Sovle each of the followig eqations and mark it on a number line

|3z-2|=1

The mean would increase in value to about 45 when the teacher with the age of 45 is added to the data.

Option C is the correct answer.

We have,

Given ages: 24, 32, 33, 35, 41, 42, 42, 43, 44, 51, 52, 53

Mean without the additional teacher

= (24 + 32 + 33 + 35 + 41 + 42 + 42 + 43 + 44 + 51 + 52 + 53) / 12

= 37.5

New ages: 24, 32, 33, 35, 41, 42, 42, 43, 44, 51, 52, 53, 45

Mean with the additional teacher

= (24 + 32 + 33 + 35 + 41 + 42 + 42 + 43 + 44 + 45 + 51 + 52 + 53 + 45) / 13

= 582/13

= 44.77

= 45

Therefore,

The mean would increase in value to about 45 when the teacher with the age of 45 is added to the data.

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The equation of the given circle is;Option D; x² + y² = 9

The general formula for the equation of a circle is expressed as;

(x - h)² + (y - k)² = r²

Where;

We are told that;

Circle is at the origin with coordinates (0, 0)

r = 3

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

(x - 0)² + (y - 0)² = 3²

Evaluate the exponents and open the brackets

x² + y² = 9

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The equation of the circle is; Option D: x² + y² = 9

The general formula for expressing the equation of a circle is :

(x - h)² + (y - k)² = r²

Where;

(h, k) is the coordinate of the center of the circle

r is the radius of the circle

From the given image of the circle, we see that the center of the circle is at the origin. Thus, the coordinates of the center of the circle is (0, 0)

We also see that from the origin to the circumference is 3. Thus:

r = 3

Plugging in the relevant values into the circle equation, we have:

(x - 0)² + (y - 0)² = 3²

Simplifying further gives us:

x² + y² = 9

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Answer:

The length of the diagonal from P to Q is

[tex] \sqrt{ {9}^{2} + {12}^{2} + {8}^{2} } = \sqrt{289} = 17[/tex]

the ratio of Nonfiction novels to all novels is: Nonfiction novels : Total novels  [tex]= 2 : 11[/tex]  So the correct answer is  [tex]2:11.[/tex]

The ratio of Nonfiction novels to all novels can be calculated by dividing the number of Nonfiction novels by the total number of novels.

The total number of novels is the sum of Nonfiction, mystery, and fiction novels:

Total number of novels = Nonfiction + Mystery + Fiction [tex]= 2 + 4 + 5 = 11[/tex]

The ratio of nonfiction novels to all novels is not a fixed value, as it depends on the specific set of novels being considered. However, it can be calculated if we have the appropriate data.

Therefore, the ratio of Nonfiction novels to all novels is: Nonfiction novels : Total novels  [tex]= 2 : 11[/tex] So the correct answer is 2:11.

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Answer:  the tank filled with water weighs 4,710 pounds.

Step-by-step explanation: where:

π = 3.14 (surmised esteem of pi)

r = span = 2 feet

h = tallness = 6 feet

V = 3.14 x (2 feet)^2 x 6 feet

V = 75.36 cubic feet

Since one cubic foot of water weighs 62.5 pounds, the weight of the water within the tank can be calculated by increasing the volume of water by its weight:

Weight of water = volume of water x weight per cubic foot

Weight of water = 75.36 cubic feet x 62.5 pounds per cubic foot

Weight of water = 4,710 pounds

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.

A normal curve is symmetrical, with the mean, median, and mode being equal and located at the center of the curve.

It is not skewed (left or right) nor uniform.

A normal curve is a) symmetrical.

A normal curve, also known as a Gaussian curve or a bell curve, is a symmetrical probability distribution curve that represents the distribution of a set of data.

In a normal curve, the mean, median, and mode are equal and located at the center of the curve.
Because the curve is symmetrical, it has the following characteristics:
It is unimodal, meaning it has a single peak.

The tails of the curve extend infinitely in both directions, but the probability of data points at the tails decreases as we move further away from the mean.
The area under the curve equals 1, representing the total probability of all possible outcomes.
In contrast, skewed distributions (left or right) have an asymmetrical shape where the tail extends more prominently in one direction.

A left-skewed distribution has a longer tail on the left side, while a right-skewed distribution has a longer tail on the right side.

Skewed distributions can lead to inaccurate conclusions when using measures of central tendency like the mean.
A uniform distribution is another type of probability distribution where all outcomes have equal probabilities.

In this case, the curve appears as a horizontal line (a rectangle), with no peak or skewness.

A normal curve is a) symmetrical.

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The answer is a) Symmetrical. A normal curve is symmetrical, meaning that it has the same shape on both sides of the central axis.

This is also referred to as a bell curve, as it forms a bell-shaped curve. The term uniform refers to a distribution where all values are equally likely, which does not apply to a normal curve.

A normal curve is a symmetrical bell-shaped curve that represents the probability distribution of a continuous random variable. It is often used as an approximation to the graph of scores or measurements consisting of many bunched values near the average in the middle and a few large and a few small values arranged toward the opposite ends. A normal curve has a mean, median, and mode that are equal and located at the center of the curve. The standard deviation determines how spread out the values are from the mean

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Answer:

2((6(14) + 6(5) + 14(5)) = 2(84 + 30 + 70) =

2(184) = 368 square centimeters

The z-score associated with an observed age at first marriage of 25.50 is 0.35.

To calculate the z-score associated with an observed age at first marriage of 25.50, we use the formula:

z = (x - μ) / σ

where:

x = the observed age at first marriage (25.50)

μ = the mean age at first marriage (23.33)

σ = the standard deviation of age at first marriage (6.13)

Substituting the given values, we get:

z = (25.50 - 23.33) / 6.13

z = 0.35

Therefore, the z-score associated with an observed age at first marriage of 25.50 is 0.35.

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Answer:

(4x - 9)(3x + 2)(4x - 5)(3x - 1).

Step-by-step explanation:

Let's substitute y = (12x² - 19x):

So we have y² - 13y - 90, which can be factored as:

y² - 13y - 90 = (y - 18)(y + 5)

Substituting y back:

(12x² - 19x)² - 13(12x² - 19x) - 90 = [(12x² - 19x) - 18][(12x² - 19x) + 5]

= (12x² - 19x - 18)(12x² - 19x + 5)

= (4x - 9)(3x + 2)(4x - 5)(3x - 1)

The probability of drawing two red balls in a row from one of the two boxes, given that the first ball drawn is red, is 1/7.

The first step in solving this problem is to determine the probability of selecting the red box versus the other box. Since we have two boxes and each one has an equal chance of being selected, the probability of selecting the red box is 1/2.

Now we can put all of these probabilities together to determine the overall probability of drawing two red balls in a row from one of the two boxes.

We know that the probability of selecting the red box is 1/2, the probability of drawing a red ball on the first try is 4/7, and the probability of drawing a red ball on the second try, given that we've already drawn one red ball, is 1/2.

To find the overall probability, we simply multiply these three probabilities together:

(1/2) x (4/7) x (1/2) = 1/7

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The probability that the second ball will be red, given that the first ball is red, is 3/7.

To find the probability that the second ball will also be red given that the first ball is red, we need to consider two cases.

Case 1: Selecting a box with 4 red balls and 3 purple balls.

Case 2: Selecting a box with 4 green balls and 3 red balls.

Now, we calculate the overall probability by adding the probabilities of the two cases: (4/7) * (3/6) + (3/7) * (2/6) = 12/42 + 6/42 = 18/42 = 3/7.

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The length of NI is 8.5 cm.

The area of a kite can be found using the formula: Area = (d1 * d2)/2, where d1 and d2 are the lengths of the diagonals.

Substituting the given values, we get:

Area = (12 * 15)/2

Area = 90 square cm

Therefore, the area of the kite is 90 square cm.

In a parallelogram, opposite angles are equal. So, we have:

Angle A = Angle C (opposite angles)

Angle B = Angle D (opposite angles)

Also, sum of adjacent angles in a parallelogram is 180 degrees. So, we have:

Angle A + Angle B = 180 degrees

(x+30) + (3x-90) = 180

4x - 60 = 180

4x = 240

x = 60

Therefore, Angle A = x + 30 = 90 degrees, and Angle B = 3x - 90 = 90 degrees.

Let the shorter base of the trapezoid be x. Then, the longer base is x+6 (as given in the problem).

The median of a trapezoid is the average of the two bases. So, we have:

Median = (x + x + 6)/2 = 19

2x + 6 = 38

2x = 32

x = 16

Therefore, the shorter base of the trapezoid is 16 m and the longer base is 22 m.

In an isosceles trapezoid, opposite angles are supplementary. So, we have:

Angle C + Angle L = 180 degrees

4x + 3 + 5x - 15 = 180

9x - 12 = 180

9x = 192

x = 21.33

Therefore, the value of x is 21.33.

In a trapezoid, the median is the average of the two bases. So, we have:

AB = 18 (given)

Median = (SP + NI)/2

But SP = NI (opposite sides of a trapezoid are equal)

So, Median = 2SP/2 = SP

Therefore, SP = Median = 19/2 = 9.5 cm

Also, AB = SP + NI

18 = 9.5 + NI

NI = 8.5 cm

Hence concluded that the length of NI is 8.5 cm.

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Answer:

In a bubble sort, on each pass through the list that must be sorted, the largest value "bubbles" to the end of the list. Therefore, after each pass, the end of the list is guaranteed to be sorted. This means that we can stop making pair comparisons one comparison sooner, which is option B.

Step-by-step explanation:

Bubble sort works by repeatedly comparing and swapping adjacent elements in the list if they are in the wrong order. During each pass through the list, the largest unsorted element "bubbles up" to its correct position. As a result, after the first pass, the largest element is in its correct position, after the second pass, the two largest elements are in their correct positions, and so on.

Therefore, with each subsequent pass, you can stop making pair comparisons one comparison sooner because the elements at the end of the list are already sorted.

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according to the given question Anna scored highest in the Afrikaans test.

When a relationship consistently has the same ratio, it is considered to be proportionate. For instance, the average amount of apples grown on each tree determines the number the trees within a fruit orchard plus the quantity of apples harvested. In mathematics, a linear relationship between two numbers or variables is referred by the term being proportionate. The other amount doubles when the initial amount does. The other variables also decline when one variable is brought down to 1/100th of its prior value.

given,

To determine whether Anna's results are proportionate, we need to compare the percentage scores she received in each test.

For the Afrikaans test, Anna's percentage score is (22/30) x 100% = 73.33%

For the mathematical literacy test, Anna's percentage score is (18/25) x 100% = 72%

Since Anna's percentage score for the Afrikaans test is higher than her percentage score for the mathematical literacy test, her results are not proportionate. Therefore, Anna scored highest in the Afrikaans test.

Note that if we were to compare the raw scores (22 vs. 18), it would seem like Anna performed better in the Afrikaans test. However, since the two tests have different total marks (30 for Afrikaans and 25 for mathematical literacy), comparing the raw scores directly does not give a fair comparison. Instead, we need to compare the percentage scores, which take into account the total marks of each test.

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The sum of the expression is simplified to give x² + 11x - 6/(x-3)(x+3)

Algebraic expressions are simply defined as expressions that consist of terms, factors, constants, variables and coefficients.

These mathematical expressions are also made up of arithmetic operations such as;

From the information given, we have the expression as;

x-2/x-3  + 10x/x² - 9

Find the lowest common factor, we have;

(x-2)(x+3) + 10x/(x-3)(x+3)

expand the bracket

x² + 3x - 2x - 6 +10x/(x-3)(x+3)

Now, add the like terms, we get;

x² + 11x - 6/(x-3)(x+3)

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Answer:

The choice that provides the greatest advantage for a career as an art teacher is:

enjoys children, is flexible, competent in a variety of art forms, and is energetic

Here are the key reasons why this is the best choice:

• Enjoys children - Working with students is core to being a teacher. An art teacher needs to enjoy interacting with and assisting children.

• Is flexible - The role of a teacher requires adapting to different students' needs, interests, abilities and challenges. Flexibility is important.

• Competent in a variety of art forms - An art teacher needs to be knowledgeable and skilled across different art mediums, subjects, techniques to support students.

• Is energetic - Teaching requires passion, enthusiasm and energy to keep students engaged and motivated.

In contrast, the other options lack important characteristics for an art teacher:

• Dislikes children, dislikes mess, intolerant of noise, and creates computer graphics - These indicate unsuitable qualities for a teacher.

• Organized, neat, quiet, and likes to paint houses in spare time - While organized and detail-oriented are good, the other traits do not reflect the key responsibilities of art instruction and supporting students.

• Enjoys art museums, reads often, hard worker, is a part-time photographer - An interest in art is relevant but not sufficient. Important teaching qualities like flexibility, working with children, knowledge of art forms are missing.

So in summary, the choice that highlights enjoying children, flexibility, competence across art forms, and energy are the characteristics that would provide the greatest advantage for a career as an art teacher. Art knowledge and skills are prerequisite but a passion for instructing students and learning is essential.

Step-by-step explanation:

A=200in² is the area of the shaded polygon so 200in² ➗ 30in

Answer: 1.7(repeating) OR 1.78

Step-by-step explanation:

Divide 4 by 2.25 (2 1/4)

If cosA = 24/25 tanB = 4/3 and angles A and B are in Quadrant I. The value of tan(A-B) is -23/33.

We can start by using the identity: tan(A - B) = (tan A - tan B)/(1 + tan A tan B)

From the given information, we have:

cos A = 24/25, which means sin A = sqrt(1 - cos^2 A) = 7/25 (since A is in Quadrant I)

tan B = 4/3, which means sin B = 4/sqrt(4^2 + 3^2) = 4/5 and cos B = 3/sqrt(4^2 + 3^2) = 3/5

Now, we can use the definitions of sine and cosine to find tan A:

tan A = sin A / cos A = (7/25)/(24/25) = 7/24

Substituting the values we have found into the formula for tan(A - B), we get:

tan(A - B) = (tan A - tan B)/(1 + tan A tan B)

= [(7/24) - (4/3)]/[1 + (7/24)(4/3)]

= (-13/72)/(25/72)

= -13/25

Therefore, tan(A - B) = -13/25.

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Answer: f(8) = -208

Step-by-step explanation:

     To solve, we will substitute 8 into the equation for x.

Given:

     f(x) = -3x² - 2x

Substitute 8 for x:

     f(8) = -3(8)² - 2(8)

Square:

     f(8) = -3(64) - 2(8)

Multiply:

     f(8) = -192 - 16

Subtract:

     f(8) = -208

The drive-thru that typically has more wait time is

Burger Quick, because it has a larger median.

Option A is correct.

Because Burger Quick's box plot displays a higher interquartile range (from 9.5 to 24) than Super Fast Food (from 8.5 to 15.5), Burger Quick often has longer wait times.

Additionally, Burger Quick's median (15.5) is greater than Super Fast Food's median (12), demonstrating that Burger Quick's middle value of reported wait times is higher than Super Fast Food's middle value of reported wait times.

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Answer:

Let's denote:

M: the set of students who like maths

S: the set of students who like science

n(M): the number of students who like maths

n(S): the number of students who like science

n(M ∩ S): the number of students who like both maths and science

n(M ∪ S): the number of students who like maths or science (or both)

We can use the principle of inclusion-exclusion to find n(M ∪ S):

n(M ∪ S) = n(M) + n(S) - n(M ∩ S)

From the problem statement, we know:

n(M) = 10

n(S) = 15

n(M ∩ S) = ? (unknown)

We also know that 10 students like neither maths nor science, which means that:

n(M ∪ S)' = 10

where (M ∪ S)' denotes the complement of M ∪ S, i.e., the set of students who do not like maths or science.

We can use the formula:

n(A') = N - n(A)

where N is the total number of students (N = 50).

n(M ∪ S)' = n((M ∪ S))' = N - n(M ∪ S) = N - (n(M) + n(S) - n(M ∩ S))

Substituting the known values:

n((M ∪ S))' = 50 - (10 + 15 - n(M ∩ S)) = 25 + n(M ∩ S)

Simplifying:

n(M ∩ S) = n((M ∪ S))' - 25 = 10

Therefore, we have:

n(M ∪ S) = n(M) + n(S) - n(M ∩ S) = 10 + 15 - 10 = 15

The ratio of the students who like maths or science is:

n(M ∪ S) / N = 15 / 50 = 3/10

So the required ratio is 3:10.

Step-by-step explanation:

The cost of the treat would be 40 pennies.

In mathematics, an expression is a combination of symbols (such as numbers, variables, and operations) that represents a value.

Expressions can be as simple as a single number or variable, or they can be more complex, involving multiple operations and variables. They can also include functions, exponents, and other mathematical concepts.

Chloe started with 74 pennies and lost 10, so she has 74 - 10 = 64 pennies left. The treat costs 5/8 of her remaining pennies,

Calculate the cost by multiplying 5/8 by 64:

(5/8) x 64 = 40

Therefore, the treat costs 40 pennies.

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The equation of the quadratic function that models the height of the ball h(t) at time t is h(t) = -2(t-3)^2 + 46. So, correct option is D.

The height of the ball at time t can be modeled by a quadratic function in the form h(t) = at^2 + bt + c, where a, b, and c are constants that we need to find.

We know that after 1 second, the height of the ball is 10 feet. This gives us the point (1, 10), which we can substitute into the quadratic equation to get:

10 = a(1)^2 + b(1) + c

10 = a + b + c --------------- (1)

We also know that after 4 seconds, the ball reaches its maximum height of 46 feet. This gives us the point (4, 46), which we can substitute into the quadratic equation to get:

46 = a(4)^2 + b(4) + c

46 = 16a + 4b + c --------------- (2)

Finally, we know that after 7 seconds, the height of the ball is back to 10 feet. This gives us the point (7, 10), which we can substitute into the quadratic equation to get:

10 = a(7)^2 + b(7) + c

10 = 49a + 7b + c --------------- (3)

Now we have a system of three equations (equations 1, 2, and 3) with three unknowns (a, b, and c) that we can solve. Using algebraic manipulation or substitution, we can solve for a, b, and c to get:

a = -2, b = 12, and c = 28

Therefore, the equation of the quadratic function that models the height of the ball h(t) at time t is:

h(t) = -2t^2 + 12t + 28

The answer is not listed among the choices, but if we simplify the equation we can see that it matches with option D:

h(t) = -2(t-3)^2 + 46

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The third outer loop execution (i = 3), the loop compares the third element (12) with the remaining elements in the list (13, 14, 15) for a total of 3 comparisons

Assuming the outer loop is a standard loop that iterates through the list from the first to the second-to-last element, the number of comparisons made during the third outer loop execution (i = 3) would be 3.

During the first outer loop execution (i = 1), the loop compares the first element (10) with the rest of the elements in the list (11, 12, 13, 14, 15) for a total of 5 comparisons.

During the second outer loop execution (i = 2), the loop compares the second element (11) with the remaining elements in the list (12, 13, 14, 15) for a total of 4 comparisons.

During the third outer loop execution (i = 3), the loop compares the third element (12) with the remaining elements in the list (13, 14, 15) for a total of 3 comparisons.

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Assuming you are using a standard bubble sort algorithm, during the third outer loop execution (i = 3), there will be 3 comparisons made.

The given list (10, 11, 12, 13, 14, 15) and the number of comparisons made during the third outer loop execution (i = 3):

In the first outer loop iteration (i = 1), there will be 5 comparisons (comparing elements at positions 1-2, 2-3, 3-4, 4-5, and 5-6).

In the second outer loop iteration (i = 2), there will be 4 comparisons (comparing elements at positions 1-2, 2-3, 3-4, and 4-5).

In the third outer loop iteration (i = 3), there will be 3 comparisons (comparing elements at positions 1-2, 2-3, and 3-4).

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The matrix of dependent coefficients and the vector column of independent variables of the system of linear equations are:

[tex]\vec A = \left[\begin{array}{ccc}1&-2&3\\-4&5&-6\\7&-8&9\end{array}\right][/tex]

[tex]\vec {b} =\left[\begin{array}{ccc}6\\8\\1\end{array}\right][/tex]

In this question we find a representation of a system of three linear equations with three variables {x, y, z}. This system can be described by following expression according to linear algebra:

[tex]\vec A \,\bullet \,\vec x = \vec B[/tex]

Where:

Please notice that operator "•" represents a dot product.

Then, the matrix of dependent coefficients and the vector column of independent variables are, respectively:

Matrix of dependent coefficients

[tex]\vec A = \left[\begin{array}{ccc}1&-2&3\\-4&5&-6\\7&-8&9\end{array}\right][/tex]

Vector column of independent variables

[tex]\vec {b} =\left[\begin{array}{ccc}6\\8\\1\end{array}\right][/tex]

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The new cost after the discount and tax are applied is $872.10, which is option (d).

Statistics is a branch of mathematics that deals with the collection, analysis, interpretation, presentation, and organization of numerical data.

First, let's calculate the amount of discount Angel will receive using the coupon code:

Discount = 15% of $950 = 0.15 x $950 = $142.50

Next, let's calculate the new price of the jacket after the discount is applied:

New price = $950 - $142.50 = $807.50

Now, let's calculate the amount of tax that will be applied to the new price:

Tax = 8% of $807.50 = 0.08 x $807.50 = $64.60

Finally, let's add the tax to the new price to get the total cost:

Total cost = $807.50 + $64.60 = $872.10

Therefore, the new cost after the discount and tax are applied is $872.10, which is option (d).

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Number of clients who do not play either the piano or the guitar is 22

To find the number of clients who do not play either instrument, we need to subtract the number of clients who play either the piano or the guitar or both from the total number of clients.

Let A be the set of clients who play the piano, and B be the set of clients who play the guitar. Then, we can use the formula A union B

|A ∪ B| = |A| + |B| - |A ∩ B|

where |A ∪ B| is the number of clients who play either the piano or the guitar or both, |A| is the number of clients who play the piano, |B| is the number of clients who play the guitar, and |A ∩ B| is the number of clients who play both instruments

Substituting the given values, we get

|A ∪ B| = 46 + 58 - 17

|A ∪ B| = 87

Therefore, the number of clients who do not play either instrument is:

109 - 87 = 22

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The amount of money earned over six weekends is best described as decreasing. The Option A.

Decreasing income refers to a situation in which an individual or household experiences a reduction in the amount of money earned over a certain period of time.

This can be caused by a variety of factors, such as job loss, reduction in work hours, or a decrease in wages. When income decreases, individuals may find it more difficult to meet their financial obligations, such as paying bills, making rent or mortgage payments, and purchasing basic necessities like food and clothing.

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