There are 220 students in Year 9
There are 20% more boys than girls.
a) How many boys and how many girls are there in Year 9?​

Answer:

23% chance

Step-by-step explanation:

There are a total of 26 students in the class, and 6 of them play basketball and 15 of them play baseball. This means that there are 6 + 15 - 9 = 12 students who play either basketball or baseball, and 9 students who play neither.

Of the 12 students who play either basketball or baseball, 6 of them play basketball and 15 of them play baseball, so there are 6 students who play both basketball and baseball. This means that the probability that a student chosen randomly from the class plays both sports is 6 / 26 = 0.23, or 23%.

The equation can have no solution or as many solutions as possible

Terrence's conclusion that the equation has infinitely many solutions is false

The equation is given as:

101 - 6+ 2 = 4(3x - 1) - 2

Open the bracket

101 - 6+ 2 = 12x - 4 - 2

Collect the like terms

12x = 101 - 6+ 2 + 4 + 2

Evaluate the like terms

12x = 103

Divide both sides by 12

x =103/12

The above shows that the equation has one solution

Hence, Terrence's conclusion that the equation has infinitely many solutions is false

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We want to find the value of x, which is the hypotenuse of the triangle on the image.

We will see that the value of x is 5.77 units.

On the figure we can see a right triangle, we want to find the value of x, which is the hypotenuse of this triangle.

To do so, we can use the trigonometric relation:

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

Where θ is an internal angle of the triangle, and the adjacent cathetus is the cathetus that forms the angle.

Here we can use θ = 30°, and the adjacent cathetus is the one that has a measure of 5 units,  then the value of x is given by the equation:

cos(30°) = 5/x

Solving that for x we will get:

x = 5/cos(30°) = 5.77

The hypotenuse measures 5.77 units.

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x is greater than eleven thirds.

Inequality are expression that have <, > , ≤ and ≥ .

Therefore,

1 / 5 (5x) + 10 + 5x > 32

Hence,

1 / 5 × 5x + 10 + 5x > 32

x + 10 + 5x >32

combine like terms

x + 10 + 5x >32

x + 5x + 10 > 32

Therefore,

x + 5x + 10 > 32

6x + 10 > 32

subtract 10 from both sides

6x + 10 - 10 > 32 - 10

6x > 22

divide both sides by 6

x > 22 / 6

x > 11 / 3

Therefore, x is greater than eleven thirds.

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Twice means two times

18.9 - 2x = 9.9

18.9 -18.9 -2x=9.9 - 18.9

-2x=9.9 - 18.9

(-2x= -9) divide both sides by negative two

-2x/-2 = -9/-2

x=4.5

Organizational culture is defined as the common beliefs, values, attitudes, customs, behaviors, and traditions that characterize a specific organization and determine the manner in which it functions. Organizational culture is set by the manager.

In a corporate or business environment, organizational culture can influence the daily operations of employees. It is the responsibility of managers to create a positive culture that emphasizes teamwork, respect, integrity, and accountability. The manager is an essential individual responsible for establishing and maintaining the organization's culture, which will ultimately define the employee's attitudes, behaviors, and productivity levels. He or she sets the tone for the workplace by creating an environment that fosters collaboration, innovation, and success. Employees need to feel connected to their workplace and colleagues to be motivated to do their best work. If a manager promotes a culture of fear, competition, or dishonesty, employees may become unmotivated or unproductive. An effective manager understands the importance of creating a positive workplace culture and works hard to establish and maintain it. Managers can establish a positive culture by encouraging open communication, providing regular feedback and recognition, fostering a sense of teamwork, creating opportunities for professional development, and setting high standards for performance. Managers must lead by example and demonstrate the behaviors and attitudes that they expect from their employees. They must hold themselves and others accountable for their actions, communicate expectations clearly, and provide support when needed. A positive organizational culture will enable an organization to attract and retain top talent, increase employee engagement, and promote collaboration and innovation.

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An event that may occur in the game is you roll a  and get a tail.

The probability that he will roll a 5 and get a head is 1 / 12.

Probability determines the chances that an event would happen. The probability the event occurs is 1 and the probability that the event does not occur is 0.

The probability that he will roll a 5 and get a head = (Number of sides with a 5 / number of sides in a cube) x (number of sides with a head / number of sides in a coin)

1/6 x 1/2 =  1 / 12.

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Answer:

3p^2+32p+13

Step-by-step explanation:

2(p+5) +3(p^2+10p+1)

distribute:

2p+10+3p^2+30p+3

combine like terms:

3p^2+32p+13

I'm not 100 percent sure what the question is asking for.. is it to simplify?

if so then this is the final answer, if not write me and I'll make sure to respond with more informmation

Answer:

3p² + 32p + 13

Step-by-step explanation:

Expand the equation:

2(p + 5) + 3(p² + 10p + 1)

= 2p + 10 + 3p² + 30p + 3

Now combine like variables and regular numbers:

= 3p² + 32p + 13

The tangent of the angle in a right triangle is:

Tangent = Sine / Cosine

In a right triangle, the sine of an angle is equal to the length of the side opposite the angle divided by the length of the hypotenuse. The cosine of the same angle is equal to the length of the side adjacent to the angle divided by the length of the hypotenuse.

To find the tangent of the angle, you can use the formula:

Tangent = Opposite / Adjacent

Since the opposite side is the side opposite the angle and the adjacent side is the side adjacent to the angle, the tangent of the angle can be calculated by dividing the sine of the angle by the cosine of the angle.

Therefore, the tangent of the angle in a right triangle is:

Tangent = Sine / Cosine

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the answer

155

324

5/9 (87/3(1/12)= 155/324

Answer:

Answer:

-3x - 12=-3(x+4)

Answer: positive 4

Step-by-step explanation:

Answer:

it would be 80 meters

Step-by-step explanation:find the area and multiply width x length

The probability of the shuttle being left with no computer control systems on a mission is 0.000001.

The probability of failure for any one system on any one mission is known to be 0.01.

Since a failure of one system is independent of a failure of another system, the probability that the shuttle is left with no computer control system on a mission is 0.01 × 0.01 × 0.01 = 0.000001, or 1 in 1,000,000.

This is because the probability of three independent events occurring is the product of the individual probabilities.

Therefore, the probability of the shuttle being left with no computer control systems on a mission is 0.000001.

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Comparing two iterators s and t with the same value of 42 using the == operator will return false unless they are the same iterator object. To compare values pointed to by iterators, use *s == *t.

Yes, calling `s == t` will return `false` if the iterators `s` and `t` are not the same iterator object, even if both `*s` and `*t` have the same value of 42. This is because iterators are objects that represent positions in a container, and even if two iterators point to the same element in the container, they are still separate objects.

To compare the values pointed to by two iterators, you can use `*s == *t`. This will return `true` if the values pointed to by `s` and `t` are the same, which is the case in this example where both `*s` and `*t` are 42.

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Answer:

3.14 times 1000 you can say is bigger

Step-by-step explanation:

Answer:

its ln 4, A as seen in the image.  

I might be wrong sry?

Answer:

624

Step-by-step explanation:

\( 2(\frac{1}{2} \times 6 \times 8 ) + (24 \times 8) + (24 \times 6) + (10 \times 24)\\ = 624\)

If the Earth completes one full rotation in approximately 24 hours, the sky appears to turn 15 degrees per hour. This can be explained by considering that a full rotation of the Earth is 360 degrees, and it takes 24 hours to complete this rotation. Therefore, to calculate how many degrees per hour the sky turns, we divide 360 degrees by 24 hours, which gives us 15 degrees per hour.

To further illustrate this, imagine standing in an open field and looking at the sky. Over the course of one hour, you would notice that stars, planets, and other celestial objects appear to move across the sky. After 24 hours, these objects would have completed a full circle, or 360 degrees, around you.

It's important to note that this rate of 15 degrees per hour is an average. The speed at which celestial objects appear to move across the sky can vary depending on their position and your location on Earth. For example, near the equator, the apparent motion of the sky is faster than at higher latitudes.

In conclusion, the sky appears to turn approximately 15 degrees per hour due to the Earth's rotation. This rotation causes the movement of celestial objects across the sky, resulting in the apparent motion we observe.

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Answer:

last years garden had a grather ratio

Step-by-step explanation:

The number of tomatoes and pepper produced last year ratio is greater than this year number of tomatoes and pepper produced last year ratio.

It is given that, last year Craig planted

Number of tomatoes rows = 3

Number of pepper rows = 5

Ratio of the rows of both tomatoes and peppers = \(\frac{3}{5}\)

Similarly, this year Craig also wanted to plant squash. So, as the land he has is fixed, so in order to plant one more variety of vegetable, Craig thought of reducing the number of rows of peppers and tomatoes he had been planting this whole time.

Therefore, this year Craig planted

Number of tomatoes rows = 2

Number of pepper rows = 4

Ratio of the rows of both tomatoes and peppers = \(\frac{2}{4}\) = \(\frac{1}{2}\)

Now, the given question asked to find which year has the greater ratio of number of tomatoes and pepper produced. So, we'll compare the both year ratios in order to find the answer

Here,

Ratio of the rows of both tomatoes and peppers = \(\frac{3}{5}\)

Ratio of the rows of both tomatoes and peppers = \(\frac{1}{2}\)

Here, clearly it can be observed that,

\(\frac{3}{5} > \frac{1}{2}\)

So, we concludes that the number of tomatoes and pepper produced last year ratio is greater than this year number of tomatoes and pepper produced last year ratio.

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Answer: 6 gallons

Step-by-step explanation:

4/30  * 45  = 6

Answer:

Aiden will have $17878 more than autumn

Step-by-step explanation:

For Aiden;

Formula for continuous compounding is;

FV = Pe^(rt)

P = 98000

r = 2⅜% = 0.02375

t = 11

Thus;

FV = 98000 × e^(0.02375 × 11)

FV = 127258.1218

For Autumn;

Formula for regular compounding;

FV = PV(1 + (r/n))^(nt)

Where;

PV is present value = 98000

r is rate = 2¾% = 0.0275

n is number of times amount is compounding = quarterly = 4

t is time in years = 11

Thus;

FV = 98000 + (1 + (0.0275/4))^(4 × 11)

FV = 98001.3518

Difference in their compounded amounts after 11 years is;

127258.1218 - 98001.3518 = 29256.77 ≈ $17878

The possible sequence orders are shown below:

1 3 2 5 4

1 5 2 3 4

2 3 1 5 4

2 5 1 3 4

3 5 1 4 2

3 5 2 4 1

permutation of a set is described as  an arrangement of its members into a sequence or linear order, or if the set is already ordered, a rearrangement of its elements.

We  denote the box positions by 1 to 5, starting from left box to right box ;

with this notation , we can conclude following statements  :

Hence, the following are now possible sequence orders :  

1 3 2 5 4

1 5 2 3 4

2 3 1 5 4

2 5 1 3 4

3 5 1 4 2

3 5 2 4 1

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Answer:

\(5(x - 2) = x + 1 \\ 5x - 10 = x + 1 \\ 5x - x = 1 0+ 1 \\ 4x = 11 \\ x = \frac{11}{4} \)

The amount that he will have after 4 years is given as follows:

$14,983.85.

The amount of money earned, in compound interest, after t years, is given by the equation presented as follows:

\(A(t) = P\left(1 + \frac{r}{n}\right)^{nt}\)

In which the parameters are listed as follows:

The parameters for this problem are given as follows:

P = 8000, r = 0.16, n = 4, t = 4.

Hence the balance will be given as follows:

P = 8000 x (1 + 0.16/4)^(4 x 4)

P = $14,983.85.

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Therefore, the area of each part of the figure and the whole figure are:

Area of triangle = 11 square units

Area of rectangle = 77 square units

Area of whole figure = 88 square units

In mathematics, the area is a measurement of the size of a two-dimensional region or surface, typically expressed in square units. The formula for finding the area of a rectangle is length times width, and the units for area are typically written as squared units (such as square meters or square inches). Area is an important concept in geometry and is used in many real-world applications, such as determining the amount of paint needed to cover a wall or the amount of land required to build a house.

Here,

To find the area of the triangle, we can use the formula:

Area of triangle = 1/2 * base * height

In this case, the base of the triangle is 11 units and the height is 2 units. Therefore, the area of the triangle is:

Area of triangle = 1/2 * 11 units * 2 units = 11 square units

To find the area of the rectangle, we can use the formula:

Area of rectangle = length * breadth

In this case, the length of the rectangle is 7 units and the breadth is 11 units. Therefore, the area of the rectangle is:

Area of rectangle = 7 units * 11 units = 77 square units

To find the area of the whole figure, we need to add the areas of the triangle and the rectangle:

Area of whole figure = Area of triangle + Area of rectangle

= 11 square units + 77 square units

= 88 square units

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Answer:

270

Step-by-step explanation:

Find the prime factorization of 54

54 = 2 × 3 × 3 × 3

Find the prime factorization of 90

90 = 2 × 3 × 3 × 5

Multiply each factor the greater number of times it occurs in steps i) or ii) above to find the LCM:

LCM = 2 × 3 × 3 × 3 × 5

LCM = 270

Answer:

The yarn used by h number of hats and The yarn used by s number of scarf. hence, the system of equations which represents the situation are:

(1) h+8=20

(2) 4xh=1

Step-by-step explanation:

The relationship between the lengths of AC and BC does not change as long as point C stays on the perpendicular bisector. They will remain equal in length. However, if point C is below AB, the lengths of AC and BC will still be equal but less than 5 units.

In the given scenario where the lengths of AC and BC are equal at 5 units, let's analyze the relationship between AC and BC as point C is moved up and down along the perpendicular bisector, CD.

When point C is on the perpendicular bisector, CD, it means that AC and BC are equidistant from the line AB. Since the lengths of AC and BC are equal initially at 5 units, this means that AC and BC will remain equal as long as point C stays on the perpendicular bisector.

Now, let's consider the case when point C is below AB, meaning it is located at a lower position than AB on the perpendicular bisector. In this case, AC and BC will still be equal in length, but their values will be less than 5 units. The exact length will depend on the specific position of point C below AB.

To sum up, as long as point C remains on the perpendicular bisector, there is no change in the relationship between the lengths of AC and BC. They will continue to be the same length. The lengths of AC and BC will still be equal but will be fewer than 5 units if point C is lower than point AB.

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