Roughly how much more does auto insurance cost for a 16 year old compared to a middle aged (40-50 year old) driver

Okay, let's solve this step-by-step:

X/5-y = m-1

Add y to both sides:

X/5 = m

Multiply both sides by 5:

X = 5m

So in this equation, X = 5m.

To find y, we subtract m-1 from both sides of the original equation:

X/5 = 5m

X/5 - (m-1) = 5m - (m-1)

X/5 - m + 1 = 4m

(X - 5m) / 5 = m - 1

X - 5m = 5(m - 1)

X = 20m - 5

So if we let m = any value, we can calculate y. For example:

If m = 3, then:

X = 20*3 - 5

= 55 - 5 = 50

50/X = 5(m - 1) = 5*2 = 10

y = 10

Does this make sense? Let me know if you have any other questions!

Answer:

6 1/243

Step-by-step explanation:

6 goes into 1459, 243 times

243*6=1458

1459-1458=1

So there is a remainder of 1

So the answer would be 6 1/243

Answer: 5/13

Step-by-step explanation:

To solve this problem, we can use the formula for conditional probability:

P(A|B) = P(A and B) / P(B)

where P(A and B) is the probability of both events A and B happening, and P(B) is the probability of event B happening.

Let's first calculate the total number of people in the class:

Total number of people = 5 + 6 + 2 + 11 = 24

Now, let's calculate the probability of having a cat and a dog:

P(cat and dog) = 5 / 24

Next, let's calculate the probability of having a cat:

P(cat) = (5 + 6 + 2) / 24 = 13 / 24

Finally, let's calculate the probability of having no dog:

P(no dog) = (6 + 11) / 24 = 17 / 24

Using the formula for conditional probability, we can calculate the probability of having both a cat and a dog given that a person has a cat:

P(cat and dog | cat) = P(cat and dog) / P(cat) = (5 / 24) / (13 / 24) = 5 / 13

Therefore, the probability that a student chosen randomly from the class has a cat and a dog is 5/13.

The value of number of students who failed in both mathematics and English is 40.

Since, Given that;

60% of the 1000 students passed the examination,

Hence, we can calculate the number of students who passed the exam as follows:

60/100 x 1000 = 600

So, 600 students passed the examination.

Now, let's find the number of students who failed the examination.

Since 60% of the students passed, the remaining 40% must have failed. Therefore, the number of students who failed the examination is:

40/100 x 1000 = 400

Of the 400 failing students, we know that 60% failed in mathematics.

So, the number of students who failed in mathematics is:

60/100 x 400 = 240

Similarly, we know that 50% of the failing students failed in English.

So, the number of students who failed in English is:

50/100 x 400 = 200

Now, we need to find the number of students who failed in both subjects.

We can use the formula:

Total = A + B - Both

Where A is the number of students who failed in mathematics, B is the number of students who failed in English, and Both is the number of students who failed in both subjects.

Substituting the values we have, we get:

400 = 240 + 200 - Both

Solving for Both, we get:

Both = 240 + 200 - 400

Both = 40

Therefore, the number of students who failed in both mathematics and English is 40.

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The total "surface-area" of cone having "slant-height" as 10, and base-radius as 6, is 301.44 square units.

The total surface area of a cone can be calculated by adding the area of the base to the lateral surface area.

Let us first calculate the lateral surface area of the cone:

Lateral surface area = πrl; where r is radius , and 'l" = slant-height,

The radius of base = 6 units and slant height is = 10 units.

So, we have:

Lateral surface area = π × 6 × 10

Lateral surface area = 60π square units

Next, Area of the base = πr²;

Area of the base = π × 6²,

Area of the base = 36π square units,

Total surface area = Lateral surface area + Area of the base

Total surface area = 60π + 36π

Total surface area = 96×3.14 = 301.44 square units.

Therefore, the total surface area of cone is 301.44 square units.

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Answer:

im an expert

Step-by-step explanation:

Using z - score, the percentage of students above 83 is 15.9%

To find the number of students that scored above 83 can be calculated using z - score formula.

This is given as

z = x - μ / σ

Substituting the values into the formula;

z = 83 - 75 / 8

z = 1

The z-score is 1

Let's find the percentage of z -score under the score

p(x > 83) = 1 - P(x < 83) = 0.15866

p = 15.9%

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Answer:

74,000

Step-by-step explanation:

use intelligence

Using ratios and proportions, the number of 20 mg tabs that should be given in place of 40 mg po qd for 60 days is 120 tabs.

Using ratios and proportions, the number of tabs of 20 mg that should be given in place of 40 mg qd for 60 days is determined as follows:

Order: Zocor 40 mg po qd for 60 days

= 60 tabs since it is once per day (qd)

Total mg = 2,400 mg (40 mg x 60 tabs)

On hand: 20 mg tabs

Proportionately, 20 mg = 120 tabs (2 x 60) since 40 mg is for 60 tabs

Total mg = 2,400 mg (20 mg x 120 tabs)

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The sample proportion who said they pray is approximately 0.84, or 84%.

The sample proportion of college students who said they pray can be calculated by dividing the number of students who said they pray (105) by the total number of students in the sample (125).

Sample proportion = Number of students who said they pray / Total number of students in the sample

Sample proportion = 105 / 125

Sample proportion = 0.84

Therefore, the sample proportion who said they pray is approximately 0.84, or 84%.

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Answer:

the percentage of red marbles in the bag is 30%.

Step-by-step explanation:

To find the percentage of red marbles in the bag, we need to divide the number of red marbles by the total number of marbles and then multiply by 100:

Percentage of red marbles = (Number of red marbles / Total number of marbles) x 100

Number of red marbles = 12

Total number of marbles = 40

Percentage of red marbles = (12/40) x 100

= 0.3 x 100

= 30%

Therefore, the percentage of red marbles in the bag is 30%.

The solution is:

the area of this figure is 21.9 ft².

Here, we have,

To find the area of this figure, we must find the area of the 6 x 6 square and subtract the area of a semi-circle with a diameter of 6.

Area square:

6 x 6

36

Area semi-circe:

A = 1/2(πr²)

A = 1/2(6/2)²π

A = 1/2(9π)

A = 14.1

Area shape:

36 - 14.1

21.9

The units are ft², so the answer is 21.9 ft².

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The measurement of DE is 10 inches.

If we know that E is the point where the diagonals of the rectangle intersect, then we know that DE is equal to half the length of the diagonal BD.

Using the Pythagorean theorem, we can relate the length of the diagonal BD to the sides of the rectangle.

Let's assume that the length of the rectangle is L and the width of the rectangle is W. Then, the length of the diagonal BD is given by:

BD = √(L^2 + W^2)

Since we know that the diagonals of a rectangle are equal, we have:

AC = BD

BD = 20

Therefore, DE = 1/2 BD = 1/2 (20) = 10 inches.

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Answer:

60 ft^2

Step-by-step explanation:

To get the total volume we will need to multiply all the lengths. This means we will have to do 4 x 3x 5.

4 x 3 x 5 = 15x 4 = 60

Answer:

60 ft³

Step-by-step explanation:

V = 4 ft × 3 ft × 5 ft

V = 12 ft² × 5 ft

V = 60 ft³

The answer is explained below.

In order to be considered a language, a system of communication must have vocabulary, grammar, syntax, and people who use and understand it. Mathematics meets this definition of a language. Linguists who don't consider math a language cite its use as a written rather than spoken form of communication.

Mathematics is pure language - the language of science. It is unique among languages in its ability to provide precise expression for every thought or concept that can be formulated in its terms. In a spoken language, there exist words, like "happiness", that defy definition.

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Answer:

3 landscaping, 3 tutoring

Step-by-step explanation:

This is a system of equations.

Let T = number hours tutoring and L = number hours landscaping.

T + L = 10

137 = 14T + 13L

Now solve the system of equations.

We can rearrange the first equation so that T = 10-L. Substitute that in the 2nd equation.

137=14(10-L) + 13L

137 = 140-14L + 13L

-3=-L

3=L

He worked 3 Landscaping Hours. Substitute back into the original equation to solve for T (tutoring hours).

T+L = 10

T+3 = 10

T = 7.

We worked 7 tutoring hours.

Now double check with the earnings equation.

137 = 14T + 13L

137 = 14*7+ 13*3

137 = 98 + 39

137=137

Answer:

513.45

Step-by-step explanation:

use intelligence

Using the given information, the total distance travelled by the golf ball is 288 m

From the question, we are to calculate the total distance travelled by the golf ball

The distance travelled by the golf ball can be calculated by using the formula,

Distance = Speed × Time

From the given information,

The golf ball rolls at a speed of 8 m/s for 12 seconds

Thus,

The distance travelled at this time is

Distance = 8 m/s × 12 s

Distance = 96 m

Also,

Mandy hits the golf ball and it rolls for 16 seconds at a speed of 12 m/s

The distance travelled at this time is

Distance = 12 m/s × 16 s

Distance = 192 m

The total distance travelled by the golf ball is 96 m + 192 m

=

Hence, the total distance travelled by the golf ball is 288 m

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The actual distance between the two cities is 432 miles.

The figure shows a map of two cities, with a distance between them measured at 4.5 inches.

The scale of the map is given as 1/8 inch to 12 miles.

This means that 1/8 inch on the map represents a distance of 12 miles in real life.

To determine the actual distance between the two cities, we can use the scale provided.

1/8 inch on the map represents 12 miles in real life.

A proportion to find the actual distance between the cities:

1/8 inch on map = 12 miles in real life

4.5 inches on map = x miles in real life

To solve for x, we can cross-multiply and simplify:

1/8 × x = 12 × 4.5

x = 12 × 4.5 × 8

x = 432 miles

Maps with scales can be useful for determining distances, sizes, and proportions of objects in real life.

It allows us to visually represent complex spatial relationships and make measurements without physically being present at the location.

Remember to use the correct scale and make sure to convert units properly in order to accurately determine real-life measurements.

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