What is the radius and diameter of the following circle?

Radius ==equals
\text{cm}cmstart text, c, m, end text
Diameter ==equals
\text{cm}cm

Answer:

do the first part yourself but for part b you have to do this

Step-by-step explanation:

(10+8)×(8+8)×(8+10)=5184mm

Answer: 29

Step-by-step explanation:

Answer:

The answer is 7.

6 × 7 = 42

If u check ur tables book I will see that six times seven is forty two

Answer:

The answer is 7

Step-by-step explanation:

6×X=42

x=42/6

x=7

Answer:

The interquartile range for Group A students is 1 more than the interquartile range for Group B students. (Please read explanation it took me a long time and I think it may be helpful)

Step-by-step explanation:

The interquartile range is the difference between the third quartile and the first quartile. To find these values, we have to list the values out (typically from lowest to highest).

For group A, the values can be ordered as:

1 , 1 , 1 , 2 , 2 , 2 , 3 , 3 , 3

For group B, the values can be ordered as:

1 , 1 , 2 , 2 , 2 , 2 , 2 , 3 , 3

To find the quartiles, you first need to find the "second quartile"--the median of the data set. The median of a data set is the middle number if you list the values from lowest to highest. (If there are two numbers in the middle, you find the mean/average between the two by dividing the sum of the values by 2, which gets one number for the median).

In the data set: 1 , 2 , 3 , 4 , 5 , 6 , 7   ,

Your median would be 4.

(It is three away from both ends of the data set.)

Once you find the median/Q2[Q2 = 2nd Quartile], you can split off the data into two different groups.

You could consider the data set to be 1 , 2 , 3 , | | 5 , 6 , 7

Now, the Q1 is the median (middle number) of the first split of the data, and the Q3 is the median of the second half of the data.

So, the Q1 would be 2, and the Q3 would be 6.

To find the interquartile range, you find the difference between these two values: 6 - 2 = 4 ; IQR = 4

Going back to your problem,

For group A, the values can be ordered as:

1 , 1 , 1 , 2 , 2 , 2 , 3 , 3 , 3

The middle number here is 2. If we split the data into two halves, we end up with:

1 , 1 , 1 , 2 | | 2 , 3 , 3 , 3

Now, the median of the first half is 1, and the median of the second half is 3.

So, your median is 2 (Q2 = 2)

your first quartile is 1 (Q1 = 1)

and your third quartile is 3 (Q3 = 3)

Finding the IQR of this data set means finding the difference/range between 1 and 3, which we know is 2 (3 - 1 = 2)

-----

For group B, the values can be ordered as:

1 , 1 , 2 , 2 , 2 , 2 , 2 , 3 , 3

The middle number here is also 2. If we split this data set into two halves, we end up with:

1 , 1 , 2 , 2 | | 2 , 2 , 3 , 3

Now the median of the first half is 1.5 (the mean/average between 1 and 2), and the median of the second half is 2.5 (the mean/average between 2 and 3).

So, your median is 2 (Q2 = 2)

your first quartile is 1.5 (Q1 = 1.5)

and your third quartile is 2.5 (Q3 = 2.5)

The IQR can be found by finding the range between the first quartile and the third quartile.  For this data set, we find the IQR by finding the difference/range between 1.5 and 2.5, which we know is 1 (2.5 - 1.5 = 1).

So, the interquartile range for Group A is 2, and the interquartile range for Group B is 1. This means that the interquartile range for Group A is 1 more than the interquartile range for Group B.

[the first quartile (Q1) is the 25th percentile,

the second quartile (Q2) is the 50th percentile,

and the third quartile (Q3) is the 75th percentile].

[IQR = Interquartile Range]

(You can look it up for a more thorough explanation, but simply put, the interquartile range tells you how spread out the middle values are. Finding the Q1 and Q3 can essentially be used to find outliers, as you can assume the data outside of them are not the main set of data. Although this is not the technical way to find outliers, it can help you determine what data is actually important. If your data has a large range / large interquartile range, your middle data is spread out--and your values have a larger difference between them. The reasoning that only considering the range of the interquartile is valuable is that it isn't heavily impacted by the extreme outliers (like, for example, if a student spent 15 hours reading per day) like the average or overall range could be. )

Answer:

Boc= 80..it's opposite to the other and equal.

cod is 60. if you substract 360- 240 you get 120..then in half you gibd 60

Answer:

1/2 or 50%

Step-by-step explanation:

numbers on a dice:
1, 2, 3, 4, 5, 6

4 5 and 6 are above 3
therefore, there are 3 numbers that are greater than 3 on a standard dice

3/6 can be simplified to  1/2 which is also the same as 50%.

Answer:

x + y = 52

y = x + 12

(soccer team) x = 20, (hockey team) y = 32

Step-by-step explanation:

x = students on the soccer team

y = students on the hockey team

x + y = 52

y = x + 12

Substitute y = x +12 to get:

= x + x +12 = 52

= 2x + 12 =52

Isolate x for 2x + 12 = 52: x = 20.

Now incorporate a new equation with x = 20:

y = 20 +12

y = 32

Therefore:

x = 20, y = 32

Answer: The answer would be 15

Answer:

Step-by-step explanation:

Discussion

I can sympathize with your confusion. You might be helped if you knew what the squares meant. Is 1 square = 1 inch or 4 miles? You don't know and can't tell.  So I'm going to say that 1  square is 1 unit.

Givens

The vertical line is 3 units long.

The horizontal line is 4 units long.

Formula

Area = 1/2 horizontal * vertical or

Area = 1/2 * base * height               Substitute givens into this formula

Substitution and Solution

Area = (1/2) 3*4

Area = (1/2) 12

Answer: Area = 6 units  

Answer:

C. side a is 3.5 inches and side b is 3 inches

Step-by-step explanation:

The scale factor 6:1 means that the sides of bigger rectangle are six times bigger than the smaller rectangle.

To find the sides of the smaller rectangle, divide each side of the bigger rectangle by 6.

Solve side a:

21/6 = 3.5

Solve side b:

18/6 = 3

Answer: 290

Step-by-step explanation:

Plug in the value 5 for x

2(5) (4+5(5))

Then use PEMDAS to solve:

P - parentheses (Multiple then add)

5(5)=25

4+25=29

M - multiple

2(5)=10

10 (29) = 290

Answer:

THE ANSWER IS 58

Step-by-step explanation:

Answer: A

Step-by-step explanation:

This is because 25%= 25/100, and that reduces to 1/4. Also, whenever it says something OF something, it means to multiply. In this case, 1/4 OF 1000= 1/4x1000= 250.

*Even though it seems that multiplying will just make the number bigger, when you multiply with a fraction, it actually gets smaller* For example 1/3 of 3= 1/3x3= 1

Answer:

a 1/4 is equal to 25/100

Step-by-step explanation:

25/100 = 0.25

1/4 = 0.25

25*4 is equal to 100

Answer:

P(A ∪ B) = P (A) + P(B) – P(A ∩ B)

Step-by-step explanation:

Conditional probability: p(A|B) is the probability of event A occurring, given that event B occurs. For example, given that you drew a red card, what's the probability that it's a four (p(four|red))=2/26=1/13. So out of the 26 red cards (given a red card), there are two fours so 2/26=1/13.

The data are skewed and there is an outlier statement first is correct.

A box and whisker plot is a method of abstracting a set of data that is approximated using an interval scale. It's also known as a box plot. These are primarily used to interpret data.

We have data on the box plot.

Because the dots decrease as the number line grows, the depicted dot plot is skewed right.

The graph's "tail" is pushed toward greater positive numbers. As a result, the mean is pushed towards the graph's tail and is higher than the median.

Thus, the data are skewed and there is an outlier statement first is correct.

Learn more about the box and whisker plot here:

brainly.com/question/3209282

#SPJ1

Answer: 12

Step-by-step explanation:

since it’s isosceles, the bottom two angles are equal so just subtract 156 from 180 and then divide that by 2.