what is the correct symbol?

Answer: 6√2

Step-by-step explanation: The easiest way to do this problem is to factor 72 as 2 · 36, then recognize 36 as a perfect square, 6 · 6.

There's no need to factor further because the 6's pair up

so a 6 comes out of the radical leaving a 2 inside.

So our answer is 6√2.

Always be on the lookout for perfect squares!

Work is attached below.

Answer:

44

Step-by-step explanation:

base = 3- -5 = 8

height = 8 - -3 = 11

1/2 bh

1/2(8)(11) = 44

Answer:

The value representing one standard deviation  to the right of the mean is 55.

Step-by-step explanation:

The provided data set is:

S = {56, 54, 45, 52, and 48}

Compute the mean and standard deviation as follows:

[tex]\mu=\frac{1}{n}\sum X=\frac{1}{5}\times [56+54+45+52+48]=51\\\\\sigma=\sqrt{\frac{1}{n}\sum (X-\mu)^{2}}=\sqrt{\frac{1}{5}\cdot {(56-51)^{2}+...+(48-51)^{2}}}=\sqrt{\frac{1}{5}\times 80}=4[/tex]

Compute the value representing one standard deviation  to the right of the mean as follows:

[tex]X=\mu+1\cdot \sigma[/tex]

    [tex]=51+(1\times 4)\\=51+4\\=55[/tex]

Thus, the value representing one standard deviation  to the right of the mean is 55.

Step-by-step explanation:

find 30% of 455

which is = 136.5

then subtract 136.5 from the original number(455)

455 - 136.5

=318.5 student

Answer:

n/2>8

Step-by-step explanation:

Half of N is N/2

And if 8 is less that half of N or N/2

then

N/2 has to be greater than 8

N/2>8

Answer:

Unpainted  surface area = 514.28 cm²

Step-by-step explanation:

Given:

Side of cube = 20 Cm

Radius of circle = 20 / 2 = 10 Cm

Find:

Unpainted  surface area

Computation:

Unpainted  surface area = Surface area of cube - 6(Area of circle)

Unpainted  surface area = 6a² - 6[πr²]

Unpainted  surface area = 6[a² - πr²]

Unpainted  surface area = 6[20² - π10²]

Unpainted  surface area = 6[400 - 314.285714]

Unpainted  surface area = 514.28 cm²

Answer:

B

Step-by-step explanation:

This rectangle appears to have 7 boxes on the bottom, and 3 box for the side.

Since area is base×height

It would be 7×3

Answer:

[tex] \boxed{\sf Time \ taken = 15 \ minutes} [/tex]

Given:

Initial speed (u) = 65 km/h

Final speed (v) = 85 km/h

Acceleration (a) = 80 km/h²

To Find:

Time taken for car to achieve a speed of 85 km/h in minutes

Step-by-step explanation:

[tex]\sf From \ equation \ of \ motion:[/tex]

[tex] \boxed{ \bold{v = u + at}}[/tex]

By substituting value of v, u & a we get:

[tex] \sf \implies 85 = 65 + 80t[/tex]

Substract 65 from both sides:

[tex] \sf \implies 85 - 65 = 65 - 65 + 80t[/tex]

[tex] \sf \implies 20 = 80t[/tex]

[tex] \sf \implies 80t = 20[/tex]

Dividing both sides by 80:

[tex] \sf \implies \frac{ \cancel{80}t}{ \cancel{80}} = \frac{20}{80} [/tex]

[tex] \sf \implies t = \frac{2 \cancel{0}}{8 \cancel{0}} [/tex]

[tex] \sf \implies t = \frac{ \cancel{2}}{ \cancel{2} \times 4} [/tex]

[tex] \sf \implies t = \frac{1}{4} \: h[/tex]

[tex] \sf \implies t = \frac{1}{4} \times 60 \: minutes[/tex]

[tex] \sf \implies t = 15 \: minutes[/tex]

So,

Time taken for car to achieve a speed of 85 km/h in minutes = 15 minutes

Answer:

49000

Step-by-step explanation:

since it's the same worth

Answer:

49000

Step-by-step explanation:

since there was the same worth given to all

Answer:

481.92

Step-by-step explanation:

First find the increase

466.98 * 3.2%

466.98 * .032

14.94336

Add this to the original amount

466.98+14.94336

481.92336

Round to 2 decimal places

481.92

Answer:

Manuel made his first mistake in step 2 leading to the continuous mistakes

Final answer=185

Step-by-step explanation:

Manuel made at least one error as she found the value of this expression. 2(-20) + 3[5/4(-20)] + 5[2/5(50)] + 4(50) Step 1: 2(-20) + 3(-25) + 5(20) + 4(50) Step 2: (3 + 2)(-20 + -25) + (5 + 4)(20 + 50) Step 3: 5(-45) + 9(70) Step 4: -225 + 630 Step 5: 405 Identify the step in which Chris made her first error. After identifying the step with the first error, write the corrected steps and find the final answer.

2(-20) + 3[5/4(-20)] + 5[2/5(50)] + 4(50)

Step 1: 2(-20) + 3(-25) + 5(20) + 4(50)

Step 2: -40 - 75 + 100 +

200

Step 3: -115 + 300

Step 4: 185

Manuel made his first error in step 2 by combining two different terms into one as he has done

(3 + 2)(-20 + -25) and also (5 + 4)(20 + 50)

Step 2: (3 + 2)(-20 + -25) + (5 + 4)(20 + 50)

Step 3: 5(-45) + 9(70) Step 4: -225 + 630 Step 5: 405

He should have evaluated the terms separately as I have done above, giving us 185 as the final answer in contrast to his 405 final answer.

Answer:

Actual SAT Score = 815.284

Equivalent ACT Score = 15.811

The equivalent ACT Score = 29.95

Step-by-step explanation:

From the given information:

Scores on the SAT test are normally distributed with :

Mean = 982

Standard deviation = 198

If a student gets an SAT score that is the 20-percentile

Then ;

P(Z ≤ z ) = 0.20

From the standard z-score for percentile distribution.

z = -0.842

Therefore, the actual SAT Score can be computed as follows:

Actual SAT score = Mean + (z score × Standard deviation)

Actual SAT score =  982 +  (- 0.842 × 198)

Actual SAT score = 982 + ( - 166.716)

Actual SAT score =  982  - 166.716

Actual SAT Score = 815.284

Scores on the ACT test are normally distributed with a mean of 19.6 and a standard deviation of 4.5.

Mean = 19.6

Standard deviation = 4.5

Equivalent ACT Score = 19.6 +  (- 0.842 × 4.5)

Equivalent ACT Score = 19.6 +  ( - 3.789)

Equivalent ACT Score = 15.811

If a student gets an SAT score of 1437, find the equivalent ACT score.

So , if the SAT Score = 1437

Then , using the z formula , we can determine the equivalent ACT Score

[tex]z = \dfrac{X - \mu}{\sigma}[/tex]

[tex]z = \dfrac{1437 - 982}{198}[/tex]

[tex]z = \dfrac{455}{198}[/tex]

z =2.30

The equivalent ACT Score = 19.6 + (2.30 × 4.5)

The equivalent ACT Score = 19.6 +  10.35

The equivalent ACT Score = 29.95

Answer:

The third option: x= [tex]\frac{8}{3} \pi[/tex]

Step-by-step explanation:

Arc length formula=[tex]\frac{Central Angle}{360} * 2\pi r[/tex]

Arc length = [tex]\frac{120}{360} *2\pi (4)[/tex]

=[tex]\frac{8}{3}\pi[/tex]

Answer:

83 adult tickets and 217 student tickets.

Step-by-step explanation:

Let number of adult tickets sold = [tex]x[/tex]

Given that total number of tickets = 300

So, number of student tickets = 300 - [tex]x[/tex]

Cost of adult ticket = $15

Cost of student ticket = $11

Total collection from adult tickets = $[tex]15x[/tex]

Total collection from student tickets =  [tex](300-x)\times 11 = 3300-11x[/tex]

Given that overall collection = $3630

[tex]15x+(3300-11x) = 3630\\\Rightarrow 15x-11x=3630-3300\\\Rightarrow 4x = 330\\\Rightarrow x = 82.5[/tex]

So, for atleast $3630 collection, there should be 83 adult tickets and (300-83 = 217 student tickets.

Now , collection = $3632

Answer:

x = 50

Step-by-step explanation:

Let x be the original price.

He got 30% off

The discount is .30x

Subtract this from the original price to get the price he paid

x - .30x = price he paid

.70x = price he paid

.70x = 35

Divide each side  by .7

.70x/.7 = 35/.7

x=50

A discrete random variable has a countable number of possible values. In this case I am pretty sure it is either none of the above or maybe the phone one.

Discrete random variables are simply countable, which should be a finite number and it should not change continuously. So, Time worked on a job is the discrete random variable among the four options.          

A random variable is said to be discrete if an experiment gives a finite number that is countable and should not change continuously.

Here, Time worked on a job has a fixed time for a job has to be done. So, it is a discrete random variable.

No. of girls in a family,

No. of outcomes of the head when two coins are flipped.

No. of defective street lights out of 100 bulbs in a certain area.

No. of the possible outcome of getting 4 when a dice is thrown twice.

The weight of a child changes as the child grows. So, it cannot be a discrete random variable.

The first digit of a phone number also changes for each and every person, whenever a person changes his /her number automatically will get a new number and it will have a different digit. So, it cannot be a discrete random variable.

The length of fish also varies according to the different sizes of fish. So, it cannot be a discrete random variable.

Know more about the discrete random variables:

https://brainly.com/question/17238189?referrer=searchResults

#SPJ2

Answer: 96

Step-by-step explanation:

Ok, lines a and b are parallel.

We can separate this problem in two cases:

Case 1: 2 vertex in line a, and one vertex in line b.

Here we use the relation:

"In a group of N elements, the total combinations of sets of K elements is given by"

[tex]C = \frac{N!}{(N - K)!*K!}[/tex]

Here, the total number of points in the line is N, and K is the ones that we select to make the vertices of the triangle.

Then if we have two vertices in line a, we have:

N = 6, K = 2

[tex]C = \frac{6!}{4!*2!} = \frac{6*5}{2} = 3*5 = 15[/tex]

And the other vertex can be on any of the four points on the line b, so the total number of triangles is:

C = 15*4 = 60.

But we still have the case 2, where we have 2 vertices on line b, and one on line a.

First, the combination for the two vertices in line b is:

We use N = 4 and K = 2.

[tex]C = \frac{4!}{2!*2!} = \frac{4*3}{2} = 6[/tex]

And the other vertice of the triangle can be on any of the 6 points in line a, so the total number of triangles that we can make in this case is:

C = 6*6 = 36

Then, putting together the two cases, we have a total of:

60 + 36 = 96 different triangles

Answer:

a. Please check the explanation for filling of the empty column on the table

b. The mean of the random variable x is 7/11

Step-by-step explanation:

a. Firstly, we are concerned with completing the table.

To do this, we simply need to multiply the values in the column of x by the values in the column of p(x)

Thus, we have the following;

2. 3 * 2/36 = 6/36

3. 4 * 3/36 = 12/36

4. 5 * 4/36 = 20/36

5. 6 * 5/36 = 30/36

6. 7 * 6/36 = 42/36

7. 8 * 5/36 = 40/36

8. 9 * 4/36 = 36/36

9. 10 * 3/36 = 30/36

10. 11 * 2/36 = 22/36

11. 12 * 1/36 = 12/36

b. We want to find the mean of the random variable x.

All what we need to do here is add all the values of x•P(x) together, then divide by 11.

Thus, we have

(2/36 + 6/36 + 12/36 + 20/36 + 30/36 + 42/36 + 40/36 + 36/36 + 30/36 + 22/36 + 12/36)/11

Since the denominator is same for all, we simply add all the numerators together;

(252/36) * 11 = 252/396 = 63/99 = 7/11

Answer: B and D

Step-by-step explanation: since it is $30 per student the total cost would have to be a multiple of 30

Answer:2 c^2 - 10c

Step-by-step explanation:

Answer:

A. Lemon-lemon, cherry-lemon, lollipop-lollipop, lemon-cherry, cherry-cherry, lemon-lollipop, lollipop-cherry, cherry-lollipop, lollipop-lemon

Step-by-step explanation:

From the above question, we are told that both Fred and Ed have a bag of candy containing a lemon drop, a cherry drop, and a lollipop

There are two events here's

2 people = Fred and Ed

3 bags of different sweets = Lemon Cherry and Lollipop

The number of ways that both of them can eat this singly is calculated using combination formula

C(n, r) = nCr = n!/r! (n - r)!

n = 3, r = 2 = 3C2 = 3!/2! (3 - 2)!

= 3 × 2 × 1/2 × 1

= 3

We were asked to find the possible pairs

Hence = 3² = 9

There are 9 possible pairs through which Fred and Ed can eat their sweets and they are:

1) Lemon - Lemon

2) Cherry - Cherry

3) Lollipop - Lollipop

4) Lemon - Cherry

5) Cherry - Lemon

6) Lollipop - Cherry

7) Cherry - Lollipop

8) Lollipop - Lemon

9) Lemon - Lollipop.

Therefore, Option A is the correct option

Answer:

LEMONS BURN YOUR HOUSE DOWN JK its this A. Lemon-lemon, cherry-lemon, lollipop-lollipop, lemon-cherry, cherry-cherry, lemon-lollipop, lollipop-cherry, cherry-lollipop, lollipop-lemon

Step-by-step explanation:

From the above question, we are told that both Fred and Ed have a bag of candy containing a lemon drop, a cherry drop, and a lollipop

There are two events here's

2 people = Fred and Ed

3 bags of different sweets = Lemon Cherry and Lollipop

The number of ways that both of them can eat this singly is calculated using combination formula

C(n, r) = nCr = n!/r! (n - r)!

n = 3, r = 2 = 3C2 = 3!/2! (3 - 2)!

= 3 × 2 × 1/2 × 1

= 3

We were asked to find the possible pairs

Hence = 3² = 9

There are 9 possible pairs through which Fred and Ed can eat their sweets and they are:

1) Lemon - Lemon

2) Cherry - Cherry

3) Lollipop - Lollipop

4) Lemon - Cherry

5) Cherry - Lemon

6) Lollipop - Cherry

7) Cherry - Lollipop

8) Lollipop - Lemon

9) Lemon - Lollipop.

Therefore, Option A is the correct option

180 degree

Step-by-step explanation:

supplementary means anhke havinv sum of 180 degree

so sum to two supplemrntary angles is 180 drgree

Supplementary angles always add to 180.

One way I think of it is "supplementary angles form a straight angle", and both the words "supplementary" and "straight" start with the letter "S".

In contrast, complementary angles form a corner. Both "complementary" and "corner" start with "co". By "corner", I mean a 90 degree corner.

Answer:

u should put the question in English to so English people can also help

Answer:

Option C. P = 3/q

Step-by-step explanation:

To know the the correct answer to the question, do the following:

Let us assume a certain number for P say 2 and 3, and then, find the corresponding value for q in each case to see which will give a decreased value for q.

Option A

When P = 2, q =.?

P = 3q

2 = 3q

Divide both side by 3

q = 2/3

When P = 3, q =.?

P = 3q

3 = 3q

Divide both side 3

q = 3/3

q = 1

From the above illustration, we can see that as P increase, q also increase.

Option B

When P = 2, q =.?

P – 3 = q

2 – 3 = q

q = – 1

When P = 3, q =.?

P – 3 = q

3 – 3 = q

q = 0

From the above illustration, we can see that as P increase, q also increase.

Option C

When P = 2, q =.?

P = 3/q

2 = 3/q

Cross multiply

2 × q = 3

Divide both side by 2

q = 3/2

q = 1.5

When P = 3, q =.?

P = 3/q

3 = 3/q

Cross multiply

3 × q = 3

Divide both side by 3

q = 3/3

q = 1

From the above illustration, we can see that as P increase, q decreases.

Option D.

When P = 2, q =.?

1/p = 3/q

1/2 = 3/q

Cross multiply

1 × q = 2 × 3

q = 6

When P = 3, q =.?

1/p = 3/q

1/3 = 3/q

Cross multiply

1 × q = 3 × 3

q = 9

From the above illustration, we can see that as P increase, q also increase.

Now, haven done the above, only option C gives a decreased value for q as the value of P increases.

c  

this before

Step-by-step explanation:

Answer:

A) The number halfway between -2 and 6 is 2.

B) -10 is halfway between -18 and 8

Answer:

x^2+19

Step-by-step explanation:

false

Step-by-step explanation:

false

Answer:

Please refer to attached image for the graph of inequality.

Step-by-step explanation:

Given the inequality:

[tex]y<-\dfrac{1}{5}x+1[/tex]

To graph this, first let us convert it to corresponding equality.

[tex]y=-\dfrac{1}{5}x+1[/tex]

As we can see that the above equation is a linear equation in two variables so it will be a straight line.

Now, let us find at least two points on the above equation so that we can plot them and then extend it to get the complete graph.

Two points that can be easily found, are:

1st put [tex]x = 0[/tex] , [tex]y=-\frac{1}{5}\times 0+1 =1[/tex]

So one point is (0, 1 )

Now, put y = 0,  

[tex]0=-\frac{1}{5}\times x+1\\\Rightarrow 1=\frac{1}{5}\times x\\\Rightarrow x = 5[/tex]

Second point is (5, 0)

Let us plot the points on the graph and extend the straight line.

Now, we know that it is an inequality, the are will be shaded.

As there is no equal to sign in the inequality, so the line will be dashed.

Let us consider one point and check whether that satisfies the inequality or not.

If the point is satisfied in the inequality, we will shade that area towards the point.

Let us consider the point (0, 0).

0 < 0 +1

Point is satisfied.

Please refer to the attached image for the graph of given inequality.

Answer:

obtuse

Step-by-step explanation:

because obtuse triangle would provide more support that acute or right as its bigger.

Answer:

1. 2/5,-3 2. [tex]x=\frac{-5+-\sqrt{13} }{6}[/tex]

Step-by-step explanation:

i used the quadratic formula to find x also please note that 2 has 2 answers bc of the +- beofre the sqrt of 13  

Step-by-step explanation:

5x² + 13x - 6 = 0

Using the quadratic formula

[tex]x = \frac{ - b± \sqrt{ {b}^{2} - 4ac} }{2a} [/tex]

a = 5 , b = 13 c = - 6

We have

[tex]x = \frac{ - 13± \sqrt{ {13}^{2} - 4(5)( - 6) } }{2(5)} [/tex]

[tex]x = \frac{ - 13± \sqrt{169 + 120} }{10} [/tex]

[tex]x = \frac{ - 13± \sqrt{289} }{10} [/tex]

[tex]x = \frac{ - 13±17}{10} [/tex]

[tex]x = \frac{ - 13 + 17}{10} \: \: \: \: \: or \: \: \: \: x = \frac{ - 13 - 17}{10} [/tex]

3x² + 5x + 1 = 0

a = 3 , b = 5 , c = 1

[tex]x = \frac{ -5 ± \sqrt{ {5}^{2} - 4(3)(1)} }{2(3)} [/tex]

[tex]x = \frac{ - 5± \sqrt{25 - 12} }{6} [/tex]

[tex]x = \frac{ - 5± \sqrt{13} }{6} [/tex]

[tex]x = \frac{ - 5 + \sqrt{13} }{6} \: \: \: \: or \: \: \: x = \frac{ - 5 - \sqrt{13} }{6} [/tex]

Hope this helps you