a cross-country course is in the shape of a parallelogram with a base of length 7 mi and a side of length 6 mi. what is the total length of the cross-country course?

The null hypothesis for a one-way analysis of variance (ANOVA) is that there is no significant difference between the means of the groups, while the alternative hypothesis is that at least one group mean is significantly different from the others.

The null hypothesis (H0) for a one-way analysis of variance is that there is no significant difference in the mean of the dependent variable (number of words per minute) among the groups, and any observed differences are due to chance.

The alternative hypothesis (Ha) is that there is a significant difference in the mean of the dependent variable among the groups, and this difference is not due to chance. In other words, at least one of the groups has a different mean from the others.

Symbolically, the hypotheses can be expressed as:

H0: μ1 = μ2 = μ3 (where μ1, μ2, and μ3 are the population means for groups 1, 2, and 3, respectively)

Ha: At least one of the population means is different from the others.

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--The given question is incomplete, the complete question is given

" Suppose in an experiment, we randomly assign 15 participants to three treatment groups 1, 2, and 3 (with five participants per treatment). Each of the three groups has received a different method of speed-reading instruction. A reading test is given and the number of words per minute is recorded for each participant. Below is a table with the data collected:

Group 1 Group 2 Group 3

700 480 500

850 460 550

820 500 480

640 570 600

920 580 610

Write the null and alternative hypotheses for a one-way analysis of variance."--

The required proportion of cupcakes that have no creme filling with 98% confidence interval is equal to (0.012, 0.058).

Total number of cupcakes = 346

Number of defective cup cakes = 12

Confidence interval = 98%

To construct a confidence interval for the proportion of all cupcakes that have no creme filling,

Use the following formula,

CI = p ± z√((p(1-p))/n)

where,

p = proportion of defective cupcakes

n = sample size

z = z-value for the desired confidence level (98% in this case)

Plug in the values we have,

p = 12/346

  = 0.0347

n = 346

z = 2.33 (from a standard normal distribution table for a 98% confidence level)

CI = 0.0347 ± 2.33√((0.0347(1-0.0347))/346)

   = 0.0347 ± 0.023

So the 98% confidence interval for the proportion of all cupcakes that have no creme filling is (0.012, 0.058).

Therefore, 98% confidence interval that have true proportion of all cupcakes with no creme filling is between 0.012 and 0.058.

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Answer: i will be able to help if i see the question??

Step-by-step explanation:

Answer:

Step-by-step explanation:

If you don't know, the Pythagorean Theorem states that a^2+b^2=c^2 in a right triangle where a and b are the legs and c is the hypotenuse.

Imagine unfolding a cone. It would become part of a circle. Therefore, to find the lateral surface area(the surface are not including bases), you have to find the surface area of this part of the circle. The circumference of the entire circle is 6*pi*sqrt10. The circumference of this partial circle is the circumference of the base of the cone which is 2*3*pi=6pi. therefore, the percent of the circle is 6*pi/6*pi*sqrt10=1/sqrt10. 1/sqrt10*90pi=90*sqrt10*pi/10=9*sqrt10*pi.

the area of the base is 3^2*pi=9pi. the answer is then 9pi(1+sqrt10)

Answer: x^2 = 1.143;

P-value > 0.25

Step-by-step explanation: I got it right on khan academy!!

The P-value for the test is less than 0.05, indicating strong evidence against the null hypothesis. Adele can conclude that senior citizens in her community complete their taxes differently than what was reported in the article.

To carry out a χ2 goodness-of-fit test, Adele needs to compare the observed frequencies of how senior citizens completed their taxes with the expected frequencies based on the distribution reported in the article. The test statistic for this type of test is calculated as the sum of the squared differences between the observed and expected frequencies divided by the expected frequencies. In this case, the test statistic is 15.67. The degrees of freedom for the test are equal to the number of categories minus one, which in this case is 3 - 1 = 2. Using a significance level of 0.05, the critical value for the test is 5.99. Since the test statistic of 15.67 is greater than the critical value of 5.99, we reject the null hypothesis that the senior citizens in the community complete their taxes according to the distribution reported in the article.

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Answer:

1. [tex]y = (x + 2)(x + 3)[/tex]

2. [tex]y = -x(x + 4)[/tex]

Step-by-step explanation:

We can find the factored form of the graphed quadratic functions by:

1) Expressing each one in vertex form

2) Expanding and refactoring to rewrite in factored form

1. We know that vertex form is:

[tex]y = a(x-h)^2 + k[/tex],

where [tex]a[/tex] determines the parabola's direction and width ([tex]a=1[/tex] being the same as a standard parabola), and [tex](h,k)[/tex] is the parabola's vertex.

The vertex of this parabola is (-3, -4).

↓ plugging these values into the vertex form equation

[tex]y = 1(x - (-3))^2 + (-4)[/tex]

↓ simplifying

[tex]y = (x + 3)^2 - 4[/tex]

Now, we can expand and refactor this equation into factored form.

↓ expanding the squared term

[tex]y = (x^2 + 6x + 9) - 4[/tex]

↓ simplifying

[tex]y = x^2 + 6x + 5[/tex]

↓ factoring

[tex]\boxed{y = (x + 2)(x + 3)}[/tex]

2. We can see that the vertex is at (-2, 4).

↓ plugging into the vertex form equation

[tex]y = -1(x - (-2))^2 + 4[/tex]

Note that the parabola opens downward, so [tex]a = -1[/tex].

↓ simplifying

[tex]y = -1(x +2)^2 + 4[/tex]

↓ expanding the squared term

[tex]y = -1(x^2 +4x + 4) + 4[/tex]

↓ incorporating the outer +4 into the distribution of -1

[tex]y = -1(x^2 + 4x + 4 - 4)[/tex]

↓ simplifying

[tex]y = -1(x^2 + 4x)[/tex]

↓ factoring

[tex]y = -1(x)(x + 4)[/tex]

↓ simplifying

[tex]\boxed{y = -x(x + 4)}[/tex]

Answer:

0.5 difference

Step-by-step explanation:

since liam estimated 85 miles even though it is 84.5, you should minus 85 from 84.5 which will equal 0.5

B. The line of symmetry should have been 4 instead of –4.

We are given the quadratic:

, with a=1, b=-8, c=15.

and the quadratic equation is [tex]x^2[/tex]-[tex]8[/tex][tex]x[/tex]+[tex]15[/tex]=0


We know that the x-coordinate of the vertex, which is the point where the line of symmetry passes through is

                                 .

Thus, the x-coordinate of the vertex is .

Thus, the line of symmetry is x=4.

A line of symmetry is a line that divides a shape into two equal parts that are mirror images of each other. It is also called a mirror line or axis of symmetry.

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180÷6 = 30.

Pedro says that you can use the fact 18÷6=3

to find 180÷6

.

Use the drop-down menus and enter a value to complete his explanation below.

Sure, here's the completed explanation:

If we divide 180 by 18, we get 10.

So, we can divide 180÷6 by dividing 18÷6, which is 3.

A drop-down menu is a graphical user interface control that allows users to choose from a list of options presented in a pop-up menu. When the user clicks on the menu, it expands to display a list of available options. The user can then select an option by clicking on it, which updates the menu display to show the selected option and triggers an action associated with that option.

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Answer:

The horizontal translation of the function is 3 units to the right (from the parent function).  Therefore, we subtract 3 from the x-value of the function.

The equation of the graphed function in vertex form is:

[tex]\boxed{y = (x - 3)^2- 2}[/tex]

Step-by-step explanation:

The given graph shows a parabola that opens upwards.

Therefore, the equation for this function is a quadratic equation with a positive leading coefficient.

The vertex of a parabola is the minimum point of a parabola that opens upwards, or the maximum point of a parabola that opens downwards.

From inspection of the given graph, the vertex of the function is (3, -2).

The parent function of a parabola that opens upwards is y = x². This has a vertex at (0, 0).

Therefore, given the vertex of the given function is (3, -2), the parent function has been translated 3 units right and 2 units down.

For a horizontal translation to the right, we subtract the number of units from the x-value of the function.

For a vertical translation down, we subtract the number of units from the function.

Therefore, a translation of 3 units right and 2 units down from the parent function y = x² is:

[tex]\boxed{y = (x - 3)^2- 2}[/tex]

This function is written in vertex form.

To write the equation in standard form, expand the brackets and simplify:

[tex]\implies y=(x-3)(x-3)-2[/tex]

[tex]\implies y=x^2-3x-3x+9-2[/tex]

[tex]\implies y=x^2-6x+7[/tex]

[tex]\hrulefill[/tex]

Additional comments

The vertex form of a quadratic equation is y = a(x - h)² + k, where (h, k) is the vertex. Therefore, the "k" value refers to the y-value, which is the vertical translation from the parent function.

As your question refers to the "k" value for the horizontal translation, we assume that it is not referring to the k-value of the vertex form.

The value of given equation is 11

An angle bisector is a line or ray that divides an angle into two congruent angles. In other words, it is a line or ray that cuts an angle into two equal parts. The point where the angle bisector meets the side of the angle is called the point of intersection.

In geometry, the angle bisector theorem states that if a line or ray bisects an angle of a triangle, then it divides the opposite side of the triangle into two segments that are proportional to the other two sides of the triangle. This theorem is often used to solve problems involving triangles and their side lengths.

Since BD is the angle bisector of angle ABC, we can use the angle bisector theorem to set up an equation involving the angles formed by BD and the sides of triangle ABC:

m/DBC : m/CBD = AB : AC

We know that m/DBC = 36°, so we can substitute that value into the equation:

36° : m/CBD = AB : AC

We also know that m/ABD = (4x-8), so we can substitute that value into the equation:

36° : (4x-8)° = AB : AC

To solve for x, we need to find the ratio AB : AC. Since we don't have any information about the lengths of the sides of triangle ABC, we can't find this ratio directly. However, we can use another property of angle bisectors: the angle bisector divides the opposite side of the triangle into two segments that are proportional to the other two sides.

In other words, we have:

BD/DC = AB/AC

We know that m/DBC = 36°, so we can use the fact that the angles in a triangle add up to 180° to find m/CBD:

m/CBD = 180° - m/ABC - m/DBC

m/CBD = 180° - 2m/DBC

m/CBD = 180° - 2(36°)

m/CBD = 108°

Now we can use the angle bisector theorem to write:

BD/DC = AB/AC

We know that BD = AB + AD and DC = AC + AD, so we can substitute these expressions into the equation:

(AB + AD)/AC + AD) = AB/AC

Simplifying this equation, we get:

AB/AC + AD/AC = AB/AC

Subtracting AB/AC from both sides, we get:

AD/AC = 0

Since the ratio of AD to AC is 0, we know that AD must be 0 (since we can't divide by 0). This means that D is actually on side BC, rather than on the extension of side BC. In other words, BD is actually the perpendicular bisector of side AC.

If BD is the perpendicular bisector of AC, then we know that AB = BC. Substituting this fact into our earlier equation, we get:

36° : (4x-8)° = 1 : 1

Simplifying this equation, we get:

36° = 4x-8

Adding 8 to both sides, we get:

44° = 4x

Dividing both sides by 4, we get:

11° = x

Therefore, the value of x is 11.

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n²+2 is the equation that represents this pattern.

What is General intelligence?

General intelligence in mathematics refers to the ability to reason logically, solve problems, and understand abstract concepts in the field of mathematics. It is often referred to as mathematical intelligence or mathematical aptitude.

People with strong mathematical intelligence have the ability to think logically, identify patterns and relationships, and apply mathematical concepts to solve complex problems. They can quickly grasp mathematical concepts and principles, and are able to use mathematical reasoning to analyze data, make predictions, and draw conclusions.

However, it's important to note that mathematical intelligence is just one aspect of intelligence, and does not necessarily predict success in other areas of life. It is possible for someone to excel in mathematics while struggling in other areas, or vice versa.

Moreover, the concept of general intelligence itself has been a subject of debate among psychologists, with some arguing that it is a single, overarching ability, while others argue that intelligence is made up of multiple, more specific abilities.

Here we have total four patterns.

First pattern has 3 square, second has 6 squares , third has 11 squares and 18 squares.

Our first option is 3n.

If we will put n = 1,2,3,4 then we will get 3,6,9,12 respectively.

Our second option is n²+2.

If we will put n = 1,2,3,4 then we will get 3,6,11,18 respectively.

Our third option is n²+4.

If we will put n = 1,2,3,4 then we will get 5,8,13,20 respectively.

And our fourth option is 4n+3

If we will put n = 1,2,3,4 then we will get 7,11,15,19 respectively.

Therefore, second option is the correct option.

So, n²+2 is the equation that represents this pattern.

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Answer:B

Step-by-step explanation:

Answer:

x=34, z=26 degrees, y=74 degrees

Step-by-step explanation:

We can find x because the triangles are equal to each other, meaning that we can set 2x-20 equal to 4x-88. When solved, x=34. This now means that the expression 2x-20 and 4x-88 both equal to 48 degrees.

Now looking at the triangle on the left, we can find the angle using supplementary angles, setting 180-154, which is 26 degrees. This means z on the triangle to the right is also 26 degrees since the triangles are equal to each other.

Because of knowing two angles, we can now find the 3rd one by adding both of them up and subtracing it from 180. That will get you 106 degrees, then using vertical angles we can find that the angle measure of 106 degrees carries over to the second triangle.

To find y now, you simply subtract 106 from 180 to get 74 degrees.

(I believe this is right, hopefully it made sense!)  

The true statements are

i. probability is usually between 0 and 1, inclusive.

ii. an event that is likely has a probability that is close to 1.

(option i and ii).

Probability is an important concept in mathematics and statistics that allows us to quantify the likelihood or chance of an event occurring. It is often represented as a number between 0 and 1, inclusive. A probability of 0 means that the event is impossible, while a probability of 1 means that the event is certain to occur.

Now, let's examine each of the statements to determine which ones are true.

The first statement, "probability is usually between 0 and 1, inclusive," is true. As mentioned earlier, probability is always represented as a number between 0 and 1, inclusive.

The second statement, "an event that is likely has a probability that is close to 1," is also true. If an event is likely to occur, it means that there is a high probability of it happening. Therefore, the probability assigned to that event would be close to 1.

Hence the correct option is (a) and (b)..

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Answer:

y = -3x + 1

Step-by-step explanation:

y = mx + b

mx: slope

b: y-intercept

This line has a negative slope (mx) because of its direction. The plotted points are three units down and one unit right apart, which makes it -3/1x or -3x.

The y-intercept (b) is 1 because at the coordinate (0, 1) the line passes through the y-axis.

Therefore, the line should be y = -3x + 1.

The properties of the conic section are Ellipse, Domain = [-2, 2] and the range is [-3, 3]

From the question, we have the following parameters that can be used in our computation:

The conic section

From the graph, we have

The conic section is an ellipse

The domain of this equation is all possible values of x and the range is for y

From the graph, we have

x values = -2 to 2

y values = -3 to 3

These are the domain and the range

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In the function,

1) Initial height of the bouncing ball is 15feet.

2) The percent rate of change is -16.25%

3) The height of the bouncing ball after 5 seconds is 6.65 feet.

A mathematical phrase, rule, or law that establishes the link between an independent variable and a dependent variable (the dependent variable). In mathematics, functions exist everywhere, and they are crucial for constructing physical links in the sciences.

There seems to be a typo in the function you provided. I will assume that the function is:

=> f(x) = [tex]15(0.85)^x[/tex]

Assuming this is correct, here are the answers to your questions:

The initial height of the bouncing ball is the value of the function when

x = 0, which is:

=> [tex]f(0)=15(0.85)^0=15ft[/tex]

Therefore, the initial height of the bouncing ball is 15 feet.

The percent rate of change of the function can be found by taking the derivative of the function and expressing it as a percentage.

The derivative of the function is:

=> f'(x)= [tex]\frac{15ln(17)\times17^x-15ln(20)\times17^x}{20^x}[/tex]

The percent rate of change is then:

=> [tex]\frac{f'(x)}{f(x)} \times100\%[/tex]

=> [tex]\frac{\frac{15ln(17)\times17^x-15ln(20)\times17^x}{20^x}}{15(0.85)^x}[/tex]

=> [tex]ln(\frac{17}{20})[/tex]

=> -16.25%

Therefore, the percent rate of change of the function is approximately:

=> -16.25%

The height of the bouncing ball after 5 seconds is: then x=5

=> [tex]f(5)=15(0.85)^5[/tex]

Rounding this to the nearest hundredth, we get:

=> 6.65 feet

Therefore, the height of the bouncing ball after 5 seconds is approximately 6.65 ft.

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The line of reflection used to create the image is the y-axis. The x-axis is the line of reflection utilized to produce the picture of polygon ABCD to A' B' C' D'. The y-coordinates of each vertex.

in A' B' C' D' are the inverse of the corresponding y-coordinates in ABCD, but the x-coordinates stay constant. The x-axis is a horizontal line that goes through the origin and mirrors points that cross it. As a result, when each point in ABCD is mirrored across the x-axis, the point in A' B' C' D' is produced. As a result, the transformation that maps ABCD to A' B' C' D' is an x-axis reflection. the graph to answer the question. Graph of polygon ABCD with vertices at negative 6 comma negative 2, negative 4 comma 5, 1 comma 5, negative 1 comma negative 2.

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Answer: Using the two given points (0, 97507) and (5, 225317), we can find the slope:

slope = (225317 - 97507) / (5 - 0) = 25662

Then using the point-slope form of a line with the point (0, 97507):

y - 97507 = 25662x

Simplifying and putting in slope-intercept form:

y = 25662x + 97507

Therefore, the equation in slope-intercept form is y = 25662x + 97507.

Step-by-step explanation:

Answer:

true

not good at explaining how

The base of an exponential function can only be a positive number is a true statement.

In Mathematics, the equation f(x) = [tex]a^{x}[/tex], in which the input variable x appears as an exponent, is described as an exponential function. Both the exponential function and the value of x are dependent on the exponential curve.

Here, “x” is a variable and “a” is a constant, also known as the base of the function. Depending on the exponential function, an exponential curve might increase or decrease. A quantity should have either exponential growth or exponential decay if it regularly increases or decreases by a predetermined percentage.

Therefore, the base of an exponential function can only be a positive number.

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The combination expression c(4,4) when evaluated has a solution of 1

The expression c(4,4) represents the number of ways to choose 4 items from a set of 4 items, where the order in which we choose the items does not matter.

This is also known as a combination.

We can use the formula for combinations to calculate c(4,4):

c(4,4) = 4! / (4!(4-4)!)

= 4! / (4!0!)

= 4! / 4!

= (4 x 3 x 2 x 1) / (4 x 3 x 2 x 1)

= 1

Therefore, c(4,4) = 1.

There is only one way to choose 4 items from a set of 4 items, and that is to choose all 4 items.

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Answer: √5 + 37π/5.

Step-by-step explanation:
To calculate the exact value of E, we can follow the order of operations (PEMDAS):

E = 3√5 + 7π/5 - 2(√5 - 3π)

E = 3√5 + 7π/5 - 2√5 + 6π (distribute the -2)

E = (3√5 - 2√5) + (7π/5 + 6π) (combine like terms)

E = √5 + 37π/5

Therefore, the exact value of E is √5 + 37π/5.

The solution to the equation is a = 6 and a = 4.

There is no extraneous solution.

To find the solution for the given equation, follow these steps:
1. Rewrite the equation: [tex]15 + a^2 - 1 = 5(2a - 2)[/tex].
2. Simplify both sides: [tex]a^2 + 14 = 10a - 10.[/tex]
3. Move all terms to one side:[tex]a^2 - 10a + 24 = 0.[/tex]
4. Factor the quadratic equation: (a - 6)(a - 4) = 0.
5. Set each factor equal to zero: a - 6 = 0 or a - 4 = 0.
6. Solve for 'a': a = 6 or a = 4.
Now, we need to check if both solutions are valid or if there is an extraneous solution.
Since there are no restrictions on the domain of the original equation, both solutions are valid.

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Answer: Anna sold 56 tickets on Monday

Step-by-step explanation: Let’s call the number of tickets Anna has to sell “x”.

On Monday, Anna sells 35% of these tickets. That means she sells 0.35x tickets.

On Tuesday, she sells another 3/5 of the remaining tickets. That means she sells 0.6(0.65x) = 0.39x tickets.

After these two days of selling, Anna has 42 tickets left. So we can set up an equation:

x - 0.35x - 0.39x = 42

Simplifying this equation gives us:

0.26x = 42

Solving for x gives us:

x = 161.54

So Anna had 161 tickets to sell in total.

To find out how many tickets she sold on Monday, we can multiply the total number of tickets by the percentage she sold on Monday:

0.35 * 161 = 56.35

So Anna sold 56 tickets on Monday

Jeremy needs a sample size of at least 601 to estimate the proportion of adults in the test market who commute more than 20 miles one-way to work each day with a 95% confidence interval and a margin of error of 0.04.

To calculate the sample size required, we need to use the formula:

n = (z^2 * p * (1-p)) / E^2

where:

n = sample size

z = z-score associated with the desired confidence level (95%)

p = estimated proportion (0.5, since we have no preliminary information)

E = maximum margin of error (0.04)

Plugging in the values, we get:

n = (1.96^2 * 0.5 * (1-0.5)) / 0.04^2

n = 600.25

Rounding up to the nearest whole number, Jeremy will need a sample size of 601.

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the probability that Lindsay will choose three mystery books is 0.1141 or 1141/10,000 as a fraction.

Lindsay has 11 mystery books and 6 nonfiction books. The probability of Lindsay choosing one of her mystery books first is 11/17. Once she has chosen one mystery book, there are 10 remaining, so the probability of her choosing another one is 10/16.

Finally, there are 9 mystery books remaining when she chooses her third book, making the probability of her choosing one of her mystery books 9/15.

Thus, the probability that Lindsay chooses three mystery books is:P(mystery book 1 AND mystery book 2 AND mystery book 3)

= P(mystery book 1) * P(mystery book 2| mystery book 1) * P(mystery book 3| mystery book 1 and book 2)

P(mystery book 1) = 11/17P(mystery book 2| mystery book 1)

= 10/16P(mystery book 3| mystery book 1 and book 2)

= 9/15

Therefore, P(mystery book 1 AND mystery book 2 AND mystery book 3) = (11/17) * (10/16) * (9/15)

= 0.1141 (rounded to four decimal places)

Thus, the probability that Lindsay will choose three mystery books is 0.1141 or 1141/10,000 as a fraction.

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A dramatic change in look or form is referred to as a transformation and the transformation of points (0, 1) to D5 o R270° is (270, -4).

A transformation is a significant alteration in appearance or form.

Your life may change as a result of a significant occasion like earning your driver's license, enrolling in college, or getting married.

A dramatic, drastic shift is called metamorphosis.

In the standard nomenclature, a function maps a number to a number, but a transform maps a function to a function.

This distinction is illogical and inaccurate.

So, fL2(R), to use an example, is a function (kind of), since f is sort of a numerical value for each xR. (x).

So, we have the points:

(0, 1)

Then, the transformation is D5 o R270°.

If D5 signifies "down 5" and R270," respectively.

then, subtract 5 from 1 and add 270 to get:

(270, -4)

Therefore, a dramatic change in look or form is referred to as a transformation and the transformation of points (0, 1) to D5 o R270° is (270, -4).

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Times Rolled: 702

Need estimation of: 3

Numbers on the dice: 6

702/6 = 117

Answer: 117