Mr. Baxter has 250 students. Of the 250 students, 130 are girls. What is the ratio of the boys to the total number of students in Mr. Baxter's class

Answer:

Step-by-step explanation:

you have to do the multiplication so then it is 20.  

Answer:

AT corresponds to GJ

Step-by-step explanation:

Answer:

The correct answer is D) AT.

Step-by-step explanation:

Looking at shape PMJG, GP is narrowest and GJ is adjoining.

Looking at shape LDTA, LA is narrowest and AT is adjoining.

Side AT corresponds to GJ.

The percent of the increase in Kirk's average score is 12%

Let the total score be 100

We know,

Percent = [tex]\frac{part}{total}[/tex] × 100

Percentage of Kirk's score in last season:

[tex]\frac{75}{100\\}[/tex]×100 = 75%

Percentage of Kirk's score this season:

[tex]\frac{87}{100}[/tex]×100 = 87%

Difference in percentage = 87 - 75 = 12%

Thus there is a 12% increase in Kirk's average score.

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Answer:

It would be C

Step-by-step explanation:

Answer: True

Step-by-step explanation:

The definition of a unit rate is per every one. In this case, the line of the fraction is the "per" we're talking about. Your answer should be the numerator because for a unit rate the bottom number is always 1.

Answer: This is True

Answer: B

Step-by-step explanation:

It says that Haley and Greg sold popcorn for 3 hours, and in that process, Haley sold 15 and Greg sold 9. Each of these popcorn boxes costs $2.

First, we will have to add the number of popcorn boxes each one had in order to find the total. We get

(15 + 9)

Then, we can see that each box costs $2. Multiply the number of popcorn boxes by 2 and use the distributive property.

(15 + 9)*2

= (15*2 + 9*2)

Next, we will need to divide by the number of hours to get how much Haley and Greg sold per hour.

(15*2 + 9*2)/3

Answer:pls someone put an answer

Step-by-step explanation:

Answer:

16 (G)

Step-by-step explanation:

They are made up of numbers to form up a line of expression, and they follow the BODMAS rule.

Given from the question:

[tex]4+6\ * (10-2^{3} )\\=4 + 6\ * (10-8)\\= 4 + 6 * 2\\= 4 + 12\\= 16[/tex]

Therefore the value of the expression is 16 (G)

Answer:

Step-by-step explanation:

6 + 4 = 10

2³ = 2 × 2× 2

2 × 2 × 2 = 8

10 - 8 = 2

10 × 2 = 20

Hope it Helps!! :)

Answer:

Step-by-step explanation:

A cereal box has a height of 32 centimeters. It has a base with an area of 160 square centimeters.

What is the volume, in cubic centimeters, of the cereal box?

Answer: 3/8

Step-by-step explanation:

there are 8 letters in fraction and 3 of those are vowels

Answer:

Step-by-step explanation:3/8

Answer:4/5

Step-by-step explanation:

80% means 80/100 in fraction. We have to simplify the fraction by 80÷20 and 100÷20 = 4/5

So the answer is 4/5.

Answer:

Step-by-step 80 percent is 80\100 so

For the first one (4\5) 5x20=100 and 4x20=80 which is 80\100

so it should be 4\5

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Answer:

The value of B is the number 20.

Answer: The y-intercept is the initial amount Tammy earns.

Step-by-step explanation:

Always remember that for graphs, the y-intercept is the initial amount. In this case, it would be the initial amount or the very first amount Tammy earns. If the line goes through the origin (0,0), that means that Tammy earns $0.00 for 0 hours of working.

13 ......................

Answer:

Step-by-step explanation:

A

Answer:

since the 2 trapezium's are congruent SD should be equal to KO which is 2

so the answer is a)2 units

Hope it helps :)

Answer:

a. 2 units.

Step-by-step explanation:

The answer is two units because the trapezium ABSD is equal to PLOK,  meaing that SD and KO should also be equal. Meaning that SD equals 2 units.

Answer:

--------------------------------

The heights and shadows are proportional since they form similar triangles.

Set equal proportions and solve for the missing length:

Answer:

112 meters

Step-by-step explanation:

3.2/1.14 = x/39.75

3.2/1.14 = 2.81

2.81 * 39.75 = 111.57 = 112

Step-by-step explanation:

#1: 51+24+15=90—NO

#2: 70+45+65=180—YES

#3: 34+42+58=134—NO

#4: 18+120+42=180—YES

Answer:

A) -$1,275/yr

Step-by-step explanation:

The value of the car in 2015 was a third of its original value in 2006, which means that the value of the car decreased by 2/3.

To find the rate of change, we can use the formula:

rate of change = (final value - initial value) / (time elapsed)

In this case, the initial value is $28,350, the final value is a third of that value, which is $28,350 * (2/3) = $18,900. The time elapsed is 2015 - 2006 = 9 years.

So the rate of change is:

rate of change = ($18,900 - $28,350) / 9 = -$9,450 / 9 = -$1,050/yr

Therefore, the rate of change in the value of the car from 2006 to 2015 is -$1,050/yr.

The correct option is A) -$1,275/yr

The rate of change in the value of the car from 2006 to 2015 is -$1,800/yr, the correct option is D

The average Rate of Change of the function f(x) can be calculated as;

[tex]f(x) = \dfrac{f(b) - f(a)}{b-a}[/tex]

f(x) represents the function x

Given;

Its worth in 2006= $28,350

In 2015 it was worth a third of its original value

Now,

Car value in 2015= 1/3 x 28,350

=9450

Number of years from 2006 to 2015

=8

Rate of change in value per year= 9450/8

=1181

Therefore, the rate of change will be -$1,800/yr

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Answer:

C

Step-by-step explanation:

Answer: 1,600 ml

Step-by-step explanation:

You can arrive at this answer by subtracting the amount of cough syrup used (1,200 ml) from the initial amount in the bottle (2.8 L, which is 2,800 ml).

2,800 ml - 1,200 ml = 1,600 ml

I hope this helps :)

Answer: 1,600 mL

Step-by-step explanation:

1. convert the 1,200 mL to L, which is 1.2 L.

2. Subtract that value from 2.8 L, equaling 1.6 L

3. Convert the 1.6 L back into mL by multiplying by 1000, which is equivalent to 1600 mL.

Answer:

The probablilty of landing on blue is greater than the probability of landing on purple!

This is because there are more blue colored sections that purple.

Step-by-step explanation:

Answer:

Player 3 is more likely to hit the ball than Player 2 because P (Player 3) > P (Player 2).

Step-by-step explanation:

The true statement about the probability when the softball players discussed their batting averages after a game is Player 3 is more likely to hit the ball than Player 2 because P (Player 3) > P (Player 2). The likelihood of randomly selecting a terrier from the shelter is equally likely and unlikely as it's 50%.

Answer:

40%

Step-by-step explanation:

168/120=1.4

1=original

.4=increase

.4---Percent =

.4x100

=40%

Answer: 40

Step-by-step explanation:

168 - 120 = 48

40% of 120 = 48

Therefore, a 40% increase is the correct answer.

Answer:

c:.45 degrees

Step-by-step explanation:

multiply 5 x 9

[tex]\huge\text{Hey there!}[/tex]

[tex]\huge\boxed{\mathtt{GUIDE\ \downarrow}}[/tex]

[tex]\mathtt{1 \ hour \rightarrow 60 \ minutes \rightarrow 3,600 \ seconds}[/tex]

[tex]\mathtt{First\ blank \ should \ be \ \bold{60} \ because:}[/tex]

[tex]\mathtt{1 \times 60 \ gives \ you\ \bf 60}[/tex]

[tex]\mathtt{Whereas \ the \ second/third\ \ blank \should\ be \ \bold{7}\ because, \ \dfrac{420}{60}\ gives \ you \ \bf 7}[/tex]

[tex]\huge\boxed{\mathtt{Therefore\ your \ answer(s)\ should \ be: }}[/tex]

[tex]\huge\boxed{\boxed{\mathtt{FIRST \ BLANK: 60}}}\huge\checkmark[/tex]

[tex]\huge\boxed{\boxed{\mathtt{SECOND/THIRD \ BLANK: 7}}}\huge\checkmark[/tex]

[tex]\huge\text{Good luck on your assignment \& enjoy your day!}[/tex]

Answer:

[tex]\large\boxed{\textsf{Unknown Distance = 60 Miles.}}[/tex]

[tex]\large\boxed{\textsf{Unknown Time = 7 Hours.}}[/tex]

Step-by-step explanation:

[tex]\textsf{We are asked to complete the ratio table.}[/tex]

[tex]\large\underline{\textsf{What is a Ratio?}}[/tex]

[tex]\textsf{A Ratio is a comparison between 2 or more values.}[/tex]

[tex]\textsf{Ratios help us identify how much larger one number is to another.}[/tex]

[tex]\textsf{How much larger is what we'll need to find out from our ratio table.}[/tex]

[tex]\textsf{Note that the family is going a constant speed, so the ratio won't change its value.}[/tex]

[tex]\large\underline{\textsf{Solving;}}[/tex]

[tex]\textsf{Note that in the middle row we are given the amount of time, and the distance.}[/tex]

[tex]\textsf{Let's use the middle row to identify how much larger the distance is to the time.}[/tex]

[tex]\textsf{We should divide the distance by the amount of time.}[/tex]

[tex]\large\underline{\textsf{Divide;}}[/tex]

[tex]\tt \frac{204}{3.4} = \boxed{60}[/tex]

[tex]\textsf{We know that the Distance is 60 times larger than the amount of time.}[/tex]

[tex]\textsf{It's the vice versa for time where time is 60 times smaller than the distance.}[/tex]

[tex]\large\underline{\textsf{Solving Continued;}}[/tex]

[tex]\textsf{In the First Row, we are given that the time is 1 hour. The Distance is unknown.}[/tex]

[tex]\textsf{Remember that time is 60 times less than the Distance, so we should multiply 1}[/tex]

[tex]\textsf{by 60.}[/tex]

[tex]\tt 60 \times 1 = 60[/tex]

[tex]\large\boxed{\textsf{Unknown Distance = 60 Miles.}}[/tex]

[tex]\textsf{In the Third Row, we are given that the distance is 420 miles. The Time is unknown.}[/tex]

[tex]\textsf{Remember that distance is 60 times larger than the time, so we should divide 420}[/tex]

[tex]\textsf{by 60.}[/tex]

[tex]\frac{420}{60} = 7[/tex]

[tex]\large\boxed{\textsf{Unknown Time = 7 Hours.}}[/tex]

Answer:

Step-by-step explanation:

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