In baseball, each time a player attempts to hit the ball, it is recorded. The ratio of hits compared to total attempts is their batting average. Each player on the team wants to have the highest batting average to help their team the most. For the season so far, Jana has hit the ball 8 times out of 10 attempts. Tasha has hit the ball 9 times out of 12 attempts. Which player has a ratio that means they have a better batting average?

Tasha, because she has the lowest ratio since 0.75 < 0.8
Tasha, because she has the highest ratio since 48 over 60 is greater than 45 over 60
Jana, because she has the lowest ratio since 0.75 < 0.8
Jana, because she has the highest ratio since 48 over 60 is greater than 45 over 60

The correct option is D i.e.35. A line segment connecting the rectangle's two opposed vertices is known as the diagonal.

The rectangle is split into two identical right triangles by its diagonal. The two-dimensional shape of a rectangle has four sides, four vertices, and four angles. A rectangle's two diagonals are the same length.

Two diagonals divide a rectangle into two right-angled triangles, with the diagonal serving as the hypotenuse on each diagonal. The diagonals cut each other in half, creating an acute angle and an obtuse angle respectively. The diagonal of the rectangle form two congruent triangles.

Since the diagonals of a rectangle are equal

∴ QS = RT

20x - 5 = 14x + 7

6x = 12

x = 2

QS = RT = 35

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Adding and subtracting polynomials worksheets assist pupils in becoming acquainted with the idea of polynomial addition and subtraction.

Adding and subtracting polynomial worksheets provide pupils with a platform to access a variety of well-structured problems. Because these worksheets progress in complexity, they are simple to use and allow pupils to reinforce their concepts.

Children must study in accordance with their learning curve, and these worksheets are designed to allow young brains to work at their own speed. These math worksheets also address the logical and reasoning aspects of arithmetic, assisting pupils in real-life situations.

Students may have a better grasp and explore these worksheets more quickly with the aid of pictures. These worksheets' step-by-step approach helps pupils better comprehend ideas and reinforce their comprehension.

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A ball is dropped from a height of 6 ft. assuming that on each bounce, the ball rebounds to one-third of its previous height, the total distance traveled by the ball is approximately 11.926 feet.

We have to calculate the distance traveled by the ball with the help of the given data, as shown below;The first height of the ball is 6 feet. Distance traveled by the ball at the first instance = 6 feet.The ball rebounds to one-third of its previous height, and the ball goes to a height of:6/3 = 2 feet.

Distance traveled by the ball after the first bounce = 6 + 2 + 2 = 10 feet.The ball rebounds again to one-third of its previous height, and the ball goes to a height of:2/3 = 0.6667 feet. Distance traveled by the ball after the second bounce = 10 + 0.6667 + 0.6667 = 11.3334 feet.

The ball rebounds again to one-third of its previous height, and the ball goes to a height of:0.6667/3 = 0.2222 feet. Distance traveled by the ball after the third bounce = 11.3334 + 0.2222 + 0.2222 = 11.7778 feet. The ball rebounds again to one-third of its previous height, and the ball goes to a height of:0.2222/3 = 0.0741 feet.

Distance traveled by the ball after the fourth bounce = 11.7778 + 0.0741 + 0.0741 = 11.926 feet. Therefore, the total distance traveled by the ball is approximately 11.926 feet.

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Answer:

Step-by-step explanation:

The mixed number for 3.6 is 3 6/10.

What is a Mixed Fraction?

Improper fractions and mixed numbers have the same value but are written differently. Whole numbers are displayed separately from fractions in mixed numbers. The numerator is larger than the denominator and complete numbers are not displayed separately in improper fractions.

Given:

We have to write 3.6 into a mixed number

So, the decimal 3.6 into a fraction

= 3.6

= 36/10

Then, the division is

                           10 | 36| 3

                                  30

                                 _____

                                    6  

So, the mixed number is 3 6/10.

Answer:156 Yd ∧3

Step-by-step explanation:

lengthl = 8 ydwidthw = 6.5 ydheighth = 3 yddiagonald = 10.7354553 ydtotal surface areaStot = 191 yd2lateral surface areaSlat = 87 yd2top surface areaStop = 52 yd2bottom surface areaSbot = 52 yd2volumeV = 156 yd3

A dividend is the distribution of a company's earnings to its shareholders and is determined by the company's board of directors. Dividends are often distributed quarterly and may be paid out as cash or in the form of reinvestment in additional stock.

1. For a company that reports an increase in retained earnings of $1,560 and net income of $5,260, the amount of dividends is $3,700 .

2. For a company that reports beginning retained earnings of $2,110, net income of $1,610, and $320 dividends, the amount of ending retained earnings is $3,400.

3. For a company that reports an increase in retained earnings of $1,420 and dividends of $1,970, the amount of net income is $3,390.

4. For a company that reports ending retained earnings of $2,400, net income of $580, and dividends of $430, the amount of beginning retained earnings is $2,250.

5. For a company that reports an increase in retained earnings of $660 and net income of $1,270, the amount of dividends is $610 .

In each scenario, we can use the formula: Beginning retained earnings + net income - dividends = ending retained earningsWe can rearrange this formula to solve for any variable we need.

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Answer:

The answer is the standard error is a measure of the accuracy of the sample mean as an estimate of the population mean.

Step-by-step explanation:

The number of distinct elements of AB = m n.

Given that G is a group with subgroups A and B of orders m and n, respectively, where m and n are prime, we need to prove that the subset of G, AB = {abla E Ab E B}, has m n distinct elements. Step-by-step. Let, G is a group with subgroups A and B of orders m and n, respectively. Since, m and n are relatively prime, then we have gcd(m, n) = 1.By Lagrange's Theorem, the order of any subgroup of G divides the order of G.

Hence, the order of G is equal to the product of the orders of A and B, i.e. |G| = |A| * |B| = m * n Let, a and a' be two distinct elements of A and b and b' be two distinct elements of B. Thus, a and a' generate distinct subgroups of G, i.e.  ≠  and b and b' generate distinct subgroups of G, i.e.  ≠ .Now, the number of distinct elements of AB = {abla E Ab E B} is equal to |A||B| since any two elements ab and a'b' of AB will be distinct if either a and a' are distinct or b and b' are distinct or both are distinct. Hence, the number of distinct elements of AB = m n.

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The 95% confidence interval for the difference in proportions of teachers and nurses who have a second job is (0.014, 0.206).

We are interested in estimating the difference in the proportion of all teachers and nurses who have a second job.

The parameter of interest is the difference in proportions (p1-p2) where p1 is the population proportion of teachers who have a second job and p2 is the population proportion of nurses who have a second job.

We want to construct a 95% confidence interval for the parameter.

The general formula for a confidence interval for the difference in proportions is

(point estimate) ± (critical value) x (standard error)

where the point estimate is the difference in sample proportions, the critical value is based on the desired level of confidence, and the standard error is a measure of the variability in the sampling distribution.

The specific formula for a confidence interval for the difference in proportions between two independent samples is:

(point estimate) ± (critical value) x (standard error)

where

(point estimate) = p1 - p2

(critical value) = the z-value corresponding to a 95% confidence level, which is 1.96

(standard error) = sqrt[(p1(1-p1)/n1) + (p2(1-p2)/n2)]

where n1 and n2 are the sample sizes for the two groups.

Now, we can plug in the given values to find the confidence interval.

(point estimate) = 0.32 - 0.21 = 0.11

(standard error) = sqrt[(0.32(0.68)/150) + (0.21(0.79)/100)] = 0.049

(critical value) = 1.96

Therefore, the 95% confidence interval for the difference in proportions is

0.11 ± (1.96)(0.049)

0.11 ± 0.096

The lower limit of the confidence interval is 0.014 and the upper limit is 0.206.

We are 95% confident that the true difference in the proportion of all teachers and nurses who have a second job is between 0.014 and 0.206. This means that based on our sample, we can conclude that teachers are more likely to have a second job than nurses, with the difference ranging from 1.4% to 20.6%.

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Suppose that [tex]A1 ∩ A2[/tex]is path-connected. If each of the subspaces A1, A2, and A1 ∩ A2 is simply connected, then the quotient space X / A1 ∼ A2 is simply connected too.

Given a quotient space et p which is obtained by identifying the north and south poles of two spheres s2 to a single point.

Let's find the value of p.The quotient space et p can be visualized as shown below:Quotient Space et pThis space et p has the structure of the cone C(A) over the 1-dimensional CW complex

A obtained from two 0-cells and one 1-cell connecting them with attaching maps

as shown below:

In our case, the spaces A1, A2, and A1 ∩ A2 are s2, s2, and S1, respectively. Both s2 and S1 are simply connected, since they are homotopy equivalent to a point. Since S1 is path-connected, we can apply the above proposition to conclude that et p is simply connected.Therefore, the value of p is 1 since the fundamental group of et p, π1(et p), is trivial.

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Answer:

B

Step-by-step explanation:

x² + 4x - 21 = 0 ← in standard form

(x + 7)(x - 3) = 0 ← in factored form

equate each factor to zero and solve for x

x + 7 = 0 ⇒ x = - 7

x - 3 = 0 ⇒ x = 3

Answer:

x= -7, 3

Step-by-step explanation:

x^2 +4x-21=0

You need to extract the factors for the equation. Two factors that multiplied give the result -21 and added give +4, with the form:

x^2 +4x-21=0

(x+7)(x-3)=0

You obtain:

x+7=0

x=-7

and,

x-3=0

x=3

The customers of Rhythm Time, an online music service, downloaded 397,970 songs last year.

Rhythm Time, an online music service, had 278,579 songs downloaded this year by its customers. That figure is 30% less than last year. Last year

We can begin by assuming that the total number of songs downloaded last year was x. According to the problem statement, 278,579 songs were downloaded this year, which is 30% less than last year. We can write it as an equation:x - 0.30x = 278,579 Simplifying, we get:0.70x = 278,579 Dividing both sides by 0.70, we get:x = 397,970Therefore, last year, Rhythm Time's customers downloaded 397,970 songs.

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Lisa's percentile rank is approximately 88%.

Percentile rank is a statistical measure that indicates the percentage of scores that fall below a particular score in a given distribution of data. It is commonly used to describe the relative position of a particular score in a set of scores.

If Lisa's score was 83 and that score was the 29th score from the top in a class of 240 scores, then her percentile rank can be calculated using the following formula:

Percentile Rank = [(Number of scores below Lisa's score) ÷ (Total number of scores)] × 100

Percentile Rank = [(240 - 29) ÷ 240] × 100

Percentile Rank = (211 ÷ 240) × 100

Percentile Rank = 0.8792 × 100

Percentile Rank ≈ 88 (rounded to the nearest whole number)

Therefore, her percentile rank is approximately 88%.

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The order from smallest to largest is: 500 cm², 45,000 cm², 54,000 cm².

What is the area?

Area is a mathematical concept that describes the size or extent of a two-dimensional shape or surface, such as a rectangle, circle, or triangle. It is usually measured in square units, such as square meters, square centimeters, or square inches. The area of a shape is equal to the amount of space enclosed by the shape, and can be calculated by multiplying the length and width of a rectangle, by using a formula specific to the shape (such as the area of a circle = πr²), or by dividing the shape into smaller, regular shapes and summing their areas.

According to the given information:

compare the given areas, we need to convert all of them to the same unit.

45,000 cm²: This is already in square centimeters, so we don't need to convert it.

5.4 m²: This is in square meters, which is a larger unit than square centimeters. We can convert it to square centimeters by multiplying by the conversion factor [tex](100 cm/m)^2:[/tex]

[tex]5.4 m² = 5.4 x (100 cm/m)^2 = 54,000 cm²[/tex]

5 x 10⁶ mm²: This is in square millimeters, which is a smaller unit than square centimeters. We can convert it to square centimeters by dividing by the conversion factor [tex](10 mm/cm)^2:[/tex]

[tex]5 x 10⁶ mm² = 5 x 10⁶ / (10 mm/cm)^2 = 500 cm²[/tex]

Now that we have all the areas in square centimeters, we can compare them directly:

45,000 cm²

54,000 cm²

500 cm²

Therefore, the order from smallest to largest is: 500 cm², 45,000 cm², 54,000 cm².

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Write the areas in size order, starting with the smallest: 45,000 cm² < 5.4 m² < 5 x 10⁶ mm².

What is mathematical conversions?

Mathematical conversions refer to the process of changing one unit of measurement to another unit of measurement that is equivalent in value. This is done by using conversion factors, which are ratios that relate the two units of measurement.

For example, to convert 5 meters to centimeters, you can use the conversion factor 1 meter = 100 centimeters, and multiply 5 meters by 100 centimeters/meter to get 500 centimeters.

1. Convert 5.4m² to square millimeters:

1 m² = 1,000,000 mm² (since 1 meter = 1000 millimeters)

5.4 m² = 5.4 x 1,000,000 = 5,400,000 mm².

2.Compare 45,000 cm² and 5,400,000 mm² directly:

1 cm² = 100 mm² (since 1 centimeter = 10 millimeters, and 1 cm² = 10 mm x 10 mm = 100 mm²)

45,000 cm² = 45,000 x 100 = 4,500,000 mm²

4,500,000 mm² < 5,400,000 mm².

3.Therefore, write the areas in size order, starting with the smallest:

45,000 cm² < 5.4 m² < 5 x 10⁶ mm².

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Tο shift the graph tο the right, we can simply add a pοsitive cοnstant tο the x values οf each pοint befοre plοtting them. Fοr example, if we want tο shift the graph tο the right by 2 units.

The intersectiοn οf twο number lines creates a twο-dimensiοnal plane knοwn as a cοοrdinate plane. The x-axis, a hοrizοntal number line, and the y-axis, a vertical number line, are twο examples οf these number lines.

Tο graph the equatiοn 5x - 3y = 18 οn a cοοrdinate plane, we can fοllοw these steps:

1. Sοlve fοr y in terms οf x:

5x - 3y = 18

-3y = -5x + 18

y = (5/3)x - 6

2. Chοοse sοme values fοr x and use the equatiοn tο find the cοrrespοnding y values. Fοr example, we can chοοse x = 0, 3, and 6:

When x = 0: y = (5/3)(0) - 6 = -6

When x = 3: y = (5/3)(3) - 6 = -3

When x = 6: y = (5/3)(6) - 6 = 2

3. Plοt the pοints (0, -6), (3, -3), and (6, 2) οn the cοοrdinate plane.

4. Draw a straight line passing thrοugh these three pοints. This line represents the graph οf the equatiοn 5x - 3y = 18.

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Answer:

The three angles of a triangle are, ∠PQR, ∠QRP, and ∠RPQ respectively. The three sides of a triangle are side PQ, side QR, and side RP

Step-by-step explanation:

please brainliest!!

the total time Joe spends traveling on the train is 16 hours 40 minutes. Therefore, the correct answer is option E.

The time Joe spends traveling on the train can be found using the formula:

time = distance / speed

For the trip to Georgetown, the distance is 350 miles and the speed is 42 miles per hour, so the time spent traveling there is:

time to Georgetown = 350 / 42 = 8.33 hours

For the return trip, Joe travels the same distance of 350 miles at the same speed of 42 miles per hour. Therefore, the time spent traveling back is also 8.33 hours.

The total time Joe spends traveling on the train is the sum of the time for the trip to Georgetown and the time for the return trip:

total time = time to Georgetown + time from Georgetown

total time = 8.33 + 8.33

total time = 16.66 hours

Rounding to the nearest 10 minutes, the total time Joe spends traveling on the train is 16 hours 40 minutes. Therefore, the correct answer is option E.

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Answer:

Step-by-step explanation:

Hi there! Just multiply by x and find the value of f=p. Good luck!

Axes were labeled, then triangle ABC was drawn followed by a rotation of 90 degrees clockwise, and then it was translated three units down.

What are triangles?

Three vertices make up a triangle, a three-sided polygon. The angles of the triangle are formed by the connection of the three sides end to end at a single point. The sum of all three angles of the triangle is equal to 180 degrees.

How rotation of a point by 90 degrees clockwise will take place?

When points will be rotated 90 degrees clockwise, the x will become y while y will become -x.

After rotation:

A (-3, 0) will become A' (0,3)

B (-2, 4) will become B'(4,2)

C (1, -1). will become C'(-1,-1)

After rotation of 90 degrees clockwise is performed, translation of three units down will be performed as follows:

A' (0,3) will become A'' (0,0)

B'(4,2) will become B''(4,-1)

C'(-1,-1) will become (-1,-4)

Thus, Axes were labeled, then triangle ABC was drawn followed by a rotation of 90 degrees clockwise, and then it was translated three units down.

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The angle of depression from the top of the center support to the end of the support cable is approximately 16.59 degrees.

The angle of depression from the top of the center support to the end of the support cable can be found using trigonometry. Let's call this angle "x". Using the given information, we can form a right triangle with the center support, the end of the support cable, and a point directly below the center support on the ground.

The height of the center support, 297 meters, is the opposite side of the right triangle, while the distance from the center of the bridge to the connection of the suspension cable, 995 meters, is the adjacent side. Using the tangent function, we can calculate the angle of depression as follows:

tan(x) = opposite/adjacent

tan(x) = 297/995

x = tan^-1(297/995)

Using a calculator, we can find that x is approximately 16.59 degrees. Therefore, the angle of depression from the top of the center support to the end of the support cable is approximately 16.59 degrees.

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Using the Unique factorization theorem for the following integers the standard factored form of 504 is 2³ x 3²x 7 , for 819 is 3² ×7×13 and for  5,445 is 3²×5×7².

The Unique Factorization Theorem states that any positive integer can be written as a product of prime numbers in a unique way. To write each of the integers in standard factored form.

Using this theorem, we can factorize any positive integer into its prime factors. Here are the steps to factorize a number:

The prime factors obtained in this process can then be multiplied together to obtain the standard factored form of the original number . Therefore,

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Answer:

10. Other number is 12.

Explanation:

The prime factors of 120 are 2*2*2*3*5

To end up with even numbers, the odd numbers must be multiplied by even numbers. The only even numbers are 2s, while there are two odd numbers, 3 and 5.

So we MUST be talking about 2*3 and 2*5 with a 2 left over. That’s 6 and 10, which are by no stretch of the imagination consecutive. But we can either double the 10 (giving us 6 and 20, even less “consecutive”) or the 6.

Double 6 and we have 12. 10 and 12 are consecutive even numbers, because you can add two to get the next one.

(a) Probability that X < 0 is P(X<0) = 1/2
(b) Probability that -3.5 < X < 3.5 is given by = 1/2
(c) Probability that -5 ≤ X ≤ 6 is given by = 11/14.
(d) Let k be any number such that -7 < k < k+4 < 7 = 2/7

(a) Since the distribution is uniform, the probability of X being less than 0 is equal to the proportion of the interval (-7, 7) that lies to the left of 0. This proportion is (0 - (-7))/(7 - (-7)) ⇒ 7/14 ⇒ 1/2.

Therefore, P(X < 0) = 1/2.

(b) Following the same logic as above, the probability of X lying between -3.5 and 3.5 is equal to the proportion of the interval (-7, 7) that lies between -3.5 and 3.5. This proportion is (3.5 - (-3.5))/(7 - (-7)) ⇒ 7/14 ⇒ 1/2.

Therefore, P(-3.5 < X < 3.5) = 1/2.

(c) Similarly, the probability of X lying between -5 and 6 is equal to the proportion of the interval (-7, 7) that lies between -5 and 6. This proportion is (6 - (-5))/(7 - (-7)) ⇒ 11/14.

Therefore, P(-5 ≤ X ≤ 6) = 11/14.

(d) The interval (k, k+4) lies completely within the interval (-7, 7) if -3 < k < 3. If k satisfies this inequality, then the probability of X lying between k and k+4 is equal to the proportion of the interval (-7, 7) that lies between k and k+4, which is (k+4 - k)/(7 - (-7)) ⇒ 4/14 ⇒ 2/7.

Therefore, P(k < X < k+4) = 2/7.

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Answer:

The given data suggests that there is a positive correlation - as grade level increases, so does the expected hours of homework.

Step-by-step explanation:

It is difficult to accurately predict the expected hours of homework for 5th and 8th graders based on the given data. However, we can try to make an estimate by assuming a linear correlation between grade level and hours of homework.

Using the given data, we can plot a scatter plot with grade level on the x-axis and hours of homework on the y-axis. We can then draw a line of best fit through the data points to estimate the correlation.

Assuming a linear correlation, we can use the slope-intercept form of a line to calculate the expected hours of homework for 5th and 8th graders. The equation of the line of best fit is:

y = 2.5x - 6.5

where y is the expected hours of homework per week and x is the grade level. Using this equation, we can estimate that the expected hours of homework per week for 5th graders would be:

y = 2.5(5) - 6.5 = 6 hours

And the expected hours of homework per week for 8th graders would be:

y = 2.5(8) - 6.5 = 16 hours

It is important to note that this is just an estimate based on the given data, and actual hours of homework may vary depending on the school and curriculum.

As for the correlation between grade level and hours of homework per week, the given data suggests that there is a positive correlation - as grade level increases, so does the expected hours of homework. This is likely due to the increasing complexity and workload of the curriculum as students progress through school. However, it is important for schools to ensure that the amount of homework assigned is reasonable and does not cause undue stress or negatively impact students' well-being.

the length of chord in the circle is 13.5 units.

According to Pythagoras' Theorem, the square of the hypotenuse side of a right-angled triangle equals the sum of the squares of the other two sides.The Perpendicular, Base, and Hypotenuse are the three angles that make up this triangle.

The Pythagoras Theorem formula is as follows from the definition:

Hypotenuse² = Perpendicular² + Base²

c² = a² + b²

From the figure, the hypotenuse, x of both triangle are same as both of them are radius of circle.

According to Pythagoras theorem,

x²=6.3²+11.9²

x²=181.3

x=√181.3

x=13.5

Hence, the length of chord in the circle is 13.5 units.

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The answer of the given question based on the finding the m∠QTS from a circle with the measure of minor arc the answer is the measure of angle ∠QTS is 60° degrees.

In geometry, arc is  portion of a curve or  circle. It is defined as the part of the curve that is contained between two points, called endpoints, on curve. The length of  arc is  fraction of the circumference of  circle, determined by the measure of  central angle that subtends it.

An arc is typically denoted by  two endpoints, with  small arc or arc symbol above the two letters. For example, an arc with endpoints A and B would be denoted as "⌒AB" or "AB".Arcs can be classified based on their measure or  position of their endpoints.

An arc with measure less than 180 degrees is called  minor arc, while an arc with measure greater than 180 degrees is called  major arc. An arc with measure equal to 180 degrees is called semicircle.

Since arc QS is a minor arc, we know that angle ∠QTS is half the measure of arc QS. Therefore, we have:

m∠QTS = (1/2) m arc QS

m∠QTS = (1/2) (120°) [Substituting the given value of m arc QS]

m∠QTS = 60°

Therefore, the measure of angle ∠QTS is 60° degrees.

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Therefore , the solution of the given problem of graphs comes out to be step is not parallel to the border if the top edge's slope differs.  

Theoretical physicists use graphs to analytically and visually show claims rather than variables. A graph point typically depicts the connection between several different items. A specific type of pas de carrier structure made up of groups along with lines is known as a graph. Glue should be used to connect the boundaries, which are additionally referred to as the channels. Within the boundaries of this network, the digits 1 through 4 and the characters 2.5, 3.5, or 4.5 were all present.

Here,

These values allow us to determine the step's slope in the following manner:

=> incline means rise / run

where "run" denotes the step's horizontal depth and "rise" the step's height.

The slope for the lowest step is 8 inches for rise and 10 inches for run.

=> slope = 8 / 10 = 0.8

The slope of the top edge of the step should match the slope we just computed if the bottom step is parallel to the floor.

We can infer that the lowest stair is parallel to the floor if the slope of the top edge is also 0.8.

The step is not parallel to the border if the top edge's slope differs.

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The estimated annual income can be calculated using the equation above. If the data point is used to calculate the slope and y-intercept of the regression line, then the annual income can be estimated using the equation y = m(14) + b.

If the education level is 14 years,

To create a simple linear regression model using education level as the independent variable, you will need to input data for education level and annual income.

This data can be used to estimate the annual income for any given education level. The equation for this linear regression model is y = mx + b, where y represents the annual income, m is the slope of the line, x is the education level, and b is the y-intercept.

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The average square distance from the origin to a point in the domain represented by the given figure is approximately 9.593 units squared.

We can use the equation of the ellipse to solve for y in terms of x. Specifically, we can rearrange the equation as:

y² = b²(1 - x²/a²)

Taking the square root of both sides, we get:

y = ±sqrt[b²(1 - x²/a²)]

Since we only need to consider the part of the domain where y is positive, we can use the positive square root:

y = sqrt[b²(1 - x²/a²)]

Now we can calculate the square distance from the origin to a point (x, y) in the domain. This is given by:

d² = x² + y²

Substituting our expression for y, we get:

d² = x² + b²(1 - x²/a²)

Simplifying, we get:

d² = b² - (b² - a²)x²/a²

Now we can integrate this expression over the interval [0, a] to find the total sum of square distances. Specifically, we have:

∫[0,a] (b² - (b² - a²)x²/a²) dx

This integral can be evaluated using basic calculus techniques. After integrating and simplifying, we get:

(b²/2)(1 - (1/2)(b/a)²)

Finally, to find the average square distance, we divide this sum by the total number of points in the domain, which is given by the area of the quarter-ellipse. This area can be found using basic geometry, and is:

(1/4)πab

Dividing the sum by the area, we get the average square distance:

(b²/2)(1 - (1/2)(b/a)²) / [(1/4)πab]

Simplifying, we get:

(4b²/πa)(1/4 - (1/2)(b/a)²)

Substituting in the given values of a and b, we get the final answer:

(4(12²/π(6))(1/4 - (1/2)(12/6)²)

Simplifying further, we get:

(48/π)(1/4 - 1)

= -9.593

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For (a), 105 can be written as the product of two fractions, one of which is equal to 1. The expression would be:

105 = (105/1) × (1/1)

This expression can be simplified to:

105 = 105

For (b), the expression can be written as the product of two fractions, one of which is equal to 1. The expression would be:

5/2 = (5/2) × (1/1)

This expression can be simplified to:

5/2

For (c), the expression can be written as the product of two fractions, one of which is equal to 1. The expression would be:

18 = (18/1) × (1/1)

This expression can be simplified to:

18 = 18