[tex] \sf \: mean = \frac{Sum \: \: of \: \: Observation} {Total \: \: number \: \: of \: \: Observations} \\ \sf = \frac{2 + 1 + 2 + 4 + 5 + 4}{6} \\ = \sf \frac{18}{6} = 3[/tex]
Answer:
3
Hope you could get an idea from here.
Doubt clarification - use comment section.
The school counselor needs to meet with students who have more than three absences. Here is some of the data about the students. Who are the individuals in this data set?
- Students
- School counselors
- Homeroom teachers
What does this data set contain?
- 2 variables, 1 of which is quantitative
- 2 variables, 2 of which are quantitative
- 5 variables, 1 of which is quantitative
- 5 variables, 3 of which are quantitative
Answer:
The individuals in this data set are students. This data set contains 2 variables, 1 of which is quantitative.
Step-by-step explanation:
Individuals are the people or things described by a data set.
Variables are characteristics of the individuals that we measure or observe.
Categorical variables take on values that are labels or categories, and quantitative variables take on numerical variables.
The individuals described by this data set are students.
The characteristics listed--homeroom teacher and absences--describe each of the students, not teachers or counselors.
One of the variables--absences--is quantitative.
The individuals in this data set are students. This data set contains 2 variables, 1 of which is quantitative.
What is a dataset?A data set is a set of information. A data set corresponds to one or more database tables in the case of tabular data.
Individuals are the people or things described by a data set.Variables are characteristics of the individuals that we measure or observe.
Categorical variables take on values that are labels or categories, and quantitative variables take on numerical variables. The individuals described by this data set are students.
The characteristics listed--homeroom teacher and absences--describe each of the students, not teachers or counsellors. One of the variables--absences--is quantitative.
Therefore the individuals in this data set are students. This data set contains 2 variables, 1 of which is quantitative.
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For f(x) = 2(6)*, find y when x=2.
f(2)=
Answer:
I believe it is f(2) = 12
Step-by-step explanation:
I don't know if the * symbol is supposed to be an x but if it is, it would be 12x instead of 12.
Which of the following is a solution of x2+5x=-2
A.5+ √33
———-
2
B. 5+ √17
———-
2
C.-5+ √33
———-
2
D. 5+ √17
———-
2
x^2 + 5x = -2
x^2 + 5x + 2 = 0
We need to use the quadratic formula.
In the formula, a = 1, b = 5 and c = 2.
See picture for quadratic formula. Plug in the value for a, b, and c into the formula and do the math.
Help...................
Step-by-step explanation:
the surface area of that object consists of
2 triangles (one left, one right)
1 rectangle at the top
1 rectangle at the bottom
1 rectangle in the back
so, we need to calculate the area of each of these 5 areas and sum them up. that's it.
the area of such a triangle is
6×8/2 = 24 m²
we have 2 such triangles, so in total they are 48 m².
the rectangle at the top
10×12 = 120 m²
the rectangle at the bottom
12×8 = 96 m²
the rectangle in the back
12×6 = 72 m²
so the total surface area is
48 + 120 + 96 + 72 = 336 m²
20points
Which represents the restrictions on the radical inequality
Answer:
The answer is 2x>0 is the final answer. The last one.
Step-by-step explanation:
It is greater.
Solve for the unknown values.
95x
50y
X=
degrees
y =
degrees
Answer:
x=85 degrees, y=45 degrees
Step-by-step explanation:
solve for x first:
because there is a straight line (meaning that the angle is 180 degrees), the sum of x and 95 must be 180.
x+95=180 so solving for x would result in x=85 degrees (180-95)
then to solve for y:
the total sum of the interior angles of a triangle is 180 degrees.
so if you know x and the given 50, then to solve for y:
50+85(angle x)+y=180
then solve for y to get 45 degrees (180-(50+85))
I have a red, blue, green, and yellow ball. If I put them all in a bag and pick one ball at a time (putting it back each time), what chance do I have of never picking a red ball, assuming I pick a color 40 times. Write as a decimal/percentage. (20 points! A good answer would be appreciated)
Answer:
Step-by-step explanation:
You have four balls
A draw of blue, green or yellow (3 balls) means success for NOT drawing a red ball
You have a 3 in 4 chance of not drawing a red ball on the first draw.
With replacement, the 3 in 4 chance occurs on every draw
the odds multiply together for each draw.
Chance of not drawing a red ball in 40 tries is (3/4)⁴⁰
or about 1 in 10⁻⁵ or 0.00001
Compare the linear equation 2x-y=4 to the function graphed below.
Answer:
The answer is be the intercept
Alistar is going to build fence around the outside of his garden
a) draw an accurate scale drawing of the garden using a ruler and compasses.use scale 1 cm to 2m
b) how long the fence be?
Answer:
32+[tex]\sqrt{200}[/tex]
Step-by-step explanation:
First - one side is 10m and other one is 16, so adding this 26m
Second-hypotenuse is sqrt of 10*10+10*10.
Third- Remainder is 16-10 because that is isosceles triangular.
What is the sum of 6/7 and 1/2?
Answer: [tex]\frac{19}{14}[/tex] in improper form and [tex]1\frac{5}{14}[/tex] in mixed fraction form.
Step-by-step explanation: [tex]\frac{6}{7}[/tex] + [tex]\frac{1}{2}[/tex] = ? First you have to find the LCM (Least Common Multiple) of 7 and 2; also known as the LCD (Least Common Denominator). The LCM of 7 and 2 is 14 so you have to multiply both of the fractions by the number that equals 14, remember to multiply it for the numerator too. [tex]\frac{6}{7}[/tex] x [tex]\frac{2}{2}[/tex] = [tex]\frac{12}{14}[/tex] Then [tex]\frac{1}{2}[/tex] x [tex]\frac{7}{7}[/tex] = [tex]\frac{7}{14}[/tex] Now you add [tex]\frac{12}{14}[/tex] and [tex]\frac{7}{14}[/tex] together. You leave the denominator as 14 because you found the LCD of 7 and 2 already, so you add 12 and 7 together which gives you 19. The answer would be [tex]\frac{19}{14}[/tex] in improper fraction form and [tex]1\frac{5}{14}[/tex] in mixed fraction form.
The sum of the fraction 6/7 and 1/2 is 19/14
How to add fractionsGiven:
sum of 6/7 and 1/2
Sum means addition(+)
= 6/7 + 1/2
The least common denominator is 7 × 2 = 14
= 6/7 + 1/2
= (12+7) / 14
= 19/14
Therefore, the sum of 6/7 and 1/2 is 19/14
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Help me(((((((please
Answer:
I do not know English
Step-by-step explanation:
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How can you solve problems involving percents?
Step-by-step explanation:
To solve percent problems, you can use the equation, Percent · Base = Amount, and solve for the unknown numbers. Or, you can set up the proportion, Percent = , where the percent is a ratio of a number to 100.
Answer:
Base = Amount, and solve for the unknown numbers.Step-by-step explanation:
Or, you can set up the proportion, Percent = , where the percent is a ratio of a number to 100. You can then use cross multiplication to solve the proportion.
A bag contains 5 milk and 9 dark chocolates.
A sweet is selected at random.
What is the probability of choosing: P(milk)
Answer:
5/9
Step-by-step explanation:
PLEASE HELP WILL MARK BRAINIEST!!!!!!
A birthday cake was cut into equal pieces, and 10 pieces were eaten. The
fraction below shows how much cake was left over. According to the fraction,
into how many pieces was the cake cut?
1
11
A. 1
B. 10
C. 21
O D. 11
TO
(1) Mr. Jones finished correcting 6 out of 7 homework assignments. Miss Smith finished
correcting 83% of that week's homework assignments. Which teacher corrected a greater
percentage of her homework assignments?
Answer:
Mr. jones
Step-by-step explanation:
6/7 is 85.71% which is greater than 83%.
Christina says the graph for the inequality r < -5 will be the same as the graph for the inequality -5 > r. Do you agree or disagree? Justify your reasoning. (Explain) HELP
Answer:
Agree
Step-by-step explanation:
Just copy and paste (without quotations): "I agree because r < -5 is just a flipped inequality of -5 > r. In other words, 'r is less than -5' is the same as '-5 is greater than r'."
I'm giving out a lot of points for this one!
Answer:
Step-by-step explanation:
AVERAGE rate of change looks only at the endpoints
m = Δy/Δx
m = (1.2 x 10⁶ - 0.35 x 10⁶) / (2640 - 1955)
m = 0.35 x 10⁶/ 685
m = 1241 beings / year
Obet has to wrap 25 gifts for the party. He has wrapped 10 gifts already. What percentage of the task has he done?
with solution please :D
Answer:
40% is the solution 10÷25=0.40 which is well 40%
Image attached giving 25 points please help
Answer:
Rational
Step-by-step explanation:
It isnt whole because its a decimal,
It isnt an Integer because its a decimal
It isnt natural because its a decimal
Meaning it can only be rational
A tiled floor measures 1 ⅔ by 2 ⅔ feet. What is the area of the floor?
let's firstly convert the mixed fractions to improper fractions and then multiply.
[tex]\stackrel{mixed}{1\frac{2}{3}}\implies \cfrac{1\cdot 3+2}{3}\implies \stackrel{improper}{\cfrac{5}{3}}~\hfill \stackrel{mixed}{2\frac{2}{3}}\implies \cfrac{2\cdot 3+2}{3}\implies \stackrel{improper}{\cfrac{8}{3}} \\\\[-0.35em] ~\dotfill\\\\ \cfrac{5}{3}\cdot \cfrac{8}{3}\implies \cfrac{40}{9}\implies 4\frac{4}{9}[/tex]
Find the height of the trapezoid.
7 m
Area = 51 m2
10 m
GEOMETRY MULTIPLE CHOICE
Answer:
E seems to be the only one that is true
Step-by-step explanation:
its just asking you basically which ones are true based on the info they already give you
Kelly base 3328 cookies each year she bakes twice as many cookies in October then in the other much how many cookies does Kelly back in December
hlep me pls daddddddddddddddddddddddddddddddddy
Answer:
The equation would be 2(n+3)-6. So A.
Step-by-step explanation:
It is asking you to subtract first and you cannot do that without parentheses.
Answer:
First ONE
Step-by-step explanation:
First you are adding 3
n+3
then you mulitply by 2
so, its 2(n+3), you have to put in bracket because you want to do addition first
then you subtract everything by 6
its 2(n+3)-6
in the actual room, the distance between the front and back walls is 8 feet. what is the actual length of the front wall, in feet?
Answer:
8 feet
Step-by-step explanation:
it actually will be 8 feet
Use polynomial identities to multiply (5 - 4x3)(5 + 4x3). What identity did you use?
A. Difference of cubes identity
B. Difference of squares identity
C. Binomial Theorem
D. Square of a sum identity
[tex]\textit{difference of squares} \\\\ (a-b)(a+b) = a^2-b^2 \\\\[-0.35em] ~\dotfill\\\\ (5-4x^3)(5+4x^3)\implies [(5)^2-(4x^3)^2]\implies [(5^2)-(4^2x^{3\cdot 2})] \\\\[-0.35em] ~\dotfill\\\\ ~\hfill 25-16x^6~\hfill[/tex]
Help me solve this please
Step-by-step explanation:
8x + 4y <= 136
2x + y <= 34
trying (15, 9) :
2x + 7y <= 70
2×15 + 7×9 <= 70
30 + 63 <= 70
93 <= 70
that does not work. so, (15, 9) is not a valid point of f(x, y) and therefore also no maximum.
trying (0, 10) :
2×0 + 7×10 <= 70
70 <= 70
that is true.
2×0 + 10 <= 34
10 <= 34
also true.
so, (0, 10) is the correct answer option.
determine the intercepts of the line
Answer:
y- (0,2.5) x-(3.5,0)
Step-by-step explanation:
This is because the intercepts of a graph are the points at which a line intersects with a desired axis. So for the Y axis the inercept would be at 2.5 making the y intercept (0,2.5). The same concept is used on the X axis.
24. Solve for x: 3x - 2(x - 4) = 5(2x + 4) -3
x=-1
3x-2x+8=10x+20-3
x+8=10x+17
-9x=9
x=-1
Answer:
[tex]x=-1[/tex]
Step-by-step explanation:
[tex]x-2\left(x-4\right)=5\left(2x+4\right)-3[/tex]
[tex]-2\left(x-4\right)\\\mathrm{Distribute}\\-2x+8[/tex]
[tex]3x-2x+8=5\left(2x+4\right)-3[/tex]
[tex]\mathrm{Combine\: like\: terms}[/tex]
[tex]x+8=5\left(2x+4\right)-3[/tex]
[tex]\left(2x+4\right)-3\\\mathrm{Distribute}\\10x+20-3\\10x+17[/tex]
[tex]x+8=10x+17[/tex]
[tex]\mathrm{Subtract\:}8\mathrm{\:from\:both\:sides}[/tex]
[tex]x+8-8=10x+17-8[/tex]
[tex]x=10x+9[/tex]
[tex]\mathrm{Subtract\:}10x\mathrm{\:from\:both\:sides}[/tex]
[tex]x-10x=10x+9-10x[/tex]
[tex]-9x=9[/tex]
[tex]\mathrm{Divide\:both\:sides\:by\:}-9[/tex]
[tex]\frac{-9x}{-9}=\frac{9}{-9}[/tex]
[tex]\bold{x=-1}[/tex]