Sam is writing a report on cell phone usage. he collects data from a random sample of eight graders in his school, and finds that 18 out of 20 eight graders have cell phones. if there are 310 eight graders in his school,estimate the number of eighth graders who have cell phones.

The distance from Alberto's house to the school is 4 units and from Alberto's house to the library is 6 units

Consider the following diagram.

From given coordinate grid we can observe that Alberto's school is located at point (-1, 4)

Alberto's house is at (3, 4).

And the library is located at the reflection of (3, 4) across the y-axis.

This means, the libarary is located at point (-3, 4)

We know that the absolute value is nothing but the distance between a number and zero on a number line.

The distance from Alberto's house to the school would be,

= distance between points (3, 4) and (-1, 4)

= |3 - (-1)|

= |3 + 1|

= |4|

= 4 units

And the distance between Alberto's house to the library would be,

= distance between points (3, 4) and (-3, 4)

= |3 - (-3)|

= |3 + 3|

= |6|

= 6 units

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The complete question is:

This coordinate grid shows where Alberto’s school is located. Each unit represents one block. Alberto's house is at (3, 4). The library is located at the reflection of (3, 4) across the y-axis. What are the coordinates of the library?

Answer:

pentagon

Step-by-step explanation:

pentagon...................................

Therefore, By using the formula actual distance = (Map distance) x (Scale ratio) the actual distance of 20 cm on the map of 1:32000 is 0.000625 km or 625 meters.

A ratio scale is a numerical scale with a genuine zero and uniform distances between adjacent points. The Kelvin scale is an illustration of a ratio scale. The actual zero point exists on a Kelvin scale.

Two locations that are close to one another are said to be adjacent points.

A scale of 1:32000 means that one unit of measurement on the map represents 32000 units of the same measurement in the real world.

To calculate the actual distance of 20 cm on the map,

We know,

Actual distance = (Map distance) x (Scale ratio)

Actual distance = (20 cm) x (1/32000)

Actual distance= 20/32000

Actual distance = 0.000625 km or 625 meters.

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FG stands for Function Generator, which is a device that produces electrical signals with a function of frequencies and amplitudes. It is commonly used in scientific laboratories to generate signals for testing and research purposes.

A function generator is an electrical device used to generate electrical signals with a range of frequencies and amplitudes. It is commonly used in scientific laboratories to generate test signals for testing and research purposes. Function generators typically consist of an oscillator, amplifier, and waveform selector. The oscillator generates a signal of a given frequency and amplitude, while the amplifier adjusts the output voltage. The waveform selector allows the user to choose from a variety of waveforms, such as sine, square, triangle, and sawtooth. Function generators can be used to simulate various types of electrical signals, such as AC and DC signals, as well as a variety of noise signals. They are also used to test various types of electronic components, such as transistors and capacitors, and to conduct research in fields such as telecommunications and signal processing. The acronym FG stands for Function Generator.

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Answer:

scale factor = 3

Step-by-step explanation:

since the origin is the centre of dilatation then the scale factor is the ratio of corresponding coordinates, image to original.

given D (12, - 4 ) and D' (36, - 12 ) , then

scale factor = [tex]\frac{36}{12}[/tex] = [tex]\frac{-12}{-4}[/tex] = 3

Error interval is 35 ≤ x < 45.

Error intervals working?

Error intervals work by providing a range of values within which the true population value is likely to fall, with a certain level of confidence. The most common level of confidence used is 95%, which means that if the survey or experiment were conducted multiple times, the true population value would fall within the error interval 95% of the time.

We are looking at a rounded value when we employ error intervals. The range of values that were possible before the number was rounded is described by an error interval.

Given: A number x becomes 40 if it is rounded to 1 significant figure

To find: error interval for x

In the given question, an error interval is the range of values that a number x can be equal to before it is rounded to 1 significant figure.

As a number x becomes 40 if it is rounded to 1 significant figure, error interval is 35 ≤ x < 45.

A number x in this interval becomes equal to 40 if it is rounded to 1 significant figure.

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Answer:

22 times

Step-by-step explanation:

Since there are four colors that cycle in each pattern stage (blue green yellow orange) and there are 88 beads, there would be 22 repetitions of the pattern since 88/4 = 22.

Therefore ,this maxima of the preceding problem is 2 ≥ 0 , which leads to x²+90=> f(x) ≥ 9 , indicating that there is no maxima.

The maxima & minima of the a function are its maximum and minimum points within or across a given range, and these points are collectively referred to as extrema in mathematical analysis. The highest value of the variable. The maximum amount, level, etc. The variable can only take a maximum of 2. Maximum refers to a peak (plural maxima). The lowest position is referred to as minimal (multiple minimum). Extremum is a phrase for the largest or least of anything (multi-extremum). Peaks (or minima) are used if there are better (or worse) sites available elsewhere but they are not nearby.

Here,

Given :

=> f(x) = x²+9 20

=> x²+9>0 and

=> f(x) 9,

maxima are not possible.

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Answer:

X = 20.5

Step-by-step explanation:

Move 3.4 to the other side, then solve for x.

x - 3.4 = 17.1

x = 17.1 + 3.4

x = 20.5

The volume of a cone is one-third of the product of the area of the base times the height, i.e. Now multiply that by the number of cones: 6 * 75.40 cm^3 = 452.40 cm^3.

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The point (2, 3) lies in the first quadrant.

Quadrant

The axes of a two-dimensional Cartesian system divide the plane into four infinite regions, called quadrants, each bounded by two half-axes.

These are often numbered from 1st to 4th and denoted by Roman numerals: I (where the signs of the (x; y) coordinates are I (+; +), II (−; +), III (−; −), and IV (+; −).

Cartesian system

The Cartesian coordinate system uses a horizontal axis that is called the x-axis and a vertical axis called the y-axis. Equations for lines in this system will have both the x and y variable.

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The ratio tells us how often one number is contained in another. In the class, there are six girls for every five boys. D is the right answer.

A ratio is an ordered pair of numbers a and b, expressed as a / b, where b is not equal to 0. A percentage is an equation in which two ratios are made equal to one another. For instance, you could express the ratio as 1: 3 if there is 1 guy and 3 girls (for every one boy there are 3 girls) One-fourth are boys and three-fourths are girls.

The ratio tells us how often one number is contained in another.

Considering that 96 of the 176 junior students are female. Consequently, the class's gender distribution is,

96 girls are present.

80 boys out of 176, or 96 boys.

Currently, the junior class's gender distribution is as follows:

Girls to Boys in Ratio

96 girls and 80 boys.

Divide the numerator and denominator by 16 to simplify.

Boys/Girls: 6 to 5.

Therefore, the answer is option d) 6:5.

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Approximately 66(2s f) percentage of the logo does the circle cover.

What is percentage?

A percentage is a number or ratio expressed as a fraction of 100 in mathematics. Although the abbreviations "pct.", "pct.", and occasionally "pc" are also used, the percent sign, "%," is frequently used to indicate it. A percentage is a number without dimensions and without a standard measurement.

To find the percentage we must first find the area of the circle:

We can find the radius of the circle using the distance formula;

⇒ [tex]d=\sqrt{(x_2-x_1)^2 +(y_2-y_1)^2}[/tex]

⇒  [tex]r = \sqrt{(6.3-0)^2+(1.6-0)^2}[/tex]

⇒   r = 6.5

Now we calculate the area;

⇒ [tex]A = \pi r^2[/tex]

⇒  [tex]A = \pi (6.5)^2[/tex]

⇒  [tex]A = \frac{169}{4} \pi[/tex]

To get the percentage we divide the area of the circle by the square’s are and multiply by 100;

⇒ Percentage = [tex]\frac{42.25*\pi }{200}*100[/tex]

⇒ Percentage = 66(2s f)

Hence, approximately 66(2s f) percentage of the logo does the circle cover.

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Answer:

43

Step-by-step explanation:

b) The mean is 19.

c) The standard deviation is 0.974.

d) The binomial probability is 20.

A standard deviation (or σ) is a measure of how dispersed the data is in relation to the mean. Low standard deviation means data are clustered around the mean, and high standard deviation indicates data are more spread out.

Given:

n = 20,  p = 0.95,  q = 1 - 0.95 = 0.05

a)  There are only two results per shot and they are independent of each other. Each pitch is independent of the outcome of the other pitches.

b) To calculate the mean of X.

{ E(x) = np }

So, E(x) = 95% of 20

             = 19

c) The Standard Deviation is √npq

= √95/10

= 0.974

d) The binomial probability

p(x = 19) = 20! / 19!(20-19)!

               =20 / 1

                20

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Answer: 110% of 120 minutes is equal to 132 minutes.

Step-by-step explanation:

To calculate percentiles:

The major part of problem solving skill are explained below.

In order to find the ways, we must know the definition of problem solving.

The term problem solving is defined as the act of defining a problem; determining the cause of the problem identifying, prioritizing, and selecting alternatives for a solution and implementing a solution.

Therefore, the major skills included in the problem solving are defined as

=> identifying the problem,

=> analyzing possible solutions, and

=> deciding on the best course of action

Basically, this skill is important because it enables us to identify and exploit opportunities in the environment and exert control over the future.

Other that that problem solving skills and the problem-solving process are a critical part of daily life both as individuals and organizations.

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The comparison operator "≥" in logic means that the number is either greater than or equal to a number , the greater than equal to symbol is used to describe the relationship between two terms .

What is a Comparison Operator ?

The Comparison operator in logic is used to compare logic statements ,such as [tex]a > b[/tex] or [tex]a < b[/tex] , by using a , b as variables, the operator compares their values, returns true and false.

The Comparison Operator "≥" , in logic is read as " greater than equal to" , For Example : if the statement is [tex]a \geq b[/tex] , then if the variable is greater than or equal to b , then the operator will return TRUE and if not then it will return FALSE .

The given question is incomplete , the complete question is

What does the comparison  operator "≥"(greater than equal to) mean in logic ?

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The value of function, f(t) for L⁻¹ ( e−s /(s²+ 1)) is equals to sin( t - π ) u(t-π) .

The Laplace transform is the essential term of the given derivative function. Moreover, it comes with a real variable (t) for converting into complex function with variable (s). For ‘t’ ≥ 0, let ‘f(t)’ be given, the Laplace transform of ‘f(t)’, denoted by 'L{f(t)}' or ‘F(s)’ is definable with the equation:

[tex] L(f(t)) = F(s) = ₀∫^{ \infty } e⁻ˢᵗ f(t)dt[/tex]

we have L⁻¹ ( e−s /(s²+ 1))

Now, L⁻¹ (1 /(s²+ 1)) = sin(t)

so, L⁻¹ ( e−s /(s²+ 1)) = sin( t - π ) u(t-π)

where u(t-π) is unit of step function.

so, required function f(t) is sin( t - π ) u(t-π).

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Complete question:

Find f(t) ℒ−1 (e−s /(s²+ 1))

f(t)=? + (?) (t - ?)

Answer:

11=z put the slash line in the equal sign

hope this helps

have a good day :)

Step-by-step explanation:

Answer:

1/3

Step-by-step explanation:

1/4 is equal to 3/12. So then we add the 3/12 and the 1/12 and get 4/12. 4/12 is equal to 1/3, so that is our answer. Hope this helps!

Answer:

g(- 6) = 11

Step-by-step explanation:

substitute x = - 6 into g(x) , that is

g(- 6) = - (- 6) + 5 = 6 + 5 = 11

Answer:

11

Step-by-step explanation:

g(x) = -x + 5

Let x = -6

g(-6) = -(-6) + 5

         =6+5

         =11

Answer:

52%

Step-by-step explanation:

I am assuming it  asking what is the chance a boy is picked.

13+12 = 25 total kids

100/25 = 4% chance for each kid to be picked

13 boys x 4 % = 52% chance for a boy to be picked.

Answer:

yea yea

Step-by-step explanation:

Answer: b

Step-by-step explanation:

4-3

——-

13.40- 10.05

= 1/3.35

=b

The number that can be used to complete the area model is 210 and it can be used with numbers that are dragged are 100,100,10 bearing in mind that numbers may be used more than once

We already know that we have 14 colored tiles and that each of the area models is represented by 15 colored kits

The number of colored tiles in 15 kits is 210.

To find the total number of kits to use to complete the area model, you can multiply the number of tiles per kit (14) by the number of kits (15):

14 x 15 = 210

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Answer:

dr. potter provides 54 vaccinations TOTAL (including both measles and polio).

p+m=54

since there are 4 doses of polio and of measles, you have to use a variable to distinguish how many doses were given for measles and polio out of 142 given doses.

4p+2m=142

p+m=54

4p+2m=142

^^system of equation

p+m=54

4p+2m=142

p=54-m

4p+2m=142

(substitute 54-m to the equation)

4(54-m)+2m=142

m=37

(collect like terms, then substitute the value of m into the first equation)

p=54-37

p=17

(m, p)=(37, 17)

Step-by-step explanation:

i hope this helps, sorry for the wait