Answer:
√32 or partially rooted 4√2
Step-by-step explanation:
defined as..
√((x2-x1)²+(y2-y1)²)= distance between 2 points
√((5-1)²+(7-3)²)= √32
Answer:
Hello!
After reading your question I have calculated the correct answer to be:
47.22
Step-by-step explanation:
The way I solved this equation was I first split the equation into two parts.
I took the two whole numbers, being "34" and "12", and made their own equation:
"34+12=?"
And then I took the two partial numbers "0.98" and "0.24" and made their own equation:
"0.98+0.24=?"
I then solved both equations:
"34+12= 46"
"0.98+0.24= 1.22"
And added those two solutions together to come up with the final solution:
"46+1.22= 47.22"
Hope this helped!
The ratio 9/15 and 6/15 form a proportion
Answer: price of the watch before the discount is £23.5825
Step-by-step explanation:
Let x represent the original price of the watch.
Jason went shopping he bought a watch and a pair of trainers for a total price of £53.55. This price includes 15% loyalty discount. The value of the discount is
15/100 × 53.55 = 8.0325
This means that the original cost of both items is
53.55 + 8.0325 = 61.5825
Before the discounts, the trainers were priced at £38. Therefore,
38 + x = 61.5825
x = 61.5825 - 38
x = 23.5825
Answer:
What is P(A), the probability that the first student is a girl? (3/4)
What is P(A), the probability that the first student is a girl? (3/4)What is P(B), the probability that the second student is a girl? (3/4)
What is P(A), the probability that the first student is a girl? (3/4)What is P(B), the probability that the second student is a girl? (3/4)What is P(A and B), the probability that the first student is a girl and the second student is a girl? (1/2)
The probability that the first student is a girl is (3/4), likewise for the 2nd 3rd and 4th it's still (3/4). The order you pick them doesn't matter.
However, once you're looking at P(A and B) then you're fixing the first position and saying if the first student is a girl what's the probability of the second student being a girl.
