Your sample is normally distributed with a mean age of 36. The standard deviation in this sample is 4 years. You would expect:

Explanation:

Divide 126 over 3. This is because any equilateral triangle has all three sides the same length

126/3 = 42

Each side is 42 mm long

So its perimeter is 3*42 = 126 mm

Side note: if your teacher says a triangle is equiangular, then it's automatically equilateral as well (and vice versa).

The length of one of its sides of an equilateral triangle is  42 mm.

In geometry, an equilateral triangle exists as a triangle that contains all its sides equivalent in length. Since the three sides stand equivalent therefore the three angles, opposite to the equivalent sides, stand equivalent in measure. Thus, it stands also named an equiangular triangle, where each angle measure 60 degrees.

The perimeter of an equilateral triangle exists 126 mm.

The equilateral triangle contains all three sides of the same length

126/3 = 42

Each side stands 42 mm long

So its perimeter stands 3 [tex]*[/tex] 42 = 126 mm

Therefore, the length of one of its sides = 42 mm.

To learn more about equilateral triangle

https://brainly.com/question/1399707

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9514 1404 393

Explanation:

Your question covers a good bit of the material in an algebra course. The short answer is, "the same way you solve a numerical equation." The point of algebra is that literals can stand for numbers, and so be manipulated the same way numbers are.

Expressions are evaluated according to the Order of Operations. For equations involving a single variable, the equation specifies what operations are being performed on that variable. To find the vale of the variable (solve for that literal), you need to "undo" the operations that are performed on it. As with many problems that have layers, you work down through the layers from the outside in. Generally, that means working through the list of operations "backwards," undoing the last one first.

Simple example

  y = mx + b . . . . . . solve for x

In this equation, the operations performed on x are ...

In accordance with the above, the first thing we do is "undo" the addition of b. (Note that this could be a number or literal--or even a complicated expression--and the process would be exactly the same.) To "undo" addition, we add the opposite.

  y -b = mx +b -b   ⇒   y -b = mx

Next, we "undo" the multiplication by m. That is, we divide by m, or multiply by the reciprocal of m. Either is the same as the other.

  (y -b)(1/m) = (mx)(1/m)   ⇒   (y -b)/m = x

Now, we have solved this literal equation for x.

_____

Throughout this process you must adhere strictly to the properties of equality. That is, anything you do to one side of the equation must also be done to the other side.

The reason you study inverses and identity elements is so you understand that addition of an additive inverse produces the additive identity element:

  x + (-x) = 0

Similarly, multiplication by the multiplicative inverse (reciprocal) produces the multiplicative identity element.

  x · (1/x) = 1

When other operations are involved, such as raising to a power, trig functions, roots, logs, exponentiation, each of these has an associated inverse function that produces an identity:

  (x^a)^(1/a) = x^1 = x

  arcsin(sin(x)) = x

  (√x)^2 = x

  10^(log(x)) = x   or   log(10^x) = x

Some of these inverse functions have restricted domains, so care must be used when solving equations involving them.

When a variable of interest appears on both sides of the equal sign, then you must figure a way to rearrange the equation so the terms with the variable can be combined.

Example:

  ax + b = cx +d . . . . . solve for x

  ax -cx = d -b . . . . . . subtract (cx+b). (Of course, this is subtracted from both sides of the equation.)

  x(a -c) = d -b . . . . . combine x-terms

  x = (d -b)/(a -c) . . . . divide by the coefficient of x

Note that we had to divide the entire right-side expression by the x-coefficient, so had to enclose it in parentheses.

More Complicated Example:

A recent Brainly problem asked for the solution to ...

  T = 2π√(L/g) . . . . solve for L

Here, L is divided by g, a root taken, and that multiplied by 2π. Undoing these in reverse order, we first divide by 2π, square both sides to undo the root, then multiply by g to undo the division:

  [tex]T=2\pi\sqrt{\dfrac{L}{g}}\\\\\dfrac{T}{2\pi}=\sqrt{\dfrac{L}{g}}\\\\\left(\dfrac{T}{2\pi}\right)^2=\dfrac{L}{g}\\\\\boxed{L=g\left(\dfrac{T}{2\pi}\right)^2}[/tex]

The problem posted on Brainly had numbers where some of these variables are. That does not affect the solution method, except that sometimes numerical values can be combined where literal values cannot.

_____

Key Points

Answer:

33km

Step-by-step explanation:

Let the distance traveled by bus be x, then distance traveled by train would be 2x

Therefore,

5 + x + 2x = 104

5 + 3x = 104

3x = 104 - 5

3x = 99

x = 33

(not a or not b) implies c   <==>   not (not a or not b) or c

so negating gives

not [(not a or not b) implies c]   <==>   not[ not (not a or not b) or c]

which we can simplify somewhat to

not (not (not a or not b)) and not c

(not a or not b) and not c

(not a and not c) or (not b and not c)

not (a or c) or not (b or c)

not ((a or c) and (b or c))

not ((a and b) or c)

Answer:

D

Step-by-step explanation:

The symbol ~ means similarity (same shapes, not same size)

Answer:

22 mi

Step-by-step explanation:

From the question given above, the distance from E to F is 6 in.

Thus, we can obtain the distance from E to F (i.e mi) by using the scale provided in the question. This is illustrated below:

3 in = 11 mi

Therefore,

6 in = 6 in × 11 mi / 3 in

6 in = 22 mi

Therefore, the distance from E to F is 22 mi

Answer:

Option B, 29°

Step-by-step explanation:

The diagram is a angle bisecting diagram which divides the 58° angle into two 29° angles.

Answered by GAUTHMATH

Answer:

3020 runs

Step-by-step explanation:

Because he wants 10000 but only has 6980 so you have to minus 6980 from 10000. 10000-6980=3020

so 3020 is the answer

Answer:

3020 runs

Step-by-step explanation:

10,000-6980=3020

Answer:

Option B: Rotation

Step-by-step explanation:

The shape appears to have the same size, but it has been moved in a way that  is not reflection. Through the process of elimination, the answer is rotation.

Answer:

5000 km

Step-by-step explanation:

We are given that

3 cm represents on a map of  a town=150 m

Distance between two points=1 km

We have to find the distance between two points on the map.

3 cm represents on a map of  a town=150 m

1 cm represents on a map of  a town=150/3 m

1 km=1000 m

1 m=100 cm

[tex]1km=1000\times 100=100000 cm[/tex]

100000 cm  represents on a map of  a town

=[tex]\frac{150}{3}\times 100000[/tex] m

100000 cm  represents on a map of  a town=5000000 m

100000 cm  represents on a map of  a town

=[tex]\frac{5000000}{1000} km[/tex]

100000 cm  represents on a map of  a town=5000 km

Hence, two points are separated by 5000 km on the map.

Answer:

number 1: no

number 2: no

number 3: no

Answer:

(5/20)*(4/19)*(3/18)*(2/17) = 120/116280 = .001 = .1%

Step-by-step explanation:

Answer:

Below.

Step-by-step explanation:

Sameer:-

Number of mango's = total weight / weight of 1 mango

= 5 kg / 500g

= 5000/500

= 10.

Number of apples: =  5000/250 = 20.

Total number of fruit = 30.

Anil :-

Number of guava = total weight / weight of 1 guava

= 7 kg / 800g

= 7000/800

= 9.

Number of banana: =  4000/625 = 6.

Total number of fruit = 15.

Sameer bought the most fruit,  15 more than Anil.

Note: in Anil's case I rounded the values to the nearest whole number.

Answer:

45 mph

Step-by-step explanation:

This is a really good question to know the answer to. It is tricky and a bit indirect (which means you have to find something else before you can find the speed of the car.)

Let's keep track of what he does in the time allotted.

How far does Joe go in 5 minutes? That's the amount of time he's on the road before she is.

convert 5 minutes into hours. 5 minutes * 1 hour / 60 minutes = 1/12 of an hour

d = r*t

r = 30 km/hour

t = 1/12 hour

d = 30 km/hr * 1/12 hour = 2.5 km

Now she's about to start. She wants to catch him in 10 minutes

d = r*t

r = x mph

t = 10 minutes = 10 minutes * 1 hour * 60 minutes = 1/6 of an hour.

How far does he go in the 10 minute time?

d = 30 * 1/6 = 5 km

What is his total distance

5 km + 2.5 km = 7.5 km

Finally how fast does she need to go to catch him

d = 7.5 km

r = ?   This is what you are trying to find

t = 1/6 of an hour

d = r*t

7.5 km = r * (1/6)hour             divide by 1/6 hour

7.5 km // 1/6 hour = r

r = 7.5 * 6 = 45 mph

Answer:

D

Step-by-step explanation:

Use the midpoint formula to find the midpoint of the line segment.

Answer:

m

Step-by-step explanation:

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Answer:

35 miles

Step-by-step explanation:

1/5 = 7

so each part is 7, which means that 5 parts would be 7*5.

7*5 = 35

cross check:

35/5 = 7

hope this helps :)

Answer:

I don't understand the question

Answer: a= 16 a=8

              b=4 b=2

because, 2 when multiplied by 4 gives 8

4 when multiplied gives 16

Answer:

Volume of composite figure = 44.9 feet³

Step-by-step explanation:

Given:

Height of cylinder = 3.5 feet

Diameter of cylinder = 3.5 feet

Diameter of hemisphere = 3.5 feet

Find:

Volume of composite figure

Computation:

Radius of cylinder and sphere = 3.5/2 = 1.75 feet

Volume of composite figure = Volume of cylinder + Volume of hemisphere

Volume of composite figure = πr²h + (2/3)πr³

Volume of composite figure = (3.14)(1.75)²(3.5) + (2/3)(3.14)(1.75)³

Volume of composite figure = (3.14)(3.0625)(3.5) + (2/3)(3.14)(5.359375)

Volume of composite figure = 33.656875 + 11.2189583

Volume of composite figure = 44.8758

Volume of composite figure = 44.9 feet³

Step-by-step explanation:

You can simply plot these points on a graph and see where the line goes. It go

Complete Question

A few years ago, people tended to have relatively large CD collections. For students at a large university in the midwest, the mean number of CDs owned was 78 with a standard deviation of 90. To confirm these numbers, a random sample of 120 students from this university was collected and the size of their CD collections recorded. These particular 120 students had a mean CD collection size of 80 CDs. What is the numerical value of the sample mean?

Answer:

Sample Mean [tex]\=x=80[/tex]

Step-by-step explanation:

From the question we are told that:

Population Mean [tex]\mu=78[/tex]

Standard deviation [tex]\sigma=90[/tex]

Sample size [tex]n=120[/tex]

Sample Mean [tex]\=x=80[/tex]

Therefore

The numerical value of the sample mean is

Sample Mean [tex]\=x=80[/tex]

9514 1404 393

Answer:

  300

Step-by-step explanation:

Since nobody failed, the number who passed one or the other was 100%.

  P(O + W) = P(O) +P(W) -P(O&W)

  100% = 80% +70% -P(O&W)

  P(O&W) = 50% = 150 students

If 150 students are 50% of the examinees, then 100% will be 300 students.

Answer:

hope it helps

Answer:

True

Step-by-step explanation:

Required

Does dilation preserve angle measure?

When a point, side, line, or angle is dilated; the length of the line will be altered by the ratio or scale of dilation.

However, the measure of angle will remain the same.

Hence, the given statement is true.

Answer:

Step-by-step explanation:

volume of cone=1/3 πr²h

=1/3×π×5²×11

=275/3 ×3.14

≈287.33 in³

Answer:

Option C

Step-by-step explanation:

Suppose that we have a given proposition p

We define the complement as:

"NOT p" or ¬p

So, if p is:

the dog is red

the complement is

the dog is NOT red.

The principal rule to work with this is:

if p is true, then ¬p is false

if p is false, then ¬p is true.

Here the proposition is:

p = "When 100 engines are shipped, all of them are free of defects."

When this is this is true, ¬p must be false.

when this is false, ¬p must be true.

Let's analyze the given options, first the incorrect ones:

A: "At most one of the engines is defective."

here if we have for example, two defective engines, then this proposition and the original proposition are false.

B: " All of the engines are defective."

Here if there is one defective engine, then this is false, and also is the original proposition.

D: "None of the engines are defective"

When the original proposition is true "When 100 engines are shipped, all of them are free of defects.", this proposition is also true (because none of the engines are defective)

Finally, the corrrect one

C "At least one of the engines is defective"

When the original proposition is true, there are no defective engines, so this is false.

While, if this is true, there is at least one defective engine, so the original proposition is false.

Then this is the correct option:

¬p = "At least one of the engines is defective"

Answer:

[tex]m = \frac{1}{12}[/tex]

Step-by-step explanation:

Given

[tex](x,y) = (36,6)[/tex]

[tex]f(x) = \sqrt x[/tex] ----- the equation of the curve

Required

The slope of f(x)

The slope (m) is calculated using:

[tex]m = \lim_{h \to 0} \frac{f(a + h) - f(a)}{h}[/tex]

[tex](x,y) = (36,6)[/tex] implies that:

[tex]a = 36; f(a) = 6[/tex]

So, we have:

[tex]m = \lim_{h \to 0} \frac{f(a + h) - f(a)}{h}[/tex]

[tex]m = \lim_{h \to 0} \frac{f(36 + h) - 6}{h}[/tex]

If [tex]f(x) = \sqrt x[/tex]; then:

[tex]f(36 + h) = \sqrt{36 + h}[/tex]

So, we have:

[tex]m = \lim_{h \to 0} \frac{\sqrt{36 + h} - 6}{h}[/tex]

Multiply by: [tex]\sqrt{36 + h} + 6[/tex]

[tex]m = \lim_{h \to 0} \frac{(\sqrt{36 + h} - 6)(\sqrt{36 + h} + 6)}{h(\sqrt{36 + h} + 6)}[/tex]

Expand the numerator

[tex]m = \lim_{h \to 0} \frac{36 + h - 36}{h(\sqrt{36 + h} + 6)}[/tex]

Collect like terms

[tex]m = \lim_{h \to 0} \frac{36 - 36+ h }{h(\sqrt{36 + h} + 6)}[/tex]

[tex]m = \lim_{h \to 0} \frac{h }{h(\sqrt{36 + h} + 6)}[/tex]

Cancel out h

[tex]m = \lim_{h \to 0} \frac{1}{\sqrt{36 + h} + 6}[/tex]

[tex]h \to 0[/tex] implies that we substitute 0 for h;

So, we have:

[tex]m = \frac{1}{\sqrt{36 + 0} + 6}[/tex]

[tex]m = \frac{1}{\sqrt{36} + 6}[/tex]

[tex]m = \frac{1}{6 + 6}[/tex]

[tex]m = \frac{1}{12}[/tex]

Hence, the slope is 1/12

Hi!

180° - 130° = 50°

5z = 50° || : 5

z = 10°

Answer:

10

Step-by-step explanation:

since 130 and the 5z are complementary angles, by subtracting 130 from 180, you get 50. then you equal in 50 to 5z. 50=5z. to solve, you divide 5 from 50 and your answer is 10.

Answer:

[tex]4^{\left(x-1\right)}=1[/tex]

[tex]\Rightarrow\left(x-1\right)\ln \left(4\right)=\ln \left(1\right)[/tex]

[tex]\hookrightarrow x=1[/tex]

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OAmalOHopeO

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