A bag contains blue and yellow counters.
84% of the counters are blue.
Write the ratio of blue counters to yellow counters.
Give your answer in the form n: 1

There will be 663 pupils if there are 17 instructors.

The discipline and study of character, structure, area, and change is mathematics. Mathematicians use rigorous deduction from carefully selected axioms and definitions to look for patterns, make new hypotheses, and establish the veracity of their findings.

Teachers Students

5                   130

10                   390

15                   585

20                   780

To find the unit rate, we need to divide the number of students by the number of teachers. For example, for the first row, the unit rate would be:

Unit rate = students/teachers = 130/5 = 26 students per teacher

We can repeat this calculation for each row:

For the second row, the unit rate is 390/10 = 39 students per teacher.

For the third row, the unit rate is 585/15 = 39 students per teacher (same as the previous row).

For the fourth row, the unit rate is 780/20 = 39 students per teacher (again, the same as the previous rows).

So, the unit rate is 39 students per teacher.

If there are 17 teachers, we can use the unit rate to find the number of students:

Number of students = unit rate x number of teachers

Number of students = 39 x 17 = 663

Therefore, if there are 17 teachers, there are 663 students.

To know more about Student visit:

https://brainly.com/question/17332524

#SPJ9

Answer:

Step-by-step explanation:

a. (I) x = 65

(ii) vertically opposite angles are equal.

b. (i) 71 degrees

(ii) alternate interior angles are equal

c. (i) z = 180 - 71 = 109 degrees

(ii) angles on a line add up to 180 degrees

Answer:

x = 65°, y = 71°, z = 44°

Step-by-step explanation:

x and 65 are vertical angles and congruent, thus

x = 65°

y and 71 are alternate angles and congruent, thus

y = 71°

The sum of the 3 angles in a triangle = 180°, thus

z = 180° - (65 + 71)° = 180° - 136° = 44°

Hence

x = 65°, y = 71° and z = 44°

The table has a greater rate of change.

The rates of change are equal.

In the given problem, we have a table showing the relationship between x and y values. By comparing the change in y with the change in x, we can determine the rate of change. Looking at the table, we observe that for every increase of 1 in x, there is a corresponding increase of 1 in y. Therefore, the rate of change for this table is 1.

The slopes are equal.

The equation has a greater slope.

In problem 2, we are given a linear equation in the form y = mx + b, where m represents the slope. The given equation is y = 2x + 7, which means the slope is 2. To compare the rates of change, we compare the slopes. If the slopes are equal, the rates of change are equal. In this case, the slopes are equal to 2, so the rates of change are the same.

The function rule has a greater slope.

The slopes are equal.

In problem 3, we are told that as x increases by 1, y increases by 3. This information gives us the rate of change between x and y. The slope of a function represents the rate of change, and in this case, the slope is 3. Comparing the slopes, we find that they are equal, as both have a value of 3. Therefore, the rates of change are the same.

Similar question here:

https://brainly.com/question/29181688?referrer=searchResults

#SPJ11

Answer:

The word sentence you are looking for is:

n + 4.1 ≤ 7

Step-by-step explanation:

May I have Brainliest please? My next rank will be the highest one: A GENIUS! Please help me on this journey to become top of the ranks! I would really appreciate it, and it would make my day! Thank you so much, and have a wonderful rest of your day!

The probability that both the first and second student studied = p²

To find the probability that both the first and second students studied when two different students are randomly selected, we can use the multiplication rule of probability.

The multiplication rule of probability states that if the probability of event A is p(A), and the probability of event B, given that event A has occurred, is p(B|A), then the probability of the joint occurrence of A and B is given by p(A and B) = p(A) × p(B|A).

So, if we let A be the event that the first student studied, and B be the event that the second student studied, then we need to find the probability of the joint occurrence of A and B.

We can assume that the probability that any student studied is equal to some value p, and the probability that any student didn't study is equal to q = 1 - p. Since there are only two possibilities for each student (studied or not studied), then p + q = 1. So, we can use the complement rule of probability to write:

p(A) = probability that the first student studied = p, and

p(not A) = probability that the first student didn't study = q = 1 - p,

p(B|A) = probability that the second student studied, given that the first student studied = p, and

p(B|not A) = probability that the second student studied, given that the first student didn't study = p.To find the probability that both the first and second student studied, we need to find the probability of the joint occurrence of A and B. Using the multiplication rule, we get:

p(A and B) = p(A) × p(B|A) = p × p = p².

Which is the probability that both the first and second students studied.

To know more about probability: https://brainly.com/question/31147888

#SPJ11

Answer:

Step-by-step explanation:

Graph J

Step-by-step explanation:

The graph of f(x) = x² is transformed to create the graph of h(x) = 2f(x) = 2x²

Now, for x = 0, f(x) = 0 and h(x) = 0

Therefore, both the graphs passes trough the origin.

Now, for x = 1, f(x) = 1 and h(x) = 2

Therefore, f(1) < h(1)

Hence, the graph J represents the correct graph of f(x) and h(x).

Answer: A

Step-by-step explanation: bc i guessed and got it right lol

Answer:

1:3

Step-by-step explanation:

both divide by 60 so do 60 divided by 60 which is one

then 180 divided by 60 which is three

this gives you the answer

Answer:

1:3

Step-by-step explanation:

a ratio is basically the same as a fraction just in a different form. so it would be 60/180 simplified. both 60 and 180 can be divided by 60. so you would divide both numbers by 60 to get 1/3. this cannot be simplified any further. then to put it as a ratio it would just be 1:3

The amount of time that passes between iterations of the same behavior can vary depending on the specific behavior and the individual or situation involved. However, there is no specific time frame that can be universally applied to all behaviors.

When examining the frequency of a behavior, it is important to consider factors such as the complexity of the behavior, the availability of resources, and the motivation or reinforcement associated with the behavior. Additionally, individual differences and external influences can also affect the time between iterations of a behavior.

To determine the time between iterations, one can observe and record the occurrences of the behavior over a specific period. By analyzing the data collected, patterns can emerge, providing insights into the timing and frequency of the behavior.

In conclusion, the time between iterations of the same behavior is not fixed and can vary depending on various factors. Observing and recording the behavior over a period of time can help determine the frequency and time frame of the behavior.

To know more about time visit

https://brainly.com/question/33137786

#SPJ11

Answer:

C

The third one

A company wants to determine which of the two production methods has a shorter completion time. To collect completion time data, one sample of workers is randomly selected, and each worker first uses one method, and then the other method.

The sampling method used for data collection is based on a "within-subject design."The within-subject design, also known as a repeated measures design, is a type of research design in which all participants receive both levels of the independent variable (production methods) in a random order. This design is also known as a repeated-measures design, a within-subjects analysis, or a longitudinal design since it collects data over time and compares each participant's performance to his or her own scores on a different occasion.

To know more about completion visit :-

https://brainly.com/question/31805969

#SPJ11

An equation \(A_{total}=\frac{1}{2}wr +(\frac{1}{2}\pi r^2 )\) can be used to express the area of the window, consisting of a rectangle topped by a semicircle, in terms of its dimensions.

Let's consider the dimensions of the window. We denote the width of the rectangle as w and the radius of the semicircle as r.

The perimeter of the window is given as 8 m, which can be expressed as:

Perimeter = Length of Rectangle + Circumference of Semicircle

8=2w + πr + 2r

To express the area of the window in terms of its dimensions, we need to determine the area of the rectangle and the area of the semicircle.

The area of the rectangle is given by:

Area of Rectangle = Length of Rectangle * Width of Rectangle

\(A_{rectangle}=w*\frac{1}{2}r\)

The area of the semicircle is given by half the area of a full circle with radius r:

Area of Semicircle = \(\frac{1}{2}*\pi r^2\)

The total area of the window is the sum of the area of the rectangle and the area of the semicircle:

Total Area = Area of Rectangle + Area of Semicircle

\(A_{total}=\frac{1}{2}wr +(\frac{1}{2}\pi r^2 )\)

Therefore, the equation that expresses the area of the window in terms of its dimensions is:

\(A_{total}=\frac{1}{2}wr +(\frac{1}{2}\pi r^2 )\)

To learn more about Rectangle visit:

brainly.com/question/15019502

#SPJ11

Title: A Literature Review on Length of Stay Prediction for Stroke Patients using Machine Learning and Statistical Approaches

Abstract:

Length of stay (LOS) prediction plays a crucial role in stroke patient management and resource allocation in healthcare facilities. Accurate predictions of LOS can assist in making informed decisions regarding patient care, discharge planning, and resource allocation.

Introduction:

Stroke is a significant health issue with a substantial impact on patient outcomes and healthcare resources. Predicting the length of stay for stroke patients can aid in optimizing hospital resources, improving patient management, and facilitating timely interventions.

Methods:

A comprehensive search of relevant electronic databases was conducted to identify relevant studies published in peer-reviewed journals. Keywords such as "stroke," "length of stay," "prediction," "machine learning," and "statistical approaches" were used to retrieve relevant articles. The inclusion criteria encompassed studies focusing on LOS prediction for stroke patients using machine learning or statistical methods.

Results:

The review presents an overview of the different machine learning algorithms and statistical approaches employed in LOS prediction for stroke patients. Various features, such as demographic data, clinical parameters, and imaging findings, were utilized as input variables in the prediction models.

Discussion:

The literature review highlights the strengths and limitations of the different approaches used in predicting the length of stay for stroke patients. Machine learning techniques, such as random forest, support vector machines, and artificial neural networks, have shown promising results in terms of predictive accuracy.

Conclusion:

Predicting the length of stay for stroke patients is crucial for effective resource management and patient care. This literature review provides an overview of the current state of research in using machine learning and statistical approaches for LOS prediction in stroke patients.

Learn more about Length here:

brainly.com/question/28108430

#SPJ11

Answer:

\(\omega_1 = \frac{5Rad}{3s}\) and \( \omega_2 = \frac{35Rad}{12s}\)

Step-by-step explanation:

Given that the larger gear is turning at the rate 50rpm. The angular velocity, \(\omega_1\), of the larger gear can be calculated as follows:

\(\omega_1 = \frac{50rev}{m} \) to convert that to secs, we know that 1 rev = 2πRad and 60secs make a min, so we have:

\(\omega_1 = \frac{50rev}{m} \times \frac{2\pi Rad}{1rev} \times \frac{1m}{60s} \)

That gives

\(\omega_1 = \frac{100Rad}{60s}\)

Which gives:

\(\omega_1 = \frac{5Rad}{3s}\)

This is the angular velocity of the larger gear in rads/sec.

In order to get the angular velocity of the smaller gear, we know from the question that both gear are connected to the same belt. This implies that they have the same linear velocity. Thus let us find the linear velocity of the larger gear. This is given by

\(v = r_1 \times \omega_1\) where v stands for linear velocity and \(r_1\) for radius of larger velocity.

We are given the radius of the larger gear as 7ft so we have

\(v = 7ft \times \frac{5Rad}{3s} = \frac{35ft}{3s}\)

To get the angular velocity of the smaller gear, we use

\(v = r_2 \times \omega_2\) where \(r_2\) is the radius of the smaller gear which is given as 4.

Since linear velocity is the same, we have

\( \omega_2 = \frac{35ft}{4 \times 3s}\)

\( \omega_2 = \frac{35Rad}{12s}\)

Answer:

The coordinates of Q are (1.5,3)

Step-by-step explanation:

Here, we simply want to divide the line segment in the given ratio

We can use the internal division formula here;

The coordinates of Q will be;

(x,y) = (nx1 + mx2)/(n + m) , (ny1 + my2)/(n + m)

m = 5, n = 3

(x,y) = (3(-1) + 5(3))/(5 + 3) , (3(-2) + 5(6)/(5 + 3))

(x,y) = (-3 + 15)/8 , (-6 + 30)/8

(x,y) = 12/8, 24/8

(x,y) = (1.5,3)

The correct answer of cos(θ) is option (b) -40/41.

To find cos(θ) when the terminal side of angle θ in standard position intersects the unit circle at point P(-40/41, -9/41), we can use the coordinates of P.

In a unit circle, the x-coordinate represents the value of cos(θ). Therefore, cos(θ) is given by the x-coordinate of the point P.

In this case, P has coordinates (-40/41, -9/41). The x-coordinate is -40/41.

So, cos(θ) = -40/41.

The correct answer is option (b) -40/41.

learn more about "cos(θ)":-https://brainly.com/question/21867305

#SPJ11

The distance between two points a and b on the real line is given by the absolute difference between the two points, which is calculated as the positive difference between the values of a and b regardless of their order.

The distance function, denoted as d(a, b), is a metric that satisfies the properties of non-negativity, symmetry, and the triangle inequality. It is used to quantify the distance between two points in one-dimensional space, and is an important concept in geometry, analysis, and other fields of mathematics. The distance formula can be extended to higher dimensions and is used in various applications such as optimization, clustering, and machine learning.

The distance between two points a and b on the real line is given by the absolute difference between the two points: d(a, b) = |a - b|

To learn more about symmetry : brainly.com/question/1597409

#SPJ11

False , the variance and standard deviation are not measures of central location

Given data ,

The variance and standard deviation are not measures of central location but measures of dispersion or spread of a dataset

Measures of central location include the mean, median, and mode, which represent the typical or central value of a dataset

The variance and standard deviation are measures of dispersion or spread in a dataset. They provide information about how the values in a dataset are spread out around the mean.

In order to understand the variability or dispersion of data points within a dataset, one must take into account both the variance and standard deviation. They provide information on the range of values and aid in calculating how far away from the mean certain data points are. In statistics and data analysis, these metrics are frequently used to comprehend and evaluate the variance of various datasets.

To learn more about variance click :

https://brainly.com/question/13041243

#SPJ1

Answer:

157.08

Step-by-step explanation:

The formula for circumference is 2πr.

2πr = 2π25 = 50π = 157.079 = 157.08

Answer: true

Step-by-step explanation:

Answer:

2.396 :)

Step-by-step explanation:

The units of measurement go like this:

Kilo, hecto, deca, unit, deci, centi, mili

When you move to the right, you move the decimal one place to the right, and when you move left, you move the decimal one place to the right

If you’re changing milliliters to liters (unit), you have to more the decimal 3 times to the left. This makes it 2.396 liters

Uhh your welcome

The sample size, n is 9 and the sample mean, m is 41.33.

The exam has possible points and the scores for the students in the third classroom are as follows: 30 48 44 32 44 44 32 48 50.

We are asked to determine the sample size(n) and sample mean(m).

Sample size refers to the number of observations included in a study. In this question, the number of observations is equal to the number of scores in the third classroom. Hence, the sample size(n) is equal to n.

Now, the formula of the sample mean(m) is given as  

                m = Sum of all observations/Total Number of observations

          m =  30 + 48 + 44 + 32 + 44 + 44 + 32 + 48 + 50/9

          m = 372/9

          m = 41.33

Hence, the sample mean(m) of the scores for the students in the third classroom is 41.33.

To learn more about sample mean here:

brainly.com/question/30112112

#SPJ4

Answer:

domain -2<x<2

range -2<y<2

not a function

c = √a^2+b^2

c = -√a^2+b^2

Answer:

D is the correct answer

Step-by-step explanation:

your welcome

Answer:

nine and six hundred two thousandthsStep-by-step explanation:

The area of the field is 10,765.44 square meters.

Given that:

Diameter, d = 72 m

Width, W = 72 m

Length, L = 93 m

The area of a two - dimensional figure is the area that its perimeter encloses. The quantity of unit squares that occupy a closed figure's surface is its region.

The area of the field is calculated as,

A = (π/4)d² + W·L

A = (3.14 / 4) x 72² + 72 x 93

A = 4,069.44 + 6,696

A = 10,765.44 square meters

The area of the field is 10,765.44 square meters.

More about the area link is given below.

https://brainly.com/question/27683633

#SPJ1

Answer:

9 cups of sugar

Step-by-step explanation:

you do 6/2=3 and then 3X3=9

Answer:

2/15

Step-by-step explanation:

2/3 divided 5 is really just:

2/3*1/5

that is just 2/15!

Answer:

2/15

Step-by-step explanation:

(Keep Change Flip) KCF

2/3  / 5 =

2/3 *1/5 = 2/15

When dividing you do the opposite which is multiplication.

The input value falls in Partition 3, the output will display an error message stating that the input is invalid.

Based on equivalence partitioning, the valid and invalid partitions for the input values can be determined as follows:

Valid partitions:

Partition 1: Total purchase amount >= $1000

Partition 2: Total purchase amount > $0 and < $1000 (No rebate)

Invalid partitions:

Partition 3: Total purchase amount <= 0 (Invalid input)

The boundary values for the input can be determined as follows:

Boundary 1: Total purchase amount = $0

Boundary 2: Total purchase amount = $1000

Boundary 3: Total purchase amount = $900 (falls in Partition 2)

Boundary 4: Total purchase amount = $5000 (rebate rate = 4%, max rebate rate)

Based on the input value, the output can be determined as follows:

If the input value falls in Partition 1 or Partition 2, the output will include the rebate rate and the rebate amount based on the given conditions.

If the input value falls in Partition 3, the output will display an error message stating that the input is invalid.

For similar question on input value:

https://brainly.com/question/9775816

#SPJ11

Answer:

iii

Step-by-step explanation:

im like pretty sure the x is for multiplication and not a variable