PLS HELP I WILL GUVE POINT

The interest amount (simple interest ) on the loan amount $5315 at 5% from 10th aug to 23rd dec. of same year is $105.50

If the initial amount (also called as principal amount) is P, and the interest rate is R% annually, and it is left for T years for that simple interest, then the interest amount earned is given by:

\(I = \dfrac{P \times R \times T}{100}\)

For this case, we're specified that:

Converting this time in terms of year, we get:

Aug has 31 days, Sept has 30 days, Oct. has 31 days, Nov has 30 days.

From 10th aug, till its last, there went 22 days.

Whole sept and oct and nov. was spent (30+31+30 = 91 days)

And then there were 22 days of december(23rd day not covered assumingly)

So, total days = 22+22+91 = 145 days.

Assuming averagely 365.25 days in an year, we get the average time for which the interest will be calculated as:

\(\dfrac{145}{365.25} \approx 0.397 \: \rm years\)

Thus, we get: the amount of interest as:

\(I = \dfrac{P \times R \times T}{100}\\\\I \approx \dfrac{5315 \times 5\times 0.397}{100} \approx 105.50 \: \rm dollars\)

Thus, the interest amount (simple interest ) on the loan amount $5315 at 5% from 10th aug to 23rd dec. of same year is $105.50

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Answer:

62.22%

Step-by-step explanation:

First, find how many total marbles there are:

12 + 11 + 17 + 5

= 45

Then, find how many marbles that are not blue:

12 + 11 + 5

= 28

Then, divide 28 by 45, and multiply by 100

(28/45) x 100

= 62.22% is the probability of not choosing a blue marble

Develop similarity measures by applying the Jaccard index formula to the membership degrees of the fuzzy sets and use these measures for clustering objects based on their fuzzy characteristics.

The question is asking about new similarity measures of intuitionistic fuzzy sets based on the Jaccard index and their application to clustering.

To answer the question, first, let's understand what fuzzy sets and clustering are. Fuzzy sets are a generalization of classical sets where an element can have a degree of membership ranging between 0 and 1. Clustering, on the other hand, is a technique used to group similar objects together based on their characteristics.

Now, the question specifically mentions the Jaccard index as a basis for similarity measures. The Jaccard index is a measure of similarity between two sets, which is calculated as the ratio of the intersection of the sets to the union of the sets.

To develop new similarity measures for intuitionistic fuzzy sets based on the Jaccard index, you can apply the Jaccard index formula to compare the membership degrees of the elements in the fuzzy sets. The resulting similarity measure will provide a quantitative value indicating the degree of similarity between the sets.

These new similarity measures can then be applied to clustering. In clustering, the similarity measures between objects are used to determine the groupings. By utilizing the Jaccard index-based similarity measures for intuitionistic fuzzy sets, you can cluster objects based on their fuzzy characteristics and similarities.

In summary, the question asks about new similarity measures of intuitionistic fuzzy sets based on the Jaccard index and their application to clustering. To answer this, you can develop similarity measures by applying the Jaccard index formula to the membership degrees of the fuzzy sets and use these measures for clustering objects based on their fuzzy characteristics.

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Answer:

So, multiply 120 by 70 cm for the area which is 8,400. Divide that by 25 cm which would be 336. That would be your final answer. (A tip for these problems is to draw it because it makes it easier sometimes.)

Thanks Mark As Brainlist

Given:

Every different letter in this addition problem stands for a different digit.

The value of TEST is 1089

Answer:

3p - q = 3(2-5) - (8x3) = -9 - 24 = -33. Therefore, 3p-q=-33.

Answer:

x= c/a+b

Step-by-step explanation:

Depending on the level of difficulty, there are three different dividing methods. These include the bus stop approach, the chunking method, and the long division method. The chunking method is also known as division by repeated subtraction.

One of the four fundamental arithmetic operations, or the process by which two or more numbers are added together to create a new number, is division. Multiplication, addition, and subtraction make up the remaining operations.

The opposite of multiplication is division.

Depending on the level of difficulty, there are three different dividing methods. These include the bus stop approach, the chunking method, and the long division.

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Step-by-step explanation:

terms are the elements separated by the plus or minus signs.

The probability of winning the car in this Monty Hall problem with 6 doors is 83.33%.

In this scenario, there are 6 doors, with 1 car behind one of them and goats behind the other 5. You pick a door, and the host opens 4 other doors revealing goats. You always switch to the last remaining door.

1. Initially, there is a 1/6 chance you picked the car and a 5/6 chance you picked a goat.

2. If you picked a goat (5/6 probability), the host will open the other 4 doors with goats, leaving the car behind the last remaining door. In this case, switching will win you the car.

3. If you picked the car (1/6 probability), the host will still open 4 doors with goats, but switching would make you lose the car in this case.

Since you always switch, the probability of winning the car is the same as the probability of initially picking a goat, which is 5/6. So, the probability of winning the car is approximately 83.33%.

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The line of intersection formed by the two planes 2x - y + z = 5 and x + y - z = 1 can be represented by the vector equation r = <x, y, z> = <2, 3, 4> + t<3, 4, 1>, where t is a parameter.

To find the vector equation for the line of intersection, we need to determine the direction vector and a point on the line.

First, we'll find the direction vector by taking the cross product of the normal vectors of the two planes. The normal vector of the first plane is <2, -1, 1>, and the normal vector of the second plane is <1, 1, -1>. Taking the cross product of these two vectors, we get the direction vector <3, 4, 1>.

Next, we'll find a point on the line of intersection by solving the system of equations formed by the two planes. Subtracting the second plane equation from the first, we get 3x - 2y + 2z = 4. Solving this system along with the original plane equation, we find x = 2, y = 3, and z = 4.

Combining the direction vector and the point on the line, we obtain the vector equation r = <x, y, z> = <2, 3, 4> + t<3, 4, 1>, where t is a parameter. This equation represents the line of intersection formed by the two given planes.

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To determine if a function has a vertical asymptote, you need to consider its behavior as the input approaches certain values.

A vertical asymptote occurs when the function approaches positive or negative infinity as the input approaches a specific value. Here's how you can determine if a function has a vertical asymptote:

Check for restrictions in the domain: Look for values of the input variable where the function is undefined or has a division by zero. These can indicate potential vertical asymptotes.

Evaluate the limit as the input approaches the suspected values: Calculate the limit of the function as the input approaches the suspected values from both sides (approaching from the left and right). If the limit approaches positive or negative infinity, a vertical asymptote exists at that value.

For example, if a rational function has a denominator that becomes zero at a certain value, such as x = 2, evaluate the limits of the function as x approaches 2 from the left and right. If the limits are positive or negative infinity, then there is a vertical asymptote at x = 2.

In summary, to determine if a function has a vertical asymptote, check for restrictions in the domain and evaluate the limits as the input approaches suspected values. If the limits approach positive or negative infinity, there is a vertical asymptote at that value.

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28.007 x 10² = _2800.7_

\( \red{ {10}^{2} } = 100 \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \\ = \red{100} \times 28.007 \: \: multiply \: the \: numbers \\ = \green {2800.7}\: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \:\)

that's all :)

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\( \: \Large \mathbb{SOLUTION:}\)

\( \: \: \text{28.007 × 10² }\)

\( \: \: \text{Calculate the power}\)

\( \: \: \text{28.007 × 100 }\)

\( \: \: \text{Calculate the product or quotient}\)

\( \: \: \text{\underline{\underline{2800.7}}}\)

The volume of a sphere with a radius of 7 cm (or diameter of 12 cm) is 904.32 cubic centimeters.

To find the volume of a sphere with a radius of 7 cm, we can use the formula:

V = (4/3) * π * r^3

where V represents the volume and r represents the radius. However, you mentioned that the diameter of the sphere is 12 cm, so we need to adjust the radius accordingly.

The diameter of a sphere is twice the radius, so the radius of this sphere is 12 cm / 2 = 6 cm. Now we can calculate the volume using the formula:

V = (4/3) * π * (6 cm)^3

V = (4/3) * 3.14 * (6 cm)^3

V = (4/3) * 3.14 * 216 cm^3

V = 904.32 cm^3

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Answer:

(4,2), I think

Step-by-step explanation:

Use the midpoint formula for this question (x1+x2/2, y1+y2/2). In this case, x1 would be 3 and x2 would be 5. 3+5=8, and 8/2 is 4. Similarly, y1 would be 6 and y2 would be -2. 6+(-2)=4, and 4/2= 2. So, the midpoint would be (4,2)

Here we want to find the midpoint of a segment that joins (3, 6) and (5, -2).

The midpoint is: (4, 2)

For two general points (x₁, y₁) and (x₂, y₂) the midpoint of the segment that joins these two points is:

\((\frac{x_1 + x_2}{2} , \frac{y_1 + y_2}{2} )\)

Here we have the points (3, 6) and (5, -2), using the above formula we get:

\((\frac{3 + 5}{2} , \frac{6 + (-2)}{2} ) = (\frac{8}{2} , \frac{4}{2} ) = (4, 2)\)

Concluding, the midpoint of the segment that joins (3, 6) and (5, -2) is (4, 2)

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Translation of y=2/x that has the given asymptotes. x=-2 and y=3 will be y = 2 / (x+2) + 3

An asymptote is a line that a graph of a curve continuously approaches but never crosses. Discover the meaning of asymptotes, read a detailed explanation, and learn about the three different asymptotes: vertical, horizontal, and oblique.

The asymptote(s) of a curve may often be found by looking at the limit of a value when the function is not defined. These points include and the point where the numerator of a rational function equals zero, as well as others.

As, x=-2, the vertical asymptote will be (x+2)

y=3, the horizontal asymptote will be 3.

The equation will be -

y = 2 / (x+2) + 3

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Answer:

A rational function is any function which can be written as the ratio of two polynomial functions, where the polynomial in the denominator is not equal to zero. The domain of f(x)=P(x)Q(x) f ( x ) = P ( x ) Q ( x ) is the set of all points x for which the denominator Q(x) is not zero.

Hope this helps!!! :D

9514 1404 393

Answer:

  f(x) = (x^2+2)/(x-1)

Step-by-step explanation:

In simplest form, it will be a quadratic divided by (x-1). The quadratic must have no zeros, and a y-intercept of 2.

One such could be ...

  f(x) = (x^2 +2)/(x -1)

__

The numerator polynomial must have no zeros in order to prevent the rational function from having zeros. It must be a function that has a degree an odd number greater than the denominator function. The denominator function can have only one zero, at x=1. The ratio of the functions must have a net odd degree and the overall leading coefficient must be positive in order to make the end behavior match the requirement.

Answer: its 12 and 8 10 12 14 16 either of those

Step-by-step explanation:

The number of possible line-ups in which the two students above 190 cm are next to each other and at least one of them is next to one of the four students between 180 cm and 190 cm inclusive can be determined using combinatorial principles. Therefore, the total number of line-ups satisfying the given conditions is 36 * (34!) * (5!).

We have a total of 36 students to line up, and the requirements are as follows

To ensure that the two students above 190 cm are next to each other, we can treat them as a single entity. So, we have 35 entities to arrange: 1 combined entity, 4 students between 180 cm and 190 cm, 9 students between 170 cm and 180 cm, and 21 students below 170 cm.

To determine the number of line-ups, we consider the arrangements of the entities. The combined entity of the two students above 190 cm can be placed in any of the 36 positions. The remaining 34 entities can be arranged in (34!) ways.

However, we need to consider the requirement that at least one of the two students above 190 cm is next to at least one of the four students between 180 cm and 190 cm. To satisfy this condition, we can treat the pair of students above 190 cm and the four students between 180 cm and 190 cm as a single group. This group can be arranged in (5!) ways.

Therefore, the total number of line-ups satisfying the given conditions is 36 * (34!) * (5!).

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Answer:

x = 3 and x = -7

Step-by-step explanation:

I’ve attached my work!

Hope it helps :)

If you have any questions or anymore help lmk, happy to help with any school work!!

Have a nice day, you got this :)

Therefore , the solution of the given problem of function comes out to be after 95 minutes of conversations, the balance is $12.28.

Each topic, mathematics, variable design, which is and both actual and hypothetical locations will be covered in the midterm exam questions. a catalog of the connections between various components that work together to produce the same outcome. A service is made up of many unique parts that work together to produce unique outcomes for each input.

Here,

We could type:

=> R = mT + b

Two locations on the line are provided to us: (34, 20.92) and (66, 17.08). These locations can be used to determine the slope of the line:

=> m = (R2 - R1) / (T2 - T1)

=> m = (17.08 - 20.92) / (66 - 34)

=> m = -0.12

The y-intercept can now be determined using the slope and one of the points:

=> b = R - mT

=> b = 20.92 - (-0.12)(34)

=> b = 24.48

Consequently, the line's solution is as follows:

=> R = -0.12T + 24.48

T = 95 can be substituted into the calculation to get the credit balance after 95 minutes of calls:

=> R = -0.12(95) + 24.48

=> R = 12.28

As a result, after 95 minutes of conversations, the balance is $12.28.

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Answer:

  4x^2 +12x +44 remainder 161x +84

Step-by-step explanation:

At each step, the quotient term is the ratio of the leading dividend term to the leading divisor term. The first quotient term, for example, is ...

  (4x^4)/(x^2) = 4x^2

The quotient term found this way is multiplied by the divisor and subtracted from the dividend. The difference is the new dividend and the process repeats.

You're done when the degree of the dividend is less than the degree of the divisor. This remainder can be expressed as a fraction with the divisor as the denominator.

  \(\dfrac{4x^4+5x-4}{x^2-3x-2}=4x^2+12x+44+\dfrac{161x+84}{x^2-3x-2}\)

Answer:

a) \(f(x) = \frac{1}{3} \sqrt{x+4}\)

b) \(f(x)=4\sqrt{x} + 3\)

c) \(f(x) = 2\sqrt{x} -6\)

Step-by-step explanation:

a) The function will be;

⇒ f (x) = 1/3 √(x + 4)

b) The function will be;

⇒ f (x) = 4√x + 3

c) The function will be;

⇒ f (x) = 2√x - 6

What is Translation?

A transformation that occurs when a figure is moved from one location to another location without changing its size or shape is called translation.

Given that;

There are some transformations are given.

Now,

For (a);

The function is horizontally shifting the graph 4 units to the left of

f(x) = √x.

So, The function become;

f (x) = √(x + 4)

And, Then vertically compression by a factor of 1/3.

So, The function become;

f (x) = 1/3 √(x + 4)

For b:

The function is vertically stretching the graph by a factor of 4 of f(x) = √x.

So, The function become;

f (x) = √x + 3

And, Then vertically shifting the graph 3 units up.

So, The function will be;

⇒ f (x) = 4√x + 3

For c;

The function is horizontally stretching the graph of f(x) = √x by a factor of 2.

So, The function become;

f (x) = 2√x

And, Then vertically shifting the graph 6 units down.

So, The function will be;

⇒ f (x) = 2√x - 6

Thus,

a) The function will be;

⇒ f (x) = 1/3 √(x + 4)

b) The function will be;

⇒ f (x) = 4√x + 3

c) The function will be;

⇒ f (x) = 2√x - 6

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,

Performing a linear transformation involves applying a mathematical operation to each data point in a dataset to transform it into a new set of values and can be useful for various data analysis purposes.

A linear transformation, we are applying a mathematical operation to each data point in a dataset to transform it into a new set of values.

Specifically, a linear transformation involves multiplying each data point by a constant value and adding another constant value to the result.

The general formula for a linear transformation is:

y = a × x + b

y is the transformed value of x, a is the scaling factor, x is the original value of the data point, and b is the constant shift.

Performing a linear transformation can be useful for several reasons.

To rescale data that has different units or scales, or to adjust the distribution of the data to meet certain statistical assumptions.

Here are some common examples of linear transformations:

Scaling:

Multiplying each data point by a constant factor to convert it to a different unit or scale.

Converting temperature from Celsius to Fahrenheit by multiplying by 1.8 and adding 32.

Standardizing:

Subtracting the mean value of a dataset from each data point and then dividing by the standard deviation to transform the data into z-scores.

This helps to rescale the data to a standard normal distribution with a mean of zero and a standard deviation of one.

Centering:

Subtracting a constant value from each data point to shift the distribution to a different location.

Centering the data around zero by subtracting the mean value from each data point.

Normalizing:

Dividing each data point by the sum of all data points to transform the data into proportions or percentages that add up to one.

This can be useful for analyzing relative frequencies or proportions.

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