The histogram shows the number of laps completed by swimmers on a team during practice.
A. which interval contains the most values?
B. How many swimmers are on the team?
C. What percent of the swimmers swam more than 14 laps? Round o the nearest tenth of a percent.
Explain.

The Histogram Shows The Number Of Laps Completed By Swimmers On A Team During Practice. A. Which Interval

Answers

Answer 1

Answer:

A) 10-14

B) 45

C) 6.7%

Step-by-step explanation:

A) The interval that contain the most values can be gotten by looking at the histogram and selecting the interval with the highest frequency. Hence the interval 10-14 contains the most values because it has a frequency of 20.

B)The total number of swimmers is gotten by summing all the frequency of each individual lap. Hence:

Total swimmers on team = 10 + 12 + 20 + 0 + 3 = 45 swimmers

C) The percentage of swimmers who swam more than 14 laps = (number of swimmers that swam more than 14 laps/total swimmers) * 100%

The percentage of swimmers who swam more than 14 laps = [(0 + 3)/45] * 100% = (3/45) * 100% = 6.7%


Related Questions

draw the image of triangle ABC after a translation along vector v
(just saying the points' ordered pairs is fine :) )

Answers

Answer:

[tex]A'=(1, 9), \\B'=(6,9),\\C'=(1,4)[/tex]

Step-by-step explanation:

Notice how [tex]\vec{v}[/tex] has a tail at (8,4) and a head at (2,2), which means the x-coordinate is translated 6 units to the left and the y-coordinate is translated 2 units down.

If [tex]\triangle ABC[/tex] were to be translated along this vector, its vertices should follow the vector.

Therefore, the new points of [tex]\triangle ABC[/tex] will be 6 units to the left of their initial x-coordinate and 2 units below their initial y-coordinate.

[tex]A(7, 11)\implies A'(1, 9), \\B(12, 11)\implies B'(6, 9), \\C(7, 6)\implies C'(1, 4)[/tex]

A piece of wood is 21 m long. How much piece of wood 07m 'long wood can be cut from it?​

Answers

Equation = 21/7=?

Revision: 7 x ? = 21

7+7+7 = 21

7 x 3 = 21

21/7 = 3

Answer = 3

Which of the following is equal to √16x4?
A. 32 B. 64 C. √16/4 D. √16•√4

Answers

Given :-

√16 × 4 .

To Find :-

The value of the expression .

Answer :-

We know that , if ,

=> √{ab}

It can be written as ,

=> √a × √b ,

Therefore ,

=> √{ 16 × 4 }

=> √16 × √4

Option D is correct !

A bag contains 3 red marbles, 4 blue marbles and 7 green marbles. If two marbles are drawn out of the bag, what is the probability, to the nearest 100oth, that both marbles drawn will be red?​

Answers

Answer: 0.214

Step-by-step explanation:

There are a total of 14 marbles in the bag, with only 3 being red. 3/14 converts to 0.214

Simultaneous EQUATION 3x+2y=16 2x+y=9 PLS HELP I need answer quickly

Answers

Answer:

(2, 5 )

Step-by-step explanation:

Given the 2 equations

3x + 2y = 16 → (1)

2x + y = 9 → (2)

Multiplying (2) by - 2 and adding to (1) will eliminate the y- term

- 4x - 2y = - 18 → (3)

Add (1) and (3) term by term to eliminate y

- x = - 2 ( multiply both sides by - 1 )

x = 2

Substitute x = 2 into either of the 2 equations and solve for y

Substituting into (1)

3(2) + 2y = 16

6 + 2y = 16 ( subtract 6 from both sides )

2y = 10 ( divide both sides by 2 )_

y = 5

solution is (2, 5 )

Help me pls i'm struggling need help fast!

Answers

Its the last one

Y= rad x-5

What is the value of x?

Answers

Answer:

5x

Step-by-step explanation:x

Find the value of each variable. Round your answers to the nearest tenth. (Soh Coh Toa)

Answers

Answer:

k = 8.4, j = 13.1

Step-by-step explanation:

Solve for k:

[tex]tan(40)=\frac{k}{10}\\10(tan(40))=k\\8.4=k[/tex]

Solve for j:

[tex]8.4^2+10^2=j^2\\70.56+100=j^2\\170.56=j^2\\13.1=j[/tex]

Answer:

k = 10 tan (40) = 8.39 (to 2 decimals)

J = 10 / cos(40) = 13.05 (to 2 decimals)

Step-by-step explanation:

It is SOH CAH TOA, or

Sin = Opposite / Hypotenuse

Cos = Adjacent / Hypotenuse

Tan = Opposite / Adjacent

Using SOH CAH TOA,

tan(40) = k/10, so k = 10 tan (40) = 8.39 (to 2 decimals)

cos(40) = 10 / j, so J = 10 / cos(40) = 13.05 (to 2 decimals)

Consider the equation below.
2(n + 4) = 8–6(n-4)
Solve the equation for n.
A
-3
B
D
16

Answers

i think the answer is -3 i’m not sure

Answer:

N=3

Explanation:

Look at image below

Marcus earns $13.00 per hour by walking the neighbor's dogs. He walked the dogs for
four hours. How much money will he have at the end of the day?

Answers

Answer:

$52.00

Step-by-step explanation:

if he makes 13.00 per hour, for four hours, you just times 13 by 4 to get 52.

Answer:

52

Step-by-step explanation:

Multiply 13 and 4 to get $52.

Find all n in N that satisfy (2^n)-1 divisible by 9​

Answers

Answer:

u can use the hit and trial method for this

will mark brainliest!!!!]


Find the distance between the points (-5, -10) and (2, 4).

Answers

Answer:

15.65 units

Step-by-step explanation:

Given data

x1=-5

y1=-10

x2=2

y2=4

The expression for the distance between two points is

d=√((x_2-x_1)²+(y_2-y_1)²)

substitute

d=√((2-(-5))²+(4-(-10))²)

d=√(2+5)²+(4+10)²

d=√7²+14²

d=√49+196

d=√245

d=15.65 units

Hence the distance between the points is 15.65 units

find out the arc length of DG and the measure of angle DHG

Answers

Answer:

is it timed, because i need like 20 mins to answer this question.

Step-by-step explanation:

What is the measure of an angle if it is fourteen times its own complement?​

Answers

Answer:

Let the measure of the complementary angle be x so that the measure of the other angle is 14x. The total measure of the angles is 180 degrees.

Drag each tile to the correct box.
Match each term in the credit card statement to its description
the amount owed by the consumer
before the current billing cycle
the amount available for the
consumer to spend
the amount the consumer currently
owes
available credit
previous balance
new balance

Answers

Answer:

Available credit :- the amount the consumer currently owes.

Previous balance :- the amount owed by the consumer before the current billing cycle

new balance :- the amount available for the consumer to spend.

Hope this answer is right!!

Answer:

AVAILABLE CREDIT- the amount the consumer currently owes.

PREVIOUS BALANCE- the amount owed by the consumer before the current billing cycle

NEW BALANCE-the amount available for the consumer to spend.

Step-by-step explanation:     PLATO

DUE IN 25 MINUTES OMG- PLS HELP IF YOU CAN


Convert factored form to standard form then identify y-intercept

(2x + 1) (x - 3)

Answers

Answer:

2 x ^2  −  5 x  −  3

Step-by-step explanation:

Answer is the problem in standard form then the y-intercept would be -3

(2x+1)(x-3)
2x^2 - 6x + x - 3
2x^2 - 5x - 3
2x^2 - 5x = 3 —> standard form
y-intercept = - 3

Factor the following expression.
x4 + x2 – 20

Answers

Answer:

2(2x+x-10)

Step-by-step explanation:

The common factor of this expression is 2 so when you factor out a 2 you have to divide everything in the expression by 2.

Answer: (−2)(+2)(/2+5)

A Group of students is tracking a friend, John, who is riding a Ferris wheel. They know that John reaches the Maximum height of 11 m at 10 seconds and then reaches the minimum height of 1 m at 55 seconds.
What is the period of the function and what does it represent in this situation?

Answers

Answer:  Period = 90 seconds

The period represents how long it takes go from one max to the next max (ie peak to peak). It also represents going from min to min.

======================================================

Explanation:

It reaches the max at 10 seconds, and then it reaches the min at 55 seconds. This is a timespan of 55-10 = 45 seconds. This is exactly half the period. It doubles to 2*45 = 90 seconds. This is the time period between any two points in time when you're at the max height (from one max to the next adjacent max).

So you're at the max height at 10 seconds, then min at 55 seconds, then the max again at 100 seconds. Note how 100-10 = 90.

The period of any trig function is basically telling us when the function or cycle repeats itself. Once we reach the peak again, the ride repeats itself from before.

-----------

Notes:

90 seconds = 1 minute, 30 seconds = 1.5 minutesThe actual heights listed (11 m and 1 m for the max and min respectively) do not play a role in determining the period. So the heights can be anything we want, and the period will stay at 90 seconds.

Roger just ran 5 laps. He is at 20% of his goal.

How many more laps until he is finished reaching

his goal?

25 laps The Principal never visited the arts section.

4 laps The Principal never visited the bathroom

15 laps The Principal never visited the History section

20 laps The Principal never visited the office or arts

section.

Answers

Answer: 20 laps

Step-by-step explanation:

Given

Roger just ran 5 laps and completes 20% of his goal

Suppose his goal is x laps

So, 20% of x must be equal to 5

[tex]\Rightarrow 20\%\times x=5\\\Rightarrow 0.2x=5\\\\\Rightarrow x=\dfrac{5}{0.2}\\\\\Rightarrow x=\dfrac{50}{2}\\\\\Rightarrow x=25\ \text{laps}[/tex]

So, he needs 20 more laps to complete his goal.

Here are some cards with angles written on them.
45° ||165°

90° 102°
102°|| 31°
53°
Moira picks one of the cards at random.
What is the probability that the angle on the card is greater than 100°?

Answers

Answer:

below

Step-by-step explanation:

three cards angles are greater than 100°

total cards = 8

probability = 3/8

A quadratic function y=f(x) is plotted on a graph and the vertex of the resulting parabola is (3,-4). What is the vertex of the function defined as g (x) =f(x+5)?

Answers

Answer:

(-2, -4)

Step-by-step explanation:

y = f(x) = ax²+bx +c

given the vertex is (3, -4)

=> the symetry axis: x = 3

x = -b/2a = 3

so, -b = 6a => b = -6a

the function f(x) = x²-6x + 5

g(x) = f(x+5)

g(x) = (x+5)²-6(x+5)+5

g(x) = x²+10x+25-6x-30+5

g(x) = x²+4x

=> a=1, b=4

find the vertex of the function g :

the symetry axis: x= -4/2(1) => x = -2

y = g(-2) = (-2)²+4(-2)= 4-8 = -4

so, the vertex is (-2, -4)

Answer:

(-2, -4)

Step-by-step explanation:

Vertex form of a quadratic function:

f(x) = (x - h)² + k

We have (h, k) = (3, -4)

The function f(x) is:

f(x) = (x - 3)² - 4

The function g(x) is:

g(x) = f(x + 5) =

         (x + 5 - 3)² - 4 =

         (x + 2)² - 4

Vertex of g(x) is:

(-2, -4)

MATH HELP PLEASE HELP

Answers

Answer:

75 cm

Step-by-step explanation:

150÷2 = 75

Good luck with your exam :)

Answer:

75

Step-by-step explanation:

Essentially this question for the radius as it ask for the distance from the middle of the pit to the outside of the pit.

We are given the diameter (150) which is a straight line through the middle from one end to the other

To find the radius given the diameter you simply divide by 2

So answer = 150/2 = 75

Given that cot A = 16/63 and that angle A is in Quadrant I, find the exact value of cscA in simplest radical form using a rational denominator.

Answers

Answer:

Below in bold.

Step-by-step explanation:

cot = adjacent side / opposite side = 16/63

So the  hypotenuse = √(16^2 + 63^2)

= √4225

= 65.

So csc A = hypotenuse /opposite side

= 65/63

Find Sin/Cos/Tan and Csc/Sec/Cot of A.

Answers

Answer:

Sin A = 5/13,

Cos A = 12/13,

tan A = 5/12

CSC A = 13/5

Sec A = 13/12

Cot A = 12/5

Patty measured the elementary school and made a scale drawing. The scale she used was 7 centimeters = 1 meter
What is the drawing's scale factor?

Simplify your answer and write it as a ratio, using a colon.​

Answers

Write the scale of the drawing as a fraction. Put the shorter length in the numerator.

[tex] \frac{7 \: cm}{1 \: cm} \\ [/tex]

First convert the denominator to the same units as the numerator. Write an equivalent fraction with centimeters in the denominator. Since 1 meter is equal to 100 centimeters, multiply the denominator by 100 to get centimeters in the denominator.

[tex] \frac{7 \: cm}{100 \: cm} = \: \frac{7}{100} \\ [/tex]

Write the scale factor as a ratio, using a colon

7/100   →  7:100

The scale factor is 7:100.

[tex] \\ [/tex]

#CarryOnLearning!

Two sides of a triangle have lengths 4 and 7. Which of the following can NOT be the length of the third side?

Answers

Answer:

3 < x < 11

Step-by-step explanation:

triangle inequality theorem states that the sum of any two sides of a triangle must be greater than the third side

if 'x' is the third side then:

x + 4 > 7

7 + 4 > x

therefore,  'x' must be greater than 3 and less than 11

The value of the third side should be < 11 so, it cannot be 11, the correct option is C.

What is a Triangle?

A triangle is a polygon with three sides, three vertices and three angles.

The two sides of a triangle are  4 and 7

According to the property of sides of a triangle, The measure of the third side of a triangle is always less than the sum of the two sides.

The sum of the sides is 4+7 = 11

Let the third side be x

then,

x < 11

The x cannot be 11.

The missing options are

A. 4

B. 7

C. 11

D. 5

To know more about Triangle

https://brainly.com/question/2773823

#SPJ5

Please help what’s the answer ??!

Answers

Answer:

50-(5+18)

=50-23

=27

3x=27

x=9

Answer:

x = 9

Add 5 and 18, and you will get 23. Then add 9 and 23 three times.

5 + 18 = 23

23 + 9 + 9 + 9 = 50

PLEASE HELP ATTACHED BELOW

Answers

i’m not sure but i think it is 126 pi IM SORRY IF IM WRONGGGGG

HELP HELP HELP TODAY IS THE DEADLINE

Answers

C, 3 units translated to the left due to the +3 inside the bracket, vertically reflected on the x-axis as it is negative outside the bracket and translation 1 unit up because of the +1 outside the brackets.

Leeza is making labels in the shape of parallelograms each label has an area of 18 square centimeters and a base of 6 centimeters. What is the height of each labe

Answers

Answer:

3cm

Step-by-step explanation:

A parallelogram is  quadrilateral that has two pairs of parallel sides. The opposite sides  equal in length

Area of a parallelogram = base x height

18cm² = 6cm x height

height = 18cm² / 6cm = 3cm

Other Questions
Which of the following actions may Congress take to advance civil rights? Overview In this assignment, you will gain more practice with designing a program. Specifically, you will create pseudocode for a higher/lower game. This will give you practice designing a more complex program and allow you to see more of the benefits that designing before coding can offer. The higher/lower game will combine different programming constructs that you have been learning about, such as input and output, decision branching, and a loop. IT 140 Higher/Lower Game Sample Output Overview Maria has asked you to create a program that prompts the user to enter the lower bound and the upper hound. You have decided to write pseudocode to design the program before actually developing the code. When run, the program should ask the user to guess a number. If the number guessed is lower than the random number, the program should print out a message like "Nope, too low." if the number guessed is higher than the random number, print out a message like "Nope, too high." If the number guessed is the same as the random number, print out a message like "You got it!" Higher/Lower Game Description Your friend Maria has come to you and said that she has been playing the higher/lower game with her three-year-old daughter Bella. Maria tells Bella that she is thinking of a number between 1 and 10, and then Bella tries to guess the number. When Bella guesses a number, Maria tells her whether the number she is thinking of is higher or lower or if Bella guessed it. The game continues until Bella guesses the right number. As much as Maria likes playing the game with Bella, Bella is very excited to play the game all the time, Maria thought it would be great if you could create a program that allows Bella to play the game as much as she wants. Note: The output messages you include in your pseudocode may differ slightly from these samples. Sample Output Below is one sample output of the program, with the user input demonstrated by bold font. Prompt For this assignment, you will be designing pseudocode for a higher/lower game program. The higher/lower game program uses similar constructs to the game you will design and develop in Projects One and TWO. Welcome to the higher/lower game, Bella! Enter the lower bound: 10 Enter the upper bound: 30 Great, now guess a number between 10 and 30: 20 Nope, too low Guess another number: 25 Nope, too high Guess another number: 23 You got it! Below is another sample output of your program, with the user input demonstrated by bold font 1. Review the Higher/Lower Game Sample Output for more detailed examples of this game. As you read, consider the following questions: What are the different steps needed in this program? How can you break them down in a way that a computer can understand? What information would you need from the user at each point (inputs)? What information would you output to the user at each point? When might it be a good idea to use 'F' and "IF ELSE' statements? When might it be a good idea to use loop? 2. Create pseudocode that logically outlines each step of the game program so that it meets the following functionality: Prompts the user to input the lower bound and upper bound. Include input validation to ensure that the lower bound is less than the upper bound. - Generates a random number between the lower and upper bounds Prompts the user to input a guess between the lower and upper bounds. Include input validation to ensure that the user only enters values between the lower and upper bound. Prints an output statement based on the puessed number. Be sure to account for each of the following situations through the use of decision branching . What should the computer output if the user guesses a number that is too low? . 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