I2. How many teachers are there in your school? How many male teachers and female

teachers are there?

I) Write the ratio of male teachers to the female teachers.

ii) Write the ratio of male teachers to the total number of teachers.

iii) Write the ratio of total of teachers to the female teachers.v​

Answer:

10

Step-by-step explanation:

each 10 peanut butter sandwiches takes 10 ounces

Answer:

10

Step-by-step explanation:

Answer:

  yes, ∆RST ~ ∆XYZ

Step-by-step explanation:

You want to know if ∆RST is similar to ∆XYZ when RS=6, ST=14, XY=9, YZ=21 and ∠S≅∠Y.

Two triangles are similar by the SAS theorem if corresponding sides have the same ratio, and the angles between them are congruent.

Corresponding sides are ...

  RS : XY = 6 : 9 = 2 : 3

  ST : YZ = 14 : 21 = 2 : 3 . . . . same ratio

The angles between them are ...

  ∠S, ∠Y . . . . . given as congruent

Corresponding sides have the same ratios, and the angles between them are congruent, so the triangles are similar.

Answer:

Y-intercept: 3

Step-by-step explanation:

The equation is y = mx + b

m is the slope

b is the y-intercept

In this case, the y-intercept is 3

Answer:

Angle 1: 58°

Angle 5: 58°

Angle 8: 111°

Angle 14: 111°

Angle 18: 58°

Step-by-step explanation:

To determine whether an inequality represents a relationship of "greater than" or "less than" by looking at a graph, you can look at the direction of the solid line. If the line is pointing upwards towards the right, it represents a "greater than" relationship. If the line is pointing downwards towards the right, it represents a "less than" relationship.

For example, consider the graph of the inequality "y > x + 2." The points on the graph that satisfy this inequality are those that are above the line "y = x + 2." This line represents the values of y that are equal to x + 2. The points above the line are greater than the values on the line, so the inequality "y > x + 2" represents a "greater than" relationship.

On the other hand, consider the graph of the inequality "y < x + 2." The points on the graph that satisfy this inequality are those that are below the line "y = x + 2." This line represents the values of y that are equal to x + 2. The points below the line are less than the values on the line, so the inequality "y < x + 2" represents a "less than" relationship.

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press menu and select option,press 2 to select to a polynomial degree of 2,select the number that matches the inequality u are about to solve and lastly input the values of coefficient of x into the expression and press equal to sign on the calculator

A relationship between two expressions or values that are not equal to each other is called 'inequality. '

Inequality can be greater than >, less than < , great than or equal to ≥ , less than or equal to ≤.

like other equations, inequality can be solved on a calculator. This process shows how inequality can be solved on a calculator. For example if 3x²+4x+5≥0 is to be solved on a calculator, the following steps are to be taken

Step 1 : press menu and select option B( inequality option)

Step2 : press 2 to select to a polynomial degree of 2

step 3 : select the number that matches the inequality u are about to solve

step 4: input the values of coefficient of x into the expression

step 5 : press the equal to sign on the calculator.

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Yes, His computation should be 150% of 330, thus his estimate is accurate. So option D is true.

By dividing the desired value by the entire value and multiplying by 100, the percentage may be computed.

Example:

Required percentage value = a

total value = b

Percentage = [tex]\dfrac{a}{b} \times 100[/tex]

We have,

Aaron estimated the value, of 148% of 333 is 495.

This can be written as,

[tex]\dfrac{148}{100} \times 333[/tex]

[tex]= 492.84[/tex]

[tex]= 493\\\\[/tex]

Estimating the number, this should be equal to the,

148% ≈ 150%

333 ≈ 330

So it is equal to,

150% of 330

This can be written as,

[tex]\dfrac{150}{100} \times 330[/tex]

[tex]= 495[/tex]

Therefore, his estimate is reasonable because his calculation should be 150% of 330. So option D is true.

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Answer: 31 cm

The radius of a 62 cm circle is 31 cm because the radius of a circle is half of the diameter.

D=diameter

R=radius

D=R2

R=D/2

Answer:

[tex]R = 31[/tex][tex]cm[/tex]

Step-by-step explanation:

[tex]D = 62[/tex]

[tex]R=\frac{D}{2} \\R=\frac{62}{2} \\R=31[/tex][tex]cm\\[/tex]

Answer:

d

Step-by-step explanation:

[tex]{4}^{3} . {4}^{x} [/tex]

In the following we make multiple not sum to the power

Answer:

3.82 km

Step-by-step explanation:

Assuming that the change in elevation is linear, we can calculate the elevation change per km traveled.  The known values are the start (0km) and the sign (3km).  The elevation gain over that interval is (0.95-9.0)km = 0.5km.  That was for an distance interval of  3km, so we can write:

(0.5km elevation gain)/(3km distance)

We can use this as a rate change and and use it in a linear equation to predict the elevation as a function of distance.

Let y be the elevation and x the distance, both in km.

y = (0.183)(x)+b, where b is the elevation at the start of the trail.  We can find b by using this equation and entering one of the two data points.  Lets use the elevation of 0.95m at 3km distance:

y = (0.183)(x)+b

0.95 = (0.183)(3)+b

b = 0.4km

The full equation is :

y = (0.1833)X + 0.4

Enter 1.1 km for y and calculate x, the distance to reach 1.1 km altitude.

1.1 = (0.1833)X + 0.4

X = 3.82 km

Yes, ΔQRS  can be translate to so that Q is mapped to point A, then reflect across line containing QS.

we have two triangles ΔQRS and ΔABC in which we have ,

QR=AB = 16 cm

RS=BC= 24 cm

∠R=∠B=90°

By SAS postulate of congruence , ΔQRS ≅ ΔABC.

There are three main rigid transformations which produces congruent images.

1) Translations 2) Rotation 3) Reflection

When we look the given picture, it can be seen that ΔABC is the mirror image of ΔQRS.

But line QS is at some distance from AC , so we first translate ΔQRS to so that Q is mapped to point A, then reflect across line containing QS.

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The correlation coefficient is increasing, which may have an effect on the influential points. Thus, option (a) is correct.

The correlation coefficient, in general, quantifies the strength of the association between two variables.

To find non-linearity, influential spots, or improper grouping in a dataset, for example. A scatter plot is used to graph the data set.

Here, the correlation coefficient is r = 0.813.

Linearity is evident since there is a significant link between the two variables. As a result, non-linearity has no effect on it. It is not influenced by incorrect categorization when it appears that type of case correlation may be lower.

The correlation coefficient is increasing, which may have an effect on the influential points.

Thus, option (a) is correct.

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On solving the provided question we can say that - The Range of the given function, f(x) = sin(x) , Range = [tex]-1 < y < 1[/tex]

Range: the discrepancy between the top and bottom numbers. To get the range, locate the greatest observed value of the variable and deduct the least observed value (the minimum). The data points between the two extremes of the distribution are not taken into consideration by the range; just these two values are considered. Between the lowest and greatest numbers, there is a range. Values at the extremes make up the range. The data set 4, 6, 10, 15, 18, for instance, has a range of 18-4 = 14, a maximum of 18, a minimum of 4, and a minimum of 4.

The Range of the given function, f(x) = sin(x)

[tex]-1 < y < 1[/tex]

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The notation f (x) = y means that the functional value at the point x is y.

In the notation f (x) = y, we understand that the value x is to be plugged in the function given to us (which is f here) which on solving gives y as the answer or solution 'y' of that function at a point x.

For example, let us consider the function f (x) = 2x + 3 = y

Then if we find f (2), then 2 will be plugged in the function 2x +3 such that

f (2) = 2(2) + 3 = 7,

which means that 7 is the functional value, 'y' at the point 2 which is considered as x.

The question is incomplete, the complete question is f (x) = y.

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The histograms is shown below.

One common graphing tool is the histogram. It is employed to present interval-scaled summaries of discrete or continuous data. It is frequently used to conveniently depict the main characteristics of the data distribution.

Given:

The standard deviation for 4 we have the highest value and range for graph C have highest standard deviation.

and, the standard deviation for 1 have lowest deviation and range for graph A have lowest standard deviation.

and, for row 2 the second histogram is the answer and for row 4 the fourth histogram is the answer.

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Answer:

Step-by-step explanation:

for double fractions,   invert the bottom one and then multiply them

[tex]\frac{3}{8}[/tex] * [tex]\frac{5}{2}[/tex]

= [tex]\frac{15}{16}[/tex]

= 0.9375

Therefore , squaring a number and taking the square root of a number  is an opposite operation as we can see in the following explanation.

A number's square root, which is the result of multiplication by itself, yields the original number. Some examples of exponents are squares and square roots. Imagine the number twenty five. Additionally, this can be expressed as expression of  5x5.

Here,

In order to square an integer, you must multiply it by itself.

The opposite of squaring a number is the act of getting the square root.

Calculating the side length of a square whose area is a certain number can be compared to finding the square root of that number.

For example: √25=  √5*5 = 5

where as square of 5 : 5*5 = 25

Therefore , squaring a number and taking the square root of a number  is an opposite operation as we can see in the following explanation.

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Jim has to walk 7 km going to his grandmother's house once per day for 5 days.

The four basic mathematical operations are the addition, subtraction, multiplication, and division of two or even more integers.

Among them is the examination of integers, particularly the order of actions, which is crucial for all other mathematical topics, including algebra, data organization, and geometry.

As per the data given in the question,

Distance between Jim and his grandmother's house = 1.4 km.

Jim travels once to his grandmother's house every day then,

Total distance traveled by him = 5 × 1.4 km = 7 km.

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Without spectacles, Witney Pete has a 5/10 chance of hitting the bullseye. Witney Pete could strike the bullseye with his spectacles 0.7 of the time. This likelihood is far higher than hitting the bullseye without glasses. the probability that Pete hits five or fewer of his next ten shots is approximately 2.487.

Generally, To find the probability that Pete hits five or fewer of his next ten shots, we need to find the probability that he hits exactly 0, 1, 2, 3, 4, or 5 bull's eyes.

The probability that Pete hits exactly k bull's eyes in n throws is given by the binomial distribution:

P(k bull's eyes in n throws) = (n choose k) * p^k * (1-p)^(n-k)

where p is the probability of hitting a bull's eye on a single throw and n choose k is the binomial coefficient, which is equal to n!/(k!(n-k)!).

Substituting the given values, we get:

P(0 bull's eyes in 10 throws) = (10 choose 0) * (0.7)^0 * (0.3)^10 = 0.028 P(1 bull's eyes in 10 throws) = (10 choose 1) * (0.7)^1 * (0.3)^9 = 0.189 P(2 bull's eyes in 10 throws) = (10 choose 2) * (0.7)^2 * (0.3)^8 = 0.462 P(3 bull's eyes in 10 throws) = (10 choose 3) * (0.7)^3 * (0.3)^7 = 0.605 P(4 bull's eyes in 10 throws) = (10 choose 4) * (0.7)^4 * (0.3)^6 = 0.501 P(5 bull's eyes in 10 throws) = (10 choose 5) * (0.7)^5 * (0.3)^5 = 0.302

The probability that Pete hits five or fewer bull's eyes in his next ten shots is the sum of the probabilities of hitting exactly 0, 1, 2, 3, 4, or 5 bull's eyes:

P(hitting 5 or fewer bull's eyes in 10 shots) = 0.028 + 0.189 + 0.462 + 0.605 + 0.501 + 0.302 = 2.487

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To draw a linear inequality in graph the steps are mentioned below.

The graph of a two-variable inequality is the set of points that describe all solutions to the inequality. The coordinate plane is split in half by a boundary line created by a linear inequality, with one-half representing the solutions to the inequality.

Steps are described below:

Step 1: Always begin by separating the variable y from the inequality's left side.

Step 2: Replace the symbol for inequality with that for equality.

Step 3: In the xy plane, graph the boundary line from step 2. You are creating the boundary line that would divide or cut the xy-plane into two sections in this stage.

Step 4: Shading one side or area of the boundary line is the final step.

Step 5: Use this optional step to check or confirm that you have shaded the boundary line's side appropriately.

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The answer is c). The probability that the basketball player makes his first three-point shot on the third attempt is 0.38.

The geometric distribution is a probability distribution that describes the number of independent trials required to get a success. In this case, the basketball player has a 25% accuracy rate at making three-point shots, which means that the probability of success (making a three-point shot) is p=0.25 and the probability of failure (missing a three-point shot) is 1-p=0.75. Using the geometric distribution formula, the probability that the basketball player makes his first three-point shot on the third attempt is:

This means that there is a 38% probability that the basketball player will make his first three-point shot on the third attempt.

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3/5 is the quotient of these fractions in lowest form when 3/10 divides by 2/4

When two fractions are divided, the first fraction is multiplied by the second fraction's reciprocal. Finding the reciprocal of the second fraction and this can be obtained by reversing its numerator and denominator—is and then dividing the  fractions. Multiply the two numerators after that. Multiply the two denominators after that, After that we need to simplify the fraction to its lowest form.

so in order to find quotient when 3/10 is divided by 2/4 we get:

quotient = (3/10) / (2/4)

=> (3/10) * (4/2)

=> 12/20

so the quotient of this division is 12/20

now we have to find the lowest form of quotient

so gcd(12,20) = 4

where gcd is greatest common divisor

so lowest form of 12/24 = (12/4) / (20/4)

=> 3 /5

so lowest form of the quotient is 3/5

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Experimental probability of correctly answering both questions by guessing = 1/4 .

Tail (T) = True

Head (H) = False

Number of possible outcome = 2

Head (H) or Tail (T).

Probability = number of occurrence/number of possible outcome.

Since we can only have one T or F in a toss.

number of occurrence = 1

Probability of answering first question correctly = 1/2

Probability of answering second question correctly = 1/2

Probability of answering both questions correctly = Probability of answering first question correctly * Probability of answering second question correctly

Probability of answering both questions correctly = 1/2 x 1/2

Probability of answering both questions correctly = 1/4

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Answer:3 and  10 and 3/10

Step-by-step explanation:

The solution is Option D.

The value of the equation A = ( 9x⁴ )^1/2 is A = 3x²

What is an Equation?

Equations are mathematical statements with two algebraic expressions flanking the equals (=) sign on either side.

It demonstrates the equality of the relationship between the expressions printed on the left and right sides.

Coefficients, variables, operators, constants, terms, expressions, and the equal to sign are some of the components of an equation. The "=" sign and terms on both sides must always be present when writing an equation.

Given data ,

Let the equation be represented as A

Now , the value of A is

A = quantity 9 times x to the fourth power end quantity to the one-half power

On simplifying the expression , we get

Quantity 9 times x to the fourth power = 9x⁴

Quantity 9 times x to the fourth power end quantity to the one-half power is written as = ( 9x⁴ )^1/2

On further simplification , we get

A = ( 9x⁴ )^1/2

A = √9x⁴

Taking the square root of the value of A , we get

The value of A = 3x²

Therefore , the value of is 3x²

Hence , The value of the equation is A = 3x²

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Answer: Answer -38

Simplified version: -48 + 10

Step-by-step explanation: Sorry If I'm wrong.

Answer:

(1.5, -3)

Step-by-step explanation:

Both equations are in slope intercept form which means that:

for y = mx + b

m = slope

b = y-intercept

The slope can help us go from the y-intercept to the next point on the graph to make the line

For the equation

y = 2x - 6

the y-intercept is -6, so plot a point there.

The slope is 2 which means you will go up 2 then to the right by 1  to the next point on the graph.

Use the same process to find the line for y = -4x + 3, but you have to keep in mind that when the "m" value is negative, that means the line will point to the left of the graph instead of the right.

Once the lines are draw, the point where they intercept will be the solution.

Answer: One by two

Step-by-step explanation:

Because the mu is half or 0.5, so the word in the blank will be one by two!

6.50 is the sample variance of the following numbers.

How to interpret a standard deviation?

The term "standard deviation" (or "") refers to the degree of dispersion of the data from the mean.

            Data are grouped around the mean when the standard deviation is low, and are more dispersed when the standard deviation is high.

X = ∑x/n

   = 3 + 4 + 2 + 7 + 1/5

    = 20/5 = 4

s² = [∑(Xi - x)²/N-1]

   = (6-4)² + ( 4 - 4 )²+ ( 4 - 4 )² + ( 7 - 4 )² + ( 1 - 4 )²/5 - 1

    = 26/4

    = 6.50

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Answer:

16

Step-by-step explanation:

Since x is negative, lets instead thing of the problem as

y + (-x)

and find the bounds of -x to be

[tex] - 2 < = - x < = 4[/tex]

now, the max value of y is 12 and the max value of -x is 4

12 + 4 = 16