Find the mean, median, and mode of the data set. Round to the hundredths, if necessary. 29,300 24,350 32,400 15,100 14,200 21,950 27,450 29,400 15,200 35,050 16,050 11,500 13,050 11,500 11,600 11,100 21,450

Answer:

16x²

Step-by-step explanation:

since all sides of a square are equal, we just multiply 4x by 4x. this gives us 16x².

The area of square with side length 4x is 16x.

A square is a two-dimensional closed shape with 4 equal sides and 4 vertices.

Given,

The side length of a square is 4x

We need to find the area of square.

As we know that area of square = 4a.

Where a is the length of side of a square.

In a square all the four sides will have same length.

a=4x

Area of square=4(4x)

=16x

Hence the area of square with side length 4x is 16x.

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Answer:

x=12.727822

Step-by-step explanation:

Since we know two of the angles, we can find the third.  180-90-45=45.  This means the two sides of the triangle are also equal, and we know the hypotenuse is 18.  So we can use the Pythagorean theorem.

x²+x²=18²

2x²=324

x²=162

x=√162

x=12.727822

According to the computation, each ticket is $37.5 is t = ($175 - $25)/4.

An equation is a formula that uses the equals symbol (=) to denote the equality of two expressions. Multiple languages may have somewhat distinct meanings for the term equation and its cognates.  For instance, in English, an equation is any properly constructed formula that consists of two expressions joined by the equals sign, whereas in French, an equation is any well-formed formula that contains one or more

variables 5.

Given the overall cost of parking and four tickets for a baseball game = $175.00

cost of parking = $25

The price of 4 tickets = $175 - $25

let cost of each ticket is t

t =($175 - $25)/4

cost of each ticket is $37.5

Therefore, the formula for a ticket is

t = ($175 -$25)/4, cost of ticket is $37.5.

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Answer:

60

Step-by-step explanation:

If he gave 15 grapes to his friends and he has 45 left, add 15+45 to get 60.

Initially, Takehiko has 60 grapes before sharing their grapes to his friends.

Given that,
Takehiko brought grapes to school. He gave 15 of his grapes to his friends. If he is left with 45 grapes, how many did he bring to school is to be determined

In mathematics, it deals with numbers of operations according to the statements. There are four major arithmetic operators, addition, subtraction, multiplication, and division,

Here,
He gave  grapes to his friends and left with grapes, So
The total grapes he had  =  45 + 15 = 60

Thus, Initially, Takehiko has 60 grapes before sharing their grapes with his friends.

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Answer:

Step-by-step explanation:

I'm sorry, I'm not sure what you're asking for. Can you please provide more context or clarify your question?

Answer:

5^a= 1/5^3

5^a= 5^-3

a=-3

Step-by-step explanation:

To find the value of N, we need the future value of the retirement fund. If you provide the desired future value, I can calculate the exact value of N.

To find the value of N, we need to calculate the number of monthly deposits Sam made for his retirement fund over 20 years.

Sam deposited $1000 every month for 20 years, which is a total of 20 x 12 = 240 deposits. Each deposit has a compounded interest rate of 5% per year, compounded monthly.

The formula to calculate the future value of a series of monthly deposits is given by:

FV = P * [(1 + r)^n - 1] / r

Where:

FV is the future value of the investment,

P is the monthly deposit amount,

r is the monthly interest rate, and

n is the number of deposits.

In this case, P = $1000, r = 5% / 12 = 0.05 / 12 = 0.00417 (monthly interest rate), and FV is the value of the retirement fund after 20 years.

By rearranging the formula, we can solve for n:

n = log((FV * r) / (P * r + FV)) / log(1 + r)

Plugging in the values, we get:

n = log((FV * 0.00417) / (1000 * 0.00417 + FV)) / log(1 + 0.00417)

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Answer:

59

Step-by-step explanation:

6 plus 4 equals 8 plus 9

D is the answer.

In all the other cases the operations that we will have to make are not divisions.

In case A we have an addition.

In case B we have a substraction.

In case C we have a multiplication.

The correct story which an be represented as 36 divided by 4 is,

D. Jin has 36 pennies. She shares the pennies equally among 4 friends.

We have to given that,

All expressions are,

A. Jim has 36 pennies. May has four more pennies Than Jin.

B. Jin has 4 fewer pennies than May. May has 36 pennies.

C. Jin has 4 pennies. May has 36 times as many pennies as Jin.

D. Jin has 36 pennies. She shares the pennies equally among 4 friends.

Hence, In all the other cases the operations that we will have to make are not divisions.

In case A we have an addition.

In case B we have a subtraction.

In case C we have a multiplication.

In case of D;

D. Jin has 36 pennies. She shares the pennies equally among 4 friends.

This shows the operation division.

As, Each friends get, 36 / 4 = 9 pennies

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The solution to the inequality expression is -8/9 ≤ x ≥ 4/9

From the question, we have the following parameters that can be used in our computation:

|3x + 6/9| ≥ 2

Expand the inequality expression

So, we have

-2 ≤ 3x + 6/9 ≥ 2

Subtract 6/9 from both sides

So, we have

-24/9 ≤ 3x ≥ 12/9

Divide through the equation by 3

-8/9 ≤ x ≥ 4/9

Hence, the solution to the inequality expression is -8/9 ≤ x ≥ 4/9

The graph is attached

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Step-by-step explanation:

this is the answer i hope to get full mark

Answer:

243

Step-by-step explanation:

3*3*3*3*3=243

Answer:

243

Step-by-step explanation:

Answer:

10/50 = 20/100

Step-by-step explanation:

Another way to represent this formula is:

\(\frac{is}{of} = \frac{percent}{100}\)

Allow me to explain this to you.

What is 20% of 50?

"WHAT IS"

"20% (PERCENT)"

"OF 50"

\(\frac{x}{50} =\frac{20}{100}\)

The variable, x, was used to replace the unknown value, which is 10.

Answer:

Yes

Step-by-step explanation:

To know if a table is a function or not, we have to see if 1 input only has 1 output.

Looking at the table each input only has 1 output, so it is a function.

The remainder is 5 + c, which means that the expression P(x) = \(5x^4 + 7x^3 - 2x^2 - 3x + c\) divided by (x + 1) results in a quotient of\(5x^3 + 2x^2 - 4x + 4\) and a remainder of 5 + c.

To divide the polynomial P(x) = \(5x^4 + 7x^3 - 2x^2 - 3x + c\) by the binomial (x + 1), we can use polynomial long division.

Let's set up the long division:

    \(5x^3 + 2x^2 - 4x + 4\)

_______________________

x + 1 | \(5x^4 + 7x^3 - 2x^2 - 3x + c\)

We start by dividing the highest degree term of the dividend (5x^4) by the divisor (x + 1), which gives us 5x^3. We then multiply this quotient by the divisor (x + 1) and subtract it from the dividend:

              \(5x^3(x + 1)\)

     _______________________

x + 1 | \(5x^4 + 7x^3 - 2x^2 - 3x + c\)

- (\(5x^3 + 5x^2)\)

This leaves us with a new polynomial:\(2x^3 - 7x^2 - 3x + c\). We repeat the process by dividing the highest degree term of this polynomial (2x^3) by the divisor (x + 1), resulting in 2x^2. We then multiply this quotient by the divisor and subtract it from the polynomial:

              \(5x^3(x + 1) + 2x^2(x + 1)\)

     _______________________

x + 1 | \(5x^4 + 7x^3 - 2x^2 - 3x + c\)

-\((5x^3 + 5x^2)\)

_______________________

\(2x^2 - 3x + c\)

We continue this process until we reach the constant term, resulting in the remainder of the division.

At this point, we have:

               \(5x^3(x + 1) + 2x^2(x + 1)\)

     _______________________

x + 1 | \(5x^4 + 7x^3 - 2x^2 - 3x + c\)

- \((5x^3 + 5x^2)\)

_______________________

\(2x^2 - 3x + c\)

-\((2x^2 + 2x)\)

_______________________

- 5x + c

- (-5x - 5)

_______________________

5 + c

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The probability is 6/70.

Probability is concerning about numerical description  is how likely is an event is occur or how likely it is true.

Sol-
way will be selecting 84 out of eight since representative so 84 which is equal to at 70. And we need that we since we are things. There are two things representing the regions, so the four selected sales representatives are from only two off the regions. So if we select to sales representative from the two regions while we select de o sales representative from the other two regions, so four is it to selected from the four and to select from the two region and to select from two regions on day zero selected from the two regions and they're selected from the two regions. So is equal to four factorial over two factorial, two factorial times two factorial over to Victoria, zero factorial times too times Sorry, that was two factorial over to factory a factory times two factorial zero factorial two factorial which is equal to six for the
Thus,
probability is 6/70 which is equal toe open toe eight 57.

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The greengrocer normally sells 20 carrots for £2.80. The new cost of 1 carrot is £0.098.

Original cost is the price of an item or service before any discounts, taxes, or other adjustments.

This means that the cost of 1 carrot is £2.80/20 = £0.14.

When the cost of the carrots is reduced by 30%, the new cost of 1 carrot is £0.14 × (100%-30%) = £0.098.

Therefore, the cost of 180 carrots in the sale is £0.098 × 180 = £17.64.

The discount of 30% reduces the cost of 1 carrot from £0.14 to £0.098, and this reduces the cost of 180 carrots from £25.2 to £17.64.

This is because a 30% discount means that the cost of the item is reduced by 30% of the original cost.

As the original cost of 1 carrot is £0.14, the new cost of 1 carrot is £0.14 × (100%-30%) = £0.098.

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The visual that can help you in  creating a  3D structure using rectangular prism and others is given in the image attached.

3D structure creation is the method of planning and building three-dimensional structures or objects utilizing various materials and methods. This may make use of physical development with the use of materials such as wood, metal, and plastic, as well as virtual development utilizing computer program programs.

In virtual 3D structure creation, creators make use of program to make 3D models of structures or objects. These models can be seen and controlled in virtual space, and can be utilized to reenact how the structure  will see and work within the real world.

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See text below



1. Start by creating a rectangular prism

as the base of your structure. This will

be the main structure that includes

the walls and interior rooms.

2. Add a cylindrical tower to one corner of the rectangular prism. Adjust the size and height to your liking.

3. Add another cylindrical tower to the opposite corner of the rectangular

prism. Again, adjust the size and

height to your liking.

4. Add a pyramid-shaped roof to one of the cylindrical towers, and a cone-

shaped roof to the other cylindrical tower.

5. Add a second rectangular prism on top of the first one, with a different orientation or size. This can serve as an additional room or tower.

6. Add a pyramid-shaped roof to the second rectangular prism, and a cone-shaped roof to the cylindrical tower that does not have one yet.

7. Add a rectangular prism

perpendicular to the main structure,

creating an L-shape. This can be a

separate building or an extension of

the main structure.

8. Add a pyramid-shaped roof to the new

rectangular prism, and a cone-shaped roof to the cylindrical tower on the

opposite side of the main structure. 9. Finally, add spheres as decorative

elements to the walls and towers. You can also add other shapes, such as additional rectangular prisms,

pyramids, or cones, as long as you have at least 2 of each of the 5

required shapes.

After 300 trials, the experimental probabilities may not align perfectly with the theoretical probabilities. However, with more trials, the experimental probabilities tend to converge towards the theoretical probabilities for closer alignment.

To examine whether experimental probabilities after 300 trials align closely with theoretical probabilities, let's consider an example of flipping a fair coin.

Theoretical probability: When flipping a fair coin, the theoretical probability of obtaining heads or tails is 0.5 each. This assumes that the coin is unbiased and has an equal chance of landing on either side.

Experimental probability: After conducting 300 trials of flipping the coin, we record the outcomes and calculate the experimental probabilities. Let's assume that heads occurred 160 times and tails occurred 140 times.

Experimental probability of heads: 160/300 = 0.5333

Experimental probability of tails: 140/300 = 0.4667

Comparing the experimental probabilities to the theoretical probabilities, we can observe that the experimental probability of heads is slightly higher than the theoretical probability, while the experimental probability of tails is slightly lower.

In this particular example, the experimental probabilities after 300 trials do not align perfectly with the theoretical probabilities. However, it is important to note that these differences can be attributed to sampling variability, as the experimental outcomes are subject to random fluctuations.

To draw a more definitive conclusion about the alignment between experimental and theoretical probabilities, a larger number of trials would need to be conducted. As the number of trials increases, the experimental probabilities tend to converge towards the theoretical probabilities, providing a closer alignment between the two.

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The question probable may be:

Do experimental probabilities after 300 trials tend to align closely with theoretical probabilities? Consider an example scenario and calculate both the theoretical and experimental probabilities to determine if they are close.

Answer:

x = 16

Step-by-step explanation:

Opposite sides are equal in a parallelogram

AD = BC

5x - 12 = 3x + 20

5x - 3x = 20 + 12

2x = 32

x = 32/2

x = 16

Answer: the absolute value is 6.33

Answer:

9/41

Step-by-step explanation:

Draw a right triangle in quadrant 2 and label your opposite (40) and hypotenuse (41) sides then use the pythagorean theorem to find the missing side (the adjacent side)  which is equal to 9. Then since cosine is adjacent/hypotenuse and you get 9/41.

Answer:

A part of basic arithmetic, long division is a method of solving and finding the answer and remainder for division problems that involve numbers with at least two digits. Learning the basic steps of long division will allow you to divide numbers of any length, including both integers (positive,negative and zero) and decimals. This process is an easy one to learn, and the ability to do long division will help you sharpen and have more understanding of mathematics in ways that will be beneficial both in school and in other parts of your life.[1]

Step-by-step explanation:

A part of basic arithmetic, long division is a method of solving and finding the answer and remainder for division problems that involve numbers with at least two digits. Learning the basic steps of long division will allow you to divide numbers of any length, including both integers (positive,negative and zero) and decimals. This process is an easy one to learn, and the ability to do long division will help you sharpen and have more understanding of mathematics in ways that will be beneficial both in school and in other parts of your life.[1]

After considering the given data we come to the conclusion that the length of AB is 12.124 units, under the condition that A (-3, 5) and B (4, -2) are the given coordinates.

The distance between two points in a plane can be found using the distance formula which is an application of the Pythagorean theorem. The formula is given by d=√ ( ((x₂ – x₁ )² + (y₂ – y₁ )²)

Here (x₁, y₁) and (x₂, y₂) are the coordinates of the two points.

Applying the given coordinates of A (-3, 5) and B (4, -2), we can evaluate the distance between them as follows:

d = √( (4 - (-3))² + (-2 - 5)² )

 = √(7² + (-7)²)

 = √(98 + 49)

 = √147

 = 12.124

Therefore, the length of AB is approximately 12.124 units.

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Si Verónica, Ana y Luis están pintando una barda y se les paga un total de 300 unidades monetarias (por ejemplo, dólares, pesos, etc.), para determinar cuánto dinero debería recibir cada uno, necesitamos más información sobre cómo se distribuye el trabajo entre ellos.

Si los tres contribuyen de manera equitativa y realizan la misma cantidad de trabajo, podrían dividir el pago de manera igualitaria. En ese caso, cada uno recibiría 100 unidades monetarias (300 dividido entre 3).

Sin embargo, si uno de ellos realiza más trabajo o tiene una mayor responsabilidad en la tarea, podría ser justo que reciba una porción mayor del pago. En ese caso, la distribución de los 300 unidades monetarias dependerá de un acuerdo previo entre ellos sobre cómo se divide el pago en función de la cantidad o calidad del trabajo realizado.

Es importante tener en cuenta que la asignación exacta de dinero puede variar dependiendo de las circunstancias y el acuerdo al que lleguen Verónica, Ana y Luis.