If there is an outlier should we report mean or median?

The table is a function, the graph is a function, but the mapping diagram is not a function.

What is a function?

Any statement, rule, or law in mathematics that specifies the connection between an independent variable and a dependent variable. In mathematics and the sciences, functions are fundamental for constructing physical connections.

In the given table and graph, each input value is paired with only one output variable, so the relation given in these are functions. But in the mapping diagram two inputs are paired with more than one output, so it is not a function.

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we get that the length of the rectangular field is 15.6 m, width is 56.5 m and the perimeter is 44.2 m.

The diagonal of a rectangular field = 16.9 m

d = 16.9 m

Ratio of length to the width is 12 : 5

Let length be 12 x

Width = 5 x

We get that:

16.9² = (12 x)² + (5 x)²

285.61 = 144 x² + 25 x²

169 x² = 285.61

x² = 285.61 / 169

x² = 1.69

x = √1.69

x = 1.3 m

Length = 12 (1.3 m) = 15.6 m

Width = 5 (1.3 m ) =6.5 m

Perimeter = 2 ( l + w)

P = 2( 15.6 + 6.5)

P = 2(22.1) m

P = 44.2 m

Therefore, we get that the length of the rectangular field is 15.6 m, width is 56.5 m and the perimeter is 44.2 m.

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Answer:

x = 7 and 1/5

Step-by-step explanation:

this is how you solve

The concept here used is probability.

Probability is the quantitative relation of range|the amount|the quantity} of outcomes in  thorough set of equally possible outcomes that manufacture a given event to the whole number of doable outcomes

Probability(Event) = Favorable Outcomes/Total Outcomes = x/n

we are given red balls=6

                     green balls=8

    Let yellow balls be x.

total balls=green+red+yellow =14+x

according to the question the probability of green balls is 25% i.e 1/4

probability of green balls=green balls/total balls

8/14+x = 1/4

On cross multiplying we get 32=14+x

x=18

The green balls are 18

total balls=green+red+yellow =32

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a solution to the system of inequalities will be a point within the intersection region, namely the region overlapped by both, Check the picture below.

Answer:

haha what happened, ur welcome

ofc ofc

Answer: 49.017 inches

Step-by-step explanation:

[tex]\displaystyle\\49\frac{17}{1000} =\\\\49.017\ inches[/tex]

The runners would be able to run 2 times back and forth from the earth to the moon if their distances were added.

An equation is an expression that shows the relationship between two or more numbers and variables.

There are 50,304 runners and each runner runs a distance of 26.2 miles. Hence:

Total distance ran by runners = 26.2 miles * 50304 = 1317964.8 miles.

The distance from the earth to the moon is 2.389 x 10⁵ miles, hence:

Ratio of total distance to distance from earth to moon = 1317964.8 miles/ (2.389 * 10⁵) = 5.516

Time ran back and forth = 5.516 / 2 = 2.76

The runners would be able to run 2 times back and forth from the earth to the moon if their distances were added.

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Answer:

The number of school flags sold are 135 and the number of t-shirts sold are 85.

Step-by-step explanation:

It is given that at a recent school event the booster club was selling school flags and t-shirts as a fundraiser each school flag was sold for $2 and each t-shirt sold for $5 they sold a total of 220 items and made a total of $695.

Now, let us analyze these statements one by one;

Each school flag for the fundraiser was sold for dollar = $2

Each t-shirt for the fundraiser was sold for dollar = $5

Further, they sold a total of 220 items including the school flags and t-shirts and made a total of $695.

Now, let us assume that;

The number of school flag for the fundraiser sold are 'x' and

The number of t-shirts for the fundraiser sold are 'y'

So, we can formulate an equation from the given conditions;

=> 2x + 5y = 695

and

=> x + y = 220

Now, on solving both the equations and putting the value of x in another equation we get;

=> x + y = 220

=> x = 220 - y

Furthermore,

=> 2x + 5y = 695

=> 2 (220 - y) + 5y = 695

=> 440 - 2y + 5y = 695

=> 440 + 3y = 695

=> 3y = 695 - 440

=>  3y = 255

=> y = 255/3

=> y = 85

Now, let us put the value of y in one of the equations formed on the given conditions;

=> x = 220 - y

=> x = 220 - 85

=> x = 135

Therefore, the number of school flags sold are 135 and the number of t-shirts sold are 85.

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Answer:

Step-by-step explanation:

Similarly one knows that the set of polynomials is much like the set of integers because both sets are closed under addition, multiplication, negation, and subtraction, but are not closed under division. Particularly interesting examples of closure are the positive and negative numbers.

Answer:c.

Step-by-step explanation: its true

Answer:

the answer is y = k/x

Step-by-step explanation:

why? because I said so

Answer:

Step-by-step explanation: 3x^2-4x+15

1. (5x^2+3)-(2x^2+4x-12)

2. (5x^2+3)-1(2x^2+4x-12)

3. 5x^2+3-2x^2-4x+12

4. 3x^2-4x+15

===========================================================

Explanation:

The list of perfect squares is 1, 4, 9, 16, 25, 36, 49, ...

A perfect square is the result of multiplying some whole number with itself

Examples:

1^2 = 1*1 = 1

2^2 = 2*2 = 4

3^2 = 3*3 = 9

4^2 = 4*4 = 16

and so on. We see that 10 is between the perfect squares 9 and 16

Expression is equivalent to  - 277.6.

Simplify:

-75.4+ (-63.4)−75.4+(−63.4)

-75.4 - 63.4 −75.4 − 63.4

- 277.6

In mathematics, simply or simplification is reducing the expression/fraction/problem during a  simpler form. It makes the matter easy with calculations and solving.

Here are  the essential  steps to follow to simplify an algebraic expression:

Remove parentheses by multiplying factors.

Use exponent rules to get rid of parentheses in terms with exponents.

Combine like terms by adding coefficients.

Combine the constants.

Here's differently to explain it: The is used to refer to a specific or particular member of a group.  for instance, "I just saw  the foremost  popular movie of the year." There are many movies, but just one particular movie is the most popular.

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Answer:

10

Step-by-step explanation:

→ Expand brackets

-5.4 + 0.55x = 0.05x - 0.4

→ Minus 0.05x from both sides

-5.4 + 0.5x = -0.4

→ Add 5.4 to both sides

0.5x = 5

→ Divide both sides by 0.05

x = 10

Answer:

First, Outer, Inner, Last: Usually referred to as FOIL for simplicity is a rule for expanding polynomials. It is quite straight forward. You can do as follows for any binomial expression multiplied by a secondary binomial as you have provided.

(3x+1)(2x-1).

Step 1 of FOIL is to multiply the first 2 expressions in your binomials.

(3x)(2x) = 6x^2

Step 2 is to multiply the first by the last

(3x)(-1) = -3x

Step 3 is to do the last by the first

(1)(2x) = 2x

Step 4 is to do the last by the last

(-1)(1) = -1

You are left with the following:

6x^2 -3x + 2x -1

ADD LIKE TERMS!!

6x^2 -x -1

Remember, -x and -1x are the same!

Hope that helps!

The correct solution to of 3 x 9/10 is 3 x 9/10.

The correct option is (B).

The horizontal bar known as the fractional bar divides the numerator and denominator of every fraction into these two halves.

Given:

3 x 9/10

1. 2x 9/10

= 18/10

= 1.8

2. 3 x 9/10

= 27/10

= 2.7

3. 3 x 7/10

= 21/10

= 2.1

4. 2 x 7/10

= 14/10

= 1.4

Hence, the correct solution is 3 x 9/10.

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The statement that the inequality is d<-60 or(-60>d) is; true.

Let d represent the depth of the researchers' second dive.

We are given that;

Depth of First dive = -60 ft

It was stated that in their second dive, the researchers explored a deeper depth, that is depth deeper than 60 ft.

Since the depth of 60ft is represented by the integer -60, then deeper depth would be represented by integers less than -60.

Thus, we can conclude that d can be represented with the inequality;

d < -60

Therefore the statement that d<-60 or(-60>d) is true.

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Answer:

1/15, 1/2, 7,10,5/6

Step-by-step explanation:

I just got this right in my test.

Answer:

FROM LEAST TO GREATEST:

1/15, 1/2, 7/10, 5/6

Step-by-step explanation:

1 divided by 15 is 0.066666

5 divided by 6 is 0.8333333

7 divided by 10 is 0.7

1 divided by 2 is 0.5

Answer:

x = 15/2

Step-by-step explanation:

Answer:

35/8

step 1: turn the mixed fraction to an improper fraction =29/8

step 2: divide 29 by 8 ,it gives you 3

that and a remainder of 5 don't forget to place your decimal piont

step 3:place 0 at the back of 5 it then becomes 50 so we can easily divide 8 by 50

50 divided by 8 is 6 that gives a remainder of 2

step 3:place 0 at the back of 2 like earlier then it becomes 20

divide 20 by 8 ,this gives you 2 and a remainder of 4

step 4:place 0 at the back of 4 as done earlier , divide 40 by 8

it gives you 5 with no remainder

so your answer finally becomes 3+0.625 which is 3.625

It will cost 13.85 million to build the school

The school district paid a construction business 1.5 million to build a school

They still need to pay 12.35 million for the total amount of work

Therefore the cost of building the school can be calculated as follows

= 1.5 million + 12.35 million

= 13.85 million

Hence it will cost 13.85 million to build the school

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If we rearrange the equation to make x the subject a=4x/t-p, then we will have [tex]x= \frac{a(t-p)}{4}[/tex]

from the question we were given the equation a=4x/t-p which is required to rearrange so that X can be made the subject of the formular, and this can be done below:

[tex]a=\frac{4x}{t-p}[/tex]

[tex]4x= a(t-p)[/tex]

[tex]x= \frac{a(t-p)}{4}[/tex]

Therefore If we rearrange the equation to make x the subject a=4x/t-p, then we will have , [tex]x= \frac{a(t-p)}{4}[/tex] because if we make the x the subject of the formular it will stay alone at the one side when all other term at the opposite side.

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NOTE; This is a complete question , no given option , even on internet.

[tex]~~~~~~~~~~~~\textit{middle point of 2 points } \\\\ C(\stackrel{x_1}{-8}~,~\stackrel{y_1}{-8})\qquad D(\stackrel{x_2}{-2}~,~\stackrel{y_2}{6}) \qquad \left(\cfrac{ x_2 + x_1}{2}~~~ ,~~~ \cfrac{ y_2 + y_1}{2} \right) \\\\\\ \left(\cfrac{ -2 -8}{2}~~~ ,~~~ \cfrac{ 6 -8}{2} \right) \implies \left(\cfrac{ -10 }{2}~~~ ,~~~ \cfrac{ -2 }{2} \right)\implies (-5~~,~~-1)[/tex]

Answer:

-2705400

Step-by-step explanation:

[−135⋅(−6)]⋅(−334)⋅10

[810} · (-334) · 10

[810] · -3340

-2,705,400

I hope this helps!

The inverse operation for given sentences are 48 ÷ 8 = 6 and 14 + 15 = 29

Inverse operations, such as addition and subtraction, multiplication and division, are pairs of mathematical operations where one operation reverses the effect of the other. The term "inverse" refers to the reciprocal of a number, i.e., x - 1 = 1 / x. One results from multiplying a number by its reciprocal, or inverse. The impact of one operation on another is reversed by using inverse operations.

The inverse operation for the the equations are -

a) 6x8 = 48

⇒ 48 ÷ 8 = 6

b) 29-15 = 14

⇒ 14 + 15 = 29

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The digit at unit's place of odd number should be 1 to be divisible by 5  and have remainder 1.

Odd numbers are the numbers that cannot be divided into two equal parts.

In odd numbers the digits in the units place always remains 1,3,5,7 and 9.

According to the question the odd number is divided by 5 and the remainder is 1.

For the number to be divisible by 5 and have remainder 1 the digit that must be in the unit place will be 1

If we see all the digits in units place of odd numbers then 1 is the only possibility as if it is 3 then the remainder will be 3. If it is 5 then the remainder will be 0, if it is 7 then the remainder will be 2 and if it is 9 then the remainder will be 4.

Hence the digit at unit's place of odd number should be 1.

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Answer:

Step-by-step explanation:

Using a suitable formula the area of a polygon can be computed from the coordinates of its vertices. You want the areas of the given square and triangle.

The spreadsheet in the first attachment uses a formula for the area based on the given vertices. It computes half the absolute value of the sum of products of the x-coordinate and the difference of y-coordinates of the next and previous points going around the figure.

For this figure, going to that trouble isn't needed, as a graph quickly reveals the figure to be a 3×3 square.

The area of the square is 9 square units.

The same formula can be applied to the coordinates of the vertices of a triangle. The spreadsheet in the second attachment calculates the area of the 8×6 triangle.

The area of the triangle is 24 square units.

__

Additional comment

We have called the triangle an "8×6 triangle." The intention here is to note that it has a base of 8 units and a height of 6 units. Its area is half that of a rectangle with the same dimensions. These dimensions are readily observed in the graph of the vertices.