In Math town,60% of the population are males and 30% of them have brown eyes. Of the total math town population 28 % have brown eyes. What percentage of the females in math town have brown eyes?

Answer:

x = 12, y = 42

Step-by-step explanation:

6 is multiplied by 6 to get 36 (lot of sixes lol)

So multiply everything else by 6

2 x 6 = 12

7 x 6 = 42

Answer:

d y/d x = y/x

Step-by-step explanation:

the answer for this is 84915

Answer:   \(\frac{3}{4}\)c

Step-by-step explanation:

       If one pound of chicken costs c dollars, and we are writing an expression for 3/4 a pound of chicken, our expression will be the price (c) multiplied by how much chicken there is (3/4):

               3/4c

- In mathematics, an expression is a combination of numbers, variables (represented by letters), symbols, and operators, arranged in a way that represents some meaningful mathematical relationship or calculation.

- Expressions can be simple, like 3x or 4 + 5, or complex, like (3x + 4y) / (2x - 5y). Expressions are not equations or inequalities, as they do not contain an equal sign, but they can be used to build equations or inequalities.

The price of 1 pound of chicken is c dollars. To find the price of 3/4 pound of chicken, we can multiply the price of 1 pound by 3/4:

\(\begin{aligned}\sf Price\: of\: \dfrac{3}{4}\: pound\: of\: chicken& =\sf \dfrac{3}{4} \times c \\&=\boxed{\bold{\:\dfrac{3}{4}c\:}}\end{aligned}\)

Therefore, the expression for the price of 3/4 pound of chicken is 3/4c.

To learn more about expressions, visit this link below:

Answer:

what?????????????????????????

Answer:

What do you need help with?

Step-by-step explanation:

Answer:

x=

​791435

​

​84

​​ ,

​791435

​

​12TD

​​  

Step-by-step explanation:

1 Simplify  425x\times 9311425x×9311  to  3957175x3957175x.

3957175x=420,6TD\times 103957175x=420,6TD×10

2 Simplify  6TD\times 106TD×10  to  60TD60TD.

3957175x=420,60TD3957175x=420,60TD

3 Break down the problem into these 2 equations.

3957175x=4203957175x=420

3957175x=60TD3957175x=60TD

4 Solve the 1st equation: 3957175x=4203957175x=420.

x=\frac{84}{791435}x=

​791435

​

​84

​​  

5 Solve the 2nd equation: 3957175x=60TD3957175x=60TD.

x=\frac{12TD}{791435}x=

​791435

​

​12TD

​​  

6 Collect all solutions.

x=\frac{84}{791435},\frac{12TD}{791435}x=

​791435

​

​84

​​ ,

​791435

​

​12TD

​​  

Answer: 120

Step-by-step explanation:

We can put it in an equation like this:

6 = 5%x

Then, we solve:

6 = 1/20 x

x = 20/1 *6

x=120

Therefore, 5% of 120 is 6.

Answer:

120

Step-by-step explanation:

5/100=6/x

Cross multiply

5x=100(6)

5x=600

/5. /5

x=120

Hopes this helps please mark brainliest

Answer:

\(78,\!624,\!000\).

Step-by-step explanation:

Note the requirements:

Because of that, permutation would be the most suitable way to count the number of possibilities.

There are \(\displaystyle P(26,\, 3) = \frac{26!}{(26 - 3)!} = 26 \times 25 \times 24 = 15,\!600\) ways to arrange three out of \(26\) distinct letters (without replacement.)

Similarly, there are \(\displaystyle P(10,\, 4) = \frac{10!}{(10 - 4)!} = 10 \times 9 \times 8 \times 7= 5,\!040\) ways to arrange four out of \(10\) distinct numbers (also without replacement.)

Therefore, there are \(15,\!600\) possibilities for the three-letter section of this password, and \(5,\!040\) possibilities for the four-digit section. What if these two parts are combined?

Consider: if the first three letters of the password were fixed, then there would be \(5,\!040\) possibilities. However, if any of the first three letters was changed, the result would be another \(5,\!040\!\) possibilities, all of which are different from the previous \(5,\!040\!\!\) possibilities. These two three-letter sections along will give \(2 \times 5,\!400\) possibilities. Since there are \(15,\!600\) three-letter sections like that, there would be \(15,\!600 \times 5,\!400 = 78,\!624,\!000\) possible passwords in total. That gives the number of possible passwords that satisfy these requirements.

The solution to the inequality 1 + 3r > 10 is r > 3.

This means that any value of r greater than 3 will satisfy the inequality.

To solve the inequality 1 + 3r > 10, we need to isolate the variable r on one side of the inequality sign.

Let's begin by subtracting 1 from both sides of the inequality:

1 + 3r - 1 > 10 - 1

This simplifies to:

3r > 9

Next, we can divide both sides of the inequality by 3 to solve for r:

(3r)/3 > 9/3

This simplifies to:

r > 3

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Answer:

For this problem we can use the following proportional rule:

\( \frac{73 mi}{25 gal}= \frac{x}{75 gal}\)

Where x represent the number of miles that we can travel with 75 gallons. For this case we can use this proportional rule since by definition \( D=vt\). If we solve for x we got:

\( x =75 gal (\frac{73 mi}{25 gal}) =219mi\)

And the best answer would be:

219 mi

Step-by-step explanation:

For this problem we can use the following proportional rule:

\( \frac{73 mi}{25 gal}= \frac{x}{75 gal}\)

Where x represent the number of miles that we can travel with 75 gallons. For this case we can use this proportional rule since by definition \( D=vt\). If we solve for x we got:

\( x =75 gal (\frac{73 mi}{25 gal}) =219mi\)

And the best answer would be:

219 mi

Answer:

10. x ≈ 15,9

11. x ≈ 17,5

Step-by-step explanation:

10. Use the Pythagorean theorem:

\( {x}^{2} = {17}^{2} - {6}^{2} = 289 - 36 = 253\)

\(x > 0\)

\(x = \sqrt{253} ≈15.9\)

11.

\( {x}^{2} = {9}^{2} + {15}^{2} = 81 + 225 = 306\)

\(x > 0\)

\(x = \sqrt{306} ≈17.5\)

To approximate the area under the curve y=x^3 from x=3 to x=6, we can use the midpoint rule with four subintervals.First, we need to find the width of each subinterval:delta x = (6 - 3) / 4 = 0.75Next, we can find the midpoint of each subinterval:x1 = 3 + 0.5 * delta x = 3.375

x2 = x1 + delta x = 4.125

x3 = x2 + delta x = 4.875

x4 = x3 + delta x = 5.625Now, we can evaluate the function at each midpoint:y1 = x1^3 = 40.39

y2 = x2^3 = 71.25

y3 = x3^3 = 106.29

y4 = x4^3 = 146.48Finally, we can use the midpoint rule formula to approximate the area:A ≈ delta x * (y1 + y2 + y3 + y4)

= 0.75 * (40.39 + 71.25 + 106.29 + 146.48)

= 267.98Therefore, the approximate area under the curve y=x^3 from x=3 to x=6 is 267.98 square units.

Answer:

MJK & PJR = Unequal

LJP & NJR = Equal

KJR & MJP = Equal ? (not too sure with this one)

MJP & PJR = Unequal

KJL & LJM = Unequal

The angles MJK & PJR, KJR & MJP, KJL & LJM are unequal and the angles LJP & NJR, MJP & PJR are equal.

When two lines or rays converge at the same point, the measurement between them is called a "Angle."

It is given that:

MJK & PJR = Unequal

The measure of angle MJK = 90 degrees

The measure of angle PJR= 48 + 46 = 94 degrees

LJP & NJR = Equal

The measure of angle LJP = 48 + 46 + 48 = 142 degrees

The measure of angle NJR = 48 + 48 + 46 = 142 degrees

KJR & MJP = Unequal

The measure of angle KJR = 360 - (46+48+48+46+90) = 82 degrees

The measure of angle MJP = 46 + 48 = 94 degrees

MJP & PJR = Equal

The measure of angle MJP = 48 + 46 = 94 degrees

The measure of angle PJR= 48 + 46 = 94 degrees

KJL & LJM = Unequal

The measure of angle KJL  = 42 degrees

The measure of angle LJM = 90 - 42 = 48 degrees

Thus, the angles MJK & PJR, KJR & MJP, KJL & LJM are unequal and the angles LJP & NJR, MJP & PJR are equal.

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The area of the triangle, when a = 2 and c = 3, is 1512 square centimeters.

We must apply the formula for the area of a triangle, which is provided by: to determine the triangle's area.

(1/2) * Base * Height = Area

We can enter the values of a = 2 and c = 3 into the formula given that the base length is 3ac2 and the height is 2 centimetres greater than the base length.

Base length =\(3ac^2 = 3 * 2 * (3^2) = 3 * 2 * 9 = 54\) centimeters

Height is calculated as Base Length + 2 (54 + 2 = 56 centimetres).

Using these values as a substitute in the formula, we obtain:

Area =\((1/2) * 54 * 56 = 1512\) square centimeters

centimetres square

It's crucial to understand that the calculation assumes the triangle is a right triangle with the specified base and height and that the given values of a and c are accurately used in the formula.

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1. Radius (r) of the sphere = 10 units. (Given)

• Surface area of the sphere = 4πr².

Surface area of the sphere = 4 × π × (10)²

Surface area of the sphere = 4 × π × 10 × 10

Surface area of the sphere = 400π units. (Ans)

And,

• Volume of the sphere = 4/3πr³.

Volume of the sphere = 4/3 × π × (10)³

Volume of the sphere = 4/3 × π × 10 × 10 × 10

Volume of the sphere = 4000π/3

Volume of the sphere = 1333.3π cubic units. [approx] (Ans)

__________________________________

2. Diameter of the sphere = 16 units. (Given)

Radius (r) of the sphere = 16/2 = 8 units.

• Surface area of the sphere = 4πr².

Surface area of the sphere = 4 × π × (8)²

Surface area of the sphere = 4 × π × 8 × 8

Surface area of the sphere = 256π units. (Ans)

And,

• Volume of the sphere = 4/3πr³.

Volume of the sphere = 4/3 × π × (8)³

Volume of the sphere = 4/3 × π × 8 × 8 × 8

Volume of the sphere = 2048π/3

Volume of the sphere = 682.6π cubic units. [approx] (Ans)

__________________________________

3. Radius (r) of the sphere = 5 units. (Given)

• Surface area of the sphere = 4πr².

Surface area of the sphere = 4 × π × (5)²

Surface area of the sphere = 4 × π × 5 × 5

Surface area of the sphere = 100π units. (Ans)

And,

• Volume of the sphere = 4/3πr³.

Volume of the sphere = 4/3 × π × (5)³

Volume of the sphere = 4/3 × π × 5 × 5 × 5

Volume of the sphere = 500π/3

Volume of the sphere = 166.6π cubic units. [approx] (Ans)

__________________________________

4. Diameter of the sphere = 18 units. (Given)

Radius (r) of the sphere = 18/2 = 9 units.

• Surface area of the sphere = 4πr².

Surface area of the sphere = 4 × π × (9)²

Surface area of the sphere = 4 × π × 9 × 9

Surface area of the sphere = 324π units. (Ans)

And,

• Volume of the sphere = 4/3πr³.

Volume of the sphere = 4/3 × π × (9)³

Volume of the sphere = 4/3 × π × 9 × 9 × 9

Volume of the sphere = 2916π/3

Volume of the sphere = 972π cubic units. (Ans)

__________________________________

The solution in the equation is x = 12.

We have,

To solve the logarithmic equation log (x − 2) = 1,

We can use the definition of logarithm which states that log base b of x equals y if and only if b to the power of y equals x, where b is the base of the logarithm.

In this case, the base is not specified, so we assume it is 10, which is the common base used in most calculators and mathematical applications

Using the exponential form, we have:

log (x - 2) = 1

10^1 = x - 2

10 = x - 2

x = 12

Therefore,

The solution is x = 12.

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Two triangles are congruent if they meet one of the following criteria. : All three pairs of corresponding sides are equal. : Two pairs of corresponding sides and the corresponding angles between them are equal. : Two pairs of corresponding angles and the corresponding sides between them are equal.

Answer:

It's the first one

Step-by-step explanation:

Because 2M means you are multiplying all the values of M with 2

Answer:

1/4

Step-by-step explanation:

4 divide in half so should be 1/4

the expression 45 less than a unknown number is:

because x can be any number

Answer:

40% rock

10% country

30% hip-hop

The rest is electronica

Step-by-step explanation:

hope this helped

Answer:

23 degrees

To get this:

5x means 5 squared, also known as 5 times itself. 5x5 is 25.

25 - 2 is 23.

23 degrees should be it.

Answer:

The value of x is 16 degree

Step-by-step explanation:

5x-2=78(vertically opposite angle)

or,5x=78+2

or,x=80/5

   x=16

Answer:

1.2 m off the ground

Using the inequality rule we know that 11 is greater than -11, (11 > -11).

Mathematical expressions with inequalities are those in which the two sides are not equal.

Contrary to equations, we compare two values in inequality.

Less than (or less than or equal to), greater than (or greater than or equal to), or not equal to signs are used in place of the equal sign.

Two expressions in inequality aren't always equal, which is denoted by the symbols >, <, ≤, or ≥.

So, let's say the inequality equation looks like this: A

Right now, A is valued at

Let p be used to representing the initial number.

P equals 11, so

Let q be used to representing the second number.

Q has a value of -11.

-11 and 11 are both numbers that are greater than zero.

Then, 11 > -11 ... (1)

A has a value of 11 > -11.

Therefore, using the inequality rule we know that 11 is greater than -11, (11 > -11).

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Correct question:
Is 11 greater than, equal to, or less than -11?

Answer:

$880

Step-by-step explanation:

Use the equation:

\(P=(1-d)x\) with d being the discount in a decimal form, and P being the price that was bought at.

220=(1-0.75)x

simplify parenthesis terms

220=0.25x

divide both sides by 0.25

880=x

So, the original price was $880.

Hope this helps! :)

Answer: 42 Hope this helps!

Step-by-step explanation:

Okay so if there are 7 names lets just say the names are

1

2

3

4

5

6

7

The combos on names can be

1,2

1,3

1,4

1,5

1,6

1,7

2,1

2,3

2,4

2,5

2,6

2,7

3,1

3,2

3,4

3,5

3,6

3,7

4,1

4,2

4,3

4,5

4,6

4,7

5,1

5,2

5,3

5,4

5,6

5,7

6,1

6,2

6,3

6,4

6,5

6,7

7,1

7,2

7,3

7,4

7,5

7,6

There are 42 combos that can happen!

Answer: y=16x

Explanation: -30x + y = -14x

Answer:

Step-by-step explanation:

In the Intermediate Phase of mathematics education, one topic that demonstrates a hierarchical and logical progression in patterns, functions, and algebra is the concept of "Linear Equations."

The topic of Linear Equations in the Intermediate Phase builds upon the foundation laid in earlier grades and serves as a stepping stone towards more advanced algebraic concepts. Here is an overview of the topic sequence and content area spread for Linear Equations:

Introduction to Variables and Expressions:

Students are introduced to the concept of variables and expressions, learning to represent unknown quantities using letters or symbols. They understand the difference between constants and variables and learn to evaluate expressions.

Solving One-Step Equations:

Students learn how to solve simple one-step equations involving addition, subtraction, multiplication, and division. They develop the skills to isolate the variable and find its value.

Solving Two-Step Equations:

Building upon the previous knowledge, students progress to solving two-step equations. They learn to perform multiple operations to isolate the variable and find its value.

Writing and Graphing Linear Equations:

Students explore the relationship between variables and learn to write linear equations in slope-intercept form (y = mx + b). They understand the meaning of slope and y-intercept and how they relate to the graph of a line.

Systems of Linear Equations:

Students are introduced to the concept of systems of linear equations, where multiple equations are solved simultaneously. They learn various methods such as substitution, elimination, and graphing to find the solution to the system.

Word Problems and Applications:

Students apply their understanding of linear equations to solve real-life word problems and situations. They learn to translate verbal descriptions into algebraic equations and solve them to find the unknown quantities.

The content area spread for Linear Equations includes concepts such as variables, expressions, equations, operations, graphing, slope, y-intercept, systems, and real-world applications. The progression from simple one-step equations to more complex systems of equations reflects a logical sequence that builds upon prior knowledge and skills.

By following this hierarchical progression, students develop a solid foundation in algebraic thinking and problem-solving skills. They learn to apply mathematical concepts and procedures in a systematic and logical manner, paving the way for further exploration of patterns, functions, and advanced algebraic topics in later phases of mathematics education.

The information given:

a+b=8 (the sum of two numbers is 8)

b=a-6 (one number is 6 less than the other)

Since we have two equations and two variables, we can substitue one equation on the other:

a+(a-6)=8

a+a-6=8

2a-6=8

2a=8+6

a=14/2

a=7

Since we have a, now we substitute a in the equation:

7+b=8

b=8-7

b=1

Answer:a= 9/2

Step-by-step explanation:

times 3/4 both side

\(\frac{3}{4} (6) = \frac{3}{4} (\frac{4}{3} a)\)

\(\frac{9}{2} =a\)

a= 9/2

Answer:

\(\boxed{\sf \boxed{\sf a=\frac{9}{2}}\:or\:\boxed{\sf a=4.5}}\)

Step-by-step explanation:

\(\sf 6=\cfrac{4}{3}a\)

\(\sf \cfrac{4}{3}\;a=6\)

Multiply both sides by 3:-

\(\sf 3\times\cfrac{4}{3}\; a=6\times\:3\)

Simplify:-

\(\sf 4a=18\)

Divide both sides by 4:-

\(\sf \cfrac{4a}{4}=\cfrac{18}{4}\)

Simplify:-

\(\sf a=\cfrac{9}{2}\)

___________________

Hope this helps!

Have a great day! :)

Answer:

Step-by-step explanation:

If the diameter is 4 meters, then the radius has to be 2 because the radius is half of the diameter.