If r=0.5 m, A = ???
(Use the r key.)

Answer:

C. 40%

Step-by-step explanation:

There are 425 guests in all. Of these 425 guests, 170 called for room service.

170/425 = 34/85 = 2/5 = 40%

Answer:

VZ = 72

FINDING VZ:

XW / VW = VZ / YZ

48 / 24 = VZ / 36

*Simplify:

*Multiply both sides by 36:

I don't know how's that even possible, but I did the same formula and solutions the pictures below show.

The length of the other side of the right triangle is approximately 1.89 feet.

The length of the other side of the right triangle can be found using the Pythagorean theorem, which states that the square of the hypotenuse is equal to the sum of the squares of the other two sides. Therefore, we have:

(Length of other side)² = (Hypotenuse)² - (Length of given side)²

(Length of other side)² = (2.9)² - (2.2)²

(Length of other side)² = 8.41 - 4.84

(Length of other side)² = 3.57

Taking the square root of both sides, we get:

Length of other side = sqrt(3.57) ≈ 1.89 feet

Therefore, the length of the other side of the right triangle is approximately 1.89 feet.

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In the given cirlce, the value of x is 15

From the question, we are to determine the value of x in the given diagram

From the given information,

We have a circle and we are given the angles subtended by the arcs at the center of the circle.

We know that the sum of angles in a circle is 360°.

Then,

We can write that

(8x - 10)° + (6x)° + (10x + 10)°  = 360°

Solving for x

8x - 10 + 6x + 10x + 10  = 360

Collect like terms

8x + 6x + 10x - 10 + 10 = 360

24x = 360

Divide both sides by 24

24x / 24 = 360 / 24

x = 15

Hence, the value of x is 15

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The measure of angle A and angle B are 30° and 60° respectively.

The figure in the image is a right-triangle.

To find the measure of angle A and angle B, we use the trigonometric ratio.

Solving for the measure of angle A:

sinθ = opposite / hypotenuse

opposite of angle A = 8

hypotenuse = 16

Plug in the values

sinθ = 8/16

sinθ = 1/2

θ = sin⁻¹( 1/2 )

θ = 30°

Solving for angle B

cosB = adjacent / Hypotenuse

adjeacent of angle B = 8

Hypotenuse = 16

Plug in the given values

cosB = 8/16

cosB = 1/2

B = cos⁻¹( 1/2 )

B = 60°

Therefore angle A is 30 degrees and angle B is 60 degree.

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True. A cartesian join, also known as a cross join, returns all possible combinations of rows between two tables. In this scenario, since table a contains two rows and table b contains eight rows, there will be 2 x 8 = 16 possible combinations or rows in the result set.

When a Cartesian join is used to link two tables, it creates a combination of all possible rows between the two tables. In this case, table A has 2 rows and table B has 8 rows. To calculate the number of rows in the result, you simply multiply the number of rows in each table:

2 rows (table A) x 8 rows (table B) = 16 rows

So, when a Cartesian join is used to link table A with 2 rows to table B with 8 rows, there will be 16 rows in the result.

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The statement "if a cartesian join is used to link table a which contains two rows to table b which contains eight rows, there will be sixteen rows in the results" is a true statement.

What is a Cartesian join?

A Cartesian join, also known as a cross join or a cross product, generates a result set that combines every row from the first table with every row from the second table, with no requirements or limits.

If table A has two rows and table B has eight rows, a Cartesian join between the two tables will yield a result set with 16 rows (the product of the number of rows in each table).

So the statement "if a Cartesian join is used to link table A with two rows to table B with eight rows, the results will have sixteen rows" is valid.

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The second time when harry feel like consuming 17 kg of sheep after he wakes up is equal to 39.7 hours ( round to nearest tenth of an hour).

Function is equal to

H (t) = 12 sin (2/24t) +15

Where  H(t) models the weight of sheep in kg that Harry like to swallow in 't' hours after wakes up.

't' in radians.

Harry wants to consumes 17kg

⇒ H(t) = 17 for t.

Substituting the given expression for H(t), we get,

⇒ 12 sin(2/24 t) + 15 = 17

⇒ 12 sin(2/24 t) = 2

⇒ sin(2/24 t) = 1/6

⇒ 2/24 t = sin^(-1)(1/6)

We know that sin^(-1)(1/6) = 0.167

Substitute the value we get,

⇒ t = 12 × 0.167

⇒ t = 2.004 radians

This gives us the first time after Harry wakes up that he feels like consuming 17 kg of sheep.

For the second time,

Add one full period to the first time, since the function H(t) has a period of 12π/2 = 6π.

The second time is,

t = 2.004 + 6π

  = 2.004 + 6×3.14

 = 20.844 radians

To round to the nearest tenth of an hour,

Since there are 12 hours in a full revolution.

Convert radians to hours by dividing by 2π and then multiplying by 12.

t = 20.844/(2π) ×  12

 = 3.31 × 12 hours

 = 39.69

  = 39.7 (rounded to the nearest tenth)

Attached graph.

Therefore, the second time after Harry wakes up that he feels like consuming 17 kg of sheep is approximately 39.7 hours after he wakes up.

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Answer:

8 is closer to 10, so 219.8 rounded is 220.

It will take approximately 29 days for the ant population to drop below 250.

The logarithmic function to the base e is called the natural logarithmic function and it is denoted by loge.

f(x) = loge x

To find out how many days it will take for the ant population to drop below 250, we need to solve for the value of t in the equation:

A(t) = [tex]45000*(0.271)^t[/tex]< 250

We can start by simplifying the equation:

[tex]45000*(0.271)^t[/tex]< 250

[tex](0.271)^t[/tex] < 250/45000

[tex](0.271)^t[/tex]< 0.00555556

Next, we can take the natural logarithm of both sides to isolate t:

ln[[tex](0.271)^t][/tex] < ln(0.00555556)

t*ln(0.271) < ln(0.00555556)

t > ln(0.00555556) / ln(0.271)

t > 28.32

Therefore, it will take approximately 29 days for the ant population to drop below 250.

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Answer:

Therefore, Kiran swam approximately 0.189z laps in the pool.

Step-by-step explanation:

Let's assume the number of laps Kiran swims to be "x".

From the given information, we know that Clare swims 95 times as many laps as Kiran. Therefore, we can write an equation:

18 = 95x

To solve for x, we can isolate it by dividing both sides of the equation by 95:

x = 18/95

x = 0.189

Hence, it is expected that 14 flights will arrive on time out of the 100 trials of this experiment.

The probability of an occurrence is a number used in mathematics to describe how likely it is that the event will take place. In terms of percentage notation, between 0% and 100% it is expressed as a number between 0 and 1, or . The higher the likelihood, the more likely it is that the event will take place.

 when we refer to an experiment or trial, we mean a random experiment. When difference  between a trial and an experiment, think of the experiment as a larger entity created by the fusion of several trials.

Unless otherwise stated,A trial is any specific outcome of a random experiment. In other words, a trial of the experiment is what we call when we conduct an experiment.

according to question, the number of on-time flights in 100 trials as a binomial random variable with parameters n = 100 (the number of trials) and p (the chance of success, i.e., a flight being on time), presuming that the probability of a flight being on time is the same in all trials.

The expected number of on-time flights in 100 trials is E(X) = np if the same of a flight being on time is p. Given that E(X) = 15, we determine p ,

E(X) = n p = 15 n = 100

p = [tex]\frac{E(X)}{n} = \frac{15}{100}[/tex] = 0.15

Therefore, it is probability that 0.15 %of flights will arrive on time.

To determine the expected  number of trials from a total of 100

Using the probability mass function of the binomial distribution, we can get the expected probability of trials out of 100 that result in precisely 15 flights departing on time:

[tex]P(X = 15)=(100 choose 15) * 0.15^{15} * 0.85^{85}[/tex]

We can calculate this 0.144 get  using a calculator.

therefore it is expected that 14 flights will arrive on time out of the 100 trials of this experiment. It should be noted that while this is an expected value, random fluctuation may cause the actual number of on-time flights in each trial to deviate somewhat from this figure.

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The product of 13.5 and 12.1 using a regrouping strategy is 163.35.

To begin with, we can start by breaking down each number into its place value components, which are the ones, tenths, and hundredths places. We can represent 13.5 as 13 + 0.5 and 12.1 as 12 + 0.1.

So, we can rewrite 13.5 as (10 + 3) + 0.5 and 12.1 as (10 + 2) + 0.1. Now, we can use the distributive property of multiplication to multiply 13.5 by 12.1 as follows:

13.5 x 12.1 = (10 + 3 + 0.5) x (10 + 2 + 0.1)

= 10 x 10 + 10 x 2 + 10 x 0.1

+ 3 x 10 + 3 x 2 + 3 x 0.1

+ 0.5 x 10 + 0.5 x 2 + 0.5 x 0.1

Next, we can simplify each of these products by multiplying the numbers in the ones and tenths places separately, and then adding the results. For example, 10 x 10 = 100, 10 x 2 = 20, 10 x 0.1 = 1, 3 x 10 = 30, and so on.

So, continuing from the previous step, we get:

13.5 x 12.1 = 100 + 20 + 1

+ 30 + 6 + 0.3

+ 5 + 1 + 0.05

Finally, we can add up all these products to get the final answer:

13.5 x 12.1 = 163.35

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Both methods are valid and result in the same answer.

In mathematics, the term "congruent" refers to figures and shapes that can be flipped or rearranged to match up with other ones. These forms can be mirrored to produce related shapes.

If two shapes are similar in size and shape, they are congruent. We can also state that if two shapes are congruent, then their mirror images are identical.

Both students are correct.

Student A divides the Z into 4 congruent right triangles and 2 rectangles. The area of the right triangles is found by multiplying the base and height and dividing by 2, while the area of the rectangles is found by multiplying the length and width. Adding the areas of all the shapes together, the total area of the Z is 32 square units.

Student B divides the Z into 3 congruent right triangles and 3 rectangles. The area of the right triangles is found by multiplying the base and height and dividing by 2, while the area of the rectangles is found by multiplying the length and width. Adding the areas of all the shapes together, the total area of the Z is also 32 square units.

Both methods are valid and result in the same answer.

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The directionality of the alternative hypothesis and the support offered by the sample data determine whether the null hypothesis is likewise rejected at the 5% level of significance for a related one-tailed test.

When the two-tailed test rejects the null hypothesis, it means that the sample data, regardless of how we look at it, support the null hypothesis.. A one-tailed test, however, simply considers the evidence in one way. As a result, the null hypothesis should be used if the sample data only show evidence that the alternative hypothesis is true in one direction (for example, greater than).

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Based on the p-value of 0.21,  the researcher should conclude that option (D) The test was not statistically significant because if the null hypothesis is true, one could expect to get a test statistic at least as extreme as that observed 21% of the time.

A p-value of 0.21 means that if the null hypothesis (the hypothesis that there is no significant difference between groups or no significant relationship between variables) is true, there is a 21% chance of obtaining a test statistic as extreme as the one observed or more extreme.

In general, a p-value of 0.05 or less is considered statistically significant, which means that the probability of obtaining a test statistic as extreme as the one observed or more extreme is less than 5% if the null hypothesis is true. In this case, since the p-value is greater than 0.05, the null hypothesis cannot be rejected and the result is not statistically significant.

Option A is incorrect because multiplying the p-value by 2 assumes a two-tailed test, which may not be the case. Option B is incorrect because a significance level of 0.5 is not commonly used in hypothesis testing.

Option C is incorrect because the statement that "if the null hypothesis is true, one could expect to get a test statistic at least as extreme as that observed 79% of the time" is not based on the p-value. Option E is incorrect because subtracting the p-value from 1 assumes a one-tailed test, which may not be the case.

Therefore, the correct option is (D) The test was not statistically significant because if the null hypothesis is true, one could expect to get a test statistic at least as extreme as that observed 21% of the time.

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The given question is incomplete, the complete question is:

A mathematician reported the results from a particular experiment to the researcher who conducted it. The report states that on one specific part of the experiment, a statistical test result yielded a p-value of 0. 21. Based on this p-value, what should the researcher conclude?

A) The test was not statistically significant because 2 × 0. 21 = 0. 42, which is less than 0. 5.

B) The test was statistically significant because a p-value of 0. 21 is greater than a significance level of 0. 5.

C) The test was not statistically significant because if the null hypothesis is true, one could expect to get a test statistic at least as extreme as that observed 79% of the time.

D) The test was not statistically significant because if the null hypothesis is true, one could expect to get a test statistic at least as extreme as that observed 21% of the time.

E) The test was statistically significant because p = 1 − 0. 21 = 0. 79, which is greater than a significance level of 0. 5

Step-by-step explanation:

line n (and if it is parallel or not) has nothing to do with this solution. it is only there to confuse us.

the sum of all angles around a single point on one side of a line is 180° (because the line can act as the diameter of a circle with the point being is center, and a half-circle stands for 180°).

so,

180 = (6x - 19) + (8x + 3)

180 = 6x - 19 + 8x + 3 = 14x - 16

90 = 7x - 8

98 = 7x

x = 98/7 = 14

The area of the rugs in square yards with given dimensions 1/2 yard by 2 5/6 yards is equal to  1 5 /12 square yards.

Dimensions of the rug are,

1/2 yard by 2 5/6 yards

Area of the rug in square yards solved by Keith is equal to

=  1/2 times 2 5/6

= ( 1/ 2 ) × (  2 5/6 )

Convert mixed fraction into proper fraction we get,

2 5/6 = ( 6 × 2 + 5 ) / 6

⇒ 2 5/6 = 17 / 6

⇒ Area of the rug in square yards solved by Keith = ( 1 / 2 ) × ( 17 / 6 )

⇒ Area of the rug in square yards solved by Keith = ( 17 / 12 )

⇒ Area of the rug in square yards solved by Keith = 1 5 /12 square yards.

Therefore, the area of the rugs is equal to 1 5 /12 square yards.

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The Correct Answer Is:  High-strength sports.

explanation:

Because for wrestling you have to use, you're strength. (And I just did the exam and I got it wrong for choosing the wrong answer, so I believe it's my answer. !!so, it's not high-power sports)

I hope it helps you!

:)

Answer:

[tex]4\sqrt{3}[/tex] cm

Step-by-step explanation:

We can use the Pythagorean Theorem to answer this question. Recall that the Pythagorean Theorem is:

[tex]a^2+b^2=c^2[/tex]

where a is the length of a leg, b is the length of the other leg, and c is the length of the hypotenuse.

We are given the hypotenuse (8 cm) and one of the legs (4 cm). Substitute the values and solve for the unknown.

[tex]a^2+b^2=c^2=\\4^2+b^2=8^2=\\16+b^2=64=\\b^2=48=\\b=\sqrt{48} =\\b=\sqrt{16}*\sqrt{3} =\\ b=4\sqrt{3}[/tex]

Therefore, the measure of the other leg is equal to [tex]4\sqrt{3}[/tex] cm.

The only solution to the system of linear inequalities is (3,2).

Inequality in mathematics is a mathematical statement that two values are not equal. It is usually represented by an inequality sign, such as > or <. Inequality can refer to both numerical and geometric relationships. It is an important concept in all areas of mathematics, from algebra and geometry to calculus and beyond. Inequality can also be used to describe the relationship between two variables, such as the size of an object and its weight.

A. (3, 2)
B. (2, 4)
C. (5, 1)

The ordered pair (3,2) is the only solution to the system of linear inequalities. To check this, we can substitute the values of x and y into the equations. For (3,2), when x = 3 and y = 2, we have x + 2y = 7 and 3x - 4y = 4. As both of these equations are less than the given inequalities, (3,2) is a valid solution. For (2,4), when x = 2 and y = 4, we have x + 2y = 10 and 3x - 4y = -4. The first equation is equal to the given inequality,

while the second equation is less than the given inequality, so the ordered pair (2,4) is not a valid solution. Similarly, for (5,1), when x = 5 and y = 1, we have x + 2y = 7 and 3x - 4y = 11. Again, the first equation is less than the given inequality and the second equation is equal to the given inequality, so (5,1) is not a valid solution. Therefore, the only solution to the system of linear inequalities is (3,2).

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Ralph will store 3/20 gallons of paint in each container.

Explain gallons

Gallons are a unit of measurement commonly used for liquids, especially in the United States. One gallon is equal to 128 fluid ounces or approximately 3.785 liters. It is used to measure the volume of liquids such as gasoline, milk, and water, and is often used in cooking, construction, and manufacturing industries.

According to the given information

To divide 3/4 gallons of paint equally among 5 containers, we need to perform the division (3/4)/5:

(3/4)/5 = 3/4 × 1/5 = 3/20

Therefore, Ralph will store 3/20 gallons of paint in each container.

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Answer:

Step-by-step explanation

To find the answer you would have to divide 3/4 gallons of paint equally among 5 containers, we need to perform the division (3/4)/5:

(3/4)/5 = 3/4 × 1/5 = 3/20

Ralph will store 3/20 gallons of paint in each container.

The discount price at each store will depend on the regular price and the amount of the discount offered, and it is not possible to determine which store will have the lower discount price without knowing these factors.

It is not necessarily true that the discount price at store M will be less than the discount price at store L. The relative discount prices will depend on the amount of the discount applied by each store.

For example, let's say that the regular price of the product at store L is $100 and the regular price at store M is $120. If store L offers a 20% discount, the discount price would be $80.

If store M offers a 15% discount, the discount price would be $102. Therefore, in this case, the discount price at store L is less than the discount price at store M.

On the other hand, if store L offers only a 10% discount, the discount price would be $90. In this case, the discount price at store M would be less than the discount price at store L.

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The sum of 5/6 and 2/9 is: C. 1 1/18.

The sum of 1/2 and 2/3 is 7/6.

The fraction of the boys that have either blue or hazel eyes is: B. 1/2.

The sum of 7/10 and 1/4 is: D. 19/20.

The sum of 3/5 and 1/5 is 11/10.

In Mathematics and Geometry, a fraction simply refers to a numerical quantity (numeral) which is not expressed as a whole number. This ultimately implies that, a fraction is simply a part of a whole number.

Based on the information provided above, each of the sums can be calculated as follows;

Fraction = 5/6 + 2/9

Fraction = (15 + 4)/18

Fraction = 19/18 = 1 1/18.

Fraction = 1/2 + 2/3

Fraction = (3 + 4)/6

Fraction = 7/6

Fraction = 1/5 + 3/10

Fraction = (2 + 3)/10

Fraction = 1/2

Fraction = 1/4 + 7/10

Fraction = (5 + 14)/20

Fraction = 19/20

Fraction = 3/5 + 1/2

Fraction = (6 + 5)/10

Fraction = 11/10

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The electrician's rate experienced a 25% increase compared to what he charged in the year 2018.

A percentage is a number or ratio expressed as a fraction of 100, used to indicate the portion of something in relation to its whole.

To find the percentage increase in the rate, we need to calculate the difference between the two rates and express it as a percentage of the original rate.

The difference between the two rates is

$12,500 - $10,000 = $2,500

To express this difference as a percentage of the original rate, we need to divide it by the original rate and then multiply by 100:

($2,500 / $10,000) x 100% = 25%

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The result for the appropriate measure, relative risk, is approximately 0.515.

This indicates that the risk of death within 5 years is about 51.5% lower in the new procedure group compared to the standard procedure group.

This suggests a strong association between the surgical procedure and the reduction in the risk of death.

To determine the strength of the association between the surgical procedures and death, we can calculate the relative risk.
Identify the numbers given in the question.
- Total participants: 550
- New procedure group: 275 (half of 550)
- Deaths in new procedure group: 98
- Standard procedure group: 275 (half of 550)
- Deaths in standard procedure group: 190
Calculate the death rate (proportion of deaths) in each group.
- Death rate in new procedure group = (Number of deaths in new procedure group) / (Total in new procedure group) = 98/275 ≈ 0.356
- Death rate in standard procedure group = (Number of deaths in standard procedure group) / (Total in standard procedure group) = 190/275 ≈ 0.691
Calculate the relative risk.
- Relative risk = (Death rate in new procedure group) / (Death rate in standard procedure group) = 0.356/0.691 ≈ 0.515.

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Answer:B 1/2

Step-by-step explanation:

We can use the slope formula to find the slope of the line passing through the two points:

slope = (y2 - y1) / (x2 - x1)

Plugging in the coordinates, we get:

slope = (4 - 2) / (5 - 1)

slope = 2 / 4

slope = 1/2

Therefore, the slope of the line passing through the points (1, 2) and (5, 4) is B: 1/2.

The slope =2 and y-intercept = -3.

What is slope?

Calculated using the slope of a line formula, the ratio of "vertical change" to "horizontal change" between two different locations on a line is determined. The difference between the line's y and x coordinate changes is known as the slope of the line.Any two distinct places along the line can be used to determine the slope of any line.

Here let us take two points [tex](x_1,y_1)=(1.5,0) , (x_2,y_2)=(0,3)[/tex] .

Now using slope formula then,

Slope m = [tex]\frac{y_2-y_1}{x_2-x_1}[/tex]

=> m = [tex]\frac{3-0}{0-1.5} = \frac{3}{-1.5}=2[/tex]

Now using equation formula then,

=> [tex]y-y_1=m(x-x_1)[/tex]

=> y-0=2(x-1.5)

=> y = 2x-3

Here y=mx+b, where b= y-intercept.

Hence slope =2 and y-intercept = -3.

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Answer:

[tex]\begin{array}{|c|c|c|c|c|c|} \cline{1-6} & \text{Music} & \text{Gov} & \text{Theater} & \text{Sports} & \text{Total}\\\cline{1-6}\text{7th grade} & 42 & 12 & 20 & 58 & 132\\\cline{1-6}\text{8th grade} & 38 & 9 & 45 & 30 & 122\\\cline{1-6}\text{Total} & 80 & 21 & 65 & 88 & 254\\\cline{1-6}\end{array}[/tex]

"Gov" refers to "Student  Government".

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

Explanation:

The rows are labeled "7th grade", "8th grade" and "Total".

The columns are labeled "Music", "Student  Government", "Theater", "Sports", and "Total".

I'll abbreviate "Student  Government" to "Gov" so that the table doesn't get too wide.

There are 254 students total. This value goes in the bottom right corner of the table. This is the grand total.

----------

We have 80 students in music. This value goes at the bottom of the "music" column since we're in a "total" row. Basically it's the total of all the music students regardless of grade.

Of those 80 students in music, 42 are in seventh grade. Write 42 in the first row of this column and 38 just underneath it (because 80-42 = 38). The two values 42 and 38 should add to the 80 mentioned.

----------

There are 21 students in student government. This value goes at the bottom of the "student government" column.

9 of these students are in eighth grade, so the remaining 21-9 = 12 must be in seventh grade.

----------

There are 65 students in theater. This value goes at the bottom of the "theater" column.

There are 20 such students in 7th grade and 45 in 8th grade (because 65-20 = 45).

----------

There are 88 students in sports.

30 are in 8th grade, so 88-30 = 58 must be in 7th.

----------

At this point, you should have these values along the bottom row:

80, 21, 65, 88, 254

The first four values (80, 21, 65, 88) should add to the grand total 254.

Along each row, add up the values to get the row total.

7th grade: 42 + 12 + 20 + 58 = 132

8th grade:  38 + 9 + 45 + 30 = 122

There are 132 seventh graders and 122 eighth graders.

Those subtotals add to 132+122 = 254 total students, which helps confirm we did things correctly.

Lee needs to score a total of 26 points in the next game to increase his mean score to 13 points.

Given that

Scores = 12,14,14,15,8,10,3,15

To increase his mean score to 13 points,

Lee needs to have a total of 13 x 9 = 117 points after the next game.

He has already scored a total of 12+14+14+15+8+10+3+15 = 91 points in the first 8 games.

Therefore, Lee needs to score a total of 117 - 91 = 26 points in the next game to increase his mean score to 13 points.

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