I need help please, You survey a random sample of 75 students at DPMS. Of those students, 30 said their favorite type of music is rap. Out of 1600 students at DPMS, predict the number of students whose favorite type of music is rap.

The length of the new ballroom (in reality, the ballroom is designed according to scale drawing) is given by: Option D: 77 m

For a particular scale drawing, it is already specified that all the measurements' some constant scaled version will be taken. For example, let the scale be K feet to s inches.

Then it means

[tex]\rm 1\: ft : \dfrac{s}{k}\: in.[/tex]

All feet measurements will then be multiplied by s/k to get the drawing's corresponding lengths.

We're given that:

Since in the drawing, 11 inches was representing 44 m length of the ballroom when 1 inch: 4 metre scale was being used (as 11×4=44), so when the scale is 1 inch: 7 meters, then the new length of the ballroom in reality would be: 7 metre 11 times (since there is 11 inches as length of ballroom in the scale drawing)

This evaluates to [tex]7 \times 11 = 77 \: \rm metre[/tex]

Thus, the length of the new ballroom (in reality, the ballroom is designed according to scale drawing) is given by: Option D: 77 m

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The length or the longer side of the new ballroom is 77m.

Dimensions of the model = 11 inches*4 inches

1 inch = 4m

A scale factor is a factor by which the dimension of an object is enlarged.

So, the dimensions of the ballroom will be:

Length = 11*4 = 44m

Width = 4*4 =16m

But, Mika decides to change the scale to 1 inch: 7metres

So, the length of the new ballroom = 11*7 =77m

So, the length of the new ballroom =77m

Hence, the length of the new ballroom is 77m.

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Answer:

4.3

Step-by-step explanation:

26 divided by 6 is 4.3333333. rounded to the nearest tenth is 4.3

Answer:

the answer is 18165$ dollars

Answer:

D. [tex]5\frac{4}{9}[/tex]

Step-by-step explanation:

1. Convert mixed numbers into improper fractions:

[tex]2\frac{1}{9} =\frac{19}{9}[/tex]

[tex]3\frac{5}{9} =\frac{32}{9}[/tex]

[tex]\frac{19}{9} +(-\frac{2}{9} )+\frac{32}{9}[/tex]

2. Solve:

[tex]\frac{19}{9} +(-\frac{2}{9} )+\frac{32}{9} = \frac{19}{9} -\frac{2}{9} +\frac{32}{9}[/tex]

[tex]\frac{17}{9} +\frac{32}{9}[/tex]

[tex]\frac{49}{9}[/tex]

9 can go into 49 five times, so there will be a whole number of 5. There is 4/9 left over, so the final answer is:

[tex]5\frac{4}{9}[/tex]

hope this helps!

Answer:

x=75

Step-by-step explanation:

Answer:

x=75

Step-by-step explanation:

parralel angles

90 - 15 = 75

Answer:

6√2=z

Step-by-step explanation:

As we are given a right angle we simply can apply the formula a²+b²=c².
A = 3
B = z

C =  8+1 which we add to get 9
Now, we plug this into the equation

9²=z²+3²

81=z²+9

72=z²

√72=z

√2x2x2x3x3 (expanding 72)

6√2=z

[tex]0.86\\\\=\dfrac{86}{100}\\\\=\dfrac{43}{50}[/tex]

The true inferences from the double dot plot for this case from the available options is given by: Option D) The Interquartile range for Ander’s data is 0. 5 greater than the interquartile range for Marcus’s data

When we get data which can be compared relatively with each other, for finding quartiles, we arrange them in ascending or descending order.

Quartiles are then selected as 3 points such that they create four groups in the data, each groups approximately possessing 25% of the data.

Lower quartile, also called first quartile has approx 25% in its left partition, and on its right lies approx 75% of the data.

Similarly, second quartile (also called median) is approximately in mid of the data.

Third quartile (also called upper quartile)  has approx 75% in its left partition, and on its right lies approx 25% of the data.

Left to right is said in assumption that data was arranged increasingly from left to right

IQR(inter quartile range)  is the difference between third and first quartile.

Suppose we're measuring something whose values are numeric. For each value of that thing we observe, we plot a dot above that value in the number line. Thus, the total number of dots in the dot plot tells us the total number of observations of the values of that thing we did.

Thus, suppose if we observed the value 'x', then we will make a dot above 'x'. If there is already a dot over 'x', then we will make a new dot over that dot.

If instead of only observations, the table of unique observation and frequency is given, then we plot dots that many times as the count written in the frequency table. Thus, if its written that the value 2 has 3 has its frequency, then we plot 3 dots one over the other above the value 2 in the horizontal axis.

For this case, getting the quartiles of each dataset one by one.

The number of dots show frequencies, therefore, from the image attached below, the data we get for Anders is:

1,2,2,3,3,5,5,5,5,5,5,6,6,6,6,7,7,7,7,7

These are total 20 observations.

Mean is the ratio of sum of all observations to the number of observations.

Sum of these values is 100, and therefore, we get:

Mean = 100/20 = 5

50% of 20 is 10 (its half). And 25% is 5, and 75% is 15.

Now, any number between the 10th and 11th value will be median because before and after that will lie ten-ten observations.

We usually take mean of these two values in such case.

The 10th value is 5, and so as the 11th value.

Thus, median of this data set is 5

Similarly, the first quartile can be taken as the average of 5th and 6th value as in mid of both lie values before which lies 25% of the data and after which lies 75% of the data.

The 5th and 6th values are 3 and 5. Their average is (3+5)/2=4

Thus, the first quartile of this data set is 4

Similarly, third quartile can be taken as average of 15th and 16th value = (6+7)/2 = 6.5

Now, the interquartile range of this dataset = third - first quartile = 6.5 - 4 = 2.5

2,3,5,6,6,6,7,7,7,7,7,7,8,8,8,8,8,9,10,10

These are total 20 observations.

Mean is the ratio of sum of all observations to the number of observations.

Sum of these values is 139, and therefore, we get:

Mean = 139/20 = 6.95 (approx 7)

Also, we get:

Median can be average of 10th and 11th value = (7+7)/2 = 7

First quartile can be average of 5th and 6th value = (6+6)/2 = 6

Third quartile can be average of 15th and 16th value = (8+8)/2 = 8

Thus, IQR = third - first quartile = 8-6 = 2

So we see that option A and B are wrong as IQR and median both are different for both the datasets.

Option C is wrong since for Ander's data, we see that both mean and median (which are central measures) evaluates to 5, so Ander's data centers around 5 instead of 6.

Option D is correct as IQR for Ander's data = 2.5 is 0.5 greater than 2 which is IQR for Marcus' data.

Thus, the true inferences from the double dot plot for this case from the available options is given by: Option D) The Interquartile range for Ander’s data is 0. 5 greater than the interquartile range for Marcus’s data.

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Answer:

x= 1/10

Step-by-step explanation:

First, factor out the common term of 2:

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

Multiply both sides by 6(the LCM of 2,3):

4(4-x) - 3(2x-3) = 24

Distribute:

16-4x - 6x + 9 =24

Add like terms:

25-10x=24

Subtract 25 from both sides:

25-10x(-25) = 24-25

-10x=-1

Divide by -10:

-10x/-10 = -1/-10

Solve for x:

x= 1/10

hope this helps :)

the total time taken by Mia to complete cleaning is, 47min.

hope it helps...

Answer:

We can determine that Option A, y = 0.4x - 2 is the correct answer

Step-by-step explanation:

Step 1:  Plug in 30 into the x-value to see if the y-value matches

Equation 1 --> y = 0.4(30) - 2 = 10

Equation 2 --> y = 0.3(30) + 2 = 11  <--  WRONG Y-VALUE

Equation 3 --> y = 0.3(30) + 1 = 10

Step 2:  Plug in 50 into the x-value to see if the y-value matches

Equation 1 --> y = 0.4(50) - 2 = 18

Equation 3 --> y = 0.3(50) - 2 = 13  <--  WRONG Y-VALUE

Answer: We can determine that Option A, y = 0.4x - 2 is the correct answer

Answer:

6 cm.

Step-by-step explanation:

Since they've given use the area of the triangle, we can use the area formula to find the base of the triangle.

The formula to find the area of a triangle is:

a= 1/2hb

h = height

b= base

We know:

a=24

h=8

Answer:

q = 204

Step-by-step explanation:

25 + 954 = 979

979 - 775 = 154

Answer:

[tex]\boxed{\tt q=985}[/tex]

Step-by-step explanation:

[tex]\tt 25(q-954)=775[/tex]

Let's apply the Distributive property:-

[tex]\tt 25q-23850=775[/tex]

Add 23850 to both sides:-

[tex]\tt 25q-23850+23850=775+23850[/tex]

[tex]\tt 25q=24625[/tex]

Divide both sides by 25:-

[tex]\tt \cfrac{25q}{25}=\cfrac{24625}{25}[/tex]

[tex]\boxed{\tt q=985}[/tex]

Or we can solve it by .....

Dividing both sides by 25

[tex]\tt q-950=\cfrac{775}{25}[/tex]

[tex]\tt q-954=31[/tex]

Add 954 to both sides:-

[tex]\tt q=31+954[/tex]

[tex]\boxed{\tt q=985}[/tex]

__

Answer:

You did not write the equations correctly, well I will help you out with it

if you mean:

x+y=10 and

3x-y=2

then the answer would be o(3,7)

Answer:

11/50

Step-by-step explanation:

There are 22 3's, and 100 tries, so the experimental probability is 22/100 or 11/50.

Answer:

y=4/3x+17

Step-by-step explanation:

y-y1 = m(x-x1)

m is the slope

y-9 = 4/3(x-(-6))

y-9 = 4/3(x+6)

y-9 = 4/3x+8

y-9 = 4/3x+8

y=4/3x+17

Answer:

  (d)  y' = 3/2x

Step-by-step explanation:

The transformation for rotating a figure 180° about the origin is ...

  (x, y) ⇒ (-x, -y)

__

Given the line ...

  y = 3/2x

The translation of it is ...

  -y' = 3/2(-x)

Simplifying gives ...

  y' = 3/2x

_____

Additional comment

Rotation 180° about the origin is equivalent to reflection across the origin. For a line that passes through the origin, that reflection is simply the original line, as we can see in the equations above.

Answer:

11286.33333

Step-by-step explanation:

1) The numerator (1) always multiplies the number (33,859.00). "Of" implies multiplication and division.

= [tex]1 * 33,859.00[/tex]

= [tex]33,859.00[/tex]

2) The denominator (3) always divides the number (33,859.00)

= 33,859.00 ÷ 3

= 11286.33333

The probability that the first student chosen is a senior and the second student chosen is a sophomore is 11/320.

Probability of an event is the ratio of number of favorable outcome to the total number of outcome of that event.

Twice during the assembly, a student is chosen at random to assist with the presentation.

After the first student has finished assisting, the student returns to the group and can be chosen a second time.

There are total 80 number of students in which 22 are senior students. Thus, probability of choosing first student a senior

[tex]P(A)=\dfrac{22}{80}\\P(A)=\dfrac{11}{40}[/tex]

There are total 22 sophomores. Thus, probability of choosing second student a sophomore is,

[tex]P(B)=\dfrac{10}{80}\\P(B)=\dfrac{1}{8}[/tex]

By the chain rule, the probability that the first student chosen is a senior and the second student chosen is a sophomore is

[tex]\dfrac{11}{8}\times \dfrac{1}{8}=\dfrac{11}{320}[/tex]

Thus, the probability that the first student chosen is a senior and the second student chosen is a sophomore is 11/320.

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Answer:

A

Step-by-step explanation:

Answer:

Step-by-step explanation:

                   48 + 9 + 29 + x + 5 + 32 + 22 + 5 = 63

                   by adding all numbers except x, we get

                                  150 + x = 63

                                       x = 63 - 150

                                       x = - 87

Answer:

Centre of D =  -0.3 , 0.6

( 4 , 6 )

( 8 , 3 )

Step-by-step explanation:

None Needed

Answer:

Sherrie's method will make more money.

Step-by-step explanation:

They both deposit 300 dollars, since Harrison is compounding at 5% quarterly she will be making $15 every quarter and since there are 4 quarters per yr at the end of the year Harrison will be sitting at $360.

Whereas Sherrie is compounding at 3% per month so she will be making $9 per month and multiply that by 12 she will be sitting at $408 by the end of the year hence Sherrie makes more.

Answer:

Below in bold.

Step-by-step explanation:

The formula for the number of degrees in a convex polygon of side length n is   S = 180(n - 2)

Solving for n:

n - 2 = S/180

and  n = (S/180) + 2.

1.   n = (900/180) + 2 = 5 + 2 = 7 . This is a heptagon.

2.   n = (1800/180) + 2 =  12.  A duodecagon.

3.   n = (2160/180) + 2 =   14 sided polygon.

4.    n =  (2520/180) + 2 = 16 sided polygon.

5.    n = (3420/180) + 2 =  21 sided polygon.

Answer:

D. None of these choices r correct.

Step-by-step explanation:

PLS GIVE ME BRAINILIEST IT WOULD REALLY HELP ME!

Answer:

17 degrees

Step-by-step explanation:

See attached image.

We conclude that the angle at the top measures 65.8°.

The whole tree measures 117 ft, and it is broken 34 ft above the ground, forming this way a right triangle.

Then one cathetus of the right triangle measures 34ft, and the hypotenuse measures 117ft - 34ft = 83ft

The angle at the top is θ, the adjacent cathetus to it is the one that measures 34 ft, then to get the angle we can use the relation:

cos(θ) = (adjacent cathetus)/(hypotenuse)

Replacing what we know, we get:

cos(θ) = (34 ft)/(83ft) = 34/83

Solving for θ, we get:

θ = Acos( 34/83) = 65.8°

So we conclude that the angle at the top measures 65.8°.

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Answer:

h= -22

Step-by-step explanation:

4-4h=92

-4h=92-4

-4h=88

h= -22

Answer:

54:1

Step-by-step explanation:

That is the right answer and is actually the only one written as a unit rate. All the other are not even written correctly.

Answer:

54:1

Step-by-step explanation:

Because the rate would be 162:3 but simplified, you would divide by 3 and get 54:1.

Which is the net of a cube? B

What is the surface area? 24cm^2

2x2 = 4, then, x by the 6 equal side ==>24 or you could count the little squares.

What is the volume? 8cm

V = l x w x h

= 2 x 2 x 2

=8

Which is the net of a rectangular prism with a volume of 9 unit cubes? What is

the surface area? (9x2=18) + (4x3 = 12 ) = 30cm^2

D

V= 1x3x3

=9

Which is the net of a rectangular prism with a volume of 30 unit cubes? C

What is the surface area?

(15x2=30) + ( 5x2 =10) + (6x2=12) = 52cm^2

.Explain why the remaining figures are not nets.

Not sure

Hope this helps!