e.g., Cohen's d, Hedges' g) and interpreting them in the context of the research question and practical implications.

Generalizability: Even if we find a statistically significant difference between the treatment and control groups on some attributes, we may not be able to generalize the results to other populations, settings, or conditions. For example, the study may have been conducted on a specific group of students at a specific time and place, and the results may not apply to other students, teachers, or schools. This can be addressed by using random sampling, random assignment, and replication in different settings.

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Answer:

0

Step-by-step explanation:

anything below sea is negative and anything above sea level is positive. but you are at sea level so 0

Answer:

0

Step-by-step explanation:

Because he was at -80 the they dove up positive 80 so that would equal 0

Answer:

x is less than -3 so the answer would be the 3rd choice.

Step-by-step explanation:

Now you can get brainliest

Answer:

ok? I'm guessing what equal to it?

Step-by-step explanation:

ex: (8,4) (12,6)

anything they multiply with the same multiplying number.

Such as 4 x 5 you would also need to do the same to 2, 2 x 5 your line would be at (20,10)

Answer:

seeing as no one is answering I will