In a class of students, the following data table summarizes the gender of the students
and whether they have an A in the class. What is the probability that a female student
does not have an A?
Has an A
Does not have an A
Female Male
4
8
5
11
Answers
A female student's probability of not receiving an A is 0.56, or 56%.
What makes probability so special?Probability and probability, as well as its cognates in various modern languages, come from the educated Latin of the Middle Ages called probabilis, which Cicero used to refer to a viewpoint as being plausible or generally accepted. Ancient French probabilite is where the word probability came from (14 c.)
We must utilise the data in the table to determine the likelihood that a female student will not receive an A.
There are 16 male students and 9 female students in the class, according to the table. Of the nine female students, four received As compared to five Bs.
Hence, the The likelihood that a female student won't receive an A is: P (Female student does not have an A) = Total number of female students / Number of female students without an A
P
Female student does not have an A (Female student does not have an A) = 5/9 P(Female student does not have an A) = 0.56 or 56%.
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Related Questions
The supplement of an angle is 30 more than twice its complement. What is the measure of the
angle?
Answers
Answer: 30
180 - x = 180 - 2x + 30
x = 30
Answer:
The measure of the unknown angle is 30°.
Step-by-step explanation:
Let the measure of the unknown angle be x°.
Supplementary angles are two angles whose measures sum to 180°.
Complementary angles are two angles whose measures sum to 90°.
Therefore, the supplement of x° is (180 - x)°, and its complement is (90 - x)°.
Given that the supplement is 30° more than twice its complement:
(180 - x)° = 2(90 - x)° + 30°
To find the measure of the angle, solve the equation:
⇒ (180 - x)° = (180 - 2x)° + 30°
⇒ 180° - x° = 180° - 2x° + 30°
⇒ 180° - x° = 210° - 2x°
⇒ 180° - x° + 2x° = 210° - 2x° + 2x°
⇒ 180° + x° = 210°
⇒ 180° + x° - 180° = 210° - 180°
⇒ x° = 30°
Therefore, the measure of the unknown angle is 30°.
How to turn 0. 1212121212 into a simplified fraction
Answers
Answer:
4/33
Step-by-step explanation:
You want to write 0.1212...(repeating) as a simplified fraction.
Repeating decimalA repeating decimal beginning at the decimal point can be made into a fraction by expressing the repeating digits over an equal number of 9s.
Here, there are 2 repeating digits, so the basic fraction is ...
12/99
This can be reduced by removing a factor of 3 from numerator and denominator:
[tex]0.\overline{12}=\dfrac{12}{99}=\boxed{\dfrac{4}{33}}[/tex]
__
Additional comment
Formally, you can multiply any repeating decimal by 10 to the power of the number of repeating digits, then subtract the original number. This gives the numerator of the fraction. The denominator is that power of 10 less 1.
0.1212... = (12.1212... - 0.1212...)/(10^2 -1) = 12/99
Doing this multiplication and subtraction also works for numbers where the repeating digits don't start at the decimal point. Finding a common factor with 99...9 may not be easy.
You can also approach this by writing the number as a continued fraction. The basic form is ...
[tex]x=a+\cfrac{1}{b+\cfrac{1}{c+\cdots}}[/tex]
where 'a' is the integer part of the original number, and b, c, and so on are the integer parts of the inverse of the remaining fractional part. The attachment shows how this works for the fraction in the problem statement.
A calculator cannot actually represent a repeating decimal exactly, so error creeps in and may eventually become significant.
PLEASE HELP An elevator goes down 3 floors, up 5 floors, and finally down 7 floors. Which expression represents the total number of floors the elevator traveled?
*
A | -3 | + | 5 | + | -7 |
B | -3 | - | 5 | + | -7 |
C ( -3 ) + 5 + ( -7 )
D 3 - 5 + 7
Answers
Answer:
B is the answer
Step-by-step explanation:
a children's liquid medicine contains 100 mg of the active ingredient in 5 ml . if a child should receive 300 mg of the active ingredient, how many milliliters of the medicine should the child be given? for the purposes of this question, assume that these numbers are exact.
Answers
The child should be given 15 ml of the medicine to receive 300 mg of the active ingredient.
The given problem requires us to determine the number of milliliters of a liquid medicine that a child should receive in order to obtain a specific dosage of the active ingredient. We are given that the medicine contains 100 mg of the active ingredient in 5 ml.
The child needs to receive 300 mg of the active ingredient, and there are 100 mg of the active ingredient in 5 ml of the medicine. Therefore, the child should be given:
[tex]\frac{300 mg}{100mg/5ml} = \frac{300\text{ mg} \times 5\text{ ml}}{100\text{ mg}} = 15\text{ ml}$$[/tex]
So the child should be given 15 ml of the medicine to receive 300 mg of the active ingredient.
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the radius of a circle is changing at .5 cm/sec. find the rate of change of the area when the radius is 4 cm.
Answers
The rate of change of the area of a circle when the radius is 4 cm is 4π cm2/sec.
This can be calculated using the formula for the area of a circle (A = πr2) and the chain rule for derivatives. The chain rule states that when the radius (r) changes, the area of a circle (A) is equal to 2πr times the rate of change of the radius (dr/dt).
Therefore, the rate of change of the area of a circle when the radius is 4 cm is equal to 2π(4 cm) × (0.5 cm/sec) = 4π cm2/sec.
Note that if the rate of change of the radius were different, the rate of change of the area would also be different. This formula can be used to calculate the rate of change of the area of a circle at any given radius, as long as the rate of change of the radius is known.
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what is the probability that the first question she gets right is question number 4? group of answer choices
Answers
The probability that the first question she gets right is question number 4, is 0.1054.
Number of options there are for a single query = 4
P(guessing correct answer for a single question) = 1/4
P(guessing correct answer for a single question) = 0.25
Probability of getting correct answer P(correct) = 0.25
Probability of getting wrong answer P(wrong) = 1 - Probability of getting correct answer
Probability of getting wrong answer P(wrong) = 1 - 0.25
Probability of getting wrong answer P(wrong) = 0.75
So, the probability that the first question she gets right is question number 4 = Probability of getting 1st question wrong × Probability of getting 2nd question wrong × Probability of getting 3rd question wrong × Probability of getting 4th question right
The probability that the first question she gets right is question number 4 = 0.75 × 0.75 × 0.75 × 0.25
The probability that the first question she gets right is question number 4 = 0.1055
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The complete question is:
In a multiple choice exam, there are 5 questions and 4 choices for each question (a, b, c, d). Nancy has not studied for the exam at all and decides to randomly guess the answers. (Round your answers to four decimal places.)
What is the probability that the first question she gets right is question number 4?
Triangle ABC is shown below. Describe how we could use circles to determine whether this is an equilateral triangle.
Answers
In Triangle ABC, we can draw a circle around each vertex of the triangle.
If the radii of all three circles are equal, then Triangle ABC is an equilateral triangle.
What is radii?Radii is the plural form of radius. It is half of the diameter and the length of the radius is used to calculate the area and circumference of the circle.
To determine whether a triangle is an equilateral triangle, we can use circles.
In this method, we draw three circles, one around each vertex of the triangle.
We then measure the radii of the circles, ensuring that they are all equal. If the radii of the three circles are equal, then the triangle is an equilateral triangle.
In Triangle ABC, we can draw a circle around each vertex of the triangle. Then, we could use a measuring tool to measure the radii of each circle. If the radii of all three circles are equal, then Triangle ABC is an equilateral triangle.
This method of using circles to determine whether a triangle is an equilateral triangle is simple and efficient. It does not require any complex calculations, and it is easy to understand.
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Use the Law of Cosines to solve the triangle. (Let a = 11.3 ft and c = 12.9 ft. Round your answer for b to two decimal places. Round your answers for A and C to the nearest minute.)
Answers
The triangle has sides; a = 11.3 ft, b = 9.03 ft, and c = 12.9 ft. 1
Angles of approximately A = 59°, B = 51°, and C = 70°
What is a triangle?Triangle is a shape of three line segments these segments have three points which crosses it.
The Law of Cosines states that;
c² = a² + b² - 2ab Cos(C)
put values;
12.9² = 11.3² + b² - 2(11.3)(b) Cos(C)
166.41 = 127.69 + b² - 22.6b Cos(C)
b² - 22.6b Cos(C) - 38.72 = 0
We know the quadratic formula, solve it for value of b:
b = [-22.6 Cos(C) ± [tex]\sqrt{(22.6Cos(C))^2 - 4*1*(-38.72)))[/tex]] / (2×1)
b = -11.3 Cos(C) ± [tex]\frac{\sqrt{510.76 Cos^2(C) + 154.88}}{2}[/tex]
To solve for the angles A and C, we can use the Law of Sines, which states that for any triangle with sides of lengths a, b, and c, and its opposite angles which are A, B, and C, So the equation is:
sin(A)/a = sin(B)/b = sin(C)/c
We know that c = 12.9 ft and a = 11.3 ft, and we have just found b, so we can use the Law of Sines to solve for the angles A and C.
sin(A)/11.3 = sin(C)/12.9
sin(A) = (11.3/12.9)sin(C)
sin(A) = 0.875969
A = [tex]Sin^{-1}(0.875969)[/tex]
A ≈ 59° (rounded to the nearest minute)
Now we can use the fact that the sum of the angles in a triangle is 180° to solve for C:
C = 180° - A - B
C = 180° - 59° - [tex]Sin^{-1}[/tex]([22.6cos(C) ± [tex]\sqrt{(511.56 - 154.88 Cos^2(C)) }[/tex]] / 2)
We can use a numerical solver to find the value of C that satisfies this equation. One possible value for C is:
C ≈ 70° (rounded to the nearest minute)
Finally, we can use the Law of Sines again to find the other angle B:
Sin(B)/b = sin(C)/c
Sin(B) = (b/12.9)sin(C)
Sin(B) = (b/12.9)sin(70°)
B = [tex]Sin^{-1}[/tex]((b/12.9)sin(70°))
By putting the value of b,
B ≈ 51° (rounded to the nearest minute)
Therefore, the triangle has sides of lengths 11.3 ft, approximately 9.03 ft, and 12.9 ft, and angles of approximately 59°, 51°, and 70°.
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you roll a dice with 6 sides what is the probability of....... write your answer as a fraction....roll a 5,roll a 6,roll a c or 4,roll an odd number,roll an even nuber,roll a number greater than 3?,roll an even number less that 5?,roll a multiple of 2(2,4,6),roll a factor of 6(6,4,2,1).
Answers
Roll a 5: There is only one way to roll a 5 out of six possible outcomes, so the probability of rolling a 5 is 1/6.
Roll a 6: Similarly, there is only one way to roll a 6 out of six possible outcomes, so the probability of rolling a 6 is 1/6.
Roll a c or 4: There are two ways to roll a 4 (rolling a 4 or rolling a 3) and one way to roll a 3, so there are three ways to roll a 4 or c out of six possible outcomes. Therefore, the probability of rolling a 4 or c is 3/6, simplifying it to 1/2.
Roll an odd number: There are three odd numbers (1, 3, 5) out of six possible outcomes, so the probability of rolling an odd number is 3/6, simplifying to 1/2.
Roll an even number: There are three even numbers (2, 4, 6) out of six possible outcomes, so the probability of rolling an exact number is 3/6 or 1/2.
Roll a number greater than 3: There are three numbers greater than 3 (4, 5, 6) out of six possible outcomes, so the probability of rolling a number greater than 3 is 3/6, which simplifies to 1/2.
Roll an even number less than 5: There is only one number less than 5 (2) out of six possible outcomes, so the probability of rolling an actual number less than 5 is 1/6.
Roll a multiple of 2 (2, 4, 6): There are three multiples of 2 out of six possible outcomes, so the probability of rolling a multiple of 2 is 3/6, simplifying to 1/2.
Roll a factor of 6 (1, 2, 3, 6): There are four factors of 6 out of six possible outcomes, so the probability of rolling a factor of 6 is 4/6, which simplifies to 2/3.
So the probabilities for each event expressed as fractions are:
Roll a 5: 1/6
Roll a 6: 1/6
Roll a 4 or c: 1/2
Roll an odd number: 1/2
Roll an even number: 1/2
Roll a number greater than 3: 1/2
Roll an even number less than 5: 1/6
Roll a multiple of 2: 1/2
Roll a factor of 6: 2/3
Choose the statements that describe characteristics of a probability distribution? Select all that apply.
A. Half of the possible outcomes have associated probabilities grater than 0. 5.
B. The probability of an outcome is between 0 and 1.
C. The sum of the probabilities of all possible outcomes is 1.
D. The distribution is symmetrical.
E. The outcomes are mutually exclusive
Answers
B. The probability of an outcome is between 0 and 1. C. The sum of the probabilities of all possible outcomes is 1.
Option B is correct because probability values must be between 0 and 1.
Option C is correct because the sum of the probabilities of all possible outcomes must equal 1.
Option A is incorrect because it is not necessary for half of the possible outcomes to have probabilities greater than 0.5.
Option D is incorrect because the distribution does not have to be symmetrical.
Option E is incorrect because the outcomes can have common events and can be dependent.
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Angle PQR is isosocles with PQ=PR= 7. 5cm and QR = 9cm. The height PS from P to QR,is 6cm. Find the area of Angle PQR. What will be the height from R to PQ that is RT
Answers
The height RT from R to PQ is approximately 3.16 cm.
To find the area of triangle PQR, we can use the formula:
Area = 1/2 * base * height
Since PQR is isosceles with PQ = PR, the base is PQ or PR. We can choose PQ as the base. Then the height is PS.
Area of PQR = 1/2 * PQ * PS
Since PQ = PR = 7.5 cm and PS = 6 cm, we can substitute these values into the formula and simplify:
[tex]Area of PQR = 1/2 * 7.5 cm * 6 cm[/tex]
[tex]Area of PQR = 22.5 cm^2[/tex]
Therefore, the area of triangle PQR is [tex]22.5 cm^2[/tex].
To find the height RT from R to PQ, we can use the Pythagorean theorem.
Let's draw a perpendicular line from R to PQ, intersecting at T. Then we have a right triangle PRT with hypotenuse PR and legs PT and RT.
Since PQR is isosceles, we can also see that angle PQR is equal to angle PRQ. Therefore, angles PQR and PRQ are equal and each is approximately 69.3 degrees (using inverse cosine function).
Using the sine function, we can find the length of PT:
sin(69.3) = PT / 7.5
PT = 7.5 * sin(69.3)
PT ≈ 6.93 cm
Using the Pythagorean theorem, we can find the length of RT:
[tex]RT^2 + PT^2 = PR^2[/tex]
[tex]RT^2 = PR^2 - PT^2[/tex]
[tex]RT^2 = 7.5^2 - 6.93^2[/tex]
RT ≈ 3.16 cm
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here is a cylinder with hight 4 units and diameter 10 units
what is the volume of the cylinder's base?
what is the volume of this cylinder's?
Answers
Step-by-step explanation:
Diameter = 10 units then radius, r = 5 inches
Cylinder's base AREA = pi r^2 = pi (5)^2 = 25 pi = 78.54 units^2
Base area * height = volume = 25 pi * 4 = 100 pi =314.2 units^3
the number of hours needed to complete a trip, h, varies inversely with the driving speed, s. a trip can be completed in 5 hours at a speed of 60 miles per hour. find the equation that represents this relationship.
Answers
The equation that represents the relationship between the number of hours needed to complete a trip, h, and the driving speed, s, is h = 5/s. This means that the number of hours needed to complete the trip is inversely proportional to the driving speed.
When the driving speed is 60 miles per hour, the number of hours needed to complete the trip is 5 (h = 5/60). If the driving speed is increased to 90 miles per hour, the number of hours needed to complete the trip is 5/90 (h = 5/90).
In general, as the driving speed increases, the number of hours needed to complete the trip decreases.
To summarize, the equation that represents the inverse relationship between the number of hours needed to complete a trip and the driving speed is h = 5/s. This equation can be used to determine the number of hours needed to complete a trip at any given speed.
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the stopping distance s of a car varies directly as the square of its speed v. if a car traveling at 40 mph requires 80 ft to stop, find the stopping
Answers
If a car traveling at 40 mph requires 80 feet to stop, the stopping distance S of a car varies directly as the square of its speed v and is equal to 180 feet.
Given, the stopping distance S of a car varies directly as the square of its speed v. So the relation can be represented as,
S ∝ v2
Here, the constant of proportionality is k.
S = kv2 ——— (1)
Given, when the speed v = 40 mph, stopping distance s = 80 feet.
Therefore, from equation (1), we have
80 = k × 402
k = 80/1600
k = 0.05
Hence, the relation between the stopping distance S and the speed v of the car can be given as
S = 0.05v2
To find the stopping distance S of the car at speed v = 60 mph, substitute v = 60 in the above equation.
S = 0.05 × 602
S = 0.05 × 3600
S = 180 feet
Therefore, the stopping distance of a car traveling at 60 mph would be 180 feet.
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which value of n makes the equation true
-[tex]\frac{1}{2}n=-8[/tex]
Answers
Answer:
16
Step-by-step explanation:
When we divide the entire equation by 1/-2 to get rid of the coefficient of n we get n = 16.
Align the variables in the equations.
2x - 3y = 9
1-6x +9y = -7
Answers
The variables in the equations are aligned as follows: 2x - 3y = 9 and
2x - 3y = 8/3
What does it mean by align a system of linear equation?When we talk about aligning a system of linear equations, we mean rearranging the equations so that the variables are in the same order and have the same coefficients. This is done to make it easier to apply methods for solving systems of equations, such as substitution or elimination.
In a system of linear equations, each equation typically involves two or more variables. The variables may have different coefficients in each equation, and they may appear in a different order. Aligning the system involves rearranging the equations in a way that puts the variables in the same order, with the same coefficients.
Align the variables in given the system of linear equations :
To align the variables in the given equations, we need to rearrange the second equation so that the coefficients of and are the same as in the first equation.
To align the variables in the equations, we need to rearrange the terms so that the x, y, and constant terms are all grouped together.
Starting with the first equation:
2x - 3y = 9
We can rearrange this as:
2x = 3y + 9
Now we can divide both sides by 2 to get x by itself:
x = (3/2)y + 4.5
Now let's move on to the second equation:
1-6x +9y = -7
We can rearrange this as:
-6x + 9y = -8
Next, we'll divide both sides by -3 to get x by itself:
2x - 3y = 8/3
Now both equations are in the form of:
ax + by = c
where a, b, and c are constants. The aligned equations are:
2x - 3y = 9
2x - 3y = 8/3
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Philippe knows there is a $20\%$ chance that it will rain tomorrow and an $80\%$ chance that it will not rain tomorrow. Part A Philippe considers making a spinner to simulate the probability of it raining tomorrow. Describe what the spinner could lPhilippe knows there is a $20\%$ chance that it will rain tomorrow and an $80\%$ chance that it will not rain tomorrow. Part A Philippe considers making a spinner to simulate the probability of it raining tomorrow. Describe what the spinner could look like and the steps he should take to perform the simulation. Ook like and the steps he should take to perform the simulation
Answers
Philippe can perform a simulation of rain or no rain for tomorrow by spinning a spinner with two sections labeled "Rain" and "No rain."
The spinner could be divided into two sections, one labeled "Rain" and the other labeled "No rain." To perform the simulation, Philippe would need to give the spinner a spin and observe which section it lands on. If it lands on the "Rain" section, he would consider that as an outcome of rain for tomorrow, and if it lands on the "No rain" section, he would consider that as an outcome of no rain for tomorrow. To make the simulation more accurate, he could repeat the process multiple times and record the number of times the spinner lands on each section.
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Help please, Which value of x satisfies the equation 7/3(x+9/28)=20
Answers
Answer:
Step-by-step explanation:
[tex]\frac{7}{3} (x+\frac{9}{28} )=20[/tex]
[tex]7 (x+\frac{9}{28} )=60[/tex] (multiplied both sides by 3)
[tex]x+\frac{9}{28} =\frac{60}{7}[/tex] (divided both sides by 7)
[tex]x=\frac{60}{7}-\frac{9}{28}=\frac{240}{28}-\frac{9}{28}=\frac{231}{28} =8.25[/tex] (subtracted [tex]\frac{9}{28}[/tex] both sides and solved)
Enlarge shape A by scale factor 3.5 with centre of enlargement (8, -7).
What are the coordinates of the vertices of the image?
Answers
Thus, the vertices of the larger square have the following coordinates: (-6, 7), (1, 7),(1, 0), and (-6 ,0).
Explain about the scale factor?The ratio of the scale of an original thing to a new object that is a representation of it but of a variable size is known as a scale factor (bigger or smaller).
The procedures below can be used to increase form A by a scale factor of 3.5 with the centre of enlargement at (8,-7).
Transform the square so that its origin is where the centre of enlargement is (0,0).
To do this, we deduct each vertex's coordinates from the centre of enlargement (8,-7):
A = (4 - 8, -3+ 7) = (-4, 4)
B = (6 -8, -3 + 7) = (-2, 4)
C = (6 - 8, -5 + 7) = (-2, 2)
D = (4 - 8, -5 + 7) = (-4, 2)
Multiply the coordinates of the each vertex by the scaling factor (3.5) to enlarge the translated square:
A = (-14, 14)
B = (-7, 14)
C = (-7, 7)
D = (-14, 7)
By adding those coordinates of the centre of the enlargement (8,-7) to each vertex, move the square from its larger state back to its original one:
A = (-14 + 8, 14-7) = (-6, 7)
B = (-7 + 8, 14-7) = (1, 7)
C = (-7 + 8, 7-7) = (1, 0)
D = (-14 + 8, 7-7) = (-6 ,0)
As a result, the vertices of the larger square have the following coordinates: (-6, 7), (1, 7),(1, 0), and (-6 ,0).
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if the matrix product a1b is known, how could you calculate b1a without necessarily knowing what a and b are?
Answers
We can calculate its product by taking the dot product of each row of B1A and each column of A1B. In this way, we can calculate B1A without knowing the values of A and B.
The matrix product of two matrices, A and B, is defined as the matrix C, where C = AB. To calculate the product of two matrices, we must take the dot product of each row of A and each column of B. If we are given a matrix product A1B, then we can calculate B1A without necessarily knowing what A and B are.
To do so, we must first invert the matrix A1B. We can do this by solving a system of equations. We can set up this system of equations by treating the entries of A1B as the coefficients in a system of equations, and solving for the entries of B1A. Once we have found the inverse, we can calculate the matrix B1A.
Finally, once we have the matrix B1A, we can calculate its product by taking the dot product of each row of B1A and each column of A1B. In this way, we can calculate B1A without knowing the values of A and B.
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Simon is making a frame for a photo that measures 6 inches by 8 inches. He wants the frame to be the same width all the way around and the total area of the frame and photo to be 120 square inches. Which quadratic equation represents the area of the picture and frame?
Answers
Answer: A
Step-by-step explanation:
The number of shoes sold varies inversely with the price two thousand shoes can be sold at the price of $250
Answers
The phrase "the number of shoes sold changes inversely with price" suggests that as the price of the shoes rises, so does the number of shoes sold, and vice versa.
We know that 2000 shoes can be sold for $250 in this circumstance. Using the inverse variation formula, we can write: k/Price = number of shoes sold where k is a proportionality constant. We may use the following information to calculate the value of k: 2000 = k/250 When we multiply both sides by 250, we get: k = 500000 In this case, the equation for the inverse variation is: Price/number of shoes sold = 500000 We may use this equation to compute the number of shoes sold at various prices. For instance, if the price is If the price is $300, the number of shoes sold is: The number of shoes sold is 500000/300, which is 1666.67. As a result, at a price of $300, about 1666.67 pairs of shoes would be sold.
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What is the relationship between the number of shoes sold and the price, given that the number of shoes sold varies inversely with the price? If 2,000 shoes are sold at a price of $250, what would be the price of the shoes if 3,000 shoes are sold?
What is the percent of wolves that are neither female nor hunt in medium‑sized packs?
Answers
Number of wolves hunting in medium-sized packs) to perform these calculations and obtain the percentage.
To find the percent of wolves that are neither female nor hunt in medium-sized packs, follow these steps:
1. Determine the total number of wolves.
2. Identify the number of female wolves and those that hunt in medium-sized packs.
3. Subtract the number of wolves that fit into either category from the total number of wolves.
4. Divide the remaining number of wolves by the total number and multiply by 100 to get the percentage.
Please provide the necessary data (total number of wolves, number of female wolves, and number of wolves hunting in medium-sized packs) to perform these calculations and obtain the percentage.
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10. The state fair is a popular field trip destination. This year the senior class at High School A and the senior class at High School B both planned trips there. The senior class at High School A rented and filled 8 vans and 8 buses with 240 students. High School B rented and filled 4 vans and 1 bus with 54 students. Every van had the same number of students in it as did the buses. Find the number of students in each van and in each bus.
The senior classes at High School A and High School B planned separate trips to New York City. The senior class at High School A rented and filled 1 van and 6 buses with 372 students. High School B rented and filled 4 vans and 12 buses with 780 students. Each van and each bus carried the same number of students. How many students can a van carry? How many students can a bus carry?
Brenda's school is selling tickets to a spring musical. On the first day of ticket sales the school sold 3 senior citizen tickets and 9 child tickets for a total of $75. The school took in $67 on the second day by selling 8 senior citizen tickets and 5 child tickets. What is the price each of one senior citizen ticket and one child ticket?
Matt and Ming are selling fruit for a school fundraiser. Customers can buy small boxes of oranges and large boxes of oranges. Matt sold 3 small boxes of oranges and 14 large boxes of oranges for a total of $203. Ming sold 11 small boxes of oranges and 11 large boxes of oranges for a total of $220. Find the cost each of one small box of oranges and one large box of oranges.
A boat traveled 336 miles downstream and back. The trip downstream took 12 hours. The trip back took 14 hours. What is the speed of the boat in still water? What is the speed of the current?
Flying to Kampala with a tail wind a plane averaged 158 km/h. On the return trip the plane only averaged 112 km/h while flying back into the same wind. Find the speed of the wind and the speed of the plane in still air.
The school that Stefan goes to is selling tickets to a choral performance. On the first day of ticket sales the school sold 3 senior citizen tickets and I child ticket for a total of $38. The school took in $52 on the second day by selling 3 senior citizen tickets and 2 child tickets. Find the price of a senior citizen ticket and the price of a child ticket.
The sum of the digits of a certain two-digit number is 7. Reversing its digits increases the number by 9.
What is the number?
A boat traveled 210 miles downstream and back. The trip downstream took 10 hours. The trip back took 70 hours. What is the speed of the boat in still water? What is the speed of the current?
Answers
Let's assume that each van and each bus can carry "x" number of students.
What is the equations based information?Let's assume there are "x" students in each van and each bus. Therefore, the total number of students in High School A's senior class is 8x + 8x = 16x. We know that the total number of students in High School A's senior class is 240, so we can set up an equation:
16x = 240
Solving for x, we get:
x = 15
So, each van and each bus had 15 students in it for High School A's senior class.
Similarly, for High School B, the total number of students is 4x + 1x = 5x. We know that the total number of students in High School B's senior class is 54, so we can set up an equation:
5x = 54
Solving for x, we get:
x = 10.8
Since the number of students must be a whole number, we can round up to 11. Therefore, each van and each bus had 11 students in it for High School B's senior class.
Therefore, the total number of students in High School A's senior class is 1x + 6x = 7x. We know that the total number of students in High School A's senior class is 372, so we can set up an equation:
7x = 372
Solving for x, we get:
x = 53
Therefore, each van and each bus can carry 53 students for High School A's senior class.
Similarly, for High School B, the total number of students is 4x + 12x = 16x. We know that the total number of students in High School B's senior class is 780, so we can set up an equation:
16x = 780
Solving for x, we get:
x = 48.75
Since the number of students must be a whole number, we can round up to 49. Therefore, each van and each bus can carry 49 students for High School B's senior class.
Let's assume that the price of one senior citizen ticket is "s" and the price of one child ticket is "c". Therefore, we can set up two equations based on the given information:
[tex]3s + 9c = 75[/tex]
[tex]8s + 5c = 67[/tex]
We can solve these equations simultaneously to find the values of "s" and "c". One way to do this is to multiply the first equation by 8 and the second equation by 3, so that we can eliminate "c" and solve for "s":
[tex]24s + 72c = 600[/tex]
[tex]24s + 15c = 201[/tex]
Subtracting the second equation from the first, we get:
57c = 399
Solving for "c", we get:
c = 7
Substituting this value into one of the original equations, we can solve for "s":
[tex]3s + 9(7) = 75[/tex]
[tex]3s + 63 = 75[/tex]
[tex]3s = 12[/tex]
[tex]s = 4[/tex]
Therefore, one senior citizen ticket costs $4 and one child ticket costs $7.
Let's assume that the speed of the boat in still water is "b" and the speed of the current is "c".
Therefore, we can set up two equations based on the given information:
[tex]336 = (b + c) * 12[/tex]
[tex]336 = (b - c) * 14[/tex]
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8x 2 + [ 3x3-8] = with explanation pls and its due in six minutes
Answers
Answer: 16x+3x^3−8
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if the odds on a bet are 16:1 against, what is the probability of winning? express your answer as a fraction.
Answers
The probability of winning is 1/17, which can also be expressed as a decimal (approximately 0.059) or as a percentage (approximately 5.9%).
The odds on a bet represent the ratio of the probability of winning to the probability of losing. In this case, the odds are 16:1 against winning, which means that the probability of winning is 1 out of 16.
To express this probability as a fraction, we can use the formula:
Probability of winning = 1 / (odds + 1)
Plugging in the given odds, we get:
Probability of winning = 1 / (16 + 1)
Probability of winning = 1/17
In this case, the odds of 16:1 against winning correspond to a probability of 1/17, which represents the chance of winning the bet.
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Help me with these please!!
Answers
The angle ABD is 35 degrees, AC is 20 units long, and AB is 29 units long.
What in mathematics is an angle?An angle is created by combining two rays (half-lines) that have a common terminal. The angle's vertex is the latter, while the rays are alternately referred to as the angle's legs and its arms.
Triangle ABD's angle ABC is one of its outside angles, making it equal to the sum of the opposing interior angles.
Angle ABC = Angle ABD + Angle ACD
replacing the specified values:
110° = Angle ABD + 75°
Simplifying:
Angle ABD = 110° - 75°
Angle ABD = 35°
Due of their shared angles, the two triangles are comparable. This fact can be used to establish a ratio between the corresponding sides:
AC / CD = AB / BD
replacing the specified values:
AC / 10 = 16 / 8
Simplifying:
AC = 20
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Complete Question:
Find the angle ∠ABD jn the given figure
solve for x (Please leave an explanation)
Answers
The value of x for the angle 100 + x under the top parallel line is equal to -10.
What are angles formed by a pair of parallel lines cut by a transversal line?When a transversal line intersects a pair of parallel lines, several angles are formed which includes: Corresponding angles, vertical angles, and alternate angles.
The angle 100 + x formed by the top parallel line and the transversal line perpendicular to to it is equal to 90° so we can solve for the value of x as follows:
100 + x = 90
subtract 100 from both sides
x = 90 - 100
x = -10.
Therefore, the value of x for the angle 100 + x under the top parallel line is equal to -10.
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Noah was at home. He got on his bike and rode to his friends
Answers
Answer:
what's your exact question
Answer:
can u pls type the full question
Jason has a block of clay that is made up of two rectangular pieces of
different colors. Find the volume of the block of clay.
The measurements of the two clay blocks are:
6 cm
4 cm
3 cm
5 cm
Answers
Answer: 132 cubic centimeters
Step-by-step explanation:
To find the volume of the block of clay, we need to add the volumes of the two rectangular pieces.
The volume of a rectangular solid can be found by multiplying its length, width, and height. Let's call the first rectangular piece A and the second rectangular piece B. Then the dimensions of A are 6 cm (length), 4 cm (width), and 3 cm (height), and the dimensions of B are 5 cm (length), 4 cm (width), and 3 cm (height).
The volume of A is:
Volume of A = length x width x height = 6 cm x 4 cm x 3 cm = 72 cubic centimeters
The volume of B is:
Volume of B = length x width x height = 5 cm x 4 cm x 3 cm = 60 cubic centimeters
So the total volume of the block of clay is:
Volume of block = Volume of A + Volume of B = 72 cubic centimeters + 60 cubic centimeters = 132 cubic centimeters
Therefore, the volume of the block of clay is 132 cubic centimeters.