Russell has many dogs in his backyard. Which expression below represents the number of dogs he has in his backyard if there are n legs?

Selecting all students with last names beginning with the letter M would not produce a random sample of a school population of 1000 students. Hence the answer is no.

A random sample is obtained by selecting individuals from a population in a way that ensures every member of the population has an equal chance of being included in the sample.

By choosing only students with last names beginning with the letter M, you are introducing a bias and not providing an equal chance for all students to be selected.

To obtain a random sample of 1000 students from a school population, you would need to use a random selection method that ensures each student has an equal probability of being chosen.

This could be achieved through techniques such as random number generators, random sampling software, or random sampling techniques like stratified or cluster sampling.

Selecting all students with last names beginning with the letter M would not meet the requirements of a random sample, as it would not provide an equal chance for all students in the population to be included.

To know more about random sample refer here:

https://brainly.com/question/33334850#

#SPJ11

Answer:

{6,8,10,12}

Step-by-step explanation:

just took the test

Answer:

333

666

Step-by-step explanation:

333 / 9 = 37

666 / 9 = 74

yeah-ya...... right?

Answer:

333

Step-by-step explanation:

we see that all three digits are the same so heres a list of numbers it could be 222 333 444 555 666 777 and we know that numbers divisible by nine mean all the digits added up have to be divisible by nine and we can see that 333 equals 9 when the digits are added together so this is the answer.

the equation of the horizontal line passing through (-3, 4) is y = 4.

The equation of a horizontal line is of the form y = c, where c represents the y-coordinate of any point on the line. In this case, we are given that the line passes through the point (-3, 4). Since the line is horizontal, the y-coordinate remains constant for all points on the line.

Therefore, the equation of the horizontal line passing through (-3, 4) is y = 4. This means that no matter what x-value we choose, the y-value will always be 4.

In other words, all the points on this line will have a y-coordinate of 4.

Learn more about Horizontal line here

https://brainly.com/question/14183046

#SPJ4

Complete question is below

Write the equation of the horizontal line that passes through (-3, 4).

The equation for the horizontal line that passes through a given point is y = b.

A horizontal line is a straight line that is parallel to the x-axis. The equation of a horizontal line is of the form y = c, where c is a constant. Since the line is horizontal, the value of y remains constant for all values of x. Therefore, the equation of a horizontal line passing through a given point (a, b) is y = b.

About equation here:

https://brainly.com/question/29538993

#SPJ11

6025 were the votes recieved by her opponent.

A ratio in mathematics demonstrates how many times one number is present in another. For instance, if a dish of fruit contains eight oranges and six lemons, the ratio of oranges to lemons is eight to six. The ratio of oranges to the overall amount of fruit is 8:14, while the ratio of lemons to oranges is 6:8.

Divide the votes she received by the 6 parts of the ratio to find the value of one part of the ratio, that is

7230 ÷ 6 = 1205 ← value of 1 part of ratio

Her opponent received 5 parts, thus

votes received by opponent =  5× 1205 = 6,025

learn more about ratio here :

brainly.com/question/13419413

#SPJ4

Answer:

x = 56

Step-by-step explanation:

Step 1: Write out equation

x + 20 + x + 48 = 180

Step 2: Combine like terms (x)

2x + 20 + 48 = 180

Step 3: Combine like terms (constants)

2x + 68 = 180

Step 4: Subtract 68 on both sides

2x = 112

Step 5: Divide both sides by 2

x = 56

Answer:When planning your writing, it is important to consider the best way to communicate information to your audience, especially if you plan to use data in the form of numbers, words, or images that will help you construct and support your argument.  Generally speaking, data summaries may take the form of text, tables or figures. Most writers are familiar with textual data summaries and this is often the best way to communicate simple results. A good rule of thumb is to see if you can present your results clearly in a sentence or two. If so, a table or figure is probably unnecessary. If your data are too numerous or complicated to be described adequately in this amount of space, figures and tables can be effective ways of conveying lots of information without cluttering up your text. Additionally, they serve as quick references for your reader and can reveal trends, patterns, or relationships that might otherwise be difficult to grasp.

So what’s the difference between a table and a figure anyway?

Tables present lists of numbers or text in columns and can be used to synthesize existing literature, to explain variables, or to present the wording of survey questions. They are also used to make a paper or article more readable by removing numeric or listed data from the text. Tables are typically used to present raw data, not when you want to show a relationship between variables.

Figures are visual presentations of results. They come in the form of graphs, charts, drawings, photos, or maps.  Figures provide visual impact and can effectively communicate your primary finding. Traditionally, they are used to display trends and patterns of relationship, but they can also be used to communicate processes or display complicated data simply.  Figures should not duplicate the same information found in tables and vice versa.

Using tables

Tables are easily constructed using your word processor’s table function or a spread sheet program such as Excel. Elements of a table include the Legend or Title, Column Titles, and the Table Body (quantitative or qualitative data). They may also include subheadings and footnotes. Remember that it is just as important to think about the organization of tables as it is to think about the organization of paragraphs. A well-organized table allows readers to grasp the meaning of the data presented with ease, while a disorganized one will leave the reader confused about the data itself, or the significance of the data.

Title: Tables are headed by a number followed by a clear, descriptive title or caption. Conventions regarding title length and content vary by discipline. In the hard sciences, a lengthy explanation of table contents may be acceptable. In other disciplines, titles should be descriptive but short, and any explanation or interpretation of data should take place in the text. Be sure to look up examples from published papers within your discipline that you can use as a model. It may also help to think of the title as the “topic sentence” of the table—it tells the reader what the table is about and how it’s organized. Tables are read from the top down, so titles go above the body of the table and are left-justified.

Column titles: The goal of column headings is to simplify and clarify the table, allowing the reader to understand the components of the table quickly. Therefore, column titles should be brief and descriptive and should include units of analysis.

Table body: This is where your data are located, whether they are numerical or textual. Again, organize your table in a way that helps the reader understand the significance of the data. Be sure to think about what you want your readers to compare, and put that information in the column (up and down) rather than in the row (across). In other words, construct your table so that like elements read down, not across. When using numerical data with decimals, make sure that the decimal points line up. Whole numbers should line up on the right.

Other table elements

Tables should be labeled with a number preceding the table title; tables and figures are labeled independently of one another. Tables should also have lines demarcating different parts of the table (title, column headers, data, and footnotes if present). Gridlines or boxes should not be included in printed versions. Tables may or may not include other elements, such as subheadings or footnotes.

Quick reference for tables

Tables should be:

Centered on the page.

Numbered in the order they appear in the text.

Referenced in the order they appear in the text.

Labeled with the table number and descriptive title above the table.

Labeled with column a

Step-by-step explanation:

Simplified expressiοn οf given : f(x) = 15 x +7 and r=4 is f(rx) = 15(rx) + 7 = 15rx + 7.

What is algebraic expressiοn?

An algebraic expressiοn is a cοmbinatiοn οf variables, cοnstants, and mathematical οperatiοns, such as additiοn, subtractiοn, multiplicatiοn, and divisiοn. It may alsο cοntain expοnents and parentheses.

The variables and cοnstants can represent numbers, quantities, οr any οther mathematical οbjects. Algebraic expressiοns are used tο represent mathematical relatiοnships and can be used tο sοlve equatiοns οr simplify cοmplex calculatiοns.

Examples οf algebraic expressiοns include 3x + 5, 2y - 7, and 4a² + 2b - 3c.

r f(x) = 4(15x + 7) = 60x + 28

f(x)+r = 15x + 7 + 4 = 15x + 11

f(x-r) = 15(x-4) + 7 = 15x - 53

f(rx) = 15(rx) + 7 = 15rx + 7

Therefοre, simplified expressiοn οf given : f(x) = 15 x +7 and r=4 is

f(rx) = 15(rx) + 7 = 15rx + 7.

To learn more about algebraic expression from given link

https://brainly.com/question/19245500

#SPJ1

Answer:

18

Step-by-step explanation:

9 divided by 1/2

9 is a whole number

1 is the numerator and 2 is the denominator

To put it in fraction form multiple 9 x 2 over 1

Which equals 18/1

18 divided by 1 is 18

Answer:

18

Step-by-step explanation:

If you meant, what is the quotient of 9 ÷ 1/2 we get:

\(9/\frac{1}{2}=\\\\9*\frac{2}{1}=\\\\\frac{18}{1} =\\\\18\)

The chance that the hospital will run out of sleeping pills on any given day is 0.5000 (or 0.5000 with four decimal places).

To calculate the chance that the hospital will run out of sleeping pills on any given day, we can use the normal distribution and Z-score.

First, let's calculate the Z-score using the formula:

Z = (X - μ) / σ

Where:

X = consumption rate per day (1,155 pills)

μ = average consumption rate per day (1,155 pills)

σ = standard deviation (81 pills)

Z = (1,155 - 1,155) / 81

Z = 0

Now, we need to find the probability associated with this Z-score. However, since the demand for sleeping pills can be considered continuous and not discrete, we need to calculate the area under the curve from negative infinity up to the Z-score. This represents the probability of not running out of sleeping pills.

We discover that the region to the left of a Z-score of 0 is 0.5000 using a basic normal distribution table or statistical software.

To find the probability of running out of sleeping pills, we subtract this probability from 1:

Probability of running out of sleeping pills = 1 - 0.5000

Probability of running out of sleeping pills = 0.5000

Therefore, on any given day, the hospital has a 0.5000 (or 0.5000 with four decimal places) chance of running out of sleeping tablets.

Learn more about probability on:

https://brainly.com/question/23417919

Answer:

14 or 0.14

Step-by-step explanation:

3 1/2 ÷ 1/4

1/4 = 25

3 1/2 ÷ 25 = 0.14 or 14

This is correct answer can you mark me brainliest

Answer: 2 boxes

Step-by-step explanation:

A=Box A. a=A-65. B=Box B. b=B+65

A=100+20+5

A=125

A-65=125-65

a=60

B=50+10+10+10

B=80

B+65=80+65

b=145

b=A+20

a=B-20

b=100+20+5+10+10 ==> Change in +2 boxes

a=50+10 ==> Change in -2 boxes

Answer:

4/9

Step-by-step explanation:

5-1/5+4 is the right answer so yes

Answer:

13.5x

Step-by-step explanation:

Move all terms containing x to the left, all other terms to the right.

Cross multiply.

Answer: 13.5x

Step-by-step explanation: all that needs to happen is the numbers multiplied. after, put the x on the

Answer:

simplify both sides of the equation and then isolate the variable x=y-3

Hope this helps!

Answer: 17 or C

Step-by-step explanation:

24 times 17 is 408 and 648 - 408 is 240 ounces

An equation that models the balance y after x months is y = 1,100 - 140x.

What is payment?

Payment is the transfer of funds, property, or services in exchange for the provision of goods and services in an amount that is mutually acceptable and has been previously agreed upon. Payment options include cash, checks, wire transfers, credit cards, debit cards, and even cryptocurrencies. Knowing how to pay.

Given:

Zachary purchased a computer for $1,100 on a payment plan.

Three month after he purchased the computer, his balance was $680.

Six months after he purchased the computer, his balance was $260.

We have to find an equation that models the balance y after x months.

Zachary purchased a computer for $1100

The first step is to calculate the purchase he paid after 3 months

= 1,100 - 680

= $420

Then the purchase after 1 month is

= $420/3

= $140 per month

The purchase made after 6 months is

= 680 - 260

= $420

The purchase after a month is

= $420/3

= $140 per month

Therefore the equation that models the balance y after x months is

= initial amount of payment plan - amount per month

y = 1,100 - 140x

Hence, an equation that models the balance y after x months is

y = 1,100 - 140x.

To know more about payment, click on the link

https://brainly.com/question/25793394

#SPJ1

The given points are

These are complex numbers. They work as two-coordinates points because complex numbers have a real part and a complex part. The real part is the horizontal coordinate, and the complex part is the vertical coordinate.

To find the midpoint, we use the following formula

We are given a function y = -4x^3 - 9x^11, and we need to find its first and second derivatives.

To find the first derivative, we apply the power rule and the constant multiple rule. The power rule states that the derivative of x^n is nx^(n-1), and the constant multiple rule states that the derivative of kf(x) is k*f'(x), where k is a constant. Applying these rules, we can find the first derivative of y = -4x^3 - 9x^11.

Taking the derivative term by term, the first derivative of -4x^3 is -43x^(3-1) = -12x^2, and the first derivative of -9x^11 is -911x^(11-1) = -99x^10. So, the first derivative of y is dy/dx = -12x^2 - 99x^10.

To find the second derivative, we apply the same rules to the first derivative. Taking the derivative of -12x^2, we get -122x^(2-1) = -24x, and the derivative of -99x^10 is -9910x^(10-1) = -990x^9. Therefore, the second derivative of y is d^2y/dx^2 = -24x - 990x^9.

To know more about derivatives click here: brainly.com/question/25324584

#SPJ11

The simplified form of 4\(\sqrt[4]{6a}\) - 3\(\sqrt[4]{6a}\) is \(\sqrt[4]{6a}\)

Surds are the square roots of irrational numbers.

They usually have the square roots signs in them. Examples of surds are the square roots of prime numbers.

\(4\sqrt[4]{6a} - 3\sqrt[4]{6a}\)

Since the surds are the same, we factorize

\(\sqrt[4]{6a}(4 - 3)\)

= \(\sqrt[4]{6a}(1)\)

= \(\sqrt[4]{6a}\)

In conclusion, the simplified form of the surd is \(\sqrt[4]{6a}\)

Learn more about surds: https://brainly.com/840021

#SPJ1

The ordered pair representing the solution of the graphed system of equations is given as follows:

(5, -6).

The steps to obtain the graph solution of a system of equations are given as follows:

The intersection point is at x = 5 and y = -6, hence the ordered pair is given as follows:

(5, -6).

More can be learned about a system of equations at https://brainly.com/question/30374328

#SPJ1

The value of x in the given equation 3x + 5 = 2(2x + 4) is x = -3.

How to solve the value of x in equation?

3x + 5 = 2(2x + 4)

3x = 4x + 8 - 5

3x - 4x = 3

-x = 3

x = -3

Hence, the value of x in the given equation 3x + 5 = 2(2x + 4) is x = -3.

To know more about equation check the below link:

https://brainly.com/question/22688504

#SPJ1

Answer:

  see attached

Step-by-step explanation:

You want a graph of the relationship shown in the table ...

The attached graph shows a plot of the points in the table, and a line through them. The equation of the line is ...

   y = 3x

where x is the inches of ribbon, and y is the inches of string.

The cost of each music video is $1.99.

A subject of mathematics known as arithmetic operations deals with the study and use of numbers in all other branches of mathematics. Basic operations including addition, subtraction, multiplication, and division are included.

Given total cost of 2 music videos, a TV series and a movie is $42.95

and TV series cost 2 times as much as the movie,

cost of the movie = $12.99

cost of  TV series = 2*12.99

cost of  TV series = $25.98

let the cost of a video be x

so according to condition,

2x + cost of  TV series + cost of the movie = $42.95

2x + 25.98 + 12.99 = 42.95

2x = 42.95 - 25.98 - 12.99

2x = 3.98

x = 3.98/2

x = $1.99

Hence the cost of a music video is $1.99.

Learn more about arithmetic operations;

https://brainly.com/question/25834626

#SPJ1

2n^3 + 3n + 10 can be written as a polynomial of the form Q(n^3), where Q(n^3) represents the set of polynomials of the form a(n^3).

To prove that the expression 2n^3 + 3n + 10 is in the set Q(n^3), where Q(n^3) represents the set of polynomials of the form a(n^3), we need to show that the expression can be written in the form a(n^3) for some constant "a".

Let's start by factoring out the common factor of n^3 from each term:

2n^3 + 3n + 10 = n^3(2 + 3/n^2 + 10/n^3)

Now, let's rewrite the expression as a single term multiplied by n^3:

2n^3 + 3n + 10 = (2 + 3/n^2 + 10/n^3)n^3

Simplifying the expression inside the parentheses:

= (2n^3 + 3n^2 + 10n^3)/n^3

= (12n^3 + 3n^2)/n^3

= 12 + 3/n

ow, we can see that the expression can be written in the form a(n^3), where a = 12 and n^3 = 3/n.

Therefore, we have shown that 2n^3 + 3n + 10 can be written as a polynomial of the form Q(n^3), where Q(n^3) represents the set of polynomials of the form a(n^3).

Learn more about polynomial here

https://brainly.com/question/30478639

#SPJ11

In given expressions no one is equivalent to the expression -3 [4 × -0.50]

Given,

The expression : -3 [4 × -0.50]

We have to find the expression equivalent to the above expression from the given options.

Solve the expression:

-3 [4 × -0.50] = -3 × -2 = 6

Now we can solve the expressions given in the options:

1) -12 × -1.50 = 18

Not equal to the given expression

2) -12 × 1.50 = -18

Not equal to the given expression

3) -12 × -2.50 = 30

Not equal to the given expression

4) -12 × -3.50 = 42

Not equal to the given expression

So, we can conclude that, there is no equivalent expression in the options for the expression -3 [4 × -0.50]

Learn more about expressions here:

https://brainly.com/question/28170201

#SPJ1

The money that Jill has at the end of the two months is $2,745.00.

From the information, the profits for Jill's Homestead over two months are as follows:

April:−$1,424.00

May:$4,169.00

Therefore, the addition of the amount will give the total profit. This will be:

= -$1424 + $4169

= $2745

The amount is $2745.00.

Learn more about profit on:

brainly.com/question/1078746

#SPJ1

(a) Squares of integers are nonnegative. (b) n² + n + 3 is odd for all integers n. (c) n³ - n is divisible by 6 for all integers n. (d) If x doesn't divide yz, then x doesn't divide z. (e) If xy is odd, then both x and y are odd. (f) If ab is odd, then a and b are both odd.

(a) The square of any integer is nonnegative because when we square a positive or zero integer, we get a nonnegative result. When we square a negative integer, the result is also nonnegative since the negative sign cancels out.

(b) To prove that for all integers n, n^2 + n + 3 is odd, we can consider two cases: n is even and n is odd. For both cases, when we substitute n into the expression n^2 + n + 3, we get an odd result. Therefore, the statement holds for all integers n.

(c) To prove that for all integers n, n^3 - n is divisible by 6, we can consider three cases: n is divisible by 3, n is one more than a multiple of 3, and n is one less than a multiple of 3. In each case, we can show that n^3 - n is divisible by 6, either by factoring or using modular arithmetic.

(d) To prove that if x does not divide yz, then x does not divide z, we can assume the opposite and show that it leads to a contradiction. By assuming that x divides z, we can express z as x times some integer. Substituting this into the equation yz = xz, we find that y is also divisible by x, contradicting the assumption that x does not divide yz.

(e) To prove that if xy is odd, then both x and y are odd, we can use contraposition. We assume that either x or y is even and show that it leads to a contradiction with the given statement. If x is even, then xy would also be even, contradicting the fact that xy is odd. Similarly, if y is even, xy would also be even, contradicting the statement. Therefore, both x and y must be odd.

(f) To prove that if ab is odd, then both a and b are odd, we can use proof by contradiction. We assume that either a or b is even and show that it leads to a contradiction with the given statement. If a is even, then ab would also be even, contradicting the fact that ab is odd. Similarly, if b is even, ab would also be even, contradicting the statement. Therefore, both a and b must be odd.

To learn more about integers  click here

brainly.com/question/490943

#SPJ11