there are between 24-40 students in a class
the ratio of boys to girls are 4:7
how many students are in the class?

Answer:

b)

...............

Step-by-step explanation:

Given that:-

To find:-

We know that,

[tex]{ \bigstar \: { \underline{ \boxed{ \cos( \theta ) \: = \sf\frac{adjecent \: side}{hypotenuse} }}}}[/tex]

Solution:

[tex] \longrightarrow \rm \cos(B) = \dfrac{BC}{AB} [/tex]

[tex]\longrightarrow \rm \cos(B) = \dfrac{9.5}{11} [/tex]

[tex]\longrightarrow \rm \cos(B) = \dfrac{95}{110} [/tex]

[tex]\longrightarrow \rm \cos(B) = 0.8 63[/tex]

[tex]\longrightarrow \rm \cos(B) \approx \: 0.9[/tex]

Therefore:

Answer:

-3 ≤ x ≤ 13

Step-by-step explanation:

Brainliest would be appreciated :)

Answer:

80 cubic m

Step-by-step explanation:

If they have the same base and height, a cone always has 1/3 of the volume of a cylinder.

Answer:

a = 12

b = 6

Step-by-step explanation:

You have a 30°-60°-90° triangle which is a special right triangle. We memorize the ratios of the sides and can find the sides given just one side, by using the relationships between the sides, so we don't have to use trig ratios.

Generally, the LONGEST side (hypotenuse) is twice the shortest side. Or, the SHORTEST side is half the longest side (hypotenuse). The LONGER LEG is the short leg × sqrt(3).

Or the SHORT LEG is the

longer leg/sqroot(3)

You are given the long leg here. You have:

Long leg = 6sqroot(3)

So the short leg must be 6.

bc, longer leg IS Short leg×sqroot(3)

short leg =6

Then the LONGEST side (hypotenuse) has to be twice that.

LONGEST side = 12

Where it says "Prove side c" maybe that is like doing a check.

6^2 + (6sqrt3)^2 = 12^2

36 + 108 = 144

144=144

CHECK!

Answer:

huh

Step-by-step explanation:

Answer:

There is a positive correlation and the puppy gained about 1.5 kg

Step-by-step explanation:

→ Find initial weight

4.5

→ Find final weight

6.0

→ Subtract

1.5

bbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbb

Answer:

8y + 5

Step-by-step explanation:

4 + 8 + 8y - 7

12 + 8y - 7

5 + 8y

8y + 5

Answer:

55: 62.44

26 :29.52

62.44 - 29.52 = 32.92

Step-by-step explanation:

Have a good day!

Answer:

£81

Step-by-step explanation:

£55+£26=£81

The distance from tree 1 to tree 3 is about 205 meters.

An equation is an expression used to show the relationship between two or more variables and numbers.

Let a represent the distance from tree 1 to 2, b from 2 to 3 and c from tree 3 to 1.

Hence:

a + b = 335

Also:

b + c + a = 540

a + b + c = 540

335 + c = 540

c = 205 meters

The distance from tree 1 to tree 3 is about 205 meters.

Find out more on Equation at: https://brainly.com/question/2972832

Answer:

i didnt mean to press answer

Step-by-step explanation:

[tex]~~~~~~ \textit{Simple Interest Earned} \\\\ I = Prt\qquad \begin{cases} I=\textit{interest earned}\dotfill & \$600\\ P=\textit{original amount deposited}\dotfill & \$5000\\ r=rate\to r\%\to \frac{r}{100}\\ t=years\dotfill &4 \end{cases} \\\\\\ 600=5000(\frac{r}{100})(4)\implies \cfrac{600}{5000(4)}=\cfrac{r}{100}\implies \cfrac{3}{100}=\cfrac{r}{100}\implies \boxed{3=r}[/tex]

The  scale factor was used to create the dilated Triangle M'S'V' is 2/3

Given the following coordinate point M (-3, 3), S (6, 3), V (3, -3)​ which was dilated to get the coordinate point M' (-2, 2), S' (4, 2), V' (2, -2)

You can see that the scale factor is the ratio of the x coordinate of the image to that of the preimage as shown:

Scale factor M'/M = -2/-3 =4/6 = 2/3

Hence the  scale factor was used to create the dilated Triangle M'S'V' is 2/3

Learn more on scale factor here: https://brainly.com/question/25722260

The null hypothesis in this situation is the mean weight of the candy bars is not lighter.

The alternative hypothesis in this situation is the mean weight of the candy bars is lighter.

A hypothesis is an idea that gives a temporary explanation to a phenomena which would be proved or disapproved by carrying out an experiment .

The null hypothesis states that there is no relationship between the population parameters. It is known as the true hypothesis. The alternative hypothesis states that there is a relationship between the population parameters.

To learn more about null hypothesis, please check: https://brainly.com/question/18306091

As per questions,

[tex] \frac{1}{9} \times \frac{3}{4} [/tex]

As 3 and 9 can be cancelled, we get,

[tex] \frac{1}{3} \times \frac{1}{4} [/tex]

Now multiplying denominators and numerators,

[tex] \frac{1}{12} [/tex]

Hence, the required answer is [tex] \frac{1}{12} [/tex]

[tex] \frac{ \frac{5}{7} }{ \frac{2}{3} } [/tex]

When the base denominator (2/3) is reciprocaled,

[tex] \frac{5}{7} \times \frac{3}{2} [/tex]

As we can't directly divide, so we can multiply them,

[tex] \frac{5 \times 3}{7 \times 2} [/tex]

[tex]→ \frac{15}{14} [/tex]

Hence, the required answer is [tex] \frac{15}{14} [/tex]

[tex]7.89 - 3.9[/tex]

Direct subtraction, (Check solution in attached image)

[tex]→3.99[/tex]

Answer:

37.5%

Step-by-step explanation:

Answer:

Step-by-step explanation:

First exponent: 2^4= 16
5 x 16/(7+3)

Next parenthesis: (7+3)= 10
5 x 16/10

Then multiply: 5 x 16= 80
80/10

Finally, Divide: 80/10= 8

So your answer is 8.

Hope this helps! :D

Answer:225

Step-by-step explanation:

we start by finding the area of the unshaded triangles and subtracting them from the total area of the box.

The total length of the top is 20 and the total length of the bottom side is 18

20-18=2 so the small unshaded part on the bottom side is 2. with this we can find the left triangle. triangle area is base times height over 2 so the area of the unshaded triangle on the left is 15*2/2=15.

We know the small unshaded bit on the right side is 6 as it is shown on the diagram. again, we can use base times height over 2 to get the area of the top unshaded triangle. 6*20/2= 60.

We can do base times height to find the total area of the rectangle

15*20=300

300-15-60=225

Answer:

25% = 110

Therefore, 110 x 4 = 440 (100%)

Step-by-step explanation:

440 gumballs

Answer:

3 students in blue and 12 in white

Step-by-step explanation:

set 1/6 and 2/3 of it and you need to find that of 18

so you take 2/3*18 and get 12 students

and 1/6*18 and get 3 students

The one-digit integers that satisfy the inequality k>0 are 1, 2, 3, 4, 5, 6, 7, 8, and 9.

A number is a line that is made up of positive and negative numbers with the distance between the preceding and succeeding unit to be 1.

Learn more on number line here: https://brainly.com/question/26480824

Step-by-step explanation:

4x^2 + 15 = -9

4x^2 = -24

x^2 = -12

x = 2√3i

Question:

Add 9 to y

Answer :

9 + y

A number cannot be added to variable so final product will be above expression formed!

Answer:

9+y

Step-by-step explanation:

+++++++++in the graph

an alphabet can't be added to a number

Answer:

Step-by-step explanation:

x + y = 14 --> x = 14 - y

$0.10x + $0.25y = $2.00, or 10x + 25y = 200

- we can plug this value for x from the first equation into the second:

10(14 - y) + 25y = 200

140 - 10y + 25y = 200

140 + 15y = 200

15y = 60

y = 4 --> 4 quarters ($0.25 x 4 = $1.00)

if y = 4, then x = 14 - y --> x = 10 --> 10 dimes (0.10 x 10 = $1.00)

matches the second equation where these add up to $2.00

Answer:

1 way is 10 dimes and 4 quartes

I can only come up with one way

Answer:

B) Infinitely many solutions.

Step-by-step explanation:

-x + 4y = 24

4y = x + 24

y = 1/4x + 6

It is the same equation twice.

Answer:

o 1.

[tex] \frac{8 - 4i}{5i} \\ \\ \\ \frac{8 - 4i}{5i} \times \frac{ - 5i}{ - 5i} \\ \\ \frac{ - 40i + 20 {i}^{2} }{ - 25 {i}^{2} } = \frac{ - 40i - 20}{25} \\ \\ \frac{ - 20 - 40i}{25} = \frac{ - 20}{25} - \frac{40}{25} i \\ \\ = - \frac{4}{5} - \frac{8}{5} i \\ \\ = - 0.8 - 1.6i[/tex]

__o__o___

o 2.

[tex] \frac{2i}{ - 3 + 4i} \\ \\ \frac{2i}{ - 3 + 4i} \times \frac{ - 3 - 4i}{ - 3 - 4i} \\ \\ \frac{ - 6i - 8 {i}^{2} }{9 - 16 {i}^{2} } = \frac{ - 6i + 8}{9 + 16} \\ \\ \frac{8 - 6i}{25} = \frac{8}{25} - \frac{6}{25} i \\ \\ = 0.32 - 0.24i[/tex]

__o__o__

o 3.

[tex] \frac{2 - 3i}{1 - 2i} \\ \\ \frac{2 - 3i}{1 - 2i} \times \frac{1 + 2i}{1 + 2i} \\ \\ \frac{2 + i - 6 {i}^{2} }{1 - 4 {i}^{2} } = \frac{2 + i + 6}{1 + 4} \\ \\ \frac{8 + i}{5} = \frac{8}{5} + \frac{1}{5} i \\ \\ = 1.6 + 0.2i[/tex]

__o__o__

o 4.

[tex] \frac{3 + 2i}{4 + i} \\ \\ \frac{3 + 2i}{4 + i} \times \frac{4 - i}{4 - i} \\ \\ \frac{12 + 5i - 2 {i}^{2} }{16 - {i}^{2} } = \frac{12 + 5i + 2}{16 + 1} \\ \\ \frac{14 + 5i}{17} = \frac{14}{17} + \frac{5}{17} i[/tex]

Answer:

No

Step-by-step explanation:

No.

The triangle inequality theorem says that ANY two sides of a triangle MUST be greater than the third side.

In this case 3+6 is equivalent to 9 (it wouldn't be a triangle; just be a straight line), NOT greater, therefore is is not possible to construct a triangle with the given side lengths.

Answer:

6

Step-by-step explanation:

15×2= 30

5×?

?= 30/5

? = 6

Answer:

Missing numerator = 6

Step-by-step explanation:

Let us assume that,

→ Missing numerator = x

Now we have to,

→ Find the required value of x.

Forming the equation,

→ 2/5 = x/15

Then the value of x will be,

→ 2/5 = x/15

→ 2 × 15 = x × 5

→ 30 = 5x

→ 5x = 30

→ x = 30/5

→ [ x = 6 ]

Hence, the value of x is 6.