1. The price of a mobile phone at The Mobile Store is $750 and at Phone Mart is $875. Phone Mart also
gives 15% discount on the mobile phone. Which store has the cheaper price for the mobile phone?
Show your calculations.

Answer:

-2x-3

Step-by-step explanation:

6x-7-8x+4

6x-8x=-2x

-7+4=-3

-2x-3

Answer:

-2x-3

Step-by-step explanation:

Answer:

-2.76115787098

Step-by-step explanation:

First you do 35/92 which is 0.3804347826

Then you subtract it from pi which has a value of 3.14159265359.

Then you subtract the former from the latter to give the answer.

Answer: -2.7611

Step-by-step explanation:

Solve for J by simplifying both sides of the equation, then isolate the variable.

35/92 - π = J

J = 35/92 - π

= -2.7611

Statistical tools are used for all of the above options: A) describing numbers, B) making inferences about numbers, and C) drawing conclusions about numbers.

Statistical tools are essential for analyzing and interpreting data. They provide methods and techniques for describing, analyzing, and drawing meaningful conclusions from numerical data.

Firstly, statistical tools are used for describing numbers. Descriptive statistics summarize and present data in a meaningful way, allowing us to understand the characteristics and patterns within the data. Measures such as mean, median, mode, range, and standard deviation provide descriptive information about the data.

Secondly, statistical tools are used for making inferences about numbers. Inferential statistics involve making predictions, generalizations, or estimates about a population based on sample data.

By using statistical techniques such as hypothesis testing and confidence intervals, we can draw conclusions about a population based on a subset of data.

Lastly, statistical tools are used for drawing conclusions about numbers. By applying appropriate statistical tests and analyses,

we can draw valid conclusions and make informed decisions based on the data. Statistical tools enable us to evaluate relationships, compare groups, detect patterns, and assess the significance of findings.

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Patrick received a total of approximately $6,785.97 over the course of 52 weeks.

To calculate the total amount of money Patrick received over the 52 weeks, we can use the concept of a geometric sequence. The first term of the sequence is $10, and each subsequent term is 10% more than the previous term.

To find the sum of a geometric sequence, we can use the formula:

Sn = a * (r^n - 1) / (r - 1),

where Sn is the sum of the first n terms, a is the first term, r is the common ratio, and n is the number of terms.

In this case, a = $10, r = 1 + 10% = 1.1 (common ratio), and n = 52 (number of weeks).

Plugging these values into the formula, we can calculate the sum of the sequence:

S52 = 10 * (1.1^52 - 1) / (1.1 - 1)

After evaluating this expression, we find that Patrick received approximately $6,785.97 over the 52 weeks.

As a result, Patrick collected about $6,785.97 in total over the course of 52 weeks.

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Answer:

a) b

b) d

Step-by-step explanation:

Answer:

please refer to the above attachment.

Step-by-step explanation:

a. 3800 + 2.5%3800 = 3895

3895 - 3800 = 95 is the interest

b. there are 12 months in a year so...

95 x 12 = 1140 is the total interest

Answer:

mode is 6

Step-by-step explanation:

it appears four times whereas no other number appears more than three times

Answer: An arc whose measure equals 180 degrees is called a semicircle, since it divides the circle in two. Every pair of endpoints on a circle either defines one minor arc and one major arc, or two semicircles. Only when the endpoints are endpoints of a diameter is the circle divided into semicircles.

A semicircle is a two-dimensional geometric shape that consists of a curved arc and a straight line segment that connects the two endpoints of the arc. Here are the steps to identify a semicircle:

Look for a curved arc that forms a half-circle shape.

Locate the center point of the arc, which is also the midpoint of the line segment connecting the two endpoints.

Check that the line segment connecting the endpoints is a diameter of the circle.

Confirm that the arc and line segment together form a continuous, closed shape that divides the circle into two equal halves.

Finally, compare the shape to a circle to make sure that it is only half of a complete circle.

If all of these conditions are met, then the shape is a semicircle.

The slope of the line that divides the region bounded by the parabola \(y=5x-3x^2\)and the x-axis into two regions with equal area is 5.

To find the slope of the line that divides the region into two equal areas, we need to determine the point of intersection between the parabola and the x-axis. Since the line passes through the origin, its equation will be y = mx, where m represents the slope.

Setting the equation of the parabola equal to zero, we find the x-values where the parabola intersects the x-axis. By solving the equation\(5x - 3x^2 = 0\), we get x = 0 and x = 5/3.

To divide the region into two equal areas, the line must pass through the midpoint between these x-values, which is x = 5/6. Plugging this value into the equation of the line, we have y = (5/6)m.

Since the areas on both sides of the line need to be equal, we can set up an equation using definite integrals. By integrating the equation of the parabola from 0 to 5/6 and setting it equal to the integral of the line from 0 to 5/6, we can solve for m. After performing the integration, we find that m = 5.

Therefore, the slope of the line that divides the region into two equal areas is 5.

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The volume of a copper solid that is 8.75 cm3 is equal to 0.534 in3. To convert from cubic centimeters (cm3) to cubic inches (in3), you need to divide the volume by 16.387. In this case, the calculation would look like this: 8.75 cm3 / 16.387 = 0.534 in3.

Cubic centimeters and cubic inches are two units of volume measurement that are often used in different fields. A cubic centimeter (cm3) is a metric unit of volume equal to a cube with sides that are one centimeter long. A cubic inch (in3) is a unit of volume in the imperial system that is equal to a cube with sides that are one inch long. To convert from one to the other, the above formula must be used.

Converting from cm3 to in3 can be useful in many different fields, including engineering, manufacturing, and construction. For example, if a product is designed to have a certain volume, knowing the volume in both cm3 and in3 can be important. This is because different parts of the world often use different units of measurement.

In conclusion, the volume of a copper solid that is 8.75 cm3 is equal to 0.534 in3. To convert from cubic centimeters to cubic inches, the volume must be divided by 16.387. This can be useful in many different fields, as different parts of the world often use different units of measurement.

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Answer:

  1/6 pan

Step-by-step explanation:

You want to know the portion of the whole represented by 1/4 of 2/3.

Todd ate 1/4 of 2/3 of the pan of brownies. That fraction of the original whole amount is ...

  (1/4)×(2/3) = (1·2)/(4·3) = 2/12 = 1/6

Todd ate 1/6 of the entire pan.

The t value will be the result that is  58.851995039

The t-statistic for the observed correlation coefficient of 0.951 can be calculated to determine if it is statistically significant. Using the T.INV() spreadsheet function and the appropriate degrees of freedom.

We can test the null hypothesis of no correlation at the 5% significance level. Additionally, the T.DIST() function can be used to calculate the p-value of the t-statistic.

To calculate the t-statistic, we need to know the sample size (n) and the observed correlation coefficient (r). In this case, we have 37 monthly observations and a correlation coefficient of 0.951. The t-statistic can be calculated using the formula t = r x sqrt((n - 2) / (1 - r^2)). Plugging in the values, we find t = 0.951 x sqrt((37 - 2) / (1 - 0.951^2)).

By comparing this t-statistic to the critical value at the desired significance level (5% in this case), we can determine if the null hypothesis of no correlation can be rejected. Additionally, the p-value can be calculated using the T.DIST() function to determine the probability of obtaining a t-statistic as extreme as the observed value. If the p-value is less than the chosen significance level, the null hypothesis can be rejected.

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When a graph or a point on the Cartesian plane is symmetric about the origin or with respect to the origin, it means that the graph or point maintains its shape and position when reflected across the origin.

In other words, if you draw a line passing through the origin and the graph or point, the portion of the graph or point on one side of the line will be an exact mirror image of the portion on the other side.

To determine if a graph is symmetric about the origin, we can check if the coordinates of a point on the graph, (x, y), satisfy the condition that (-x, -y) is also on the graph. For example, if the point (2, 3) is on the graph, we can verify that (-2, -3) is also on the graph.

Similarly, for a single point on the Cartesian plane to be symmetric about the origin, its coordinates (x, y) must satisfy the condition that (-x, -y) is also a point on the plane. For instance, if the point (4, -1) is symmetric about the origin, (-4, 1) should also be a point on the plane.

symmetry about the origin in the Cartesian plane refers to maintaining the same shape and position when reflected across the origin. It involves verifying that for every point (x, y) on the graph or plane, (-x, -y) is also a point on the graph or plane.

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Answer:

IQ scores of at least 130.81 are identified with the upper 2%.

Step-by-step explanation:

Normal Probability Distribution:

Problems of normal distributions can be solved using the z-score formula.

In a set with mean \(\mu\) and standard deviation \(\sigma\), the z-score of a measure X is given by:

\(Z = \frac{X - \mu}{\sigma}\)

The Z-score measures how many standard deviations the measure is from the mean. After finding the Z-score, we look at the z-score table and find the p-value associated with this z-score. This p-value is the probability that the value of the measure is smaller than X, that is, the percentile of X. Subtracting 1 by the p-value, we get the probability that the value of the measure is greater than X.

Mean of 100 and a standard deviation of 15.

This means that \(\mu = 100, \sigma = 15\)

What IQ score is identified with the upper 2%?

IQ scores of at least the 100 - 2 = 98th percentile, which is X when Z has a p-value of 0.98, so X when Z = 2.054.

\(Z = \frac{X - \mu}{\sigma}\)

\(2.054 = \frac{X - 100}{15}\)

\(X - 100 = 15*2.054\)

\(X = 130.81\)

IQ scores of at least 130.81 are identified with the upper 2%.

Inequalities are used to represent unequal expressions

The solution to the inequality is: \(x > -3\)

The inequality is given as:

60>5(6-2x)

Rewrite the inequality properly as:

\(60>5(6-2x)\)

Divide both sides of the inequality by 5

\(12>6-2x\)

Subtract 6 from both sides of the inequality

\(6>-2x\)

Divide both sides of the inequality by -2

\(-3

Rewrite the inequality as

\(x > -3\)

Hence, the solution to the inequality is: \(x > -3\)

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We have that, using Euclid's algorithm, we find the inverse of 200 modules 1001 is -5 (or 1001+5).

To find the inverse of a module m using Euclid's algorithm, the steps are as follows:

1. Calculate the greatest common divisor (GCD) of a and m using the Euclidean algorithm.

2. Let a = GCD * s + m*t, where s is the inverse of a module m.

3. The GCD in terms of a and my is written as 1 = m-s*a.

4. Find s = -a, so the inverse of a module m is -a (or m+s).

For example, a = 2, m=17, so GCD = 1 = 17-8*2 and the inverse of 2 modulo 17 is -8 (or 17+8). Similarly, for a = 34, m= 89, the GCD = 1 = 89-34*2 and the inverse of 34 modulo 89 is -34 (or 89+34). Finally, for a = 200, m= 1001, the GCD = 1 = 1001-5*200 and the inverse of 200 modulo 1001 is -5 (or 1001+5).

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Answer:

8x^3-10x^2-14x-9

Step-by-step explanation:

Answer:

8x^3 - 10x^2 - 14x - 9

Step-by-step explanation:

Answer:

Sure.

Step-by-step explanation:

So X is a variable meaning its a letter that represents a number. When there are a number and a variable (or a letter) like this 2x or 9y it means you are going to multiply the number by the variable. In this case it is 7 times x is equal to 21 so all we have to do is find what times 7 is equal to 21 and that number is 3. So if 7*x=21 is 7*3=21 then x=3. If you have any questions ill be more than open to answering them, hopefully this helped. Have a good day/night.

Answer:

An obtuse triangle has one angle larger than 90 degrees (deg). Given information, the two base angles EDF and EFD are represented by one variable x, therefore they are equal.

The sum of all angles of any triangle is 180 deg so angles EDF + EFD + DEF = 180 deg

Since the obtuse angle must be larger than 90 deg, the sum of the other two angles must be less than 90.

Angles EDF + EFD < 90 and 90 < DEF can be re written

An inequality of angles EDF + EFD < DEF

Since angles EDF and EFD are equal to x their sum is (x + x) or 2x, so we can write

2x < 90 divide both sides by 2

{0 < x < 45} is all possible values of x.

A function can be written to represent this. The function will accept input of the obtuse angle and output the two equal acute angles.

F(x) = (180 - x) / 2

where x is the measure of the obtuse angle. Only works for symmetric triangle. F(x) is the measure of each of the other two angles.

Answer:

5.75 feet tall

Step-by-step explanation:

Step-by-step explanation:

We can use trigonometry to solve this problem. Let's draw a diagram:

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A - observer (1.5 m above ground)

B - base of the clock tower

C - top of the clock tower

D - intersection of AB and the horizontal ground

E - point on the ground directly below C

C

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B

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A

```

We want to find the height of the clock tower, which is CE. We have the angle of elevation ACD, which is 19 degrees, and the distance AB, which is 100 m. We can use tangent to find CE:

tan(ACD) = CE / AB

tan(19) = CE / 100

CE = 100 * tan(19)

CE ≈ 34.5 m (rounded to 1 decimal place)

Therefore, the height of the clock tower is approximately 34.5 m.

Answer:

14 minutes

Step-by-step explanation:

I hope this helps!

Answer:

This is an incomplete question.

Step-by-step explanation:

Can you please repeat the question properly.

The given statement "The chi-square distribution is used to perform tests for the population variance but not the standard." is generally true, but it depends on the degree of non-normality of the data and the sample size.

The chi-square test for variance is a hypothesis test that compares the variance of a sample to a known or hypothesized value. The test statistic is calculated as follows:

χ² = (n - 1)s² / σ²

Where χ² is the test statistic, n is the sample size, s² is the sample variance, and σ² is the hypothesized population variance. The test compares the value of χ² to a chi-square distribution with (n - 1) degrees of freedom.

However, if the sample size is large enough, the central limit theorem states that the sample mean will be normally distributed, regardless of the underlying distribution of the data.

The minimum sample size required for the chi-square test to be valid depends on the degree of non-normality of the data.

As a general rule, a sample size of at least 20 is recommended for the chi-square test to be valid for non-normal data.

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Complete Question:

True or false; The chi-square distribution is used to perform tests for the population variance but not the standard.

If the intercept of a multiple linear regression is not statistically significant but the slopes are, it means that the relationship between the independent variables and the dependent variable starts from zero, and the slopes represent the change in the dependent variable for each unit change in the independent variables.

In multiple linear regression, the intercept represents the value of the dependent variable when all independent variables are zero. If the intercept is not statistically significant, it means that the relationship between the independent variables and the dependent variable does not start from a non-zero value. Instead, it starts from zero.

On the other hand, if the slopes are statistically significant, it means that there is a significant relationship between the independent variables and the dependent variable, and each unit change in the independent variables leads to a significant change in the dependent variable. The slopes represent the magnitude and direction of this change. Therefore, although the intercept is not significant, the slopes provide meaningful information about the relationship between the variables.

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Answer:

Total cost of dinner = P + 0.15p = 23

Step-by-step explanation:

Consider the information provided.

The cost of dinner at a restaurant is $P.

The tip offered for the service was, $0.15p.

The total of the cost of dinner and the tip offered for the service is:

T = P + 0.15p = 23