According to question we can say that 1% percent of people are ambidextrous.
What is percentage?A percentage in mathematics is a figure or ratio that is stated as a fraction of 100. The abbreviations "pct.," "pct," and "pc" are also occasionally used. It is frequently denoted using the percent symbol "%," though. The amount of percentages has no dimensions. With a denominator of 100, percentages are basically fractions. To show that a number is a percentage, place a percent symbol (%) next to it. For instance, if you correctly answer 75 out of 100 questions on a test (75/100), you receive a 75%. To compute percentages, divide the amount by the total and multiply the result by 100. The percentage is calculated using the formula (value/total) x 100%.
Let 'x' represent the percentage of left-handed people.
Let y represent the percentage of right-handed people.
Let z represent the percentage of ambidextrous people.
x = y/100
100x = y
y/100 = 9( x/100 + z/100)
y = 9x + 9Z
10x = 9x + 9z
x = 9z
x+y+z = 100
11x + x/9 = 100
100x/9 = 100
x = 9
z = 1%
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consider the fahrenheit thermometer. what does zero mean in this context
minuscule temperature. There are a number of tales of how he initially created his scale, but the original publication states that the lower Fahrenheit defining point, 0 °F, was set as the freezing temperature of a brine solution made from a combination of water, ice, and ammonium chloride (a salt).
How do Fahrenheit and Celsius compare?Thus, the difference between Celsius and Fahrenheit is 1.8 times. In other words, 1 degree Fahrenheit is equivalent to 5/9 degree Celsius. These two temperature scales overlap at -40 degrees, which means that -40 degrees Fahrenheit is equivalent to -40 degrees Celsius despite their quite significant discrepancies.
How hot or chilly is Celsius?°C) is a different unit of measurement for temperature. Except for the United States, most nations use Celsius as their unit of measurement. 0 degrees Celsius is really chilly. 40 degrees is a scorching temperature!
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Please help me ASAP!!
D (b,c)
\C (a,0),
A(-.-)
B
What is the perimeter of the hexagon?
Answer:
D
Step-by-step explanation:
buohcuihefjejfkjkclhfvujhfjvnkljsfnvnfuhvnkk j bljfvnk nvn fv bvkjnfn vn hbfvkjbdvn vhbvfj hbf fd vdkjkfnvkjdnjvn df jb j bn bfkjbs jsb
I need help and please no links
Answer:
I need help and please no links
here's the answer
x=-5/3
Tyler wants to buy a new tub and that cost $312. He has already saved the plan to save $24 per week over the next few weeks which shows the number of waves tower will need to say to be able to buy the television.
Answer:
13 weeks
Step-by-step explanation:
Given that :
Cost of new tub = $312
Planned saving per week = $24
The number of weeks he'll have to save in other to be able to afford the tub can be obtained using the relation :
Number of weeks = cost of new tub / weekly saving
Number of weeks = $312 / $24
Number of weeks = 13 weeks
Could someone please help me?
[tex]\textit{area of the rectangle}\\\\ A=Lw \begin{cases} L=length\\ w=width\\[-0.5em] \hrulefill\\ L=5\\ w=6 \end{cases}\implies A=(5)(6)\qquad \begin{cases} \textit{tripling the sides}\\[-0.5em] \hrulefill\\ L=3\cdot 5\\ w=3\cdot 6 \end{cases} \\\\\\ A=(3\cdot 5)(3\cdot 6)\implies (3\cdot 3)(5)(6)\implies 9(5)(6)\leftarrow \begin{array}{llll} \textit{new area is 9 times}\\ \textit{the old one}\\ \textit{a ratio of 9 : 1} \end{array}[/tex]
9 people audition for a choir. The choir director must choose one soprano, one alto,
and one tenor.
In how many ways can the director fill these positions?
The numbers of ways that the director fill these positions is 504 ways.
What is the position about?There are a few different ways to approach this problem, but one possible method is to use the combination formula.
To fill the position of soprano, the director has 9 choices. After selecting one soprano, the director is left with 8 singers to choose from for the alto position. Then, the director has 7 singers to choose from for the tenor position.
So, the total number of ways the director can fill these positions is:
9 × 8 × 7
= 504 ways.
Alternatively, One can also use the permutation formula to solve the question. The formula of permutation is (n!/(r!(n-r)!)), where n is the total number of items to choose from, and r is the number of items to be chosen.
For this case n is 9, and r is 3, so the permutation would be:
(9!/(3!(9-3)!)
= (987)/(321)
= 504
Therefore, In both cases, the answer is 504 ways.
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CAN SOMEONE HELP ME PLEASE!!! I WILL GIVE THE BRAINIEST AND 100 POINTS!!!
Step-by-step explanation:
the length of hypotenuse =
√(21²+28²) = √(441+784)
= √1225
= 35 yd
the perimeter of triangle =
21+28+35 = 84 yd
the area of triangle =
½×21×28 = 294 yd²
Answer: 35 yd
Step-by-step explanation:
28^2+21^2=1225
√1225
=35
what is the probability that you get a total of 17 given You are playing a version of the roulette game, where the pockets are from 0 to 10 and even numbers are red and odd numbers are black (0 is green). You spin 3 times and add up the values you see. What is the probability that you get a total of 15 given on the first spin you spin a 2
In the roulette game, the probability that you get a total of 15 given on the first spin you spin a 2 is 8.26%
To find: the probability that you get a total of 15 in three trials
Given that you spin a 2 on the first trial.
This means, the required probability is equivalent to the probability of finding a sum of 13 in the next two trials.
In each trial, there are 11 possible outcomes as the pockets numbered from 0 to 10.
so the sample space i.e., the total number of outcomes is:
S = 11^2
S = 121
And the favourable outcomes would be,
(2, 11), (3, 10), (4, 9), (5, 8), (6, 7), (7, 6), (8, 5), (9, 4), (10, 3), (11, 2)
So, the number of favourable outcomes A = 10
Using the definition of probability,
P = A/S
P = 10/121
P = 0.0826
P = 8.26%
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The complete question is:
You are playing a version of the roulette game, wherethe pockets arefrom 0 to 10 and even numbers are red and odd numbersare black (0 isgreen). You spin 3 times and add up the values yousee. What is theprobability that you get a total of 15 given on thefirst spin youspin a 2
9m-4n=1
11m-3n=5 in simontaneous equation
The values of the variables are n = -17/31 and m = 23/93
How to determine the valuesFrom the information given, we have the equations;
9m-4n=1 equation 111m - 3n = 5 equation 2To solve the simultaneous equation, we have to take the following steps
Make 'm' the subject from equation 1
9m = 1 + 4n
Divide both sides by 9, we get;
m = 1 -4n/9
Substitute the value into equation (2), we have;
11(1 -4n/9) - 2n = 5
expand the bracket
11 - 44n/9 - 2n = 5
find the LCM
11 - 44n - 18n /9 = 5
cross multiply
11- 62n = 45
collect like terms
-62n = 45 - 11
-62n = 34
Make 'n' th subject
n = -34/62
n = - 17/31
Substitute the value into equation (3)
m = 1 - 4(-17/31)/9
m = 1+68/31 ÷9
m = 69/31 × 1/9
m = 69/279
m = 23/93
Hence, the values are n = -17/31 and m = 23/93
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Type the correct answer in each box. Use numerals instead of words. The length of a rectangular soccer field is 40 feet more than twice the width of the field. Complete an equation for the area of the field, where w is the width of the field.
A =2 w² +40 w
First Blank =2
Second Blank = 40
what is -5.6 opposite ?
Answer: 5.6
Step-by-step explanation:
the opposite of an negative number...
So your answer would be....
=5.6
Answer:
[tex]5.6[/tex] or [tex]\dfrac{1}{-5.6}[/tex]
Step-by-step explanation:
The additive inverse of [tex]-5.6[/tex] is [tex]-1 \cdot -5.6 = \boxed{5.6}[/tex]
or...
If you mean the multiplicative inverse of [tex]-5.6[/tex], then the answer would be [tex]\dfrac{1}{-5.6}[/tex]
3 An art class is making mosaics with glass squares. Each of the 121 students will get the same number of glass squares to use. The total number of glass squares for the students to use is shown. How many glass squares will each student get? A. Write an expression that can be used to find the number of glass squares each student will receive. B. Complete the given division problem to find the number of squares each student will receive. C. How many whole glass squares will each student receive? 1,240 glass squares D. A remainder is the amount left over when an amount cannot be divided equally. What does the remainder mean in this context? 121)1240 30 R
Answer: A. To find the number of glass squares each student will receive, we need to divide the total number of squares by the number of students.
We can write this as:
x = number of glass squares per student
x = 1240 / 121
B. To find the number of squares each student will receive, we need to solve for x by dividing 1240 by 121.
1240 ÷ 121 = 10.246753246753247
C. Each student will get 10 whole glass squares.
D. The remainder in this context is the number of glass squares that cannot be distributed evenly among the students. In this case, the remainder is 30. It means that there will be 30 glass squares left over after each student has received 10 squares. It's like remainder in division where after dividing 1240 by 121 the quotient is 10 and the remainder is 30.
Step-by-step explanation:
Kelvin and Lewie each design surveys in order to determine the average number of people who buy food at the mall. Kelvin surveys every other person leaving the food area. Lewie surveys every fifth person leaving the mall main entrance. Which set of survey results is most likely to show biased results for people who buy food at the mall
The set of survey results that is most likely to show biased results for people who buy food at the mall is Lewie's survey.
Lewie's survey samples only every fifth person leaving the mall's main entrance, which means that it only captures a small percentage of the total number of mall visitors. Additionally, by only surveying people leaving the main entrance, Lewie's survey may not capture people who enter and exit the mall through other entrances or exits and may also miss those who don't leave the mall after buying food. As a result, Lewie's survey may not accurately represent the total number of people who buy food at the mall and may lead to biased results.
On the other hand, Kelvin's survey samples every other person leaving the food area. This method captures a larger percentage of the total number of people who buy food at the mall and is more likely to provide a more accurate representation of the total number of people who buy food at the mall.
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Answer:
A. Kelvin’s because he surveyed people leaving an area where food is sold
Step-by-step explanation:
Find 1)
4 integral 0 f(x) dx
if f(x) = 2 for x < 2
= x for x ? 2
Answer:
X = 1 and below
Step-by-step explanation:
since X is less than 2.
the value of X will be 1 and below.
Here are several function rules. Calculate the output for rules 1–5 when you use -6 as the input for each rule. Simplify fractions and express in the form a/b if necessary and use the word pi for π
.
Answer: 13,36,-2,-2,pi
Step-by-step explanation:
You do exactly what it says for the rule to -6 to get your answer.
Brian sat in a massage chair at a shopping mall for 8 minutes and paid $9. Norah sat in
the same massage chair for 12 minutes and paid $11. If the relationship between the
number of minutes and the amount paid is linear, with x representing the minutes and y
representing the amount paid in dollars, which of these equations models the situation?
A. x = 0.5y + 5
B. x = y + 1
C. y = 0.5x + 5
D. y = x + 1
Answer:
(1/2)x + $5 (Answer A)
Step-by-step explanation:
Two points on the line representing the cost are (8, $9) and (12, $11).
The change in x is 4 (minutes); this is the 'run.' The change in y is $2 (this is the 'rise'). Thus, the slope of this line is m = rise / run = $2/(4 min), or 1/2 dollar per min.
Applying the slope-intercept formula y = mx + b, we get:
$9 = (1/2)(8) + b, and from this we see that b must be $5.
Then the correct equation is y = (1/2)x + $5.
Does anyone know the question to this ?? :(
Answer:
The ratio of the new area to the old area will be 16:1
Step-by-step explanation:
I remember learning this in class. The radius is quadrupled, which means the radius is 4 times bigger. This will make the new area 16 times bigger than the old area.
Let's check
Area of circle: 3.14 x r^2
Area of the circle when radius 6:
3.14 (6)^2 = 113.04 ft^2
Area of the new circle when the radius is quadrupled:
3.14 (24)^2 = 1808.64 ft^2
1808.64 divided by 113.04 = 16
So, the ratio of the new area to the old area will be 16:1
Tamara said the Distributive Property was used to write 21x + 56xy as an equivalent expression, 7(3x + 8y). Is she correct? Explain. And what is the correct expression.
Answer:
Yes, Tamara is correct that the Distributive Property was used to write 21x + 56xy as an equivalent expression, 7(3x + 8y).
The Distributive Property states that for any real numbers a, b, and c, we have:
a(b + c) = ab + ac
This property allows us to distribute a factor to each term within a set of parentheses.
In this case, Tamara used the Distributive Property to rewrite the expression 21x + 56xy as an equivalent expression. She did this by taking the factor of 7 and distributing it to each term within the parentheses:
7(3x + 8y) = (73x) + (78y) = 21x + 56xy
Therefore, the correct expression is 7(3x + 8y).
Step-by-step explanation:
What is the degree of the polynomial 7x 3 4x² *?
The degree of polynomial 7x³ + 4x² is 3 as the highest power is 3.
What is degree of polynomial?One of the fundamental ideas in mathematics is the degree of polynomials, which determines the maximum number of solutions a function can have and how frequently a function will cross the x-axis on a graph.
Polynomials are also useful in understanding how functions can be represented mathematically. It has the highest exponential power in the polynomial equation.
The greatest power of a variable in a polynomial equation is its degree. When calculating the degree of a polynomial function, only terms with variables are considered. The degree of the polynomial can be determined by looking at the variable term with the highest exponential power.
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Live wants to have his birthday party at the bowling alley with a few of his friends but he must be a less than $80 the bowling alley charge a flat fee of $45 for a private party +5.50 per person
Answer: 45+16.5=61.5
Step-by-step explanation:
if there is 2 friends going with him it would be 45+16.5=61.5
so that is how much he spends in there is more friends ill give you the other answer if there is more friends
. On Monday, Deborah ran 32/5 miles and on Tuesday she ran 41/5 miles. How many miles did she run on these two days together?
Answer: She ran 7 3/5 miles on the two days
Step-by-step explanation
Miles ran by Deborah on Monday =32/5 miles
Miles ran by Deborah on Tuesday = 41/5 miles'
Total miles ran by Deborah on the two days
=3 2/5 +4 1/5
=7 2+1 /5
=7 3/5 miles
the scatter plot shows a regression line of units demanded and price. if the demand is for 35 units what would be the predicted price per unit?
A)$20
B)$23
C)$27
D)$32
According to the following graph, we have identified that if the demand is for 35 units then the predicted price per unit is $27.
The term graph in math is defined as pictorial representation of algebraic equation.
Here we have given the following graph and here we also know that the scatter plot shows a regression line of units demanded and price.
Here we need to know the definition of regression line, which means the relationship between two variables. And it is applied in scenarios where the change in the value of the independent variable causes changes in the value of the dependent variable.
Based on these definition, here we have the relationship between the units demanded and the price of those units.
Now, by looking into the given graph, we have identified that if the demand is for 35 units, then the units price is $27.
Therefore, option (c) is correct.
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Evaluate the following expression: (-5)(6) + (-6) ÷ (-3). Remember to show your work
Answer:
-28
Step-by-step explanation:
(-5)(6) + (-6) ÷ (-3) =
-30 + (-6) ÷ (-3) =
-30 + 2 =
-28
Hope that helps! :)
-Aphrodite
Answer: =-28
Step-by-step explanation: Hope this help :D
PLEASE! I need the prime-power factorizations for these!!!
Answer:
21) 2 x 11
23) 2 x 2 x 2 x 3
25) 3 x 5
27) 2 x 2 x 5
29) 3 x 7
Step-by-step explanation:
Gorilla
Sophia
George
Nancy
Hank
Paula
Gavin
Weight
(pounds)
318
417
310
136
62
24
Plugged
into
3c+9=417
True or
False?
A right triangle has two equal sides. The hypotenuse is 10 cm. What is the perimeter of the triangle?
I'LL GIVE BRAINLIEST I JUST RLLY NEED THIS LOL
Answer:
Isosceles Right Triangle Example
Step-by-step explanation:
Find the area and perimeter of an isosceles right triangle whose hypotenuse side is 10 cm. Therefore, the length of the congruent legs is 5√2 cm. Therefore, the perimeter of an isosceles right triangle is 24.14 cm.
Hope this answer helps ^^
An isosceles triangle has an angle that measures 26°. Which other angles could be in that
isosceles triangle? Choose all that apply.
Answer:
26° 26° 128°
77° 77° 26°
Step-by-step explanation:
So we have two scenarios here.
One of them is if the base angles are 26°.
If that's true, the other angle is 128°
The other scenario is the opposite.
This means the base angles are 77°
Graph the line that passes through the points (1, -2) and (-1,-6) and
determine the equation of the line.
Answer:
y = 2x - 4
Step-by-step explanation:
The equation is y = mx + b
m = The slope
b = y-intercept
To find the slope, we look for the rise/run or (y2 - y1) / (x2 - x1)
The slope here is 2, and the y-intercept is located at (0,-4), so the equation is
y = 2x - 4
Quadrilateral FGHI is similar to quadrilateral JKLM. Find the measure of side JK. Figures are not drawn to scale.
The measure of side KL in the given quadrilateral is 31.88 units.
What is a Quadrilateral?A quadrilateral is a four-sided polygon with four edges and four corners that is used in geometry.
The Latin words Quadri, a variation of four, and latus, meaning "side," are the source of the name.
A two-dimensional shape with four sides, four vertices, and four angles is referred to as a quadrilateral.
Convex and concave are the two main forms.
Convex quadrilaterals can also be divided into a number of subgroups, including trapezoids, parallelograms, rectangles, rhombus, and squares.
So, according to the given figure of FGHI and JKLM:
FG/JK = GH/KL = HI/LM = FI/JM
GH/KL = HI/LM
7/KL = 9/41
KL = 7*41/9 = 31.888
Therefore, the measure of side KL in the given quadrilateral is 31.88 units.
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Correct question with a diagram:
Quadrilateral FGHI is similar to quadrilateral JKLM. Find the measure of side KL. Round your answer to the nearest tenth.
How many powers of 7 are contained in 10?
There is only 1 power of 7 contained in 10.
Students use powers of numbers to solve this problem and learn what is occurring to the numbers as a result.
Students also learn how to divide a seemingly vast and challenging equation into smaller, more accessible components. The pupils should understand that raising 7 to a power only produces a finite number of unit digits. Furthermore, as the power of 7 rises, these particular numbers "circle round." 7, 9, 3, and 1 make up this cycle.
The digit in the tens place is the same.
The total number of times we multiply a number is known as its exponent or power. For instance, 2 to the power 3 denotes a 3x3 multiplication of 2.
The largest power of 7 that is less than 10 is 7^1 = 7, therefore there is only 1 power of 7 contained in 10.
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There is only 1 power of 7 contained in 10.
Students use powers of numbers to solve this problem and learn what is occurring to the numbers as a result.
Students also learn how to divide a seemingly vast and challenging equation into smaller, more accessible components. The pupils should understand that raising 7 to a power only produces a finite number of unit digits. Furthermore, as the power of 7 rises, these particular numbers "circle round." 7, 9, 3, and 1 make up this cycle.
The digit in the tens place is the same.
The total number of times we multiply a number is known as its exponent or power. For instance, 2 to the power 3 denotes a 3x3 multiplication of 2.
The largest power of 7 that is less than 10 is 7^1 = 7, therefore there is only 1 power of 7 contained in 10.
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