The two dot plots are missing, so i have attached it.
Answer:
The mean at the beginning of the school year was 9.5 miles and the mean at the end of the school year was 10.2 miles
Step-by-step explanation:
From the attached image, we are told to compare the means for each plot to the nearest tenth.
Mean = Σx/n
Now, from the image, total number of miles run by the 14 students at the beginning of the school year is;
(1 × 7) + (2 × 8) + (4 × 9) + (4 × 10) + (2 × 11) + (1 × 12) = 133
Mean of miles run at the beginning of the school year = 133/14 = 9.5 miles
Again, from the table, total miles run at the end of the school year = (2 × 8) + (2 × 9) + (4 × 10) + (3 × 11) + (3 × 12) = 143
Mean of miles run at the end of the school year = 143/14 = 10.2 miles
Thus;
The mean at the beginning of the school year was 9.5 miles and the mean at the end of the school year was 10.2 miles
The area of the part of the plane 3x 2y z = 6 that lies in the first octant is mathematically given as
A=3 √(4) units ^2
<h3>What is the area of the part of the plane 3x 2y z = 6 that lies in the first octant.?</h3>
Generally, the equation for is mathematically given as
The Figure is the x-y plane triangle formed by the shading. The formula for the surface area of a z=f(x, y) surface is as follows:
The partial derivatives of a function are f x and f y.
When these numbers are plugged into equation (1) and the integrals are given bounds, we get:
![&=\int_{0}^{2} \int_{0}^{3-\frac{3}{2} x} \sqrt{(-3)^{2}+(-2)^2+1dxdy} \\\\&=\int_{0}^{2} \int_{0}^{3-\frac{3}{2} x} \sqrt{14} d x d y \\\\&=\sqrt{14} \int_{0}^{2}[y]_{0}^{3-\frac{3}{2} x} d x d y \\\\&=\sqrt{14} \int_{0}^{2}\left[3-\frac{3}{2} x\right] d x \\\\](https://tex.z-dn.net/?f=%26%3D%5Cint_%7B0%7D%5E%7B2%7D%20%5Cint_%7B0%7D%5E%7B3-%5Cfrac%7B3%7D%7B2%7D%20x%7D%20%5Csqrt%7B%28-3%29%5E%7B2%7D%2B%28-2%29%5E2%2B1dxdy%7D%20%5C%5C%5C%5C%26%3D%5Cint_%7B0%7D%5E%7B2%7D%20%5Cint_%7B0%7D%5E%7B3-%5Cfrac%7B3%7D%7B2%7D%20x%7D%20%5Csqrt%7B14%7D%20d%20x%20d%20y%20%5C%5C%5C%5C%26%3D%5Csqrt%7B14%7D%20%5Cint_%7B0%7D%5E%7B2%7D%5By%5D_%7B0%7D%5E%7B3-%5Cfrac%7B3%7D%7B2%7D%20x%7D%20d%20x%20d%20y%20%5C%5C%5C%5C%26%3D%5Csqrt%7B14%7D%20%5Cint_%7B0%7D%5E%7B2%7D%5Cleft%5B3-%5Cfrac%7B3%7D%7B2%7D%20x%5Cright%5D%20d%20x%20%5C%5C%5C%5C)
![&=\sqrt{14}\left[3 x-\frac{3}{2} \cdot \frac{1}{2} \cdot x^{2}\right]_{0}^{2} \\\\&=\sqrt{14}\left[3-\frac{3}{2} \cdot \frac{1}{2} \cdot x^{2}\right]_{0}^{2} \\\\&=\sqrt{14}\left[3.2-\frac{3}{2} \cdot \frac{1}{2} \cdot 3^{2}\right] \\\\&=3 \sqrt{14} \text { units }{ }^{2}](https://tex.z-dn.net/?f=%26%3D%5Csqrt%7B14%7D%5Cleft%5B3%20x-%5Cfrac%7B3%7D%7B2%7D%20%5Ccdot%20%5Cfrac%7B1%7D%7B2%7D%20%5Ccdot%20x%5E%7B2%7D%5Cright%5D_%7B0%7D%5E%7B2%7D%20%5C%5C%5C%5C%26%3D%5Csqrt%7B14%7D%5Cleft%5B3-%5Cfrac%7B3%7D%7B2%7D%20%5Ccdot%20%5Cfrac%7B1%7D%7B2%7D%20%5Ccdot%20x%5E%7B2%7D%5Cright%5D_%7B0%7D%5E%7B2%7D%20%5C%5C%5C%5C%26%3D%5Csqrt%7B14%7D%5Cleft%5B3.2-%5Cfrac%7B3%7D%7B2%7D%20%5Ccdot%20%5Cfrac%7B1%7D%7B2%7D%20%5Ccdot%203%5E%7B2%7D%5Cright%5D%20%5C%5C%5C%5C%26%3D3%20%5Csqrt%7B14%7D%20%5Ctext%20%7B%20units%20%7D%7B%20%7D%5E%7B2%7D)
In conclusion, the area is
A=3 √4 units ^2
Read more about the plane
brainly.com/question/1962726
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Answer:
x = 10 units
Step-by-step explanation:
16 is to 40 as x+2 is to 3x
16/40 = (x+2) / 3x
48x = 40x + 80
8x = 80
x = 10
Answer:0
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0
Step-by-step explanation:
B. It’s bases are congruent
Explanation: A trapezoid is a quadrilateral with exactly one pair of parallel sides. In a trapezoid the parallel sides are called bases. A pair of angles that share a base as a common side are called a pair of base angles. A trapezoid with the two non-parallel sides the same length is called an isosceles trapezoid.
