This is an easy question for 6th graders, please help me as I am in need. Please answer both Q14 AND 15, i will thanks you

a) From the box plot of Dwayne's data, the measure of center = 9 and the measure of spread = 5

b)  From the box plot of Mitchell's data,  the measure of center = 10 and the measure of spread = 2

c)  From the box plot of Terry's data,  the measure of center = 10 and the measure of spread = 2

We know that in the box plot the measures of spread include the interquartile range and the mean of the data set.

Whereas, the measures of center include the mean or average and median.

For the Dwayne's box plot the interquartile range is 11 - 6 = 5

And the median is 9

So, the measure of center = 9 and the measure of spread = 5

For the Mitchell's box plot the interquartile range is 11 - 9 = 2

And the median is 10

So, the measure of center = 10 and the measure of spread = 2

For the Terry's box plot the interquartile range is  11 - 9 = 2

And the median is 10

So, the measure of center = 10 and the measure of spread = 2

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Answer:

5.44 meters

Step-by-step explanation:

We Know

0.3048 meter = 1 ft

How many ft makes a height of 1.66m?

We Take

1.66 ÷ 0.3048 ≈ 5.44 meters

So, the answer is 5.44 meters.

Transformations that preserve angle measure and segment lengths ​are:

• similarity

• translation

• rotation

• reflection

•

Answer:

y = 3x

Step-by-step explanation:

abscissa is the x coordinate

ordinate is the y coordinate

y = 3x

Answer:

x = 20

Step-by-step explanation:

These 2 angles are supplementary which means they add up to 180:

5x + 9 + 3x + 11 = 180

8x + 20 = 180

8x = 180 - 20

8x = 160

x = 20

Answer:

(-3,2)

Step-by-step explanation:

you go to the left by 3 (negative), then you went up by 2 (positive). You always do x (horizontal) before y (vertical).

:)

Answer:

-4

Step-by-step explanation:

1) Simplify -7 + 3 to -4.

- | -4 |

2) Simplify | -4 | to 4.

-4

Answer:

15x = 15x

or

0 = 0

Step-by-step explanation:

21(x + 1) - 6x = 15x + 21

21x + 21 -6x = 15x + 21

21x - 6x = 15x

15x = 15x

or

0 = 0

this equation is always true

Answer  :      x= \(\sqrt{2wy}\)/ y

Step-by-step explanation:

9514 1404 393

Answer:

  B

Step-by-step explanation:

Given the triangle congruence statements, the segment and angle congruence statements must refer to corresponding vertices. Corresponding vertices are listed in the same order in the triangle congruence statement.

The one FALSE statement in the bunch is ...

  \(\overline{OD}\cong\overline{AL}\)

__

The true statements for these segments would be ...

  \(\overline{OD}\cong\overline{JL}\\\\\overline{CD}\cong\overline{AL}\)

Answer:

merdeka woyy

wkwosn

merdeka bgt loch

Answer:

Length = 5

Width = 21

Step-by-step explanation:

(x)(x + 16) = 105

x^2 + 16x = 105

x^2 + 16x - 105 = 0

(x - 5) x ( x + 21) = 0

x - 10 = 0

x = 5

x + 21 = 0

x = -21

Now that we have the zeroes.

We have to find the most viable one to put in.

Using -21 would not make sense, so we will use 5.

Plug it in:

x = 5

(5) (5 + 16) = 105

5 ( 21) = 105

Answer:

Yes it is

Step-by-step explanation:

Because

2) x (sqrt 3) times (sqrt 12)

Two is also equivalent to sqrt of 4. The operation may be expressed as,

                                  (sqrt 4) x (sqrt 3) x sqrt (12)

The product is sqrt (144). This gives an answer of 12 and it is rational.

So, the answer is Yes!

Hope this helped! :)

May i have brainliest!

Answer:

Yes it is

Step-by-step explanation:

Simplify the radical by breaking the radicand up into a product of known factors, assuming positive real numbers.

12 is the answer and 12 is a rational number

Radicand = The number under the inclusion bar of the radical sign.

Product = The result of two numbers being multiplied together.

Factor = One of two or more expressions that are multiplied together to get a product.

Answer:

A i think

Step-by-step explanation:

It is possible because its on an odd number and it's just the middle number: 32

There are 250 students in the sixth grade.

First, let's define some variables:

The total number of sixth-grade students is called "x."

The number of students who purchased their lunches will be referred to as "p."

The number of students who brought their lunch from home will be referred to as "h."

We know that from the problem statement that

p + h = x (since all students either purchased their lunch or brought their lunch from home)

p = 0.24x (since 24% of the students purchased their lunch)

h = 190 (since 190 students brought their lunch from home)

We can use these equations to solve for x:

p + h = x

0.24x + 190 = x (substituting in the value of p and h from the other equations)

0.76x = 190 (subtracting 0.24x from both sides)

x = 250 (dividing both sides by 0.76)

Therefore, there are 250 students in the sixth grade.

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Step-by-step explanation:

after x^2-4x-5 do sum and product

Answer:

A. down

Step-by-step explanation:

The parent graph is

f(x)=x

If this graph is transformed to obtain

g(x)=f(x)−4

The subtracttion means the graph will shift downward vertically

The graph of g(x) is obtained by shifting f(x) down by 4 unit.

Therefore the direction is down.

Mark this as brainliest please.

[16] f(-3) = -5

      #17 is asking us to find what the function equals when x is equal to -3. We will find x = -3 on the graph, then find what y equals.

[17] f(4) = 0

      #17 is quite similar, it is asking us to find what the function equals when x is equal to 4. We will find x = 4 on the graph, then find what y equals.

You asked in the comments for #16 and #17, I hope this helps.

Answer:

range is 26

Step-by-step explanation:

Answer:

im guessing 11/6 but dont say that answer if nobody else agreed

Step-by-step explanation:

Answer: The answer is 4/3 or 0.75

Answer:

common ratio =r=3

Step-by-step explanation:

Answer:

−4194304

Step-by-step explanation:

Answer:

Preassuming that there are 10 awards (you do not mention the total number of awards in your question) and all students have the same chance of receiving a reward (does not sound reasonable):

(202)5(10010)

Step-by-step explanation:

It looks like the integral might be

\(\displaystyle \int (9 - x^2)^{3/2} \, dx\)

or perhaps

\(\displaystyle \int \frac1{(9 - x^2)^{3/2}} \, dx\)

Take note of the fact that both integrands are defined only over the interval -3 < x < 3.

For either integral, we substitute x = 3 sin(θ) and dx = 3 cos(θ) dθ.

Note that we want this substitution to be reversible, so we must restrict -π/2 ≤ θ ≤ π/2, an interval over which sine has an inverse. Then θ = arcsin(x/3).

The first case then reduces to

\(\displaystyle \int (9 - (3\sin(\theta))^2)^{3/2} (3 \cos(\theta) \, d\theta) = 3 \times 9^{3/2} \int (1 - \sin^2(\theta))^{3/2} \cos(\theta) \, d\theta \\\\ = 81 \int (\cos^2(\theta))^{3/2} \cos(\theta) \, d\theta \\\\ = 81 \int |\cos^3(\theta)| \cos(\theta) \, d\theta\)

By definition of absolute value,

\(\displaystyle 81 \int |\cos^3(\theta)| \cos(\theta) \, d\theta = \begin{cases}\displaystyle 81 \int \cos^4(\theta) \, d\theta & \text{if }\cos(\theta) \ge 0 \\ \displaystyle -81 \int \cos^4(\theta) \, d\theta & \text{if }\cos(\theta) < 0\end{cases}\)

and these cases correspond to 0 ≤ θ < π/2 and π/2 < θ ≤ π, respectively. But we are assuming -π/2 ≤ θ ≤ π/2, so the negative case doesn't matter to us.

You can compute the remaining antiderivative by exploiting the half-angle identity for cosine,

\(\cos^2(\theta) = \dfrac{1 + \cos(2\theta)}2\)

Then

\(\cos^4(\theta) = \left(\cos^2(\theta)\right)^2 = \dfrac{1 + 2\cos(2\theta) + \cos^2(2\theta)}4 = \dfrac{3 + 4\cos(2\theta) + \cos(4\theta)}8\)

and so

\(\displaystyle \int \cos^4(\theta) \, d\theta = \dfrac{12\theta + 8\sin(2\theta) + \sin(4\theta)}{32} + C\)

We can simplify this using the double angle identity for (co)sine,

sin(2θ) = 2 sin(θ) cos(θ)

cos(2θ) = 1 - 2 sin²(θ)

as well as the relations,

sin(arcsin(x/3)) = x/3

cos(arcsin(x/3)) = √(9 - x²)/3

which gives us

\(\displaystyle \int \cos^4(\theta) \, d\theta = \dfrac{12\theta + 16 \sin(\theta) \cos(\theta) + 4 \sin(\theta) \cos(\theta) (1 - 2\sin^2(\theta))}{32} + C\)

Putting this in terms of x, we get

\(\displaystyle \int (9 - x^2)^{3/2} \, dx \\ = 81 \times \dfrac{12\arcsin\left(\frac x3\right) + 16 \times \frac x3 \times \frac{\sqrt{9-x^2}}3 + 4\times\frac x3\times\frac{\sqrt{9-x^2}}3 \left(1 - 2\left(\frac x3\right)^2\right)}{32} + C\)

\(\displaystyle \int (9 - x^2)^{3/2} \, dx = 81 \times \dfrac{12\arcsin\left(\frac x3\right) + \frac{16x\sqrt{9-x^2}}9 + \frac{4x(9-2x^2)\sqrt{9-x^2}}{81}}{32} + C\)

\(\boxed{\displaystyle \int (9 - x^2)^{3/2} \, dx = \dfrac{12\arcsin\left(\frac x3\right) + (180x-8x^3)\sqrt{9-x^2}}{32} + C}\)

If you were asking about the other integral, the first few steps are similar and you end up with the far more trivial integral and antiderivative

\(\displaystyle \frac19 \int \frac{d\theta}{\cos^2(\theta)} = \frac19 \int \sec^2(\theta) \, d\theta = \frac19 \tan(\theta) + C\)

Putting it back in terms of x, we get

\(\displaystyle \int \frac1{(9 - x^2)^{3/2}} \, dx = \frac19 \tan\left(\arcsin\left(\frac x3\right)\right) + C\)

Recall that tan(θ) = sin(θ)/cos(θ), so

\(\displaystyle \int \frac1{(9 - x^2)^{3/2}} \, dx = \frac19 \times \frac{\frac x3}{\frac{\sqrt{9-x^2}}3} + C\)

\(\boxed{\displaystyle \int \frac1{(9 - x^2)^{3/2}} \, dx = \frac{x}{9\sqrt{9-x^2}} + C}\)

Answer:

To calculate the percent change of two numbers, such as 25 to 30, you use the Percent Change Formula, where a is the start value and b is the end value.

(b - a)/a × 100

When we insert a = 25 and b = 30 in the formula above, then we get the following that we can simplify and solve to get the percent change from 25 to 30.

(30 - 25)/25 × 100

5/25 × 100

Change = 20%

Step-by-step explanation:

Answer: \(4x\)

Step-by-step explanation:

\(f(x)=8x-4x+4\\f(x-1)=8(x-1)-4(x-1)+4\\f(x-1)=8x-8-4x+4+4\\f(x-1)=4x-8+4+4\\f(x-1)=4x\)

Answer:

7/8

Step-by-step explanation:

Answer:

Its A (trust me)

Step-by-step explanation:

Have a nice day

Answer:

the second option from the top

Step-by-step explanation:

remember that the quadratic formula is \(\frac{-b+-\sqrt{b^2-4ac}}{2a}\)

and the standard format of a quadratic is \(ax^2+bx+c=0\)

Step-by-step explanation:

The body reverses direction whenever we go from Positve velocity to negative velocity or vice versa.

So here it is (2,7) exclusive then (7,10) exclusive.

A constant speed means a slope of 0. Here it is (3,6).

c. Since speed is non negative, we would reflect any part of the velocity function that is below the time.axis about the time axis

So we would get

Above is the function, don't worry bout the math part.

D. Knowing that acceleration is the derivative of velocity with respect to time, the derivative of any linear function is the slope of that linear function. So if we find the slope of different paths, we will get a constant and then we can graph it

We must use the original graph because acceleration is a vector meaning it can be negative.

We would get

the second graph is acceleration vs time