please solve the question.

Step 1: Calculate the ratio.

The ratio is 77 out of 100.

Step 2: Convert the ratio to a percent.

To convert the ratio to a percent, divide the numerator by the denominator and multiply the result by 100.

Therefore, 77 out of 100 can be written as 77/100 x 100 = 77%.

The conversion process known as "ratio to percentage" aids in turning a ratio into a percentage. As is common knowledge, two quantities of the same unit are compared using the ratio. A percentage, on the other hand, is a particular kind of ratio where the value of the sum is always equal to 100. Let's go over the formula, the value of the ratio to percentage for some of the most commonly used numbers, and several solved examples in depth in this article.

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Answer:

b

Step-by-step explanation:

Answer:

Terrence made $30 more than Teresa.

Step-by-step explanation:

Giving the following information:

Terrence earns $450 per week.

Teresa earns $300 per week plus a 6% commission on the total sales of books she sells.

First, we need to structure the total income formula for each:

Terrence= 450

Teresa= 300 + 0.06*x

x= sales

Now, for $2,000 sales of books:

Terrence= $450

Teresa= 300 + 0.06*2,000= $420

Arial's claim that the graphs of the two lines will be parallel if the coefficients are equal.

If the coefficients of the y-terms are equal and the coefficients of the x-terms are equal, the two lines represented by the equations will be parallel. Parallel lines have the same slope and do not intersect, meaning that their graphs will never cross.

To prove Arial's claim, here is an example:

y = 2x + 1 and y = 2x + 3

The coefficients of the y-terms are equal in both equations, since they both have a coefficient of 2 in front of the x-term. The coefficients of the x - terms are also equal, since they both have a coefficient of 1 in front of the constant term thereby making them parallel.

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After converting \(4.5 * 10^4\) to decimal format, one gets 45,000 as an answer. Thus, option (A) is the correct answer.

To convert numbers multiplied by 10 with having an exponent number to decimal format, one first needs to check the sign on the exponent.

If the sign is positive, we must shift the decimal to the right with each power of 10. The exponent indicates the number of zeros added after the number in case no decimal is used.

And if the sign is negative, we have to shift the decimal to the left with each power of 10. One has to divide the number by the number one gets after multiplying 10 by itself as many times as the exponent.

Therefore, to convert \(4.5 * 10^4\) to decimal format, we shift the decimal by 4 places and we get 45,000 as the answer.

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The conditional probability of A given B is 0.15.

In this problem, the events are independent if the occurrence of one event does not affect the probability of the other event.

Therefore, let A be the event that a student takes Geometry and let B be the event that the student is in 10th grade.So, for these events to be independent, the following must be true:

P(A ∩ B) = P(A) x P(B)

The probability that a student is in 10th grade is 0.25, and the probability that a student takes Geometry is 0.15.

Since there are no probabilities given for the intersection, let us assume that P(A ∩ B) = P(A) x P(B).

Therefore, P(A ∩ B) = 0.15 x 0.25 = 0.0375.P(A | B) = P(A ∩ B) / P(B) = 0.0375 / 0.25 = 0.15

Since the conditional probability is not equal to the unconditional probability of A, the events are dependent, and the probability of a student taking geometry is affected by the student's grade level.

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The polynomial with a root 2i and exactly 2 real roots is F(x)=x³-x² + 4x-4

Given the polynomial function below

F(x)=x³-x² + 4x-4

Group

F(x)=(x³-x²) + (4x-4)

f(x) = x²(x-1)+4(x-1)

f(x) = (x²+4)(x-1)

If f(x) = 0

x²+4 = 0 and x -1. = 0

x² = -4 and x = 1

x = ±2i and -1

Hence polynomial with a root 2i and exactly 2 real roots is F(x)=x³-x² + 4x-4

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Check the picture below.

a. The alternative hypothesis (H1) specifies that is greater than 26, indicating a directed alternative, this is a one-tailed test.

b. The alternative hypothesis is one-sided and argues that > 26, hence the critical value is 1.645.

c. The value of the test statistic (z-score) is z ≈ 3.82.

d. We reject the null hypothesis (H0) because the test statistic (z = 3.82) is higher than the crucial value (1.645).

In this case, the p-value is the probability of observing a sample mean of 28 or greater, assuming the population mean is 26.

a. This is a one-tailed test because the alternative hypothesis (H1) states that μ is greater than 26, indicating a directional alternative.

b. The decision rule for a one-tailed test at a significance level of 0.05 is to reject the null hypothesis (H0) if the test statistic is greater than the critical value. In this case, the critical value is 1.645 because the alternative hypothesis is one-sided and states that μ > 26.

c. The value of the test statistic (z-score) can be calculated using the formula:

z = (x - μ) / (σ / √n)

where x is the sample mean, μ is the population mean, σ is the population standard deviation, and n is the sample size.

In this case:

x = 28

μ = 26

σ = 4

n = 34

Substituting the values into the formula:

z = (28 - 26) / (4 / √34) ≈ 3.82

d. Since the test statistic (z = 3.82) is greater than the critical value (1.645), we reject the null hypothesis (H0).

e-1. To calculate the p-value, we need to find the area under the standard normal distribution curve to the right of the test statistic (z = 3.82). We can use a standard normal distribution table or a calculator to find this area.

The p-value is the probability of observing a test statistic as extreme as the one calculated (or more extreme) under the null hypothesis.

e-2. Interpreting the p-value: The p-value represents the probability of obtaining a sample mean as extreme as the one observed (or more extreme) if the null hypothesis is true.

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Answer:

दवणडतडडथवणतणलतवलडथलडद

Answer:

2,601

Step-by-step explanation:

the sum of AP = 51/2 × (1+101)

= 51/2 × 101 = 2,601

A recursive definition for the set of all strings of a's and b's with odd lengths is:Base case: S(1) = {a, b}
Recursive case: S(n) = {as | s ∈ S(n-2), a ∈ {a, b}}

To create a recursive function for this set, we start with a base case, which is the set of all strings of length 1, consisting of either 'a' or 'b'. This is represented as S(1) = {a, b}.

For the recursive case, we define the set S(n) for odd lengths n as the set of strings formed by adding either 'a' or 'b' to each string in the set S(n-2).

By doing this, we ensure that all strings in the set have odd lengths, since adding a character to a string with an even length results in a string with an odd length. This process is repeated until we have generated all possible strings of a's and b's with odd lengths.

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The point on the plane 4x - y + 4z = 40 nearest the origin is (-3.048, -0.762, 6.467)

Given data ,

To find the point on the plane 4x - y + 4z = 40 nearest the origin, we need to minimize the distance between the origin and the point on the plane.

The normal vector to the plane 4x - y + 4z = 40 is given by (4,-1,4). To find the perpendicular distance from the origin to the plane, we need to project the vector from the origin to any point on the plane onto the normal vector. Let's choose the point (0,0,10) on the plane:

Vector from origin to (0,0,10) on the plane = <0-0, 0-0, 10-0> = <0,0,10>

Perpendicular distance from the origin to the plane = Projection of <0,0,10> onto (4,-1,4)

= (dot product of <0,0,10> and (4,-1,4)) / (magnitude of (4,-1,4))

= (0 + 0 + 40) / √(4^2 + (-1)^2 + 4^2)

= 40 / √(33)

To find the point on the plane nearest the origin, we need to scale the normal vector by this distance and subtract the result from any point on the plane. Let's use the point (0,0,10) again:

Point on the plane nearest the origin = (0,0,10) - [(40 / √(33)) / √(4^2 + (-1)^2 + 4^2)] * (4,-1,4)

= (0,0,10) - (40 / √(33)) * (4/9,-1/9,4/9)

= (0,0,10) - (160/9√(33), -40/9√(33), 160/9√(33))

= (-160/9√(33), -40/9√(33), 340/9√(33))

Hence , the point on the plane 4x - y + 4z = 40 nearest the origin is approximately (-3.048, -0.762, 6.467)

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When the consumption schedule lies below the 45-degree reference line, it means that at every level of income, people are consuming less than their income.

The consumption schedule represents the relationship between income and consumption in an economy, while the 45-degree reference line represents the line where income and consumption are equal.

In this scenario, saving occurs because people are not spending all of their income. The difference between their income and consumption is their savings. Thus, the amount of saving in the economy will increase as the consumption schedule moves further below the 45-degree reference line.

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When the consumption schedule lies below the 45-degree reference line, saving what does it means?

Answer:

y=-1/4x+5

Step-by-step explanation:

perpendicular lines have slopes that multiply to -1.

Our given line:

y=4x-5

the slope (m) in it is 4. To find the slope of the perpendicular line:

4m=-1

divide by 4

m=-1/4

the slope of the new line is -1/4

here's our equation so far:

y=-1/4x+b

Since the line will pass through the point (-4,6) we can use it to solve for b (y intercept)

so substitute (-4,6) into the equation

6=-1/4(-4)+b

6=1+b

5=b

the y intercept is 5

so our equation is:

y=-1/4x+5

hope this helps! :D

Answer:

answer is b!

Step-by-step explanation:

hope this helps!!!

Answer:

ok so first ur gonna do 4x3=12 then

Step-by-step explanation:

Answer:it looks like 90degrees from here so 45 since the middle line is halving it

Step-by-step explanation:

Answer:

A: 150+(45•p)

B: 125+(50•p)

Step-by-step explanation:

You multiply the monthly fee by a letter representing an unknown number because we dont know how many months you are staying with each company and we add the one time fee because you are only paying once, so in conclusion you add the one time fee to the result of  the monthly fee by how many months.

Answer:

Step-by-step explanation:

Surface:

surface area = 2 ends + side

The ends are both a circle and they are identical.

area of a circle = \(\pi\)\(r^{2}\)

then  \(\pi\)\(7^{2}\) = 153.93804 \(cm^{2}\)

since there are two ends multiply the above by 2

2*153.93804 =307.87608 \(cm^{2}\)

the side is the length * height

length = perimeter of the circle , the perimeter of a circle is also the circumference.   circ = 2\(\pi\)r

circ = 2*\(\pi\)*7 = 53.407075

surface area of the side = 6* 53.407075=320.44245

add the two surfaces areas together :)

total surface area = 320.44245 + 307.87608 = 628.3185307 \(cm^{2}\)

Volume:

volume is the area of the end times the height

volume = circle area * height

volume = 153.93804 * 6

volume = 923.62824 \(cm^{3}\)

There are 11.66 moles of copper in a 9.00 cm x 9.00 cm x 9.00 cm cube.

To determine the number of moles of copper in a cube, we need to know the volume of the cube and the density of copper.

The volume of the cube can be found using the formula for the volume of a cube:

V = l x w x h

where l, w, and h are the length, width, and height of the cube, respectively. In this case, l = w = h = 9.00 cm, so:

V = 9.00 cm x 9.00 cm x 9.00 cm = 729 cm³

Next, we need to find the density of copper. According to the periodic table, the density of copper is 8.96 g/cm³.

Finally, we can use the density and volume to determine the number of moles of copper in the cube. We can do this by multiplying the density by the volume and then dividing by the molar mass of copper:

moles = (density x volume) / molar mass

moles = (8.96 g/cm³ x 729 cm³) / 63.55 g/mol

moles = 11.66 mol

So, there are 11.66 moles of copper in a 9.00 cm x 9.00 cm x 9.00 cm cube.

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Answer:

5ft

Step-by-step explanation:

Volume = length x width x height

5 x 3 x h = 75

15h = 75

h = 5

Answer:

5

Step-by-step explanation:

i know it

Step-by-step explanation:

coordinate of A is -3,-1

Answer:

-3,-1 is answer hope you like

The R2 value associated with the line explaining the most variation in y is option a, 98%.

The R2 value, also known as the coefficient of determination, represents the proportion of variation in the dependent variable (y) that is explained by the independent variable(s) in a regression model. R2 ranges from 0 to 1, where 0 indicates that the model explains none of the variation in y and 1 indicates that the model explains all of the variation in y.

Comparing the given options, the highest R2 value is 98% (option a), which means that the regression line in this model explains 98% of the variation in y. This indicates a very strong relationship between the independent variable(s) and the dependent variable, with only 2% of the variation in y remaining unexplained by the model.

Therefore, the correct answer is option a, 98%

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Answer:

5x + 2

Step-by-step explanation:

X is going to be the "number"

5 times the number

and then add two

Answer:

2 + 5 x n  

Hope this helps

Answer: 1:10,000

Step-by-step explanation:

given data:

distance of the nearest star system = 100,000,000

distance to size ration of the sun earth system = 10,000

therefore;

100,000,000 / 10,000

= 10,000

The order of magnitude of the distance to size ratio of the Sun- Nearest Star system is about 1:10,000 times that of the Sun-Earth system.

Any value of x that is less than or equal to -2 will make the inequality true.

What is Number line?

A number line is a picture of a graduated straight line that serves as a visual representation of real numbers in primary mathematics. Every point on a number line is presumed to be a real number, and every real number is assumed to be a point.

To solve the inequality 3x - 1 <= -7, we can start by adding 1 to both sides to isolate the variable:

3x - 1 + 1 <= -7 + 1

Simplifying, we get:

3x <= -6

Next, we can divide both sides by 3 to solve for x:

3x/3 <= -6/3

Simplifying, we get:

x <= -2

This tells us that any value of x that is less than or equal to -2 will make the inequality true. We can represent this on a number line by shading all values less than or equal to -2

The circle at -2 indicates that -2 is included in the solution set, and the arrow pointing to the left indicates that all values less than -2 are also included in the solution set. Therefore, the number line that shows all of the values of x that make the inequality 3x - 1 <= -7 true is the one with all values less than or equal to -2 shaded.

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The difference between the number of correct and incorrect answers is 34.

To find the difference between the number of correct and incorrect answers, we first need to determine the number of correct answers. We know that the point score is obtained by dividing the final score by 10. In this case, the point score is 45. Since each correct answer is worth 1 point, the number of correct answers is equal to the point score. Therefore, the student answered 45 questions correctly.  

Next, we need to find the number of incorrect answers. Each incorrect answer is worth 4 1-point, so we divide the point score by 4. In this case, 45/4 equals 11.25.

Rounding to the nearest whole number, we get 11. Therefore, the student answered 11 questions incorrectly.  

Finally, we calculate the difference between the number of correct and incorrect answers by subtracting the number of incorrect answers from the number of correct answers: 45 - 11 = 34.

Thus, the difference between the number of correct and incorrect answers is 34.

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Answer: S5= 206,525

Step-by-step explanation:

Pretty easy just got to add 38,900 5 times and then add 3% of 38,900 which is 1,167. You start to add that 3% only adding it once but as you get to the third year you add 1,167 twice and so on and so forth. Also I got the answer right on my test for this one so I am confident with this answer.