The table shows the average depths of several lakes.


a. Identify the outlier in the data set.

b. Determine how the outlier affects the mean, median, mode, and range of the data.

c. Tell which measure of center best describes the data with and without the outlier.

Answer:

(-3, -2)

Step-by-step explanation:

look at the graph, by using the distance between 2,0 and 4,-4 and make a point using the same distance on -5,2 you get a parallelogram.

Answer:

The answer is B. (-3,-2)

Step-by-step explanation:

Answer: its a :)

Explanation: since your trying get 72 on one side of the equation, you need to do the opposite of multiplication and that is division.

Answer: 36 ft sq

Explanation: use P.E.M.D.A.S. and your equation

Answer:

we can expect the coin to land on heads 2 times out of 4 tosses.

Step-by-step explanation:

If the probability of flipping a coin and having it land on heads is 1/2, then the probability of it landing on tails is also 1/2.When a coin is tossed 4 times, each toss is an independent event, meaning the outcome of one toss does not affect the outcome of another toss. Therefore, we can use the binomial probability formula to find the expected number of times the coin will land on heads:Expected number of heads = n * pwhere n is the number of trials (4 tosses) and p is the probability of success (1/2 or 0.5 in this case).Plugging in the values, we get:Expected number of heads = 4 * 0.5 = 2

Answer:

Step-by-step explanation:

1/2 = 3/6 (on time)      

1/3 = 2/6 (late)

1/6 = 1/6 (early)

3 times 2 is 6. You need the same denominators. What you do to the bottom you do to the top. So, 3x2=6 and 1x2=2. Therefore, you have 2/6. The 2 cubes can be used to show the probability of the train being late because we now know it is late 2/6 times and either early or on time 4/6 times.

The dimensions of the new rectangle after the dilation would be given as follows:

A dilation can be defined as a transformation that multiplies the distance between every point in an object and a fixed point, called the center of dilation, by a constant factor called the scale factor.

The dimensions of the original rectangle are given as follows:

The scale factor is given as follows:

k = 3.

Hence the dimensions of the dilated rectangle are given as follows:

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Its c.

To find the area of the parallelogram formed by the points (-5, 2), (2, 0), and (4, -4), we need to first find the fourth vertex of the parallelogram. Since opposite sides of a parallelogram are parallel and have equal length, the fourth vertex can be obtained by adding the vector formed by the points (-5, 2) and (2, 0) to the point (4, -4). This gives us the fourth vertex as (11, -6).

Next, we can use the distance formula to find the lengths of the two sides of the parallelogram. The length of the side connecting (-5, 2) and (2, 0) is sqrt(45), and the length of the side connecting (2, 0) and (4, -4) is 2sqrt(5).

Finally, we can use the formula for the area of a parallelogram, which is base times height, to find the area of the parallelogram. The base of the parallelogram is the distance of sqrt(45) between (-5, 2) and (2, 0), and the height is the distance of 2sqrt(5) between (2, 0) and (4, -4). Multiplying these values together gives us an area of 42 square units, which is option C.

Answer:

I don't understand

Step-by-step explanation:

where are the answers?

Answer:

Equation:x+70=8x and both angles measure 80 degrees.

Step-by-step explanation:

Equation:x+70=8x

That is because vertical angles are congruent.

x+70=8x

-x -x

70=7x

x=10

Both angles measure 80 degrees.

Answer:

i think its either 5 or 5.12

im not so sure but i hope it helps

Answer:

a

Step-by-step explanation:

Answer:

The percentage of earrings is 32%, which means that the remaining percentage of jewelry items that are not earrings is 100% - 32% = 68%. Therefore, the equation that represents the relationship between the number (n) of jewelry items that are not earrings and the total number (t) of jewelry items produced is: n = 0.68t So, the correct answer is B.

B) n = 0.68t.

If 32% of the jewelry items produced are earrings, then 68% of the jewelry items produced are NOT earrings. Therefore, the equation for n is n = 0.68t.

Answer:

15.80

Step-by-step explanation:

Answer:

1 and 4

Step-by-step explanation:

Answer:

A. EAJ and IAH

Step-by-step explanation:

The answer is A. EAJ and IAH because if you notice, angle "EAJ" starts at "E", goes down to "A", and to the right to "J". Now, if you would again notice, angle "IAH" stars at "I", goes up to "A", and to the left to "H".

The definition of a verticle angle are angles opposite each other where two lines cross.

I have attacked an image below of an example of a verticle angle. If you would notice, the image of the vertical angle I attached looks the same as option "A. EAJ and IAH".

Have a nice day! <3

Answer: x=1

Step-by-step explanation:

Since the angles are vertical that means they have to be equal.

So we can set the two equations equal to each other.

10 - x = 4x + 5

10 = 5x + 5

5 = 5x

x=1

Answer:

10 - x = 4x + 5

10 - 5 = 4x - x

     5  =  3x

      x = 1.6

         x = 1.6      

angle 1 =  10-1.6

            = 8.4

angle 2 = 4(1.6)+5

             = 11.4

Answer:

-3/2

Step-by-step explanation:

The slope of a line is its gradient. The equation shown here is y=mx+c. m is the gradient, therefore the gradient is 2/3. To find the perpendicular gradient you flip the sign (+ turns to -, - turns to +) and you switch numerator with the denominator.

Answer:

60:13

16:56

11:16

10:7

2:7

28/40

1:2

110:19

180

$10

Step-by-step explanation:

For 1-8, they are ratios. Ratios can be expressed in many two major ways. Fractions, and the answer i put. Ratio is like division. Therefore, you divide it by something.

Let’s bring question 8 for example,

It says: There are 110 students on a bus filled with 129 people. What is the ratio of students to teachers?

The given fact is that there is 110 students and 129 in total. It means that there is 19 adults, since 129-110 is equal to 19. Then, it’s looking for the ratio of students to teacher. The answer would be 110:19, 110/19, or 110 divided by 19

For question 9, it asks how much oranges Lisa will use if she serves 800 people.

It takes 9/40 oranges per servings. To solve this, we need to multiply 9/40 by 800, which is equal to 180(9/40*800=7200/40=180)

For question 10, we have to find how much it costs for a single ring.

if 5 rings cost $1, it means that it costs $0.2 per ring, since 1/5 is equal to 0.2. Then, we have to multiply it by 50. 0.2 time 50 is equal to 10.

I hoped this helped

I only know these ones tho...

1. 60:13 (You arrange it to the order the question asked in this case they asked for "the ratio of students to teachers" so I did that)

2. 16:56 (You are supposed to add them like this to get the ratio of students 40 + 16 = 56)

3. 11:16 (You arrange them in the order that the question asked for your example was "What is the ratio of calico kittens to non-calico kittens" so I arranged them like that)

4. 10:17 (You are supposed to add them like this to get the ratio of attendees 7 + 10 = 17)

5. 2:7 (What we do is that because they told us there are 2 brindle puppies and we know the number of puppies is 9 so we minus the 2 brindle puppies from 9. To find the amount of non-bridle puppies we do this 9 - 2 = 7)

6. 28:40 (You are supposed to add them like this to get the ratio of attendees to teenagers 28 + 12 = 40)

7. 11:33 (You are supposed to add them like this to get the ratio of total cakes 22 + 11 = 33)

8. 110:19 (What we do is that because they told us there are 110 students and we know the number of people is 129 so we minus the 110 students from 129 to find the ratio of students to teachers we do this 129 - 110 = 19)

Answer:

Step-by-step explanation:

Well if the equation is x-4/3>10 first assume the greater than symbol is an equal symbol.

Then add 4/3 to either side to get x>11 and 1/3 or 11.3333 repeating

Answer: the same as them

Step-by-step explanation:

To find the fourth vertex of the rectangle, we can start by drawing a diagram:

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

        |

        |    (2,4)

        |

--------.--------

        |

(?, ?)   |    (2,1)

        |

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

We know that opposite sides of a rectangle are parallel, so the fourth vertex must be located on the same horizontal line as the point (2, 1) and the same vertical line as the point (-4, 4). Therefore, the fourth vertex must be located at (-4, 1).

To find the dimensions of the rectangle, we can find the distance between the points (2, 1) and (2, 4) to get the length of one side, and the distance between the points (2, 1) and (-4, 1) to get the length of the other side.

Length = 4 - 1 = 3

Width = 2 - (-4) = 6

So the dimensions of the rectangle are 6 by 3.

To find the area of the rectangle, we can multiply the length and width together:

Area = Length x Width = 6 x 3 = 18 square units.

We know already that desk A and desk B are on the same column, since both coordinates' x factors are 7. So all we need to do now is find the difference of 2 and -8. So, we get the [very simple] equation [tex]2 - (-8) = d[/tex]. Now, when you subtract a negative, it's pretty much just adding, so we can simplify this equation to [tex]2 + 8 = d[/tex], and we all know [tex]2 + 8 = 10[/tex]. So the distance between the two desks is 10 units.

Hope this helps! If there is anything wrong feel free to point it out.

Have a nice day!

So the distance between the two desks is 10 units.

Step-by-step explanation:

desk A and desk B are on the same column, since both coordinates' x factors are 7. So all we need to do now is find the difference of 2 and -8. so we can simplify  So the distance between the two desks is 10 units.

HOPE THIS HELPS HAVE A GREAT DAY GOODLUCK

we need to multiply 4p by the multiples in parentheses

[tex]4p \times p = {4p}^{2} [/tex]

[tex]4p \times 7p = {28p}^{2} [/tex]

[tex]4p( p- 7p) = {4p}^{2} - {28p}^{2} [/tex]

GOOD LUCK:)

The factorized value of the equation is solved and A = 4p² - 28pq

Brackets should be expanded in the following ways to factorize an expression

For an expression of the form A = a ( b + c ) , the expanded version is given by A = ab + ac, i.e., multiply the term outside the bracket by everything inside the bracket

For an expression of the form A = ( a + b ) ( c + d ) , the expanded version is given by A = ac + ad + bc + bd, in other words everything in the first bracket should be multiplied by everything in the second.

Given data ,

Let the expression be represented as A

Now , the value of A is

A = 4p ( p - 7q )

4p(p-7q) can be expanded as follows:

4p(p-7q) = 4p * p + 4p * (-7q)

A = 4p² - 28pq

Hence , the expanded form of 4p(p-7q) is 4p² - 28pq

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Step-by-step explanation:

The sample space for rolling two dice consists of 36 possible outcomes, as each of the six faces on the first die can be combined with any of the six faces on the second die.

To find the probability of showing either a prime number on the first die or a multiple of 5 on the second die, we can use the principle of inclusion-exclusion.

There are 3 prime numbers on a standard die: 2, 3, and 5. And there are two multiples of 5: 5 and 10. However, we need to be careful not to count the outcome (5,5) twice, as it satisfies both conditions.

So, the probability of showing either a prime number on the first die or a multiple of 5 on the second die is:

P(prime or multiple of 5) = P(prime) + P(multiple of 5) - P(prime and multiple of 5)

P(prime) = 3/6 = 1/2

P(multiple of 5) = 2/6 = 1/3

P(prime and multiple of 5) = 1/36

Therefore,

P(prime or multiple of 5) = 1/2 + 1/3 - 1/36

= 19/36

So the probability of showing either a prime number on the first die or a multiple of 5 on the second die is 19/36, or approximately 0.528.

Answer: 1 st and 3rd ones

Step-by-step explanation:

15 unique triangles can be made.

Given : A triangle has one angle measures 60° and another angle is an obtuse angle .

To find : How many unique triangles can be made ?

Solution : Since we know, that sum of all three angle of a triangle is 180°,

One angle is 60°,

Second angle is obtuse angle(means angle is greater than 90°) then the third angle is acute angle(means less than 90°) .

60 + O + A = 180°

O + A = 180 - 60°

         = 120°
90 + A + A = 120°

A + A = 120 - 90

         = 30°

This means the third angle is sum of two acute angle is 30°.

So, The possible sum is (1+29),(2+28),(3+27),........(15+15)

Therefore, The possible ways the triangle can form is 15 ways.

Hence, 15 unique triangles can be made.

A simple and a similar answer -

More than 2 unique triangles can be made where on angle measure 60 degrees and another angle is obtuse.

Hope my answer helps you.

:)

Please mark my answer as the BRAINLIEST. Plssssssssssssssss

My answer is the first one and a very briefly explained.

Answer: 270 students

Step-by-step explanation:

45% of the students joined a club, and there are 600 total students. To get 45% of 600, we just need to multiply 600 by the percentage in its decimal form, 0.45.

[tex]600*0.45=270[/tex] students

Answer:

A

Step-by-step explanation:

the formula is A=πr2!!! So since diameter is 10, 10/2 = 5 that means 5 is the radius, 5^2 = 25, 25*π = 78.54

Your welcome!

Answer: A square pyramid has 5 faces, 8 edges, and 5 vertices.

Step-by-step explanation:

The required answer is a square pyramid (excluding the base) has four faces. A square pyramid consists of a square base and triangular faces that meet at a common vertex.

To determine the number of faces excluding the base, we can follow these steps:

Step 1: Identify the number of triangular faces.

In a square pyramid, there are four triangular faces that connect each corner of the square base to the apex (the top vertex). These triangular faces do not include the base.

Step 2: Determine the total number of faces.

In addition to the triangular faces, we need to consider the base of the pyramid. The base is a square, and it is not counted when we exclude the base. Therefore, the number of faces excluding the base is the same as the number of triangular faces.

Step 3: Calculate the number of faces.

Since we determined that a square pyramid has four triangular faces, the square pyramid (excluding the base) has four faces.

Hence, a square pyramid (excluding the base) has four faces. A square pyramid consists of a square base and triangular faces that meet at a common vertex.

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