Write an expression in terms of m and p that represents tan(R).

Answer:

Step-by-step explanation:

You want to identify the lines among those listed that will intersect the line y = 4.

The line y = 4 is a horizontal line. Any line of the form y = c, for some constant c (not 4), will be parallel and will not intersect y = 4.

All of the other lines listed will intersect y = 4.

The intersecting lines are ...

<95141404393>

The statement is true. The DecimalFormat class is part of the Java API, specifically within java.text package, so it is automatically available to your programs. You can use it to format numbers in various ways, such as for displaying currency or percentages.

DecimalFormat is a concrete subclass of NumberFormat that formats decimal numbers. It has a variety of features designed to make it possible to parse and format numbers in any locale, including support for Western, Arabic, and Indic digits. It also supports different kinds of numbers, including integers (123), fixed-point numbers (123.4), scientific notation (1.23E4), percentages (12%), and currency amounts ($123). All of these can be localized.

To obtain a NumberFormat for a specific locale, including the default locale, call one of NumberFormat's factory methods, such as getInstance(). In general, do not call the DecimalFormat constructors directly, since the NumberFormat factory methods may return subclasses other than DecimalFormat. If you need to customize the format object, do something like this:

NumberFormat f = NumberFormat.getInstance(loc);

if (f instanceof DecimalFormat) {

    ((DecimalFormat) f).setDecimalSeparatorAlwaysShown(true);

}

A DecimalFormat comprises a pattern and a set of symbols. The pattern may be set directly using applyPattern(), or indirectly using the API methods. The symbols are stored in a DecimalFormatSymbols object. When using the NumberFormat factory methods, the pattern and symbols are read from localized ResourceBundles

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True. The Decimal Format class is a part of the Java API and is included in the java.text package.

It is automatically available to Java programs without the need for any additional installations or imports.

The Decimal Format class is part of the Java API, and it is automatically available to your programs.

The Java API is a collection of pre-written classes, methods, and interfaces that are part of the Java Development Kit (JDK).

These classes and methods provide a wide range of functionalities that can be utilized by Java developers to build robust applications.
The Decimal Format class, specifically, is a subclass of the Number Format class and is used to format decimal numbers according to a specific pattern.

The class provides methods to format and parse decimal numbers and can be used to specify the number of digits after the decimal point, the use of a thousand separator, and the currency symbol.
The Decimal Format class in your Java program, you simply need to import the class using the import statement, and then create an instance of the class.

For example:
import java. text. Decimal Format.
public class MyClass

{
public static void main (String [] args) {
Decimal Format df = new Decimal Format("#.00");
double num = 1234.5678
System.out.println(df.format(num));
}
}
The Decimal Format class using the import statement, and then create an instance of the class called df.

We then use the format method of the class to format the decimal number 1234.5678 with two decimal places.
The Decimal Format class is an essential part of the Java API and is automatically available to your programs.

Its inclusion in the Java API makes it easier for Java developers to format decimal numbers in their applications.

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The probability that the point is in the smaller, shaded square is approximately 14.06%.

Probability is the measure of the likelihood or chance of an event occurring. It is a number between 0 and 1, where 0 indicates that the event will not occur and 1 indicates that the event will certainly occur. The probability of an event is calculated as the number of favorable outcomes divided by the total number of possible outcomes. Probability is widely used in various fields, including mathematics, statistics, science, finance, and engineering.

The area of the large square is (8 cm)² = 64 cm², and the area of the shaded square is (3 cm)² = 9 cm². The probability of choosing a point at random that is in the shaded square is equal to the ratio of the area of the shaded square to the area of the large square:

Probability = (area of shaded square) / (area of large square)

Probability = 9 cm² / 64 cm²

Probability = 0.140625 or 14.06% (rounded to two decimal places)

Therefore, the probability that the point is in the smaller, shaded square is approximately 14.06%.

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Answer:

Eleven below Zero

Step-by-step explanation:

Every number below zero (less than zero) is a negative number.

1.  we can use the first equation to find y = 3x + 1 = 3(9) + 1 = 28 So, the larger integer is 28, (2).  The smaller integer is 9. The larger integer is 10, which is the next consecutive integer.

An integer is a whole number ,neither a fraction or a decimal, in mathematics. Integers can be zero, positive, or negative.

Integer examples include -3, -2, -1, 0, 1, 2, 3, and so forth.

The letter "Z" stands for the set of integers.

In mathematics and allied disciplines such as computer science, physics, and finance, integers are utilized extensively.

A whole number is a non-negative integer in mathematics, which indicates that it is either a positive integer or zero.

Negative and fractional numbers are not included in whole numbers. The full integers 0, 1, 2, 3, 4, and so on are examples.

In many different branches of mathematics as well as in other disciplines, such as arithmetic, algebra, and geometry, whole numbers are used. They are also employed in daily tasks like quantity calculations and object counts.

According to question :-

Let's call the smaller integer x and the larger integer y. We know that:

y = 3x + 1 (the largest of the two integers is one more than three times the smaller)

x + y = 37 (the sum of the two integers is 37)

We can use substitution to solve for y in terms of x:

x + (3x + 1) = 37

4x + 1 = 37

4x = 36

x = 9

Now we can use the first equation to find y:

y = 3x + 1 = 3(9) + 1 = 28

So the larger integer is 28.

Let's call the smaller integer x and the larger integer y. We know that:

y = x + 1 (the integers are consecutive)

x + 2y = 29 (the sum of the smaller and twice the larger is 29)

We can substitute y = x + 1 in the second equation:

x + 2(x + 1) = 29

Simplifying and solving for x:

3x + 2 = 29

3x = 27

x = 9

So the smaller integer is 9. The larger integer is 10, which is the next consecutive integer.

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The total value of the 549 coins in pounds (£) is £378.20 (or £379), depending on whether there are 110 or 111 20p coins.

Let's start by finding the number of £1 coins in the bottle. We know that ſ (one-half) of the coins are £1 coins, so:

ſ × 549 = 1/2 × 549 = 274.50

Since we can't have half a coin, we know that there are either 274 or 275 £1 coins in the bottle.

Next, we know that there are 164 50p coins in the bottle.

To find the number of 20p coins, we can subtract the number of £1 and 50p coins from the total number of coins:

549 - 274 (or 275) - 164 = 111 (or 110)

So, there are either 110 or 111 20p coins in the bottle.

To calculate the total value of the coins, we can multiply the number of each type of coin by its value and then add them up:

Value of £1 coins = £1 × 274 (or 275) = £274 (or £275)

Value of 50p coins = £0.50 × 164 = £82

Value of 20p coins = £0.20 × 111 (or 110) = £22.20 (or £22)

Total value = £274 (or £275) + £82 + £22.20 (or £22) = £378.20 (or £379)

Therefore, the total value of the 549 coins in pounds (£) is £378.20 (or £379), depending on whether there are 110 or 111 20p coins.

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Answer:

4x - y = 2,

Step-by-step explanation:

The point-slope form of the equation of a line is y - y1 = m(x - x1), where (x1, y1) is a point on the line and m is the slope of the line. In this case, we are given that the line passes through the points (4, -3) and (12, 1). The slope of the line is then m = (1 - (-3)) / (12 - 4) = 1/4.

Substituting the slope and the point (4, -3) into the point-slope form of the equation, we get y - (-3) = 1/4(x - 4). Simplifying, we get y + 3 = 1/4x - 1.

To convert the equation to standard form, we multiply both sides of the equation by 4. This gives 4y + 12 = x - 4. Simplifying, we get 4x - y = 8.

Therefore, the standard form of the equation of the line is 4x - y = 8.

Given statement "We conduct a test of hypothesis by assuming that ha is correct, since that is the hypothesis we are trying to show is true." is true. Because we start by assuming that the null hypothesis is correct, not the alternative hypothesis, when conducting a test of the hypothesis.

When conducting a test of hypothesis, we do not assume that Ha (the alternative hypothesis) is correct.

Instead, we begin by assuming that the null hypothesis (H0) is true.

The null hypothesis typically represents a statement of "no effect" or "no difference" between two groups or variables.

The alternative hypothesis (Ha) represents the statement we are trying to prove or gather evidence for but we must start with the assumption that the null hypothesis is correct.

State the null hypothesis (H0) and the alternative hypothesis (Ha).

The null hypothesis typically represents the status quo or a baseline assumption, while the alternative hypothesis represents the claim you want to prove or gather evidence for.

Determine the level of significance (α), which is the probability of rejecting the null hypothesis when it is actually true. Common significance levels are 0.05, 0.01, and 0.001.

Select an appropriate test statistic, which depends on the type of data and the hypothesis being tested. Examples include the t-test, chi-square test, and ANOVA.

Collect data and calculate the value of the test statistic based on the data.

Compare the calculated test statistic value to the critical value for the chosen level of significance.

If the test statistic is more extreme than the critical value, we reject the null hypothesis in favor of the alternative hypothesis.

Otherwise, we fail to reject the null hypothesis.

Hence, the statement is false.

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The linear function that models the data in the table about the water level is w(t) = 0.8t + 17.9.

First, let's find the slope (m) using the data from the table:

m = (w2 - w1) / (t2 - t1)

Using the values from the first two rows of the table:

m = (19.1 - 18.7) / (1.5 - 1) = 0.4 / 0.5 = 0.8

Now that we have the slope, we can find the y-intercept (b) by plugging in the values from any row of the table into the equation and solving for b. Let's use the values from the first row:

18.7 = 0.8 x 1 + b

b = 18.7 - 0.8 = 17.9

So, the linear function that models the data is:

w(t) = 0.8t + 17.9

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Answer:

3x-y=1

Step-by-step explanation:

Answer: 213.75

Step-by-step explanation:

345.5-131.75=213.75

The given statement "The radical expressions √2 and √12 can be combined to become one radical expression through addition or subtraction. " is true because a single radical expression that represents the two original expressions.

When we simplify a radical expression, we try to write it in its simplest form. For example, we know that √4 is equal to 2 because 2 multiplied by itself gives us 4. Similarly, we know that √9 is equal to 3 because 3 multiplied by itself gives us 9.

We can simplify radical expressions further by combining them using addition or subtraction. For example, √4 + √9 is equal to √13 because we can add 2 and 3 to get 5 and take the square root of 5 to get √5.

Now, let's look at √2 and √12. We can simplify √12 to √(4 × 3) because 4 is a perfect square. This gives us √4 × √3, which simplifies to 2√3.

Therefore, we can write √2 + √12 as √2 + 2√3. This is one radical expression that combines the two original expressions using addition. We can also subtract √12 from √2 to get √2 - 2√3, which is another radical expression that combines the two original expressions using subtraction.

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to get the equation of any straight line, we simply need two points off of it, let's use those two in the picture below

[tex](\stackrel{x_1}{40}~,~\stackrel{y_1}{30})\qquad (\stackrel{x_2}{100}~,~\stackrel{y_2}{75}) ~\hfill \stackrel{slope}{m}\implies \cfrac{\stackrel{\textit{\large rise}} {\stackrel{y_2}{75}-\stackrel{y1}{30}}}{\underset{\textit{\large run}} {\underset{x_2}{100}-\underset{x_1}{40}}} \implies \cfrac{ 45 }{ 60 } \implies \cfrac{ 3 }{ 4 }[/tex]

[tex]\begin{array}{|c|ll} \cline{1-1} \textit{point-slope form}\\ \cline{1-1} \\ y-y_1=m(x-x_1) \\\\ \cline{1-1} \end{array}\implies y-\stackrel{y_1}{30}=\stackrel{m}{ \cfrac{ 3 }{ 4 }}(x-\stackrel{x_1}{40}) \\\\\\ y-30=\cfrac{ 3 }{ 4 }x-30\implies {\Large \begin{array}{llll} y=\cfrac{ 3 }{ 4 }x \end{array}}[/tex]

Based on the given graph, the following describes the polynomial function.

The function has an odd degree. (Option B)

The function has one turning point. (Option C)

The function does not have a negative leading coefficient since its leading coefficient is positive. It also has x-intercepts at x=-6, x=-2, x=4, and x=6, so the statement "the function has zero x-intercepts" is incorrect.

A polynomial function is a mathematical function that consists of one or more terms, where each term is a constant, a variable, or a product of a constant and a variable raised to a non-negative integer power.

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Answer: To solve -x²-2x=0 by factoring, we can factor out x from the left-hand side:

x(-x-2) = 0

This equation is true if either x = 0 or -x-2 = 0. Solving for x in the second equation:

-x-2 = 0

-x = 2

x = -2

Therefore, the solutions to the equation -x²-2x=0 are x = 0 and x = -2.

To solve x²-4x-8--6x by factoring, we can simplify it first by combining like terms:

x²-10x-8 = 0

To factor this quadratic, we need to find two numbers that multiply to -8 and add to -10. These numbers are -2 and -8, so we can write:

x²-2x-8x-8 = 0

(x²-2x) - (8x+8) = 0

x(x-2) - 8(x+1) = 0

(x-8)(x-2) = 0

Therefore, the solutions to the equation x²-4x-8--6x are x = 8 and x = 2.

To solve 3x² +12=-21x-24 by completing the square, we first need to move all the terms to one side:

3x² + 21x + 36 = 0

Next, we divide both sides by 3 to simplify the coefficient of x²:

x² + 7x + 12 = 0

To complete the square, we need to add and subtract (7/2)² = 49/4 inside the parentheses:

x² + 7x + 49/4 - 49/4 + 12 = 0

(x + 7/2)² = 1/4

Taking the square root of both sides and solving for x, we get:

x + 7/2 = ±1/2

x = -7/2 ± 1/2

Therefore, the solutions to the equation 3x² +12=-21x-24 by completing the square are x = -4 and x = -3.

To solve -x²-3x-13 = -2x² by using the quadratic formula, we first need to move all the terms to one side:

-x² + x - 13 = 0

Next, we identify the coefficients a, b, and c:

a = -1, b = 1, c = -13

Substituting these values into the quadratic formula:

x = (-b ± sqrt(b² - 4ac)) / 2a

x = (-1 ± sqrt(1² - 4(-1)(-13))) / 2(-1)

x = (-1 ± sqrt(1 + 52)) / (-2)

x = (-1 ± sqrt(53)) / (-2)

Therefore, the solutions to the equation -x²-3x-13 = -2x² by using the quadratic formula are approximately x = -3.25 and x = 4.25.

Step-by-step explanation:

The theoretical probability of the spinner not landing on red is 0.875.

The total number of sections on the spinner is 8, out of which only one section is red. Therefore, the probability of the spinner landing on red is:

P(Red) = 1/8

The probability of the spinner not landing on red would be the probability of landing on any other section, which is:

P(Not Red) = 1 - P(Red) = 1 - 1/8 = 7/8

Therefore, the theoretical probability of the spinner not landing on red is 7/8 or 0.875 in decimal form.

So, the correct answer is: 0.875.

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Answer:

D

Step-by-step explanation:

Answer:

c

Step-by-step explanation:

To compare the price per ounce of peas, we can divide the cost by the number of ounces in each can:15 ounce can: 49 cents / 15 ounces = 3.27 cents per ounce24 ounce can: 98 cents / 24 ounces = 4.08 cents per ounceBased on this calculation, the 15 ounce can of peas for 49 cents is the better buy in terms of price per ounce.b. To compare the price per package of margarine, we can divide the cost by the number of packages:Three packages: 99 cents / 3 packages = 33 cents per packageFive packages: $1.59 / 5 packages = 31.8 cents per packageBased on this calculation, the five packages for $1.59 is the better buy in terms of price per package.c. To compare the price per pound of beans, we can divide the cost by the number of pounds:4 pounds: $2.25 / 4 pounds = 56.25 cents per pound6 pounds: $3.95 / 6 pounds = 65.83 cents per poundBased on this calculation, the 4 pounds of beans for $2.25 is the better buy in terms of price per pound.

Answer:

1. 15 ounce can of peas for 49 cents would be a better buy

2.  five for $1.59 would be a better buy

3. 4 pounds of beans for $2.25 would be a better buy

For the first question, we can use unit price to determine which is the better buy. The unit price of the 15 ounce can of peas is 3.27 cents per ounce, while the unit price of the 24 ounce can is 4.08 cents per ounce. Therefore, the 15 ounce can is the better buy.

For the second question, we can use unit price again. The unit price of three packages of margarine is 33 cents per package, while the unit price of five packages is 31.8 cents per package. Therefore, buying five packages is the better buy.

To determine the better buy, we can use unit price once again. The unit price of 4 pounds of beans is 56.25 cents per pound, while the unit price of 6 pounds of beans is 65.83 cents per pound. Therefore, buying 4 pounds of beans for $2.25 is the better buy.

Thus, the amount in the account for the given principal, interest rate, time, and compounding period is $715.

The powerful investing principle of compounding entails generating returns on both your initial investment and returns you have already received. Compound growth has the potential to enormously increase your initial investment over time.

Given that-

principal, P = $500

interest rate, r=4%

time,  t = 9 years;

and compounding period n = 4 (quarterly)

formula for compound interest:

A = P[tex](1 + r/n)^{nt}[/tex]

A = 500[tex](1 + 0.04/4)^{4*9}[/tex]

A = 500 * 1.430

A = 715

Thus, the amount in the account for the given principal, interest rate, time, and compounding period is $715.

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The balloon payment at the end of 7 years would be $173,819.97, which is option A.

A 7/23 balloon mortgage means that April will make payments on the loan as if it were a 23-year mortgage, but the remaining balance of the loan will be due in full after 7 years.

To find the balloon payment at the end of 7 years, we can first calculate the monthly payment using the loan amount, interest rate, and loan term:

n = 23 * 12 = 276 (total number of payments)

r = 4.15% / 12 = 0.003458 (monthly interest rate)

P = (r * PV) / (1 - (1 + r)^(-n))

where

PV = $197,000

P = (0.003458 * $197,000) / (1 - (1 + 0.003458)^(-276)) = $1,007.14 (monthly payment)

Now we can calculate the remaining balance on the loan after 7 years. Since April is making payments as if it were a 23-year mortgage, she will have made 7 * 12 = 84 payments by the end of the 7th year.

Using the formula for the remaining balance of a loan after t payments:

B = PV * (1 + r)^t - (P / r) * ((1 + r)^t - 1)

Where

t = 84 (number of payments made)

B = $197,000 * (1 + 0.003458)^84 - ($1,007.14 / 0.003458) * ((1 + 0.003458)^84 - 1)

B = $173,819.97

Therefore, the balloon payment at the end of 7 years would be $173,819.97, which is option A.

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The expanded form of 2d with an exponent of -5 is 32d⁵

2d with an exponent of -5

[tex] {(2d)}^{ - 5} [/tex]

[tex] = \frac{1}{ {(2d)}^{5} } [/tex]

expand

[tex] = \frac{1}{2d \times2d \times2d \times2d \times2d } [/tex]

[tex] = {32d}^{5} [/tex]

Therefore, 2d with an exponent of -5 is 32d⁵

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[tex]\sqrt{64}[/tex] in terms of [tex]\sqrt[8]{2}[/tex] can be expressed as  [tex](\sqrt[8]{2})^{24}[/tex].

A root is a value in mathematics that, when multiplied by itself a particular number of times, generates a given value.The most commonly used roots are the square root (√), cube root (∛), and nth root (√n), where "n" represents a positive integer. For example, the cube root of 1331 is 11, because 11*11*11=1331.

Roots are important in a variety of mathematical operations, such as solving equations, simplifying expressions, and determining the sides of geometric forms like squares, cubes, and rectangles.

In the given problem,

[tex]\sqrt{64} =\sqrt{2*2*2*2*2*2} =\sqrt{2^{6} } =2^{\frac{6}{2} }=2^3[/tex]      (∵ [tex]\sqrt{a} =a^{\frac{1}{2} }[/tex] and [tex](a^m)^n = a^{mn}[/tex] )

Now, [tex]\sqrt[8]{2} =(2)^\frac{1}{8}[/tex]

Also,  [tex]2=2^\frac{8}{8}[/tex]

∴ [tex]\sqrt{64} =2^3=(2^\frac{8}{8} )^3 = (2^\frac{1}{8} )^{8*3} =(2^\frac{1}{8} )^{24}[/tex]

Hence, [tex]\sqrt{64} =(\sqrt[8]{2})^{24}[/tex]

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The correct answer is option B. Translate 1 to the left, scale vertically by 1/2, then reflect over the y-axis.

The process of modifying the shape, location, or features of a graph is often referred to as graph transformation. Graphs are visual representations of mathematical functions or data point connections, often represented on a coordinate plane.

Translations, reflections, rotations, dilations, and other changes to the look of a graph are examples of graph transformations.

For the given problem, Transformation to get the desired result can be carried out as:

Hence, to convert the graph of "y = k(x)" to the graph of "y = -k(x + 1)," the correct sequence of transformations is to translate 1 unit to the left, scale vertically by 1/2, and then reflect across the y-axis, which is option B.

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Answer: The answer to your question is D! Brainliest?

Step-by-step explanation:

To find the height needed to reach a volume of 240 ft^3, we can use the formula:

Volume = length x width x height

Substituting the given values, we get:

240 = 8 x 6 x height

Simplifying:

240 = 48 x height

height = 240/48

height = 5

Therefore, the height needed to reach a volume of 240 ft^3 is 5 feet.

Answer: (D) 5 feet.

The chance that a randomly selected individual will buy a car that charges at the least $30,000 is 0.9772, or approximately 97.72%.

To clear up this problem, we need to discover the probability that a randomly selected person will purchase a vehicle that prices as a minimum $30,000, given that the starting income rate of a new automobile on the Monticello vehicle lot is usually dispensed with a mean of $forty,000 and a preferred deviation of $5,000.

We can use the same Standard normal distribution to solve this problem with the aid of changing the beginning sales price of $30,000 to a z-score, and then using a standard normal distribution table or calculator to discover the corresponding opportunity.

The z-rating for a starting sales rate of $30,000 is:

z = (30,000 - 40,000) / 5,000 = -2

Using a standard normal distribution table or calculator, we will locate that the opportunity of a z-score less than or identical to -2 is approximately zero.0228.

But, we need to find the possibility that the starting sales price is at the least $30,000, so we want to subtract this chance from 1:

P(X ≥ 30,000) = 1 - P(X < 30,000)

P(X ≥ 30,000) = 1 - 0.0228

P(X ≥ 30,000) = 0.9772

Therefore, the chance that a randomly selected individual will buy a car that charges at the least $30,000 is 0.9772, or approximately 97.72%.

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The probability that 3 of the 9 randomly selected subjects entered a profession closely related to their college major is approximately 0.1665, or 16.65%.

To find the probability that 3 out of 9 randomly selected subjects entered a profession closely related to their college major, we can use the binomial probability formula:
[tex]P(X = k) = (n choose k) * p^k * (1 - p)^{n - k}[/tex]
where:
- P(X = k) is the probability of k successes (in this case, 3 people entering a profession closely related to their major)
- n is the number of trials (9 subjects)
- k is the number of successes (3 people)
- p is the probability of success (53% or 0.53)
- (n choose k) is the number of combinations of n items taken k at a time, which can be calculated as C(n, k) = n! / (k! * (n - k)!)
Plugging in the values, we get:
[tex]P(X = 3) = C(9, 3) * (0.53)^3 * (1 - 0.53)^{9 - 3}[/tex]
First, calculate the combinations (n choose k):
C(9, 3) = 9! / (3! * (9 - 3)!)
C(9, 3) = 9! / (3! * 6!)
C(9, 3) = 362880 / (6 * 720)
C(9, 3) = 84
Now, calculate the probabilities:
[tex]P(X = 3) = 84 * (0.53)^3 * (0.47)^6[/tex]
P(X = 3) = 84 * 0.148877 * 0.013325
P(X = 3) ≈ 0.1665.

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The trains will be 380 miles apart at 3:00 PM, which is 4 hours after the freight train leaves the station at 12 noon.

We can use the formula d = rt (distance = rate x time) to calculate the distance each train has traveled during this time:

Let's call the time elapsed from 12 noon until the trains meet as t hours.

During this time, the freight train has traveled at a rate of 50 mph for t hours and the passenger train has traveled at a rate of 60 mph for (t-1) hours (since it started one hour after the freight train).

Distance traveled by freight train = 50t

Distance traveled by passenger train = 60(t-1)

The total distance between the two trains at time t is the sum of these distances, which we can write as:

Total distance = 50t + 60(t-1)

We want to find the time t at which the total distance is 380 miles. So we can set up the equation:

50t + 60(t-1) = 380

Simplifying this equation, we get:

110t - 60 = 380

110t = 440

t = 4

Therefore, the time elapsed from 12 noon until the trains meet is 4 hours. Since the passenger train left one hour after the freight train, it has been traveling for 3 hours.

So the time at which the trains are 380 miles apart is 3:00 PM (12 noon + 4 hours).

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The number of volunteers who worked more than 15 hours can be found by summing up the frequencies

of the bars in the histogram that represent the groups with more than 15 hours of community service.

To determine how many volunteers worked more than 15 hours using the given histogram.

Identify the section of the histogram that represents volunteers who worked more than 15 hours.

Read the height (frequency) of the bars representing the groups of volunteers with more than 15 hours of community

service.

Add the frequencies of these bars to get the total number of volunteers who worked more than 15 hours.

In conclusion, the number of volunteers who worked more than 15 hours can be found by summing up the frequencies

of the bars in the histogram that represent the groups with more than 15 hours of community service.

for such more question on volunteers

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Answer:

I would say convenience sampling. It's hard to tell. Sampling every other person is like systematic sampling, BUT convenience sampling would be to sample people that are easy to reach.