which expression is equivalent to 3 x 3 x 3 x 3

Answer:

The given graph is not a direct variation.

Step-by-step explanation:

A direct variation occurs when the rate of change between any two points on a graph is always the same. In this sense, direct variation only occurs when a graph is linear. The given graph is parabolic; its equation is \(y = x^2\). Therefore, it does not exhibit direct variation, as the slope between consecutive points continually changes.

If you want to prove this claim, show that the slope changes between the given points: the rate of change from (2,4) to (3,9) is greater than the rate of change from (0,0) to (2,4).

A possible problem for the multiplication 4 x 2/3 is

A mathematical word problem refers to a situation that can be understood and solved by using mathematics.

A possible mathematical problem needs to integrate all the numbers or variables in the problem. Because of this, let's begin by determining which number corresponds to which factor.

Now, let´s create the problem. At a small restaurant, there are 4 tables each with 3 seats. Today, all tables have customers but there are only 2 customers at each table. Which expression represents this situation.

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Answer:

Step-by-step explanation:

One that has the next least in common with the rest.

Answer:

48

Step-by-step explanation:

check the attached file

Answer:

I hoped this helped.

Step-by-step explanation:

1. fined base shaped like rectangles and squares

2. find the area of those shaped using length times width

3. the the areas to find the area of the composite figure

Answer:

Step-by-step explanation:

To find the frequency for which the particular solution to the differential equation has the largest amplitude, we first need to know the differential equation we are working with. However, since you didn't provide the specific differential equation, let's work with a general example: a forced harmonic oscillator. The equation for a forced harmonic oscillator can be written as:

m * d²x/dt² + c * dx/dt + k * x = F0 * cos(ωt)

where:

m is the mass of the oscillator

x is the displacement of the oscillator

c is the damping coefficient

k is the spring constant

F0 is the amplitude of the external force

ω is the angular frequency of the external force

For this type of equation, we can find the particular solution in the form:

x_p(t) = X * cos(ωt - δ)

where:

X is the amplitude of the particular solution

δ is the phase angle

We can rewrite the differential equation in the frequency domain by substituting x(t) = X * cos(ωt - δ) and its derivatives into the original equation, then applying the trigonometric identities. After simplifying, we can find the expression for X, the amplitude of the particular solution:

X = F0 / sqrt((k - mω²)² + (cω)²)

To find the frequency for which the particular solution has the largest amplitude, we need to maximize X with respect to ω. To do this, we can find the critical points by differentiating X with respect to ω and setting the result to zero:

dX/dω = 0

To simplify the problem, we can define the damping ratio ζ = c / (2 * sqrt(m * k)) and the undamped natural frequency ω_n = sqrt(k / m). The expression for X becomes:

X = F0 / sqrt((ω_n² - ω²)² + (2 * ζ * ω_n * ω)²)

Now, we differentiate X with respect to ω and set it to zero. Solving for ω, we get:

ω = ω_n * sqrt(1 - 2ζ²)

This is the frequency for which the particular solution to the differential equation has the largest amplitude, assuming a positive frequency and that the damping ratio ζ is less than 1 / sqrt(2). Otherwise, the system will be overdamped, and there will be no resonant frequency.

the frequency for which the particular solution to the differential equation has the largest amplitude is:

ω = √(γ/2 - β^2)

To find the frequency for which the particular solution to the differential equation has the largest amplitude, we can assume that the particular solution is of the form:

y(t) = A*cos(ωt + φ)

where A is the amplitude, ω is the frequency, and φ is the phase angle.

Substituting this form of y(t) into the differential equation gives:

-ω^2Acos(ωt + φ) - 2βωAsin(ωt + φ) + γA*cos(ωt + φ) = f(t)

Simplifying this equation gives:

(A/|D|)[γcos(ωt + φ) - ω^2cos(ωt + φ) - 2βω*sin(ωt + φ)] = f(t)

where |D| is the modulus of the denominator of A*cos(ωt + φ) and is given by:

|D| = √[ (γ - ω^2)^2 + (2βω)^2 ]

To find the frequency for which the amplitude of the particular solution is largest, we need to minimize the modulus of the denominator |D| over all frequencies ω. We can do this by finding the critical points of |D| with respect to ω and then checking which of these critical points correspond to a minimum.

Differentiating |D| with respect to ω gives:

d|D|/dω = [2ω(γ - ω^2) - 4β^2ω]/|D|

Setting this equal to zero and solving for ω gives:

ω = ±√(γ/2 - β^2)

We can see that there are two critical points for |D|, one positive and one negative. To check which of these corresponds to a minimum, we can use the second derivative test:

d^2|D|/dω^2 = (2γ - 6ω^2)/|D|^3

Substituting ω = ±√(γ/2 - β^2) into this expression gives:

d^2|D|/dω^2 = ±4√2β^3/γ^(3/2)

Since β and γ are both positive, the second derivative is negative for both critical points, which means that they both correspond to maxima of |D|. The positive critical point corresponds to the frequency for which the amplitude of the particular solution is largest.

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In the number 425.871, the digit with the greatest value is 4 because it is in the hundreds place, representing a value of 400.

In the number 425.871, each digit has a position and a value based on where it's located in the number. The position starting from the right of the decimal point we call the tenths, hundredths, and thousandths place, respectively. Similarly, the position to the left of the decimal point is called the ones, tens, hundreds place, etc., respectively. In this case, the digit with the greatest value is the one in the hundreds place, which is 4. This is because it represents 400, which is greater than any other individual digit's value in the number 425.871.

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Answer:

110 : 19

students : teachers

please mark as brainliest thank you

Answer: x>12

so i think x is 16.

An invertible matrix P and a diagonal matrix D such that A = PDP⁻¹ is shown below.

To find an invertible matrix P and a diagonal matrix D such that A = PDP⁻¹:

Let \(\lambda\) be an eigenvalue of A. Then:

\(\begin{aligned}0 &=|A-\lambda I| \\&=\left|\begin{array}{ccc}-11-\lambda & 3 & -9 \\0 & -5-\lambda & 0 \\6 & -3 & 4-\lambda\end{array}\right| \\&=-(0)\left|\begin{array}{cc}3 & -9 \\-3 & 4-\lambda\end{array}\right|+(-5-\lambda)\left|\begin{array}{cc}-11-\lambda & -9 \\6 & 4-\lambda\end{array}\right|-(0)\left|\begin{array}{cc}-11-\lambda & 3 \\6 & -3\end{array}\right| \\&=(-5-\lambda)[(-11-\lambda)(4-\lambda)+54] \\&=-(5+\lambda)^{2}(2+\lambda)\end{aligned}\)

Therefore, \(\lambda = -2\) or \(\lambda = -5\).

Let \(\mathbf{v}=\left[\begin{array}{l}a \\b \\c\end{array}\right]\) be an eigenvector associated with the eigenvalue \(\lambda\).\(\lambda = -2\): From \((A+2 I) \mathbf{v}=\mathbf{0}\) we obtain:

\(\left[\begin{array}{ccc}-9 & 3 & -9 \\0 & -3 & 0 \\6 & -3 & 6\end{array}\right]\left[\begin{array}{l}a \\b \\c\end{array}\right]=\left[\begin{array}{l}0 \\0 \\0\end{array}\right]\)

Applying elementary row operations to find the reduced echelon form of the coefficient matrix, we obtain:

\(\left[\begin{array}{ccc}-9 & 3 & -9 \\0 & -3 & 0 \\6 & -3 & 6\end{array}\right] \stackrel{\left(-\frac{1}{9}\right) R_{1} \rightarrow R_{1}}{\longrightarrow}\left[\begin{array}{rrr}1 & -\frac{1}{3} & 1 \\0 & -3 & 0 \\6 & -3 & 6\end{array}\right] \stackrel{(-6) R_{1}+R_{3} \rightarrow R_{3}}{\longrightarrow}\left[\begin{array}{rrr}1 & -\frac{1}{3} & 1 \\0 & -2 & 0 \\0 & -1 & 0\end{array}\right] \stackrel{\left(-\frac{1}{2}\right) R_{2} \rightarrow R_{2}}{\longrightarrow}\)

\(\left[\begin{array}{ccc}1 & -\frac{1}{3} & 1 \\0 & 1 & 0 \\0 & -1 & 0\end{array}\right] \stackrel{\left(\frac{1}{3}\right) R_{2}+R_{1} \rightarrow R_{1}}{\stackrel{R_{2}+R_{3} \rightarrow R_{3}}{\longrightarrow}}\left[\begin{array}{ccc}1 & 0 & 1 \\0 & 1 & 0 \\0 & -1 & 0\end{array}\right] \stackrel{R_{2}+R_{3} \rightarrow R_{3}}{\longrightarrow}\left[\begin{array}{ccc}1 & 0 & 1 \\0 & 1 & 0 \\0 & 0 & 0\end{array}\right]\)

Hence, we have a + c = 0 and b = 0. Let c = -1 and a = 1.So, \(\left[\begin{array}{c}1 \\0 \\-1\end{array}\right]\) is an eigenvector associated with \(\lambda = -2\).

\(\lambda = -5\): From \((A+5 I) \mathbf{v}=\mathbf{0}\) we obtain:

\(\left[\begin{array}{ccc}-6 & 3 & -9 \\0 & 0 & 0 \\6 & -3 & 9\end{array}\right]\left[\begin{array}{l}a \\b \\c\end{array}\right]=\left[\begin{array}{l}0 \\0 \\0\end{array}\right]\)

Applying elementary row operations to find the reduced echelon form of the coefficient matrix, we obtain:

\(\left[\begin{array}{ccc}-6 & 3 & -9 \\0 & 0 & 0 \\6 & -3 & 9\end{array}\right] \stackrel{\left(-\frac{1}{6}\right) R_{1} \rightarrow R_{1}}{\longrightarrow}\left[\begin{array}{ccc}1 & -\frac{1}{2} & \frac{3}{2} \\0 & 0 & 0 \\6 & -3 & 9\end{array}\right] \stackrel{(-6) R_{1}+R_{3} \rightarrow R_{3}}{\longrightarrow}\left[\begin{array}{ccc}1 & -\frac{1}{2} & \frac{3}{2} \\0 & 0 & 0 \\0 & 0 & 0\end{array}\right]\)

Hence, we have a - 1/2b + 3/2c = 0. Let b = 2 and c = 0.Then a = 1. Let b = 0 and c = -2. Then a = 3. Therefore,

\(\left[\begin{array}{l}1 \\2 \\0\end{array}\right],\left[\begin{array}{c}3 \\0 \\-2\end{array}\right]\)

are two linearly independent vectors associated with \(\lambda = -5\)

Matrices P and D: Let

\(P=\left[\begin{array}{ccc}1 & 1 & 3 \\0 & 2 & 0 \\-1 & 0 & -2\end{array}\right]\)

be the matrix whose columns are the eigenvectors obtained in the previous step. Set

\(Q=\left[\begin{array}{ccc}-2 & 0 & 0 \\0 & -5 & 0 \\0 & 0 & -5\end{array}\right]\)

to be the diagonal matrix whose diagonal entries are the eigenvalues.

Thus we have, A = PDP⁻¹.

Therefore an invertible matrix P and a diagonal matrix D such that A = PDP⁻¹ is shown.

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The correct question is given below:

Diagonalize matrix A, if possible. That is, find an invertible matrix P and a diagonal matrix D such that A = PDP⁻¹.

\(A=\left[\begin{array}{ccc}-11 & 3 & -9 \\0 & -5 & 0 \\6 & -3 & 4\end{array}\right]\)

Answer:

-3

Step-by-step explanation:

:)

Answer:  y/x or y. -3/1 or -3

Answer

linear

nonproportional

Step-by-step explanation:

Since for each equal change in time (1 week), there is an equal change in weight (5 lb), the situation is linear.

At time zero, the first week, the weight was not zero. It was 60 lb, so it is not proportional.

Answer:

linear

nonproportional

Matt needs 120 quilt squares. Option B

1 yard is equal to 3 feet, and 2 1/2 feet is equal to 30 inches (since there are 12 inches in a foot).

So the dimensions of the wall hanging in inches are:

1 yard = 3 feet = 36 inches

2 1/2 feet = 30 inches

To cover the entire area of the wall hanging with quilt squares, we need to divide the total area of the wall hanging by the area of each quilt square.

The area of each quilt square is:

3 inches x 3 inches = 9 square inches

The total area of the wall hanging is:

36 inches x 30 inches = 1,080 square inches

Dividing the total area of the wall hanging by the area of each quilt square gives:

1,080 square inches / 9 square inches = 120 quilt squares

Matt needs 120 quilt squares to cover the entire area of the rectangular wall hanging.

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Answer: X= -2.1667 Y= 13

Answer:

Choice A

Step-by-step explanation:

The distance between two points a and b on the real line is given by the absolute difference between the two points, which is calculated as the positive difference between the values of a and b regardless of their order.

The distance function, denoted as d(a, b), is a metric that satisfies the properties of non-negativity, symmetry, and the triangle inequality. It is used to quantify the distance between two points in one-dimensional space, and is an important concept in geometry, analysis, and other fields of mathematics. The distance formula can be extended to higher dimensions and is used in various applications such as optimization, clustering, and machine learning.

The distance between two points a and b on the real line is given by the absolute difference between the two points: d(a, b) = |a - b|

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Let's start by using algebra to solve for the number of boxes in small and large vans.

Let x be the number of small vans and y be the number of large vans. Based on the ratio given, we know that:

- Number of boxes in small vans = 3/8 * Total number of boxes

- Number of boxes in large vans = 5/8 * Total number of boxes

Using the information provided, we can write an equation:

5x + 25y = 400

Simplifying, we get:

x + 5y = 80

Now let's use the inequality provided to determine if less than 30% of the vans filled with boxes are large vans. We know that:

- Total number of vans filled with boxes = x + y

- Less than 30% of these vans are large vans, so y/(x+y) < 0.3

Substituting x + 5y = 80, we can simplify the inequality:

y/(x+y) < 0.3

y/80 < 0.3

y < 24

So if y (the number of large vans) is less than 24, then less than 30% of the vans filled with boxes are large vans.

Now we can solve for x and y using substitution. From x + 5y = 80, we get x = 80 - 5y. Substituting into 5x + 25y = 400, we get:

5(80 - 5y) + 25y = 400

400 - 20y = 400

20y = 0

y = 0

This means that y cannot be less than 24, as y = 0 would result in no large vans at all. Therefore, Hashem's statement is incorrect, and the number of large vans must be equal to or greater than 24.

\(Median = \: ( \frac{n + 1}{2} ) \\ = \frac{5 + 1}{2} \\ = \frac{6}{2} \\ = 3th \: term\)

3th term is 14 which is median

Answer:

2n^2 - 5n +11

To find the inverse function of F(x) = 2x - 3, we replace F(x) with y, swap the positions of x and y, and solve for y. The inverse function is f⁻¹(x) = (x+3)/2.

To find the inverse function of F(x) = 2x - 3, follow these steps

Replace F(x) with y. The equation now becomes y = 2x - 3.

Switch the positions of x and y, so the equation becomes x = 2y - 3.

Solve for y in terms of x. Add 3 to both sides: x + 3 = 2y.

Divide both sides by 2 (x + 3)/2 = y.

Replace y with the notation for the inverse function, f⁻¹(x): f⁻¹(x) = (x + 3)/2.

So, the inverse function of F(x) = 2x - 3 is f⁻¹(x) = (x + 3)/2.

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--The given question is incomplete, the complete question is given

" How do I find the inverse function of F(x) = 2x - 3"--

Answer:

x=-5

Step-by-step explanation:

The answer is x = -5. The explanation and answer is in the image below.

Answer:to dig 8 hectares in 12 days, we would require 30 men.

To find out how many men are required to dig 8 hectares of land in 12 days, we can use the concept of man-days.

We know that 18 men can dig 6 hectares of land in 15 days. This means that each man can dig \(\(6 \, \text{hectares} / 18 \, \text{men} = 1/3\)\)  hectare in 15 days.

Now, we need to determine how many hectares each man can dig in 12 days. We can set up a proportion:

\(\[\frac{1/3 \, \text{hectare}}{15 \, \text{days}} = \frac{x \, \text{hectare}}{12 \, \text{days}}\]\)

Cross multiplying, we get:

\(\[12 \, \text{days} \times 1/3 \, \text{hectare} = 15 \, \text{days} \times x \, \text{hectare}\]\)

\(\[4 \, \text{hectares} = 15x\]\)

Dividing both sides by 15, we find:

\(\[x = \frac{4 \, \text{hectares}}{15}\]\)

So, each man can dig \(\(4/15\)\)  hectare in 12 days.

Now, we need to find out how many men are required to dig 8 hectares. If each man can dig  \(\(4/15\)\) hectare, then we can set up another proportion:

\(\[\frac{4/15 \, \text{hectare}}{1 \, \text{man}} = \frac{8 \, \text{hectares}}{y \, \text{men}}\]\)

Cross multiplying, we get:

\(\[y \, \text{men} = 1 \, \text{man} \times \frac{8 \, \text{hectares}}{4/15 \, \text{hectare}}\]\)

Simplifying, we find:

\(\[y \, \text{men} = \frac{8 \times 15}{4}\]\)

\(\[y \, \text{men} = 30\]\)

Therefore, we need 30 men to dig 8 hectares of land in 12 days.

In conclusion, to dig 8 hectares in 12 days, we would require 30 men.

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It would require 30 men to dig 8 hectares of land in 12 days.

To find how many men are required to dig 8 hectares of land in 12 days, we can use the concept of man-days.

First, let's calculate the number of man-days required to dig 6 hectares in 15 days. We know that 18 men can complete this task in 15 days. So, the total number of man-days required can be found by multiplying the number of men by the number of days:
\(Number of man-days = 18 men * 15 days = 270 man-days\)

Now, let's calculate the number of man-days required to dig 8 hectares in 12 days. We can use the concept of man-days to find this value. Let's assume the number of men required is 'x':

\(Number of man-days = x men * 12 days\)

Since the amount of work to be done is directly proportional to the number of man-days, we can set up a proportion:
\(270 man-days / 6 hectares = x men * 12 days / 8 hectares\)

Now, let's solve for 'x':

\(270 man-days / 6 hectares = x men * 12 days / 8 hectares\)

Cross-multiplying gives us:
\(270 * 8 = 6 * 12 * x2160 = 72x\)

Dividing both sides by 72 gives us:

x = 30

Therefore, it would require 30 men to dig 8 hectares of land in 12 days.

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The probability that the interval estimation procedure will generate an interval that does not contain the actual value of the population parameter being estimated is the confidence coefficient.

Simply put, probability is the likelihood that something will occur. When we don't know how an event will turn out, we can discuss the likelihood or likelihood of several outcomes. Statistics is the study of events that follow a probability distribution.

The area of mathematics known as probability deals with numerical representations of the likelihood that an event will occur or that a statement is true. An event's probability is a number between 0 and 1, where, roughly speaking, 0 denotes the event's impossibility and 1 denotes certainty.

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Answer:

x = sqrt(11 - y) - 2 or x = -sqrt(11 - y) - 2

Step-by-step explanation:

Solve for x:

y = -x^2 - 4 x + 7

y = -x^2 - 4 x + 7 is equivalent to -x^2 - 4 x + 7 = y:

-x^2 - 4 x + 7 = y

Multiply both sides by -1:

x^2 + 4 x - 7 = -y

Add 7 to both sides:

x^2 + 4 x = 7 - y

Add 4 to both sides:

x^2 + 4 x + 4 = 11 - y

Write the left hand side as a square:

(x + 2)^2 = 11 - y

Take the square root of both sides:

x + 2 = sqrt(11 - y) or x + 2 = -sqrt(11 - y)

Subtract 2 from both sides:

x = sqrt(11 - y) - 2 or x + 2 = -sqrt(11 - y)

Subtract 2 from both sides:

Answer: x = sqrt(11 - y) - 2 or x = -sqrt(11 - y) - 2

To create a calculator in a C# Windows Form application, you can follow these steps:

1. Open Visual Studio and create a new Windows Forms Application project.
2. Design the user interface of the calculator by dragging and dropping the necessary controls from the Toolbox onto the form. You will need buttons for numbers, arithmetic operations (+, -, *, /), and an equals (=) button. You can also add a text box to display the result.
3. Set properties for each control to specify their appearance and functionality. For example, you can set the text property of each button to represent the corresponding number or operation.
4. Write the code for handling button clicks and performing calculations. Double-click on each button to create an event handler for the Click event. Inside the event handler, you can access the button's text property to determine which button was clicked. Use conditional statements and switch-case statements to handle different button clicks.
5. Create variables to store the numbers entered by the user and the result of the calculations. You can use the double data type for these variables.
6. Implement the logic for performing calculations based on the button clicked. For example, when the "+" button is clicked, you can add the two numbers together and display the result in the text box. Similarly, you can handle other arithmetic operations.
7. Use the TryParse method to convert the button's text to a double value and store it in the appropriate variable. This will allow you to perform calculations correctly.
8. Display the result of the calculations in the text box by assigning the calculated value to the text property of the text box.
9. Test your calculator by running the application and clicking on the buttons to perform calculations. Verify that the calculator performs the desired calculations and displays the correct results.

Here is a simplified example of code for handling button clicks and performing calculations in a C# Windows Form application:

```csharp
private double firstNumber;
private double second number;
private string operation;

private void NumberButton_Click(object sender, EventArgs e)
{
   Button button = (Button)sender;
   textBox.Text += button.Text;
}

private void OperationButton_Click(object sender, EventArgs e)
{
   Button button = (Button)sender;
   operation = button.Text;
   firstNumber = double.Parse(textBox.Text);
   textBox.Clear();
}

private void EqualsButton_Click(object sender, EventArgs e)
{
   secondNumber = double.Parse(textBox.Text);
   double result = 0;

   switch (operation)
   {
       case "+":
           result = firstNumber + secondNumber;
           break;
       case "-":
           result = firstNumber - secondNumber;
           break;
       case "*":
           result = firstNumber * secondNumber;
           break;
       case "/":
           result = firstNumber / secondNumber;
           break;
   }

   textBox.Text = result.ToString();
}
```

Remember to adjust the code and customize the user interface according to your specific requirements.

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A process in which a number is changed, such as by adding, subtracting, dividing, or multiplying is called Mathematical Expression.

When we combine numbers and variables in a valid way, using operations such as addition, subtraction, multiplication, division, exponentiation, and other operations and functions as yet unlearned, the resulting combination of mathematical symbols is called a Mathematical Expression.

Addition is adding two or more numbers to find their sum.

Subtracting is finding the difference between two or more numbers.

Division is finding the quotient of two number by dividing the both numbers.

Multiplying is finding the product of two or more numbers.

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Based on this information, the solution is: c) Try Chi-Squared

To evaluate the independence of the variables X and Y, we can use the Chi-Squared test.

The Chi-Squared test compares the observed frequencies in a contingency table to the expected frequencies under the assumption of independence. If the calculated Chi-Squared statistic is significant, it indicates that the variables are likely dependent. Conversely, if the calculated Chi-Squared statistic is not significant, it suggests that the variables are independent.

In this case, the given table represents the observed frequencies for the variables X and Y. To conduct the Chi-Squared test, we need to calculate the expected frequencies based on the assumption of independence.

Once we have the observed and expected frequencies, we can calculate the Chi-Squared statistic and compare it to the critical value from the Chi-Squared distribution with appropriate degrees of freedom.

Based on this information, the correct answer is: c) Try Chi-Squared

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Answer:x=35-12

Step-by-step explanation:x equals 23

The Statement 1: She is 95% confident that the mean systolic blood pressure for students in the sample is between 108.6 and 120.3 mm Hg. This statement is accurate and conveys the meaning of a 95% confidence interval.

The confidence interval is the range of values within which a statistical parameter is estimated to be accurate with a certain level of confidence.

A confidence interval gives an estimated range of values which is likely to include an unknown population parameter. Suppose that a student is working on a statistics project using data on systolic blood pressure collected from a random sample of 100 students from her college.

Statement 2: She is 95% confident that mean systolic blood pressure for students is between 108.6 and 120.3 mm Hg. This statement is inaccurate because the confidence interval obtained from the sample cannot be generalized to the entire population of students.

The correct statement should mention that the confidence interval is only for the random sample.Statement 2 is the incorrect statement.

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Out of 130 people number of youths attended the assembly are 26.

2) Given that, Five best friends agreed to save 10% from their daily allowance of PhP 100. 00

So, money saved by 5 friends = 5×10% of 100

= 5×10/100 ×100

= $50

Time taken to save PhP 200.00 = 200/50

= 4 days

3) Given that, in a barangay assembly, 130 people attended.

80% of attendees were parents.

So, the percentage of youths = 100-80

= 20%

Number of youths = 20% of 130

= 26

4) Given that, 15% of our class of 40 was unable to join the District Meet.

Number of students attended the District Meet = (100-15)% of 40

= 85/100 ×40

= 8.5×4

= 34

5) Out of 350 people who attended, 70% were female.

Number of male = (100-70)% of 350

= 30/100 ×350

= 105

6) Given that, 60 men in barangay Caguisan

Number of farmers = (100-60)% of 60

= 40% of 60

= 40/100 ×60

= 24

7) The 10 on-going projects in the Province of Palawan, 70% are fully implemented.

= 70% of 10

= 7/100 ×10

= 7

Therefore, out of 130 people number of youths attended the assembly are 26.

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