Leo wants to determine the average number of texts middle school students send in a day. Since all middle school students are enrolled in history, he randomly surveyed 4 students from each of Mr. Barnes’s eighth-grade history classes. Ms. Lopez and Mrs. Frank also teach eighth-grade history. What should Leo do to ensure his sample is representative of all middle school students?
He should take the sample as is because he randomly surveyed students in each of Mr. Barnes’s classes.
He should also take a sample from Ms. Lopez’s and Mrs. Frank’s classes so that each student has the same chance of being chosen.
He should also take a sample from each of the other history classes in all of the other grades in the middle school.
He should survey all the students in all the history classes to make sure he collects enough data.

Answer:

As the temperature increases, the ice cream sales increase.

Answer:

A. Line segment

B. Ray

C. Line

D. Ray

Step-by-step explanation:

A line is a straight path of points that has no beginning or end.  

A line segment is a portion of a line that has two endpoints.

A ray is a portion of a line which has one endpoint and extends forever in one direction.

The following will be named as follows:

a. line segment GH

b. ray KL

c. line YZ

d. ray EF

Recall:

Therefore, the following will be named as follows:

a. line segment GH

b. ray KL

c. line YZ

d. ray EF

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Answer:

The answer is part B

Step-by-step explanation:

The equation given is y = 4500 - 450p

y is the no of demand units

p is the price

let price be 1 dollar.

Therefore,

y = 4500 - 450x1

y = 4050

Now, let the price be 2 dollars.

y = 4500 - 450x2

y = 3600

Subtract the two values and the answer is 450.

This means that for each dollar increased, the no of demand units falls by 450

Answer:

$315

Step-by-step explanation:

Answer:

Step-by-step explanation:

Given the radius and length of a side of regular octagon as shown;

radius = 6ft and length of side = 4.6ft

Area of a regular octagon is expressed as [tex]A = 2(1+\sqrt{2} )a^{2}[/tex] where a is the length of one side. Given a = 4.6ft

Area = [tex]A = 2(1+\sqrt{2} )(4.6)^{2}\\[/tex]

[tex]= 2(1+\sqrt{2} )*21.16\\= (2+2\sqrt{2})*21.16\\ = 4.83*21.16\\= 102.20ft^{2} \\[/tex]

Area of the regular octagon is approximately 102ft²

The approximate area of a regular octagon with a radius of 6 ft and a side length of 4.6 ft is about 110 ft², found using the area formula for regular polygons.

To approximate the area of a regular octagon, one can break it down into triangles or use a formula. In this case, let's use the formula for the area of a regular polygon, which is: A = (1/2) × Perimeter × Apothem. The apothem can be found using trigonometry since we have a regular octagon, or we could calculate the area as eight identical isosceles triangles, where each triangle's area is (1/2) × base × height.

The student has provided that the side length (s) is 4.6 ft. For a regular octagon, we have 8 such sides. Therefore, the perimeter (P) is P = 8s = 8  imes 4.6 ft = 36.8 ft. Assuming the radius given is the apothem, we can directly calculate the area using the formula:

A = (1/2) × P × Apothem = (1/2) × 36.8 ft × 6 ft = 110.4 ft².

The approximate area of the octagon is therefore about 110 ft², after rounding off to the nearest whole number (due to the significant figures rule).

Answer:

No

Step-by-step explanation:

I got it right

The point (-4, -4) does not satisfy the inequality y > -6x – 1, therefore it is not a solution to the inequation.

To determine whether the point (-4, -4) is a solution to the inequality y > -6x – 1, we need to substitute the points into the inequality and see if they satisfy it.

We replace y with -4 and x with -4 in the given inequality:

-4 > -6*(-4) -1

-4 > 24 - 1

-4 > 23

As we observe, the inequality is not satisfied. Thus, the point (-4, -4) is not a solution of the inequality y > -6x – 1.

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Answer:

0.16

Step-by-step explanation:

brailiest please:))

Answer:

P(compact cars) = 4/25 or .16

Step-by-step explanation:

We know that there are 13 trucks, 8 vans, and 4 compact cars.

Let P denotes the probability of an event

Now we are asked to find the probability of compact cars

Number of favorable events = number of compact cars = 4

total number of outcomes = 13+8+4 = 25

hence, P(compact cars) = number of favorable events/total outcomes

                                       =4/25 or .16

Answer:

volume of cone= 1/3πr²h

1×3.14×5×5×11

3

863.5

3

287.83cm³

[tex]\frac{x+5}{6} -3=x[/tex]

Try to say it and write what you say, that helped me learn how to do this. I hope this helps.

Answer:

it would be yes

Step-by-step explanation:

LN and XZ are equal to eachother which means the triangles are the same size therefore means LNM = XZY

Answer:

yes

Step-by-step explanation:

because if you match them with the same group then they come out as congruent

I don't know if that is well explain

Answer:

[tex] \frac{3x}{2x - 6} + \frac{9}{6 - 2x} = [/tex]

[tex] \frac{3x}{2x - 6} + \frac{9}{ - 1(2x - 6)} = [/tex]

[tex] \frac{3x}{2x - 6} + \frac{ - 9}{2x - 6} = \frac{3x - 9}{2x - 6} = [/tex]

[tex] \frac{3(x - 3)}{2(x - 3)} = \frac{3}{2} [/tex]

a = -1, b = -9, c = 9, d = 3, e = 3,

f = 2, g = 3/2

Answer: A resident in the group who supports the tax is likely to be male

Step-by-step explanation:

Answer:

638

Step-by-step explanation:

1. Isolate the variable 881 = k - (-243)

                                  -243         -243

2. combine like terms 881 - 243 = k

3. answer 638

Answer:

The GCF should be 9

Step-by-step explanation:

Answer:

0.95

Step-by-step explanation:

The higher the probability, the higher the likelyhood it will happen.

.95>.75

Answer:

0.95

Step-by-step explanation:

Answer:

1/2x +7

Step-by-step explanation:

Let the unknown number be x

We want 1/2 of the number

1/2x

Then 7 more than  (add)

1/2x +7

Answer:

232 square feet

Step-by-step explanation:

400x58%=232

Answer:

-3

Step-by-step explanation:

As per the given equation, the slope of the line is -3.

In mathematics, the slope of a line is a fundamental concept that describes the steepness or incline of the line. It measures how much the y-coordinate changes relative to the corresponding change in the x-coordinate. The slope is represented by the coefficient of the x-term in the equation of the line, when it is written in slope-intercept form

(y = mx + b).

The given equation is y = -3x + 5. Here, -3 is the coefficient of the x-term, which is the slope of the line. Since the equation is already in slope-intercept form (y = mx + b), we can directly identify the slope as -3.

A slope of -3 means that for every 1 unit increase in the x-coordinate, the y-coordinate decreases by 3 units. Conversely, for every 1 unit decrease in the x-coordinate, the y-coordinate increases by 3 units. The negative sign indicates that the line is decreasing from left to right, sloping downwards.

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Answer:

-0.21

Step-by-step explanation:

The solution is, -0.21 , is the most likely the correlation coefficient for the set of data shown.

A correlation coefficient is a numerical measure of some type of correlation, meaning a statistical relationship between two variables. The variables may be two columns of a given data set of observations, often called a sample, or two components of a multivariate random variable with a known distribution.

here, we have,

From the scatter plot that is shown in the graph above, we can observe that the set of data represented are not clustered far apart from each other along the line of best fit.

This suggest a correlation coefficient of lesser value close to zero which shows weaker correlation between variables.

Also, we can observe that There's a downward slope signifying a negative relationship.

As one variable increases, the other variable decreases.

Therefore the correlation coefficient that will match the set of data shown is -0.21.

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Answer: 8:15

Step-by-step explanation:

If she leaves at 7:50 and arrives to work 25 minutes later, then she will get there at 8:15.

Something easy you could use:

7:50 25

+ 10 -10

____ ___

8:00 15

+ 15 -15

____ ____

8:15 0

Answer:

Step-by-step explanation:

To get the number of level truck loads needed to remove all the dirts in the house, first we need to calculate volume of the truck and the house.

Volume of truck = Length * Breadth * Height

If the truck is 5.0 for the length 2.0 for the height 3.0 for the side base;

Volume of the truck = 5*2*3

Volume of truck = 30

For the house;

Volume of house = Length * Breadth * Height

If the house is 4.0 for the height 14.5 for the length and 11.0 for the side base, then

Volume of the house = 4*14.5*11 = 638

Number of level truck loads needed to remove all the dirts = Volume of house/Volume of the truck = 638/30 ≈ 21.3

This means that about 21 level truck loads are necessary to remove all dirts.

Final answer:

To find the number of truck loads needed to remove all the dirt excavated for the house, calculate the volume of dirt excavated and divide by the volume the truck can carry. In this case, approximately 11 truckloads are required.

Explanation:

The number of level truck loads needed to remove all the dirt can be calculated by first finding the volume of dirt excavated for the house and then dividing it by the volume the truck can carry.

Volume of dirt excavated for the house = 15 m x 11 m x 1 m = 165 m3

Number of truck loads = Volume of dirt excavated / Volume truck can carry

Number of truck loads = 165 m3 / 15 m3 = 11 truck loads

The function y = f(x) = 2x, when evaluated for x = -3, gives the result as -6. Expressed in decimal format to the nearest thousandth, this is -6.000.

This question relates to the function y = f(x) = 2x. To work out f(x) when x = -3, you simply substitute -3 into the function. So, you have 2 * -3 which equals -6.

In decimal format, rounded to the nearest thousandth, as stipulated in the question, this is -6.000.

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Answer:

10%

Step-by-step explanation:

Take the original amount and subtract the new amount

270-243=27

Divide this by the original amount

27/270 = .10

Multiply by 100 to change to percent form

10%

Since the amount went down, we know this is a decrease

etyfhjrutgjbkvlc;sofhgjl;b'vcz';stdfljghcb/vbzdgrsy;tdughokmbnl ;/

Answer:

12x10^8

Step-by-step explanation:

This is easy

Answer:

y = 19

Step-by-step explanation:

y = mx + b, where m is the slope and b is the y intercept. We dont know the y-intercept but we now the slope and a point so we can substitute these values in the equation and solve for b.

Solving for b we will end up with b = 11.

now we have the equation y= 2x + 11

we now that x = 4 , so we plug it in.

we will end up with y = 19.

Hope this helps

Final answer:

When the line with a slope of 2 that passes through (-3,5) reaches x = 4, the value of y is 19.

Explanation:

To find the value of y when the line passes through x = 4, we can use the point-slope form of the equation of a line, which is y - y1 = m(x - x1), where m is the slope and (x1, y1) is a point on the line. We know that the line passes through the point (-3, 5) and has a slope of 2. Plugging these values into the point-slope formula gives us:

y - 5 = 2(x - (-3))

y - 5 = 2(x + 3)

y - 5 = 2x + 6

y = 2x + 11

Now we can find the value of y when x = 4:

y = 2(4) + 11

y = 8 + 11

y = 19

Therefore, when the line passes through x = 4, the value of y is 19.

Answer:

The correct answer is D.

By applying the theorem of intersecting chord to this circle, the measure of arc XY is: D. 137°.

In Mathematics and Geometry, the theorem of intersecting chord states that when two (2) chords intersect inside a circle, the measure of the angle formed by these chords is equal to one-half (½) of the sum of the two (2) arcs it intercepts.

By applying the theorem of intersecting chord to this circle shown in the image attached above, we can logically deduce that the measure of arc XY can be calculated by using this formula:

m∠ZWV = 1/2 × (Arc XY + Arc ZV)

90° = 1/2 × (Arc XY + 43)

180° = Arc XY + 43

Arc XY = 180 - 43°

Arc XY = 137°

Answer:counselor more than or equal to 10 hours

Baby sitting more than or equal to 30 hours

Step-by-step explanation:

Final answer:

The equation of the third rocket is likely referring to the Tsiolkovsky rocket equation Δv = ve · ln(mo/m), which calculates the change in velocity of a rocket by considering the expelled fuel mass, exhaust velocity, and the rocket's initial and final mass.

Explanation:

The equation of the third rocket is not explicitly provided in the question, but we can infer it relates to the Tsiolkovsky rocket equation which describes the motion of a rocket. This rocket equation is fundamental in understanding how rockets achieve motion through the expulsion of fuel mass at a high speed, thereby increasing their velocity. This change in velocity Δv is the result of the thrust imparted by the propellant's mass expulsion and is calculated using the equation: Δv = ve · ln(mo/m), where Δv is the change in velocity, ve is the effective exhaust velocity, mo is the initial total mass, and m is the final total mass of the rocket.

From the information provided, we can use the rocket's mass flow rate and the given velocity function to integrate and determine the rocket's position over time. When the thrust ends at t3 = 4.0 s, the position formula r(t) involves the integration of the velocity function, resulting in a function of time with an integration constant D.

The physical principle behind all rocket propulsion is Newton's third law of motion. The motion of the rocket is also described by factors such as the exhaust velocity, rate of fuel expulsion, and the total mass. To maximize acceleration, the non-fuel mass of the rocket must be minimized, enabling the spacecraft to achieve the necessary velocities for space missions.

Answer:

30

Step-by-step explanation:

g(t) = -2t^3 - 2t^2

f(t)=t-3

g(-3) = -2 (-3)^3 - 2(-3) ^2 =-2(-27) - 2(9) = 54 - 18 =36

f(-3) = -3-3 = -6

g(-3) + f(-3) = 36 + -6 = 30

Answer:

They can leave 7 ways.

Answer:

The answer is 105.        15 times 7.

You can only take 1 of 15 ways down and 1 of 7 doors out.

Step-by-step explanation: