Help anyone please thank u

Answer:30.61  I believe I’m right

Step-by-step explanation:

Answer:

Diameter is Line D and Radius is Line R

Step-by-step explanation:

I don't really know how to explain it because I've known this for years now lol.

Answer:

The third side would be greater than 11 or less than 21

The transformation in the picture is option c Reflection.

Given,

Reflection transformation:

A reflection is a transformation that works similarly to a mirror by switching all pairs of points that are directly across from one another along the line of reflection. A mathematical formula or the two sites it passes through can be used to define the line of reflection.

According to the law of reflection, r = I the angle of incidence and reflection are equal. θ r = θ I . At the point where the ray strikes the surface, the angles are measured in relation to the perpendicular to the surface.

Here,

In the picture the transformation is reflection.

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Answer:

P=1, G=2, T=3, E=6, D=7, A=9

explanation:

CAT+DOG=PETS

Replace each letter with its value:

893+742=1635 which is true

Answer:

Hey there!

0.5(8.4)(h)=69.3

4.2h=69.3

h=16.5

Hope this helps :)

Answer:

\( \boxed{\sf Height \ of \ the \ triangle = 16.5 \ mm} \)

Given:

Area of the triangle = 69.3 mm²

Base of the triangle = 8.4 mm

To Find:

Height of the triangle

Step-by-step explanation:

\(\sf \implies Area \ of \ the \ triangle = \frac{1}{2} \times Base \times Height \\ \\ \sf \implies 69.3 = \frac{1}{2} \times 8.4 \times Height \\ \\ \sf \implies 69.3 = \frac{1}{ \cancel{2}} \times \cancel{2} \times 4.2 \times Height \\ \\ \sf \implies 69.3 = 4.2 \times Height \\ \\ \sf \implies 4.2 \times Height = 69.3 \\ \\ \sf \implies Height \times \frac{ \cancel{4.2}}{ \cancel{4.2}} = \frac{69.3}{4.2} \\ \\ \sf \implies Height = \frac{16.5 \times \cancel{4.2}}{ \cancel{4.2}} \\ \\ \sf \implies Height = 16.5 \: mm\)

The mean absolute deviation is 0.75

To calculate the mean absolute deviation (M.A.D.), you need to find the average of the absolute differences between each data point and the mean of the data set

From the information given, we have that the data set is;

8 9 9 7 8 6 9 8

Let's calculate the mean, we get;

Mean = (8 + 9 + 9 + 7 + 8 + 6 + 9 + 8) / 8

Mean = 64 / 8

Divide the values

Mean = 8

Let's determine the absolute difference, we get;

Absolute differences=

|8 - 8| = 0

|9 - 8| = 1

|9 - 8| = 1

|7 - 8| = 1

|8 - 8| = 0

|6 - 8| = 2

|9 - 8| = 1

|8 - 8| = 0

Find the mean of the absolute differences:

Average of absolute differences = (0 + 1 + 1 + 1 + 0 + 2 + 1 + 0) / 8

Absolute difference = 6 / 8 = 0.75

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Explanation:

Refer to the drawing below. I have a 2 by 5 grid of squares. So there are 2*5 = 10 squares total.

Four of those squares are shaded blue to represent the fraction \(\frac{4}{10}\)

If Susan used 4 blue tiles (instead of 12), then she'd have 10 tiles total. This would mean 10 would be the answer.

However, she's using 12 blue tiles. The jump from 4 to 12 is "times 3". So we'll need to multiply that 10 by 3 as well.

10*3 = 30

If Susan uses 12 blue tiles, then she has 30 tiles total.

Notice that the fraction \(\frac{4}{10}\) is the same as \(\frac{12}{30}\) after multiplying both top and bottom by 3.

\(\frac{4}{10}= \frac{4*3}{10*3}= \frac{12}{30}\)

If you wanted, you can split a round cake into 10 equal slices. If a person eats 4 slices, then that represents the fraction \(\frac{4}{10}\). Now imagine splitting each of those initial ten slices into three smaller pieces. If you manage to do so, then you'd have 30 very small slices. The four that the person ate would have effectively eaten 12 very small slices. So this is another way to see how \(\frac{4}{10} = \frac{12}{30}\). Personally, when it comes to fractions, I prefer using a grid of squares because it's a bit tricky sometimes to divide up circles perfectly.

Answer:

i

Step-by-step explanation:

dont know

Answer:

3

Step-by-step explanation:

Answer:

Fraction: 1/3 Decimal: 0.333333333

Step-by-step explanation:

Answer:

One example of a fraction that can be represented as a repeating decimal is 1/3. If you divide 1 by 3 using a calculator or long division, you will see that the decimal representation of 1/3 is 0.3333..., where the 3's repeat indefinitely. This can also be represented as 0. (3)

Another example of a fraction that can be represented as a repeating decimal is 2/7. If you divide 2 by 7 using a calculator or long division, you will see that the decimal representation of 2/7 is 0.2857142857142857..., where the digits 142857 repeat indefinitely. This can also be represented as 0. (142857)

It is worth noting that not all fractions can be represented as repeating decimals, for example 1/4 = 0.25 and 1/2 = 0.5 are not repeating decimals.

Step-by-step explanation:

"97.72% of the female students have scores above," seems to be a misinterpretation as the correct statement is that approximately 99.72% of the female students have scores between the lower and upper limits

To calculate the scores that are three standard deviations above and below the mean, we use the formula:

Lower limit = Mean - (Standard Deviation * 3)

Upper limit = Mean + (Standard Deviation * 3)

Given:

Mean = 269

Standard Deviation = 33

Using the formula, we can calculate the limits:

Lower limit = 269 - (33 * 3) = 269 - 99 = 170

Upper limit = 269 + (33 * 3) = 269 + 99 = 368

Therefore, the lower limit is 170 and the upper limit is 368.

To calculate the probability that a female student will have a score between these limits, we need to find the area under the normal distribution curve between the lower and upper limits. This can be calculated using a standard normal distribution table or calculator.

Since the distribution is assumed to be normal, approximately 99.72% of the scores will fall within three standard deviations from the mean. Therefore, the probability that a female student will have a score between these limits is approximately 99.72%.

For a score of 302, which is above the mean of 269, we can calculate the percentage of female students with scores below 302:

Percentage = (1 - Probability) * 100

= (1 - 0.9972) * 100

= 0.0028 * 100

= 0.28%

Therefore, approximately 0.28% of the female students have scores below 302.

It's important to note that the value mentioned, "97.72% of the female students have scores above," seems to be a misinterpretation as the correct statement is that approximately 99.72% of the female students have scores between the lower and upper limits

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Answer:

71,266 peaches

Step-by-step explanation:

paul=5482

peter=5482*4=21,928

sam=21928*2=43,856

5482+21,928+43,856=71,266

The answer is A) 3 the number οf paths οf nοt mοre than 3 edges frοm nοde i tο nοde j.

Graph theοry is the study οf graphs in mathematics, which are mathematical structures used tο mοdel pairwise relatiοnships between οbjects. In this cοntext, a graph is made up οf vertices (alsο knοwn as nοdes οr pοints) cοnnected by edges (alsο called links οr lines).

Tο see why, nοte that A+ A² + A³ cοunts the number οf walks οf length at mοst 3 frοm nοde i tο nοde j. Each entry in (A+ A² + A³)ij is the sum οf the prοducts οf the ith rοw οf A+ A² + A³ and the jth cοlumn οf A+ A² + A³, which gives the number οf walks οf length at mοst 3 frοm nοde i tο nοde j that pass thrοugh sοme intermediate nοde k. Since the graph is simple, there can be at mοst οne edge between any pair οf nοdes, sο a walk οf length at mοst 3 can have at mοst 3 edges.

Hence, each entry in (A+ A² + A³)ij gives the number οf paths οf nοt mοre than 3 edges frοm nοde i tο nοde j.

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Complete question:

Given: The vertices of quadrilateral EFGH, E(-6,2), F(3,8), G(7,2) and H(-2,-4).

The length of a line between two points is given by the equation,

Now, the length of side EF of the quadrilateral is,

The length of side FG is,

The length of side GH is,

The length of side HE is,

From above distances, we find that the length of opposite sides EF and GH of quadrilateral EFGH are equal. Similarly, the lengths of another pair of opposite sides FG and HE of quadrilateral EFGH are also equal.

If the pair of opposite sides of a quadrilateral are equal, then the quadrilateral is a rectangle.

Answer:

Rene made = 90 on her math test

If she answer =20problems correctly

we know,

how many problem were there = ?

there where = 90-20

= 70

There where 70 problems

Answer:

to find the average rate of change for this function, you have to examine the formula of the average rate of change: (y2-y1)/(x2-x1).  

having that said, you can now plug in the values by solving the equation for x= -4 and x= 2:  

g(-4) = 50

g(2) = 14

so, average rate of change becomes: (14-50)/(2-(-4)) = 36/6 = 6.  

hope that helps!

Step-by-step explanation:

brainliest?

Answer:

The working is done in the image attached.

Answer:

Step-by-step explanation:

A = length x width = (2w + 5)(w) = 2w² + 5w

P = 2(2w + 5) + 2w = 6w + 10

To graph:  sorry, Brainly doesn't have graphing tools so I'll just have to describe it

A:  parabola, opens up, vertex at (-1.25, -3,124), crosses x axis at (-2.5, 0) and (0,0)

P:  straight line, slants up, with a slope of 6, y-intercept of 10, crosses x axis at (-1.667, 0)

FYI, the 2 graphs intersect at 2 points:  (-2, 2) and (2.5, 25)

Answer:

option 4

Step-by-step explanation:

the total interior angle of a triangle adds up to 180º. you're given it's a right triangle (90º) and the angle B, 21º. Add those up and you get 111º. 180º-111º=69º, angle C.

Answer:

7 or 6^7

Step-by-step explanation:

Answer:

you see

Step-by-step explanation:

Answer:

1/35 jar of mustard yuh yuh

The low Q₁ is 13 and the median Q₃ is 16.5, the high is 18 and the interquartile range is 3.5

The interquartile range is a measure of dispersion that tells us how spread out the middle 50% of a dataset is. To calculate the IQR, we first need to find the quartiles of the dataset. Quartiles divide a dataset into four equal parts, with the first quartile (Q₁) representing the 25th percentile, the second quartile (Q₂) representing the 50th percentile (also known as the median), and the third quartile (Q₃) representing the 75th percentile.

To find the quartiles of the dataset {10, 13, 13, 14, 15, 15, 16, 17, 18}, we first need to order the data in ascending order:

10, 13, 13, 14, 15, 15, 16, 17, 18

The low is the smallest value in the dataset, which is 10.

To find Q₁, we need to find the value that is 25% of the way through the dataset. Since we have 9 values in our dataset, 25% of 9 is 2.25. This means that Q₁ lies between the 2nd and 3rd values in the dataset, which are both 13. To find the exact value of Q₁, we can take the average of these two values:

Q₁ = (13 + 13) / 2 = 13

The median is the middle value in the dataset, which is 15.

To find Q₃, we need to find the value that is 75% of the way through the dataset. 75% of 9 is 6.75, which means that Q₃ lies between the 6th and 7th values in the dataset, which are 16 and 17, respectively. To find the exact value of Q₃, we can take the average of these two values:

Q3 = (16 + 17) / 2 = 16.5

The high is the largest value in the dataset, which is 18.

Now that we have found the quartiles, we can calculate the IQR by subtracting Q1 from Q₃:

IQR = Q₃ - Q₁ = 16.5 - 13 = 3.5

Therefore, the interquartile range of the dataset {10, 13, 13, 14, 15, 15, 16, 17, 18} is 3.5. This tells us that the middle 50% of the dataset is relatively tightly clustered around the median, with values ranging from 13 to 16.5.

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The ratio between the perimeter of triangle ABC and the perimeter of triangle XYZ is given as follows:

1/3.

The perimeter of a triangle is the total length of its three sides. To find the perimeter of a triangle, you need to add up the lengths of all three sides.

The ratio between the side lengths of triangle ABC and triangle XYZ is given as follows:

5/15 = 1/3.

The perimeter of a triangle is measured in units, as area the side lengths, hence they have the same ratio, and thus the ratio between the perimeter of triangle ABC and the perimeter of triangle XYZ is given as follows:

1/3.

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"A number" means the unknown.

"Less" means to subtract.

"Product" is the total of multiplying.

"No more than" means its less than or equal to.

This is how we write it out: 6 - n * 17 < 98

This is the answer to the inequality: \(n\geq -\frac{92}{17}\)

Answer:

x+6<20

x<14

Step-by-step explanation:

Answer:

20-6+x

Step-by-step explanation:

you would add six and x and then subtract it from twenty becouse less than means to subract

Answer:

D

Step-by-step explanation:

x - c = (r + d)/y                   for x

x = (r +d)/y + c          common denominator : (c/1) (y/1)  = yc

x = (r + d)/y + yc

x =   (yc + r + d)/ y