Consider the following conjecture.
There are no prime numbers between 7,608 and 7,620
How could this statement be shown to be true or false? Would it still be a conjecture if no counterexample were found? Explain

The cyclic quadrilateral's opposing angles are 180 degrees, which become supplementary angles.

If the quadrilateral is inscribed in a circle then the quadrilateral is known as a cyclic quadrilateral.

A quadrilateral can be inscribed in a circle, if and only if, the opposite angles in that quadrilateral are supplementary.

We know that the sum of the opposite angles of the cyclic quadrilateral is equal to 180 degrees.

Supplementary angle - Two angles are said to be supplementary angles if their sum is 180 degrees.

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The required number of multiple-choice questions in this problem would be represented by the variable 'm'.

The important variables in the problem are:

t: Represents the test.

q: Represents the total number of questions on the test.

p: Represents the points assigned to each question.

m: Represents the number of multiple-choice questions.

s: Represents the number of short-answer questions.

From the given information, we can deduce the following equations:

The test is worth 50 points, so p * q = 50.

Multiple-choice questions are worth 1 point each, so m * 1 = p * m points in total.

Short-answer questions are worth 3 points each, so s * 3 = p * s points in total.

The test has a total of 20 questions, so q = m + s.

Based on these equations, we can see that the correct variables to represent the important aspects of the problem are:

C. p for points, m for multiple choice

Thus, the number of multiple-choice questions in this problem would be represented by the variable 'm'.

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A positively skewed distribution is due to an extremely large number.

A positively skewed distribution is a type of distribution in which the majority of the data values are clustered towards the left side of the distribution, with a tail extending to the right. This means that there are relatively more smaller values in the dataset than larger values. In a positively skewed distribution, the mean of the dataset is typically larger than the median, and the mode may not be a good representation of the central tendency of the data. This is because the presence of a long tail on the right-hand side of the distribution pulls the mean towards the higher values, while the median remains closer to the center of the dataset. Some common examples of positively skewed distributions include income distributions, where there are a few extremely high earners that skew the data towards the right, and test scores, where there may be a few students who perform extremely well and pull the average higher than the median.

Here,

A positively skewed distribution occurs when the tail of the distribution extends to the right, and the majority of the data is clustered towards the left side of the graph. This means that there are relatively more smaller values in the dataset than larger values. One common cause of positive skewness is the presence of extremely large values, also called outliers, in the dataset. These large values pull the mean of the dataset towards the right, resulting in the tail of the distribution stretching in that direction.

Therefore, out of the options provided, the correct answer is "an extremely large number."

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There are two types of elastic forces- compression and tension.Something that is elastic can return to its original shape after being stretched or compressed. tension- The energy is stored until the force is removed and the object springs back to its original shape, doing work in the process

The product of 4.0x10^-2m and 8.1 is 3.24x10^-1m.

To express the product of 4.0x10^-2 m and 8.1, we can perform the multiplication and simplify the result. Let's go through the steps:

Step 1: Multiply the numbers: 4.0x10^-2 m * 8.1

To multiply these numbers, we multiply the decimal parts and add the exponents of 10. The calculation is as follows:

4.0 * 8.1 = 32.4

Next, we add the exponents:

10^-2 * 10^0 = 10^-2+0 = 10^-2

Step 2: Simplify the result

The result of the multiplication is 32.4 times 10 raised to the power of -2. We can write this as:

32.4 * 10^-2

When we have a number expressed in scientific notation, such as 4.0x10^-2 m, it means that we have a coefficient (4.0) multiplied by 10 raised to a certain power (-2 in this case). This notation is commonly used to represent very large or very small numbers in a concise and convenient manner.

In the context of measurements, the coefficient (4.0) represents the numerical value, and the exponent (-2) indicates the order of magnitude or scale. The base of 10 implies that the number is expressed in powers of 10.

Multiplying this value by 8.1 results in a product of 32.4. The exponent remains the same since multiplying by 10 does not change the scale of the number. Therefore, the final result is 32.4 times 10 raised to the power of -2.

Interpreting this in practical terms, the product of 4.0x10^-2 m and 8.1 is equivalent to 32.4 times 10 raised to the power of -2 meters. This can be understood as a small distance or length measurement due to the negative exponent. It signifies that the number is scaled down by a factor of 100 (10 raised to the power of 2), making it 100 times smaller than a meter.

Thus, the expression 32.4 * 10^-2 m represents the product of 4.0x10^-2 m and 8.1, where the value is 32.4 and the unit is meters, adjusted according to the appropriate scale denoted by the exponent.

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Using mathematical induction, we have proven that for any positive integer n, the given equation \(\(\frac{1}{2!}+\frac{2}{3!}+\ldots+\frac{n-1}{n!}+\frac{n}{(n+1)!}=1-\frac{1}{(n+1)!}\)\) holds true.

Show that the statement holds true for the initial value of n.

When n=1, the left-hand side (LHS) of the equation becomes:

\(\[ \frac{1}{2!} = \frac{1}{2} \]\)

The right-hand side (RHS) of the equation becomes:

\(\[ 1 - \frac{1}{(1+1)!} = 1 - \frac{1}{2!} = \frac{1}{2} \]\)

Both sides of the equation are equal when n = 1, so the base case holds.

Assume the statement holds for n = k and prove it for n = k + 1.

Assume that:

\(\[ \frac{1}{2!} + \frac{2}{3!} + \ldots + \frac{k-1}{k!} + \frac{k}{(k+1)!} = 1 - \frac{1}{(k+1)!} \]\)

We need to prove that:

\(\[ \frac{1}{2!} + \frac{2}{3!} + \ldots + \frac{k-1}{k!} + \frac{k}{(k+1)!} + \frac{k+1}{(k+2)!} = 1 - \frac{1}{(k+2)!} \]\)

Starting with the assumption, we add \(\( \frac{k+1}{(k+2)!} \)\) to both sides:

\(\[ \left(1 - \frac{1}{(k+1)!}\right) + \frac{k+1}{(k+2)!} \]\[ = 1 - \frac{1}{(k+1)!} + \frac{k+1}{(k+2)!} \]\[ = \frac{(k+2)! - (k+1)! + (k+1)}{(k+2)!} \]\[ = \frac{(k+2)(k+1)! - (k+1)! + (k+1)}{(k+2)!} \]\[ = \frac{(k+2 - 1)(k+1)! + (k+1)}{(k+2)!} \]\[ = \frac{(k+1)(k+1)! + (k+1)}{(k+2)!} \]\[ = \frac{(k+1)! \cdot (k+1 + 1)}{(k+2)!} \]\[ = \frac{(k+1)! \cdot (k+2)}{(k+2)!} \]\[ = \frac{(k+2)!}{(k+2)!} \]\[ = 1 \]\)

Therefore, the statement holds for n = k+1, assuming it holds for n = k.

By the principle of mathematical induction, the statement is proven for all positive integers n.

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Answer:

Help with the answer or help understanding?

Step-by-step explanation:

Answer:

dsfsfafaf

Step-by-step explanation:

The option that is not characteristic of the t-test is "The Student t distribution has mean of t = 0 and a standard deviation of 5 = 1". The correct answer is option A.

The t-test is a statistical test that uses the Student t-distribution. The Student t-distribution has a mean of 0, but its standard deviation is not equal to 1. The standard deviation of the t-distribution varies depending on the degrees of freedom, which is determined by the sample size. Therefore, the statement in option A is not true. The correct answer is option A.

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The four adjacent square numbers with a diagonal sum of 45 are 2^2, 3^2, 4^2, and 5^2, which are 4, 9, 16, and 25.

To find the four adjacent square numbers with a diagonal sum of 161, we can start by considering the square numbers. Let's call the four numbers x^2, (x+1)^2, (x+2)^2, and (x+3)^2. The diagonal sum can be expressed as: x^2 + (x+1)^2 + (x+2)^2 + (x+3)^2 = 161. Simplifying the equation: x^2 + (x^2 + 2x + 1) + (x^2 + 4x + 4) + (x^2 + 6x + 9) = 161; 4x^2 + 12x + 14 = 161; 4x^2 + 12x - 147 = 0. Using the quadratic formula, we can solve for x: x = (-12 ± √(12^2 - 44(-147))) / (2*4); x = (-12 ± √(144 + 2352)) / 8; x = (-12 ± √2496) / 8

x = (-12 ± 49.96) / 8.  Solving for x, we have two possible solutions: x = 4 or x ≈ -9.496. Since we are looking for positive square numbers, we can discard the negative solution. Therefore, the four adjacent square numbers with a diagonal sum of 161 are 4^2, 5^2, 6^2, and 7^2, which are 16, 25, 36, and 49.

To find the four adjacent square numbers with a diagonal sum of 45, we can follow the same approach. The equation would be: x^2 + (x+1)^2 + (x+2)^2 + (x+3)^2 = 45. Simplifying this equation and solving for x, we find that x = 2. Therefore, the four adjacent square numbers with a diagonal sum of 45 are 2^2, 3^2, 4^2, and 5^2, which are 4, 9, 16, and 25. To find three adjacent vertical numbers that add up to 156, we need more information about the arrangement of the numbers. Please provide additional details or context about the arrangement of the numbers so that we can solve the problem accurately.

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Considering the vertex of the quadratic function at point (6,-2), it is found that:

a) The meaning is that the turning point of the function is at point (6,-2).

b) If the parabola is concave down, then the vertex is a maximum. If the parabola is concave up, then it is a minimum.

c) If the parabola is concave down, then f(2) = f(10) < f(6). If the parabola is concave up, then f(2) = f(10) > f(6).

d) f(2) = f(10).

A quadratic equation is defined by the rule presented as follows:

y = ax² + bx + c.

The vertex can represent either a maximum point or a minimum point, depending on the coefficient a, as follows:

The vertex is also the turning point of the graph of the parabola.

In this problem, the coordinates of the vertex are (6,-2), hence:

When two points are equidistant from the vertex, they have the same numeric value, hence:

f(2) = f(6).

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Answer:

90/7

Step-by-step explanation:

So first things first, you can convert each mixed number into top-heavy fractions, which makes it much easier.

For -3 6/7, you do 7×(-3) which is-21, then -21-6 which is -27. -27 is the numerator of your fraction. The denomintor will be the same (7)

So now you have your first top heavy fraction which is -27/7

Same withthe other fraction:

3×-3= -9----> -9 - 1 = -10  -----> so the second fraction is -10/3

Now you can multiply them

-27/7 × -10/3

First multiply the numerators:

-27 × -10 = 270

Then multiply your denominators:

-7 × -3 = 21

So your answer will be 270/21, but you can still simplify it by diving the numerator and denominator both by 3:

270÷3 = 90          

21 ÷ 3 = 7

So your final answer will be 90/7

If the approximate areas of Colorado and Hawaii are listed as Colorado: 2.7 x 105 square kilometers. The amount  larger is Colorado is: 2.417 x 10^5.

The first step is to divide the area of Hawaii by the area of Colorado and before we do that we must ensure that both of these figures have the same exponent.

So,

2.7 x 10^5 square km - 2.83 x 10^4 square km

2.83 x 10^4 = 0.283 x 10^5

Hence,

2.7 x 10^5 - 0.283 x 10^5

= 2.417 x 10^5

Therefore  Colorado is 2.417 x 10^5 square kilometers larger than Hawaii.

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Answer:

42x=294

Step-by-step explanation:

x= 7 the correct answer is A

Answer:

Since each question has 3 choices and only one is correct, the probability of answering a single question correctly is 1/3.

To find the probability of answering all 10 questions correctly, we need to multiply the probabilities of each individual question together, since the events are independent.

Therefore, the probability of acing the test is:

(1/3)^10 = 0.000005904

Or approximately 0.0006%, which is a very small probability.

Step-by-step explanation:

The area of each card is 80.05cm^2, and the edge of each card is 8.95cm.

Priti chose a green coloured square paper of 20.5cm, since its a square the length and breadth of the card are equal

l = b

Recall the area of a square is

A = l^2

A = (20.5)^2

A= 20.5 × 20.5

A= 400.25cm^2

Since the paper is to be used for 5 cards, therefore the is divided in 5 equal cards. The are area of each card will be

A = A/5

A = 400.25/5

A = 80.05cm^2

The edge of each card is the side of the each card which can either be the length or the breadth since all the sides are equal for a square.

Recall that

A = l^2

Since the Area of each card is 80.05cm^2. Therefore,

80.05 = l^2

Finding the square root of both sides

(80.05)^1/2 = (l^2)^1/2

l = 8.947cm

Approximate l to 2 decimal place

l = 8.95cm

Therefore, the edge of each card is 8.95cm

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To find the coordinates of the new vertices A'B'C'D', we need to apply two transformations to the original coordinates of A, B, C, and D. First, we rotate the quadrilateral 180° about the origin. This means that each point (x, y) will be transformed to (-x, -y). Second, we dilate the rotated quadrilateral by a scale factor of 1/2 with the origin as the center of the dilation. This means that each point (x, y) will be transformed to (1/2*x, 1/2*y).

Using these two transformations, we can find the coordinates of A'B'C'D':

- Vertex A: (-2, 4) -> (2, -4) -> (1, -2)
- Vertex B: (-2, 0) -> (2, 0) -> (1, 0)
- Vertex C: (0, -2) -> (0, 2) -> (0, 1)
- Vertex D: (4, -2) -> (-4, 2) -> (-2, 1)

Therefore, the coordinates of the new vertices A'B'C'D' are (1, -2), (1, 0), (0, 1), and (-2, 1), respectively.
To find the coordinates of the transformed quadrilateral A'B'C'D', we need to follow these two steps: rotation and dilation.

Step 1: Rotate Quadrilateral ABCD by 180° about the origin.
To rotate a point 180° around the origin, we change the sign of both the x-coordinate and the y-coordinate. So, if the vertices of the original quadrilateral are A(x1, y1), B(x2, y2), C(x3, y3), and D(x4, y4), the coordinates after rotation will be:

A'(–x1, –y1)
B'(–x2, –y2)
C'(–x3, –y3)
D'(–x4, –y4)

Step 2: Dilate the rotated quadrilateral by a scale factor of 1/2 with the origin as the center.
To dilate the coordinates, we multiply each coordinate by the scale factor (1/2). So the coordinates after dilation will be:

A''(–x1/2, –y1/2)
B''(–x2/2, –y2/2)
C''(–x3/2, –y3/2)
D''(–x4/2, –y4/2)

So, the coordinates of the transformed vertices A'B'C'D' are A''(–x1/2, –y1/2), B''(–x2/2, –y2/2), C''(–x3/2, –y3/2), and D''(–x4/2, –y4/2).

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Response rates in online surveys can be problematic due to the inadequate number of individuals in organized panels of respondents. An organized panel of respondents is a group of individuals who are willing to participate in online surveys, but there are limited numbers of such individuals.

The low response rates may lead to bias results, lower precision, and increased variability, resulting in inaccurate findings. Researchers might also find it challenging to calculate the response rates when the data collection vendor is recruiting participants outside the official online data collection vendor.Response rates are usually determined by the number of surveys completed in relation to the total number of potential respondents in a sample. The greater the number of individuals who complete the survey, the greater the response rate. There might be a problem calculating response rates if data collection vendors identify and target participation from specific groups of individuals.

The use of radio buttons, pull-down menus for responses, and the use of visuals have no effect on calculating response rates. However, graphics and animation might affect survey response rates if they cause technical problems or distraction to the respondent while participating in the survey.

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The regression equation for predicting the height of girls at age 18 based on their height at age 2 is:

y ≈ 68.953 + 1.210x

The correlation coefficient illustrates how closely two variables are related to one another. This coefficient's range is from -1 to +1. This coefficient demonstrates the degree to which the observed data for two variables are significantly associated.

Based on the given information, we can use the linear regression model to predict the height of girls at age 18 based on their height at age 2. Here are the summary statistics:

n = 70 (sample size)

x = 87.25 (mean height at age 2 in cm)

y = 166.54 (mean height at age 18 in cm)

R = 0.664 (correlation coefficient)

S = 3.33 (standard deviation of height at age 2 in cm)

\(S_y\) = 6.07 (standard deviation of height at age 18 in cm)

To predict the height of girls at age 18 (y) based on their height at age 2 (x), we can use the regression equation:

y = a + bx

where a is the y-intercept (predicted height at age 18 when x = 0) and b is the slope of the regression line.

From the given information, we have the following values:

x = 87.25

y = 166.54

R = 0.664

Using these values, we can calculate the slope (b) of the regression line:

b = R * (\(S_y\) / S)

 = 0.664 * (6.07 / 3.33)

 ≈ 1.210

Next, we can calculate the y-intercept (a) using the formula:

a = y - b * x

 = 166.54 - 1.210 * 87.25

 ≈ 68.953

Therefore, the regression equation for predicting the height of girls at age 18 based on their height at age 2 is:

y ≈ 68.953 + 1.210x

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The probability that an arriving student will find at least one other student waiting in line is approximately 0.167.

To solve this problem, we'll use the M/M/1 queueing model with Poisson arrivals and exponential service times. Let's calculate the required values: (a) Percentage of time Judy is idle: The utilization of the system (ρ) is the ratio of the average service time to the average interarrival time. In this case, the average service time is 10 minutes, and the average interarrival time is 12 minutes. Utilization (ρ) = Average service time / Average interarrival time = 10 / 12 = 5/6 ≈ 0.8333

The percentage of time Judy is idle is given by (1 - ρ) multiplied by 100: Idle percentage = (1 - 0.8333) * 100 ≈ 16.67%. Therefore, Judy is idle approximately 16.67% of the time. (b) Average waiting time for a student:

The average waiting time in a queue (Wq) can be calculated using Little's Law: Wq = Lq / λ, where Lq is the average number of customers in the queue and λ is the arrival rate. In this case, λ (arrival rate) = 1 customer per 12 minutes, and Lq can be calculated using the queuing formula: Lq = ρ^2 / (1 - ρ). Plugging in the values: Lq = (5/6)^2 / (1 - 5/6) = 25/6 ≈ 4.17 customers Wq = Lq / λ = 4.17 / (1/12) = 50 minutes. Therefore, on average, a student spends approximately 50 minutes waiting in line.

(c) Average length of the line: The average number of customers in the system (L) can be calculated using Little's Law: L = λ * W, where W is the average time a customer spends in the system. In this case, λ (arrival rate) = 1 customer per 12 minutes, and W can be calculated as W = Wq + 1/μ, where μ is the service rate (1/10 customers per minute). Plugging in the values: W = 50 + 1/ (1/10) = 50 + 10 = 60 minutes. L = λ * W = (1/12) * 60 = 5 customers. Therefore, on average, the line consists of approximately 5 customers.

(d) Probability of finding at least one student waiting in line: The probability that an arriving student finds at least one other student waiting in line is equal to the probability that the system is not empty. The probability that the system is not empty (P0) can be calculated using the formula: P0 = 1 - ρ, where ρ is the utilization. Plugging in the values:

P0 = 1 - 0.8333 ≈ 0.1667. Therefore, the probability that an arriving student will find at least one other student waiting in line is approximately 0.167.

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The largest interval I over which the solution is defined is:

I = (9 - ∞, 9 + ∞)

To solve the given initial-value problem, we need to rearrange the equation and separate the variables. The equation can be rearranged as follows:

y dx = (3y^2 + x) dy

Next, we need to separate the variables and integrate both sides of the equation:

∫y dx = ∫(3y^2 + x) dy

∫y dx = y^3 + xy + C

Now, we can use the initial condition x(9) = 1 to solve for C:

1 = 9^3 + 9(1) + C

C = -729

Therefore, the solution to the initial-value problem is:

y^3 + xy = 729

To find the largest interval I over which the solution is defined, we need to determine the values of x and y that make the equation true. Since the equation is a cubic equation, there are potentially three solutions for y. However, since we are looking for the largest interval, we only need to find the smallest and largest values of y that satisfy the equation. These values will be the endpoints of the interval I.

The smallest value of y occurs when x is at its largest value, which is infinity. Plugging in x = ∞ and solving for y gives us:

y^3 + ∞y = 729

y^3 = 729 - ∞y

y = 729^(1/3) - ∞^(1/3)

y = 9 - ∞

The largest value of y occurs when x is at its smallest value, which is negative infinity. Plugging in x = -∞ and solving for y gives us:

y^3 - ∞y = 729

y^3 = 729 + ∞y

y = 729^(1/3) + ∞^(1/3)

y = 9 + ∞

Therefore, the largest interval I over which the solution is defined is:

I = (9 - ∞, 9 + ∞)

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Answer:

Star Platinum is confused as hell

Step-by-step explanation:

Answer:

28

Step-by-step explanation:

plants in the garden = area of the garden / number of plants per square meter

the garden is in the shape of a triangle

A triangle is a three-sided polygon with three edges and three vertices. the sum of angles in a triangle is 180 degrees

Area of a triangle = 1/2 x base x height

(1/2) x 24 x 7 = 84 meters^2

plants in the garden = 84/3 = 28  

Each spoonful holds 500 milligrams of cocoa.

To find the amount of cocoa in each spoonful, we can divide the total amount of extra cocoa added (4 grams) by the number of spoonfuls used (8):

4 grams / 8 spoonfuls = 0.5 grams per spoonful

To convert this to milligrams, we can multiply by 1000:

0.5 grams * 1000 = 500 milligrams

Therefore, each spoonful holds 500 milligrams of cocoa.

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9 is the centre of enlargement in triangle .

What is a triangle, exactly?

A triangle, a three-sided polygon, is made up of three vertices. When the triangle's three sides are joined end to end at a single point, the angles are created. Three angles in a triangle add up to 180 degrees in total. A triangle is a closed, two-dimensional geometry with three sides, three angles, and three vertices. Triangles are also a type of polygon.

First draw lines from point O through A, B and C, as shown in the diagram

Measure the length O A and multiply it by 1.5 to get the distance from O of the image point A'.

      O A' = 1.5 × O A

       OA' = 1.5 * √(4 - 0)² + (4 - 0)²

              = 1.5*4√2

       OA' = 6

Mark the point A' on the diagram

The images B' and C' can then be marked in a similar way and the enlarged triangle A' B' C' can then be drawn.

OB' = 1.5OB

OB' = 1.5 √(4 - (-2))² + ( 4 -0 )²

OB' = 1.5*2√13

 OB' = 3√13

 OC' = √1.5 * √(4 - (-2))² + 4 - 4

 OC' = 1.5*6

   OC' = 9

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The remaining 50.4% of the variance has not been accounted for, and it could be due to other factors that are not captured by the two variables being studied.

If the correlation between two variables is .496, it means that 49.6% of the variance has been accounted for. This is because the correlation coefficient measures the strength and direction of the linear relationship between the two variables, and it ranges from -1 to 1.

A correlation of 1 indicates a perfect positive linear relationship, while a correlation of -1 indicates a perfect negative linear relationship. In this case, a correlation of .496 indicates a moderate positive linear relationship.

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The correct answer is 113. To forecast the sales of the ice rink on day 4 using the trend method, we need to determine the trend equation based on the given data points.

The trend equation represents the overall pattern or trend in the sales data and allows us to make predictions for future values.

First, we need to calculate the average increase in sales per day. The average increase is obtained by dividing the total increase in sales over the three days (102 - 80 = 22) by the number of days (3 - 1 = 2). Therefore, the average increase in sales per day is 22 / 2 = 11.

Next, we can use the average increase to forecast the sales for day 4. Starting from the last known sales value (102), we add the average increase to project the sales for the next day. Thus, the forecasted sales for day 4 would be 102 + 11 = 113.

Therefore, the correct answer is 113.

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Answer:

\(a)\ x_1=-3i,\ x_2 =3i\)

\(b)\ x_1=-\sqrt{10},\ x_2=\sqrt{10}\)

Step-by-step explanation:

Given equations:

\(a)\ x^2+19=10\\\\b)\ 4x^2+3=43\)

A. x² + 19 = 10

Step 1: Subtract 19 from both sides.

\(\\\implies x^2+19-19=10-19\\\\\implies x^2=-9\)

Imaginary number rule: For any positive real number "k", \(\sqrt{-k} = i\sqrt{k}\)

Note: Two imaginary (complex) solutions indicate that the graph will not intersect the x-axis. As a result, it has no real roots.

Step 2: Take the square root of both sides (positive and negative roots).

\(\\\implies \sqrt{x^2}=\sqrt{-9}\\\\\implies x=\pm\ i\sqrt{9}\\\\\implies x=\pm\ 3i\)

Step 3: Separate the solutions.

\(\implies x_1=-3i,\ x_2 =3i\)

----------------------------------------------------------------------------------------------------------------

B. 4x² + 3 = 43

Step 1: Subtract 43 from both sides.

\(\\\implies 4x^2++3-3=43-3\\\\\implies 4x^2=40\)

Step 2: Divide both sides by 4.

\(\\\implies 4x^2=40\\\\\implies \dfrac{4x^2}4=\dfrac{40}{4}\\\\\implies x^2=10\)

Step 3: Take the square root of both sides (positive and negative roots).

\(\\\implies \sqrt{x^2}=\sqrt{10}\\\\\implies x=\pm\ \sqrt{10}\)

Step 4: Separate the solutions.

\(\implies x_1=-\sqrt{10},\ x_2=\sqrt{10}\)

Answer:

7

Step-by-step explanation:

The middle 2 numbers are 6 and 8. Add them both up and divide them by 2. Gets you 7.

The value of expression is,

⇒ x ÷ 12

We have to given that;

The algebraic expression is,

⇒ x divided by 12

Hence, We can formulate;

The value of correct expression is,

⇒ x ÷ 12

⇒ x / 12

Thus, The value of expression is,

⇒ x ÷ 12

Learn more about the mathematical expression visit:

brainly.com/question/1859113

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