a company has two large computers. the slower computer can send all the companys email in 30 minutes. the faster computer can complete the same job in 20 minutes. if both computers work together, how long will it take them to do the same job?

the average rate of change in the number of cattle from 2006 to 2014 is approximately -1.1125 million head of cattle per year.

To find the average rate of change in the number of cattle from 2006 to 2014, we need to divide the total change in the number of cattle over that period by the number of years.

The total change in the number of cattle is:

87.7 million - 96.6 million = -8.9 million

The number of years is:

2014 - 2006 = 8

So, the average rate of change is:

-8.9 million / 8 years = -1.1125 million per year

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The following conclusion is reached concerning the results represented by the dot plots:

The Mean Absolute Deviation for brand A is: 2.02

The Mean Absolute Deviation for brand A is: 1.905

The Mean Absolute Deviation for the two brands is similar.

The mean absolute deviation is a test of the variability of a data set which is the average distance between each of the data points in the data set and the mean.

Mean Absolute Deviation for Brand A:

The points are, 1,1,2,2,2,3,4,4,5,5,5,5,6,6,7,7,8,8,8,9

Mean = (1 + 1 + 2 + 2 + 2 + 3 + 4 + 4 + 5 + 5 + 5 + 5 + 6 + 6 + 7 + 7 + 8 + 8 + 8 + 9) ÷ 20 = 98÷20

Mean = 4.9

Mean Absolute Deviation

= [(1 - 4.9) + (1 - 4.9) + (2 - 4.9) + (2 - 4.9) + (2 - 4.9) + (3 - 4.9) + (4 - 4.9) +

(4 - 4.9) + (5 - 4.9) + (5 - 4.9) + (5 - 4.9) + (5 - 4.9) + (6 - 4.9) + (6 - 4.9) +

(7 - 4.9) + (7 - 4.9) + (8 - 4.9) + (8 - 4.9) + (8 - 4.9) + (9 - 4.9)] ÷ 20

=  [(3.9) + (3.9) + (2.9) + (2.9) + (2.9) + (1.9) + (0.9) + (0.9) + (0.1) + (0.1) + (0.1) + (0.1) + (1.1) + (1.1) + (2.1) + (2.1) + (3.1) + (3.1) + (3.1) + (4.1)] ÷20

= 40.4÷20

Mean Absolute Deviation for brand A = 2.02

Mean Absolute Deviation for Brand B:

The points are, 1,3,3,4,4,4,4,4,5,5,5,6,6,6,6,8,8,9,10,10

Mean = (1 + 3 + 3 + 4 + 4 + 4 + 4 + 4 + 5 + 5 + 5 + 6 + 6 + 6 + 6 + 8 + 8 + 9 + 10 + 10)÷20

Mean = [tex]\frac{111}{20}[/tex]= 5.55

Mean Absolute Deviation = [(1 - 5.55) + (3 - 5.55) + (3 - 5.55) + (4 - 5.55) + (4 - 5.55) + (4 - 5.55) + (4 - 5.55) + (4 - 5.55) + (5 - 5.55) + (5 - 5.55) + (5 - 5.55) + (6 - 5.55) + (6 - 5.55) + (6 - 5.55) + (6 - 5.55) + (8 - 5.55) + (8 - 5.55) + (9 - 5.55) + (10 - 5.55) + (10 - 5.55)] / 20

Mean Absolute Deviation = [tex]\frac{38.1}{20}[/tex]

Mean Absolute Deviation for brand B = 1.905

The complete question is-

Martin and Clara decide to keep track of the number of different colors in two brands of tennis shoes, brand A and brand B. Their results are represented by the dot plots. The mean absolute deviation for brand A is. The mean absolute deviation for brand B is. The mean absolute deviations for the two brands are similar.

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(2x - 10) - (3x² + 10x) + (2x³ + 3x²)

= 2x - 10 - 3x² - 10x + 2x³ +3x²

= 2x³ - 8x - 10

Step-by-step explanation:

4 1/2(2)=9. Multiply by 2 to get total

9- 3 1/2=z. Subtract 3 1/2 from total to get Z

5 1/2= Z

Steve should leave his house no later than 8:49 am (10:00 am minus 529 minutes) to get to work on time.

It's preferable to spell out the term minutes entirely rather than shorten it. Sixty seconds make up one minute, which is a measure of time. Minutes are a noun that also refers to the records of a formal meeting. The abbreviation "min" is frequently used.

Let's call the hour Steve needs to leave his house to leave for work "x".

He needs 9 minutes to walk from his home to the bus stop, and we don't know how long it will take the bus to get from Birmingham to Coventry. Call the length of the bus ride "t" for now.

Steve needs 12 minutes to walk to work from the bus stop in Coventry.

So, Steve's commute to work takes a total of:

Walking from the bus stop in Coventry to work takes 12 minutes, and it takes 9 minutes to go to the bus stop in Birmingham, thus the total time is 21 + t minutes.

Steve needs to arrive at work by 10 a.m., or 10 x 60 = 600 minutes.

Thus, we can formulate the equation shown below:

x + 21 + t <= 600

After finding x, we obtain:

x <= 579 - t

This indicates that Steve must leave his home no later than 579 minutes before 10 am, rounded to the nearest minute, minus the time it will take him to take the bus there and back (t).

For instance, if the bus ride takes 50 minutes, Steve should leave his house no later than:

x <= 579 - 50 = 529

In order to arrive at work on time, Steve must leave his residence no later than 8:49 am (10:00 am minus 529 minutes).

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By answering the presented question, we may conclude that As a result, 200 kilograms of cement, 400 kg of sand, and 600 kg of gravel are required to produce 1200 kg of dry concrete in the 1:2:3 ratio.

In mathematics, ratios demonstrate how often one number is included in another. If there are 8 oranges and 6 lemons in a fruit bowl, the ratio of oranges to lemons is 8 to 6. In a similar vein, the ratio of oranges to whole fruit is 8, whereas the ratio of lemons to oranges is 6:8. A ratio is an ordered pair of integers a and b represented as a / b, where b is not equal to zero. A ratio is an equation that equals two ratios. For example, if there is 1 male and 3 girls (for every boy she has 3 girls), 3/4 are girls and 1/4 are boys.

One component cement, two parts sand, and three parts gravel are required to build dry concrete in the 1:2:3 ratio. This indicates that for every 1 kg of cement, 2 kg of sand and 3 kg of gravel are required.

To calculate the weight of one part, divide the entire weight of dry concrete (1200 kg) by the total number of parts (6). 1200 kg ÷ 6 = 200 kg.

Cement: 1 component cement (200 kilograms) = 200 kg

2 pieces sand 200 kilogram/part = 400 kg

Gravel: 600 kg = 3 parts gravel 200 kg/part

As a result, 200 kilograms of cement, 400 kg of sand, and 600 kg of gravel are required to produce 1200 kg of dry concrete in the 1:2:3 ratio.

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By looking at the degree, we conclude that we have 4 roots.

Here we want to see how many roots the function:

x⁴ - 2x³ - 6x² + 22x - 15 = 0

The numer of roots (repeated, complex, or real) is given by the degree of the g

In this case we can see that the maximum exponent is 4, so the degree is 4, which means that we have 4 roots

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The area of a rectangle is [tex]30cm^{2}[/tex]  , so let know more about rectangle and also know about Quadrilaterals.

Rectangle is a plane figure that differs from a square by having four adjoining sides that are not equal and 4 consecutive sides.

A rectangle is a type of quadrilateral that has r opposed sides that are equally long and parallel.

A quadrilateral is a closed object in geometry that is created by connecting 4 points, any 3 of which are not collinear. A quadrilateral, often known as a square, rectangle, or rhombus, is a polygon with 4 sides.

from the question

Given, Length, l = 6 cm, Breadth, b = 5cm

[tex]area of rectangle : A= length * breadth =6 * 5= 30 cm ^{2}[/tex]

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we need to know how many students each circle represents to calculate how many chose chicken Maybe try 4 3/4 but im not quite sure

Step-by-step explanation:

Answer:

19

Step-by-step explanation:

24 students said veggie and there is 6 circles in the pictogram for veggie so we can divide 24 by 6 to find the value of one circle.

[tex]\frac{24}{6} = 4[/tex]

Now we have the value of a circle we can figure out how many students chose chicken.

There are 4 full circles which is [tex]4*4 = 16[/tex]

Finally, there is a 3/4 of a circle which is [tex]4*\frac{3}{4} = 3[/tex]

Then we add all the values together to find the number of students who chose chicken.

16+3=19

Hope this helps!

Brainliest is much appreciated!

Answer:

7.8 x (12/6)-0.8

Mr. Razon paid 87 percent of his Php 100 for his lunch.

We first calculate the difference between the original value and the new value when comparing a rise in a quantity over time. The relative increase in comparison to the initial value is then determined using this difference, and it is expressed as a percentage. The relative reduction in comparison to the starting value is then determined using this difference, and it is expressed as a percentage.

The response denotes a percentage increase if the percent change number is positive. If the value is negative, it can be expressed as a positive number and designated as a reduction in percentage.

To find the percentage that Mr. Razon paid for his lunch, we can use the formula:

percentage = (part / whole) x 100%

Substituting the values we get:

percentage = (87 / 100) x 100%

percentage = 87%

Therefore, Mr. Razon paid 87% of his Php 100 for his lunch.

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The rate of change of the number of vehicles in line with respect to the traffic intensity for x=0.2 is -1.2000. The formula used to calculate the rate of change is the derivative of the given function f(x).

To find the rate of change of the number of vehicles in line with respect to the traffic intensity at x = 0.2, we need to take the derivative of the function f(x) with respect to x and then evaluate it at x = 0.2.

f(x) = 5(2 - x)x^2

f'(x) = 5[(2 - x)(2x) + x^2(-1)]

f'(x) = 5(4x - 3x^2)

f'(0.2) = 5(4(0.2) - 3(0.2)^2) = 0.68

Therefore, the rate of change of the number of vehicles in line with respect to the traffic intensity for x = 0.2 is 0.68.

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The advertising budget of the brand should be $12,250. This can be calculated using the following equation:

A budget is a financial plan for how much money will be earned, saved, and spent over a given period of time. It is a tool that helps individuals and organizations plan for their financial future and manage their current finances. A budget outlines expected income, expenses, and savings goals. It can also be used to track past spending and evaluate how successful a person or organization was in achieving their financial goals.

Gross Sales x 15% (Amazon Selling Fee) x 20% (Amazon Fulfillment Fee) x 20% (Cost of Goods Sold) x 35% (Advertising Budget) = Advertising Budget

$50,000 x 15% x 20% x 20% x 35% = $12,250

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Answer:

-7x - 12

Step-by-step explanation:

To simplify the expression, we need to get rid of the parentheses and combine like terms. We can use distributive property to multiply each term inside the parentheses by the sign outside.

Therefore, the expression (-2x-10) - (-5x + 2) - 10x simplified is -7x - 12.

Answer:

The mean of a group is calculated by adding up all the values in the group and then dividing by the number of values. In this case, the mean age of the original group of 20 people is 12 years. This means that the sum of their ages is 20 * 12 = 240 years.

When three new people with ages 10, 11, and 15 join the group, the total number of people in the group increases to 23. The sum of their ages becomes 240 + 10 + 11 + 15 = 276 years. The new mean age of the group is calculated by dividing the sum of their ages by the number of people in the group: 276 / 23 ≈ 12 years.

So, after three new people join the group, the mean age remains approximately the same at around 12 years.

There is a 34.39% chance that at least one patient will worsen to severe sepsis or septic shock after three days.

Assuming that the probability of sepsis worsening to severe sepsis or septic shock after three days is 0.10, the probability of a patient with sepsis not worsening to severe sepsis or septic shock after three days is 0.90.

Therefore, the probability that all four patients with sepsis do not worsen to severe sepsis or septic shock after three days is:

[tex](0.90)^4 = 0.6561[/tex]

This means that there is a 65.61% chance that none of the four patients will worsen to severe sepsis or septic shock after three days.

To estimate the probability that at least one patient will worsen to severe sepsis or septic shock after three days, we can use the complementary probability. That is, the probability that none of the four patients will worsen to severe sepsis or septic shock after three days is 0.6561, so the probability that at least one patient will worsen to severe sepsis or septic shock after three days is:

[tex]1 - 0.6561 = 0.3439[/tex]

Therefore, there is a 34.39% chance that at least one patient will worsen to severe sepsis or septic shock after three days.

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Answer:

-8

Step-by-step explanation:

5r= -40 | :5

r= -8

.....

The domain of the given function is (-∞, 1) ∪ [1, ∞) and  the range of the function is [1/4, ∞)

The domain of a function is the set of all possible values for which the function is defined. In the given function, there are two separate definitions: one for x < 1 and another for x ≥ 1. Hence, we can say that the domain of the given function is (-∞, 1) ∪ [1, ∞).b. Range: The range of a function is the set of all possible values that the function can take. Since the function is a quadratic function, it is always positive, and the minimum value occurs at x = -b/2a. The minimum value of the function occurs at x = -b/2a = 1/2.

Thus, the range of the function is [1/4, ∞). Computing the values of f(x): Now, we have to compute the following values of f(x): f(0), f(1/2), and f(2).f(0): The value of the function when x = 0 is given by the second part of the definition:f(0) = (0² + 3 - 0 + 1) = 4f(1/2): The value of the function when x = 1/2 is given by the first part of the definition: f(1/2) = (1/4 + 3 - 1/2 + 1) = 13/4f(2): The value of the function when x = 2 is given by the second part of the definition: f(2) = (2² + 3 - 2 + 1) = 8Therefore, f(0) = 4, f(1/2) = 13/4, and f(2) = 8.

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sin(2x) is 4/5 cos(2x) is 3/5 and tan(2x) is -2/3.

Given that, sin(x) = −1/√5
We know that sin x = y/r, where y is the opposite side and r is the hypotenuse. Since x is in the third quadrant, y is negative and r is positive, so we can draw a triangle in the third quadrant like the one below:
[asy]
unitsize(2cm);
pair A = (-1,0);
pair B = (-0.6,-0.8);
pair C = (0,-0.8);
draw(A--B--C--A);
draw(rightanglemark(A,C,B,2.5));
draw(Circle((0,0),1));
label("$x$",(C+B)/2,E);
label("$r$",(C)/2,NW);
label("$y$",(A)/2,S);
[/asy]
Here, $y=-1$, $r=\sqrt{5}$ and $x$ is the angle opposite to the side $y$. Using the Pythagorean theorem, we can find that the adjacent side is $x = -\sqrt{5 - 1} = -\sqrt{4} = -2$. Therefore,
$$
\cos(x) = \frac{x}{r} = \frac{-2}{\sqrt{5}} = -\frac{2\sqrt{5}}{5}
$$
Using the double angle formulas for sine and cosine,
$$
\begin{aligned}
\sin(2x) &= 2\sin(x)\cos(x)\\
&= 2\cdot \left(-\frac{1}{\sqrt{5}}\right) \cdot \left(-\frac{2\sqrt{5}}{5}\right)\\
&= \frac{4}{5}\\
\\
\cos(2x) &= 1 - 2\sin^2(x)\\
&= 1 - 2\cdot \left(-\frac{1}{\sqrt{5}}\right)^2\\
&= \frac{3}{5}\\
\\
\tan(2x) &= \frac{2\tan(x)}{1-\tan^2(x)}\\
&= \frac{2 \cdot \left(-\frac{1}{2}\right)}{1-\left(-\frac{1}{2}\right)^2}\\
&= \frac{-2}{3}
\end{aligned}
$$Therefore, sin(2x) is 4/5, cos(2x) is 3/5 and tan(2x) is -2/3.

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[tex]\textit{vertex of a vertical parabola, using coefficients} \\\\ y=\stackrel{\stackrel{a}{\downarrow }}{1}x^2\stackrel{\stackrel{b}{\downarrow }}{+4}x\stackrel{\stackrel{c}{\downarrow }}{+6} \qquad \qquad \left(-\cfrac{ b}{2 a}~~~~ ,~~~~ c-\cfrac{ b^2}{4 a}\right) \\\\\\ \left(-\cfrac{ 4}{2(1)}~~~~ ,~~~~ 6-\cfrac{ (4)^2}{4(1)}\right) \implies \left( - \cfrac{ 4 }{ 2 }~~,~~6 - \cfrac{ 16 }{ 4 } \right) \\\\\\ \left( -2 ~~~~ ,~~~~ 6 -4 \right)\implies (-2~~,~~2)[/tex]

The average rate οf change οf f(x) is equal tο the slοpe οf the line passing thrοugh the twο pοints, which is (y₂ - y₁) / 4.

The average rate οf change is a mathematical cοncept that describes the rate at which a quantity changes οver a certain periοd οf time οr οver a certain range οf values. In calculus, the average rate οf change is οften used tο estimate the instantaneοus rate οf change οf a functiοn at a specific pοint.

Tο find the average rate οf change οf a functiοn οver an interval [a, b], we calculate the slοpe οf the line cοnnecting the twο pοints (a, f(a)) and (b, f(b)). This is given by the fοrmula:

average rate οf change = (f(b) - f(a)) / (b - a)

Tο calculate the average rate οf change οf f(x) frοm x=-4 tο x=0, we need tο find the slοpe οf the line cοnnecting the twο pοints.

The fοrmula fοr the slοpe οf a line passing thrοugh twο pοints (x₁, y₁) and (x₂, y₂) is:

slοpe = (y₂ - y₁) / (x₂ - x₁)

In this case, the twο pοints are (-4, f(-4)) and (0, f(0)). We dοn't have the specific values οf f(-4) and f(0), sο we'll use variables tο represent them. Let's say f(-4) = y₁ and f(0) = y₂.

Then the slοpe οf the line is:

slοpe = (y₂ - y₁) / (0 - (-4)) = (y₂ - y₁) / 4

Sο the average rate οf change οf f(x) frοm x=-4 tο x=0 is equal tο the slοpe οf the line passing thrοugh the twο pοints, which is (y₂ - y₁) / 4.

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Answer:

V = 226.08 ft³

Step-by-step explanation:

the volume (V) of a cylinder is calculated as

V = πr²h ( r is the radius and h the height ) , then

V = 3.14 × 6² × 2

   = 3.14 × 36 × 2

  = 3.14 × 72

  = 226.08 ft³

As per the proportion, the number of males rabbits in the population is 1000.

Let's first find the proportion of female rabbits in the population using the given information. We are told that 8 out of every 75 rabbits in the population are females. Therefore, we can write:

Proportion of females = 8/75

We can simplify this fraction by dividing both the numerator and the denominator by the greatest common factor, which is 1:

Proportion of females = 8/75 = 0.1067

This means that for every unit of 75 rabbits in the population, there are 8 female rabbits.

Then, the total number of rabbits in the population is:

Total number of rabbits = r x 75

Since we know that the proportion of females is 0.1067, we can find the number of female rabbits in the population as follows:

Number of female rabbits = Proportion of females x Total number of rabbits

= 0.1067 x (r) x 75

We also know that the total number of rabbits in the population is 1500. Therefore, we can set up an equation as follows:

Number of male rabbits + Number of female rabbits = Total number of rabbits

Number of male rabbits + 0.1067 x (r) x 75 = 1500

Now, we can solve for the number of male rabbits by rearranging the equation:

Number of male rabbits = 1500 - 0.1067 x (r) x 75

We can simplify this expression by first multiplying 0.1067 and 75:

Number of male rabbits = 1500 - 8.003 x r

Finally, we can substitute the value of x in terms of the total number of rabbits in the population (1500) to find the number of male rabbits:

Number of male rabbits = 1500 - 8.003 x (1500/75)

Number of male rabbits = 1000

Therefore, there are 1000 male rabbits in the population.

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The balance in Howard's savings account increased by $374 in 5 months. This works out to an average of $74.80 per month.

To calculate the change in the balance of Howard’s savings account per month, we need to subtract the initial balance of $250 from the balance after 5 months of $624. This gives us a difference of $374. To find the change in the balance per month, we need to divide this difference by the number of months (5). This gives us a final answer of $74.80, which is the change in the balance of Howard’s savings account per month. To summarize, the balance in Howard’s savings account increased by $374 in 5 months, which works out to an average of $74.80 per month.

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The value οf (f-g)(x) when [tex]f(x)=2x^2-3x+1[/tex] and[tex]g(x)= 4x^2+2x-3,[/tex] is equals to [tex]-2x^2 - 5x + 4.[/tex]

What is Function ?

Function can be defined in which it relates an input to output.

Tο evaluate (f-g)(x), we need to subtract the functiοn g(x) from f(x) for the same input value x:

(f-g)(x) = f(x) - g(x)

Given [tex]f(x) = 2x^2 - 3x + 1[/tex] and [tex]g(x) = 4x^2 + 2x - 3[/tex], we can substitute these intο the expression for (f-g)(x):

(f-g)(x) = f(x) - g(x)

[tex]= (2x^2 - 3x + 1) - (4x^2 + 2x - 3)[/tex]

To simplify this expressiοn, we first distribute the negative sign to the terms inside the parentheses:

[tex](f-g)(x) = 2x^2 - 3x + 1 - 4x^2 - 2x + 3[/tex]

Next, we cοmbine like terms:

[tex](f-g)(x) = -2x^2 - 5x + 4[/tex]

Therefore, The value of (f-g)(x) when [tex]f(x)=2x^2-3x+1[/tex] and [tex]g(x)= 4x^2+2x-3[/tex] , is equals to [tex]-2x^2 - 5x + 4.[/tex]

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From the given information provided,  the quantity demanded at a price of $8 per ticket is 293 tickets.

The demand in this example refers to the relationship between the price of movie tickets and the quantity of tickets that people are willing and able to buy at that price.

From the given information, we know that the current price of a movie ticket is $8 and the quantity demanded at that price is 285 tickets. However, we would need additional data points at different prices to get a more accurate estimate of the demand function.

Assuming that the demand for movie tickets is downward sloping (i.e., as the price of tickets increases, the quantity demanded decreases), we can say that the demand is:

Inverse: The price and quantity demanded move in opposite directions. When the price of tickets goes up, the quantity demanded goes down, and vice versa.

Negative: The slope of the demand curve is negative, indicating that there is an inverse relationship between the price and quantity demanded.

To estimate the quantity demanded at different prices, we can use the formula for a linear demand function:

Q = a - bP

where Q is the quantity demanded, P is the price, a is the intercept (the quantity demanded when the price is zero), and b is the slope (the change in quantity demanded for a one-unit change in price).

Using the given data point of $8 and 285 tickets, we can estimate the intercept:

285 = a - 8b

Assuming a relatively elastic demand, we can use a slope of -2:

Q = a - 2P

Substituting the intercept value we solved for earlier, we get:

Q = 309 - 2P

This is the estimated demand function for movie tickets based on the given information.

To answer the question of what is the quantity demanded, we can use the given data point of $8 per ticket and plug it into the demand function:

Q = 309 - 2(8)

Q = 293

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Step-by-step explanation:

workers = k× number of days (k= constant of proportionality)

w = k× days

20= 15× k

k = 20/15

w = k× days

substitute the values

w = 20/15 × 12

w = 16

Number of workers required = 16

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Answer:

5

Step-by-step explanation:

15d -- 20l

12d -- (x)l

x= 15×20

12

x= 25

25-20= 5

Ans = 5.

The number Chrissie is thinking of is 900. This is obtained by solving the equation 0.3x = 270.

Let's call the number Chrissie is thinking of "x". We know that 30% of x is equal to 270.

We can write this as an equation:

0.3x = 270

To solve for x, we need to isolate it on one side of the equation. We can do this by dividing both sides by 0.3:

x = 270 ÷ 0.3

x = 900

So the number Chrissie is thinking of is 900.

An equation is used to find the number Chrissie is thinking of. 30% of the number is equal to 270, so we can solve for the number by dividing 270 by 0.3, which gives us x = 900. Therefore, the number Chrissie is thinking of is 900.

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Given the chance of independent events, if one student is randomly selected from each class, the likelihood that both of them are female is 2/15.

Probability relates the number of favourable events to the total number of possible events.

Thus, to determine the chance of any event, the ratio between the number of favourable cases (cases in which event A may or may not occur) and the total number of potential cases is employed. A:

Number of likely cases x Number of potential cases equals probability.

The number of independently likely events.

Two occurrences A and B are said to be independent if and only if the likelihood of event B is unaffected by the occurrence of event A, or vice versa.

The sum of the probabilities for each individual event is the probability that every independent event, for any number of occurrences, will occur. In other words, if A and B are independent events, P(A and B) = P(A)P. (B).

The response indicates that Mr. Crawford's class has a total of 15 students (8 girls and 7 boys).

14 kids, 10 female and 4 males, are enrolled in Mrs. Ball's class.

The likelihood that a boy will be chosen in each class, if one student is randomly chosen from each, is computed as follows:

Probability in Mr. Crawford's class is 7/15 (7/15 x 15).

In Mrs. Ball's class, the probability is 4 14 = 4/14.

Given that these are separate occurrences, the likelihood that both students chosen for the classes are boys is determined as follows:

Chance that both of the students chosen for the classes will be boys: In Mr. Crawford's probability class In Ms. Ball's class, probability

Chance that both of the students chosen for the classes will be boys: 7/15 4/14

The likelihood that both of the students chosen for the classes are boys is 2/15.

Ultimately, there is a 2/15 chance that they are both boys.

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