The average height and average weight of five students are presented in the table. Height (in cm) Weight (in kg) Student 1 172 62 Student 2 173 65 Student 3 175 64 Student 4 176 66 Student 5 177 65 The calculation for the correlation, r, for this set of five students is __________. Answer choices are rounded to the hundredths place.

Answer:

36.39 hope this helps

Step-by-step explanation:

Answer: Let's call the speed of the plane in still air "p" and the speed of the wind "w".

When flying with the wind, the plane's speed is increased by the wind speed, so the equation is:

359 = p + w

When flying against the wind, the plane's speed is decreased by the wind speed, so the equation is:

337 = p - w

We can add these two equations to eliminate "p":

696 = 2p

So,

p = 348

Now that we know the speed of the plane in still air, we can use either equation to find the speed of the wind:

w = 359 - p = 359 - 348 = 11 km/h.

So, the speed of the plane in still air is 348 km/h and the speed of the wind is 11 km/h.

Step-by-step explanation:

The correct symbol forms are:

a)  x ≥ 7 is equivalent to  p v q

b) 11 > x > 7 is equivalent to p ∧ r

c)  11 > x ≥ 7 is equivalent to  ( p v q) ∧ r

We have the following definitions:

p = "x > 7"

q = "x = 7"

r = "11 > x"

a) The statement "x ≥ 7" is true if x is greater than 7 or if x is equal to 7. In other words, "x > 7 or x = 7" must be true. Using the given definitions, we can see that this is equivalent to p v q.

b) 11 > x > 7.  The statement "7 < x < 11" means that x is greater than 7 and less than 11. In other words, both "x > 7" and "x < 11" must be true. hence, it can be expressed as the conjunction of "x > 7" and "x < 11," which is equivalent to p ∧ r.

c) 11 > x ≥ 7. Combining answer from part a and b, this is equivalent to:

  ( p v q) ∧ r

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The statement "the text from andretti created an enforceable agreement between mario and andretti the moment it was sent" is generally true.

In contract law, an agreement is formed when there is an offer from one party and an acceptance of that offer by the other party. An acceptance is typically effective upon communication to the offeror.

In this case, Mario made an offer to sell his 2002 Ford F-150 for $10,000 through a text message. Andretti responded to the offer with a text message accepting it.

The general rule is that an acceptance is effective upon communication to the offeror. Therefore, Andretti's acceptance of the offer was effective as soon as he sent the text message. It doesn't matter if the message was not received by Mario until later due to connection problems.

As long as Andretti sent the acceptance text message, it created an enforceable agreement between the two parties, assuming that there were no other legal issues that might affect the validity of the agreement.

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Here is a Python example of how to use the changelettercase function:

def changelettercase(string):

   updated_string = ""

   for char in string:

       if char.isupper():

           updated_string += char.lower()

       elif char.islower():

           updated_string += char.upper()

       else:

           updated_string += char

   return updated_string

To hold the updated version of the input string, we initialize an empty string called the updated string in this function.

If so, we use the lower() method to make it lowercase and add it to the updated string. In the event that the character is not a letter, we merely add it to the updated string without altering its case.

The updated string, which now contains the input string with the letters' cases switched, is what we return at the end.

Here's an example usage of the function:

my_string = "Hello, World!"

new_string = changelettercase(my_string)

print(new_string)

output: "hELLO, wORLD!"

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The relation r in roster notation as a set of 2-tuples is: r = {(1, 0), (6, 9), (9, 9), (8, 4)} The relation R in roster notation as a set of 2-tuples is: R = {(1, 0), (6, 9), (9, 9), (8, 4), (0, 1)}. The transitive closure T of the relation R is the set of tuples above. T = {(1, 0), (1, 1), (1, 4), (1, 8), (6, 9), (6, 4), (6, 8), (9, 9), (9, 4), (9, 8), (8, 4)}.

To create the relation r using your student ID, we first represent the student ID as a set of single-digit integers:

S = {1, 0, 6, 9, 9, 8, 4, 7}

Then we use the sequence D = (1, 0, 6, 9, 9, 8, 4, 7) to create the relation r as follows: r = {(1, 0), (6, 9), (9, 9), (8, 4)}

So the relation r in roster notation as a set of 2-tuples is:

r = {(1, 0), (6, 9), (9, 9), (8, 4)}

To extend the relation r by adding the 2-tuple (d2, dị) to r, we first need to identify the values of d2 and d1 from our student ID:

d2 = 0

d1 = 1

Then we add the tuple (d2, d1) to r to create the new relation R:

R = r U {(0, 1)}

So the relation R in roster notation as a set of 2-tuples is:

R = {(1, 0), (6, 9), (9, 9), (8, 4), (0, 1)}

To find the transitive closure of the relation R, we need to find all pairs of elements that are related transitively. We can do this by repeatedly applying the rule that if (a, b) and (b, c) are in the relation, then (a, c) is also in the relation.

Starting with the relation R, we can see that (1, 0) is related to (0, 1), so we add (1, 1) to the relation. Then we can add (1, 4) and (1, 8) to the relation, based on the pairs (1, 0) and (0, 4) and (0, 8), respectively.

Next, we can add (6, 9) and (9, 9) to the relation, based on the pair (6, 9). We can also add (6, 4) and (6, 8) to the relation, based on the pairs (6, 9) and (9, 4) and (9, 8), respectively.

We can also add (9, 4) and (9, 8) to the relation, based on the pair (9, 9). Finally, we can add (8, 4) to the relation, based on the pair (8, 4).

Applying these rules, we get the transitive closure T of the relation R:

T = {(1, 0), (1, 1), (1, 4), (1, 8), (6, 9), (6, 4), (6, 8), (9, 9), (9, 4), (9, 8), (8, 4)}

So the relation T in roster notation as a set of 2-tuples is:

T = {(1, 0), (1, 1), (1, 4), (1, 8), (6, 9), (6, 4), (6, 8), (9, 9), (9, 4), (9, 8), (8, 4)}

The transitive closure T of the relation R is the set of tuples above.

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The most likely to watch TV for 4 hours is distribution B. Therefore, option B is the correct answer.

In statistics, a simple random sample is a subset of individuals chosen from a larger set in which a subset of individuals are chosen randomly, all with the same probability. It is a process of selecting a sample in a random way.

Given that, average number of hours American adults watch TV is 4 hours.

In distribution A, B, C and D, the most likely to watch TV for 4 hours is distribution B and less likely to watch TV for 4 hours is distribution A.

Therefore, option B is the correct answer.

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3.141590 is an example of floating-point number, which is printed using %f.

Floating-point numbers are a way to represent real numbers in a computer. They are used to store values that have a fractional component, such as 3.14159. Unlike integers, which can be stored precisely in a fixed amount of memory, floating-point numbers use a fixed number of bits to represent the number's significant digits and its exponent. This allows them to represent a wide range of values, but can also result in some loss of precision. When printing a floating-point number, the %f format specifier is used to specify the number of decimal places to display.

For example, the number 3.141590 can be printed using the format specifier %f as follows:

printf("%f", 3.141590);

This will output:

3.141590

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Answer: 2027.34

Step-by-step explanation:

first you plug in 10 for x

after you squared and multiplied you add

then it should come out to be 2027.34

In linear equation, 2027 .34 millions of smartphone units will be shipped worldwide in 2019.

What in mathematics is a linear equation?

An algebraic equation with simply a constant and a first-order (linear) term, such as y=mx+b, where m is the slope and b is the y-intercept, is known as a linear equation.

                               Sometimes, the aforementioned is referred to as a "linear equation of two variables," where x and y are the variables.

S(x)=-5.11x^2+243.57x+102.64   ...............1

For smartphone skipped in 2019

  x = 2019 - 2009

     x = 10

putting x = 10 in (1)

     S( 10 ) = -5.11 (10)² + 243.57 * 10 + 102.64

                 = -511 + 2435.7 + 102.64

               = 2027 .34

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The complete question is -

The total number (in millions) of smartphone units shipped worldwide from 2009 to 2016 is given by S(x)=-5.11x^2+243.57x+102.64. where is the number of years after 2009. Assuming the trend continues, how many millions of smartphone units will be shipped worldwide in 2019? (Do not round your answer.)

(Source: Statista 2017)

The Interest (simple interest) will be less on Loan A.

What exactly is simple interest?

Simple Interest is a simple way for computing interest on a loan or principle amount. Simple interest is a concept that is employed in numerous industries, including banking, finance, and automobiles. When you make a loan payment, the monthly interest is deducted first, followed by the principle amount.

The simple interest formula is as follows:

SI=P*R*T/100

SI stands for simple interest.

P stands for principal.

R is the interest rate (in percentage)

T denotes the length of time (in years)

The following formula is used to compute the total amount:

Amount (A) = Principal (P) x Simple Interest (SI)

Now,

For A Principal=$10000, Time = 3 years, Rate=5%

then interest paid=10000*3*5/100

=300*5=$1500

For B  Principal=$10000, Time = 5 years, Rate=8%

Interest=10000*5*8/100

=500*8

=$4000

That means SI(B)>SI(A)

Hence,  

          The Interest will be less on Loan A.

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Larry wants to do everything possible to be in a position to detect that a treatment he has designed is effective given that it is actually effective. use an alpha (a) of .05 instead of .01 and decrease the population standard deviation. Option B and C are correct .

How to interpret a standard deviation?

With a standard deviation of 1, 68% of the population is within the average plus or minus the standard deviation. Consider a scenario where the standard deviation is three inches and the average male height is 5 feet 9 inches. As a result, 68% of all guys are between 5' 6" and 6', 5'9" plus or minus 3 inches.

What makes standard deviation so special?

Karl Pearson is credited with giving SD the name "standard deviation". I wouldn't imagine anything more than that he intended to suggest it as a benchmark. If anything, standardization-related references either stand alone or make references to SD itself.

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Answer:

x= 7 ;

y+x=18

y=18-x

y=18-7

y=11

a) (i) Average velocity = -96.8 ft/s

   (ii) Average velocity = -95.2 ft/s

   (iii) Average velocity = -92.8 ft/s

b) The instantaneous velocity of the pebble after 3 seconds is approximately -96 ft/s.

What is average velocity?

The change in position or displacement (x) divided by the time intervals (t) in which the displacement happens yields the average velocity. Depending on the sign of the displacement, the average velocity can be positive or negative.

(a)

(i) The time period from t = 3 to t = 3.1 is 0.1 seconds. The average velocity of the pebble during this time period can be found by taking the difference in position (y) divided by the difference in time (t).

Average velocity = (y(3.1) - y(3)) / (3.1 - 3)

Substituting [tex]y = 225 - 16t^2[/tex], we get:

[tex]Average\ velocity = [(225 - 16(3.1)^2) - (225 - 16(3)^2)] / (0.1)[/tex]

Average velocity = -96.8 ft/s (rounded to one decimal place)

(ii) The time period from t = 3 to t = 3.05 is 0.05 seconds. The average velocity of the pebble during this time period can be found using the same formula as above:

[tex]Average\ velocity = (y(3.05) - y(3)) / (3.05 - 3)[/tex]

Substituting [tex]y = 225 - 16t^2[/tex], we get:

[tex]Average\ velocity = [(225 - 16(3.05)^2) - (225 - 16(3)^2)] / (0.05)[/tex]

Average velocity = -95.2 ft/s (rounded to one decimal place)

(iii) The time period from t = 3 to t = 3.01 is 0.01 seconds. The average velocity of the pebble during this time period can be found using the same formula as above:

Average velocity = (y(3.01) - y(3)) / (3.01 - 3)

Substituting [tex]y = 225 - 16t^2[/tex], we get:

[tex]Average \ velocity = [(225 - 16(3.01)^2) - (225 - 16(3)^2)] / (0.01)[/tex]

Average velocity = -92.8 ft/s (rounded to one decimal place)

(b)

The instantaneous velocity of the pebble at any given time t can be found by taking the derivative of the position function y(t) with respect to time:

[tex]\frac{dy}{dt} =-32t\\[/tex]

Substituting t = 3, we get:

[tex]\frac{dy}{dt} =-96ft/s\\[/tex]

Therefore, the instantaneous velocity of the pebble after 3 seconds is approximately -96 ft/s.

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The value of x is 2.

Triangles are one of the most basic shapes in geometry and have a wide range of applications in mathematics, science, and engineering.

The three sides of a triangle are called edges, and the three angles are called vertices. Triangles can be classified based on the lengths of their sides and the measures of their angles.

Since DE is parallel to AC, we can use the intercept theorem to relate the lengths of the corresponding sides of triangles ABD and CBE.

In triangle ABD and CBE, we have:

AD/CE = AB/BC

Substituting the given values, we get:

2/1 = (x+2)/4

Cross-multiplying, we get:

8 = 2(x+2)

Simplifying, we get:

x+2 = 4

x = 2

Therefore, the value of DB is 2.

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The cost than the other plan is 215 money and  the plans cost the same when the monthly water usage is 0.1 HCF.

(a) If a monthly water consumption of 22 HCF is used, the cost of the residential plan is:

33 + 14(22) = 341 cash

The Business Plan has an expense of:

34+4(22)=126 pounds

Consequently, the Residential Plan is less expensive than the Commercial Plan by

340 - 126 equals 215 money.

(b) The following equation must be solved in order to determine the monthly water usage at which the plans are equally expensive:

33 + 14X = 34 + 4X

When we simplify and find X, we obtain:

10X = 1 \sX = 0.1

Therefore, when the monthly water usage is 0.1 HCF, the plans are priced the same. The Business Plan is less expensive than the Residential Plan for water consumption above 0.1 HCF per month.

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Given the ratio of Year 7 pupils to Year 8 pupils as 9:5 and the ratio of Year 8 pupils to Year 9 pupils as 1:11, the ratio of Year 7, Year 8, and Year 9 pupils together is 9:5:55.

The ratio refers to the relative size of values.

Ratios are fractional values, depicted as fractions, decimals, or percentages.  Ratios can also be denoted in ratio form (:).

Ratios are computed as the comparative values that each quantity has in relation to other quantities or values.

The ratio of Year 7 pupils to Year 8 pupils = 9:5

The ratio of Year 8 pupils to Year 9 pupils = 1: 11

The ratio of Year 7, Year 8, and Year 9 = 9:5:55 (11 x 5)

The sum of ratios = 69 (9 + 5 + 55)

Thus, the ratio of Year 7, Year 8, and Year 9 is 9:5:55.

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There are only Year 7 pupils, Year 8 pup,ils, and Year 9 pupils in a group The ratio of Year 7 to Year 8 is 9:5. The ratio of Year 8 to Year 9 is 1: 11.

Find the ratio Year 7: Year 8: Year 9. Give your ratio in its simplest form with integer parts.

Answer: look at the image for the answer

Step-by-step explanation:

The solution is, 128 students are in Miss Oliver’s class. 4 students are in each team.

The ratio is defined as the comparison of two quantities of the same units that indicates how much of one quantity is present in the other quantity.

here, we have,

given that,

Each team has the same number of students.

let , each team has x students.

The ratio of teams to players is 8 : 32.

again, let, no. of teams = 8y

no. of players = 32y

so, we get,

8y*x = 32y

so, x = 4

Hence, The solution is, 128 students are in Miss Oliver’s class. 4 students are in each team.

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Answer: 5 is 1/4 meaning 25%

Step-by-step explanation:

I think this is what you meant to ask... HOPE THIS HELPS U

The given equation is exact. An equation is said to be exact if it can be written in the form

M(x,y)dx + N(x,y)dy = 0

where M and N are functions of x and y, and their partial derivatives with respect to y and x, respectively, are equal.

In this case, we have:

M(x,y) = 2y^3

N(x,y) = 3y^2x + 2xy^2

Taking the partial derivative of M with respect to y gives:

∂M/∂y = 6y^2

Taking the partial derivative of N with respect to x gives:

∂N/∂x = 3y^2

Since ∂M/∂y = ∂N/∂x, the equation is exact.

To solve the equation, we need to find a function F(x,y) such that ∂F/∂x = M and ∂F/∂y = N.

Integrating M with respect to x gives:

F(x,y) = y^2x^2 + g(y)

where g(y) is an arbitrary function of y.

Taking the partial derivative of F with respect to y and comparing it with N, we get:

∂F/∂y = 2xy + g'(y) = N

Comparing the coefficients of y and the constant terms, we get:

2x = 3y^2, g'(y) = 2y^2

Solving these equations gives:

x = (3/2)y^2 and g(y) = (2/3)y^3 + C

where C is an arbitrary constant.

Substituting these values in F(x,y), we get:

F(x,y) = (2/3)y^3 + y^2x^2 + C

Therefore, the general solution of the given equation is:

(2/3)y^3 + y^2x^2 = C

where C is an arbitrary constant.

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The coordinates of the image of vertex G after a reflection across the line y = x will be (-5, 4). Then the correct option is C.

It is the image of the point which is located in the opposite direction of a given point.

The rule of the refection given will be given as,

Firstly, the rule for reflecting a point about the line y = x is;

While reflecting on the line y = x, we get the reflected points by swapping the coordinates.

The coordinates are given below.

E(3, -3), F(5, -3), H(2, -5), G(4, -5)

The coordinates of the image of vertex G after a reflection across the line y = x are given as,

G(4, -5) ⇒ G'(-5, 4)

The coordinates of the image of vertex G after a reflection across the line y = x will be (-5, 4). Then the correct option is C.

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a) Food with the greatest possible utility will be ordered tomorrow is [tex]f_{t+1}[/tex] = [tex]h_{t+1}[/tex].

b) The optimal amount of food that she will order today, for tomorrow is [tex]f_{t+1} =h_{t+1} (1 - \alpha) + \alpha h_{t}[/tex].

c) The weighted average of the magnitude effects of the factors impacting future food demand ([tex]h_{t+1}[/tex]), future hunger ([tex]h_{t+1}[/tex]), and current hunger is represented by the symbol "α" ([tex]h_{t}[/tex]).

d) [tex]U(f_{t+1}| h_{t+1}, h_{t}) = - 1(f_{t+1} - h_{t})^2[/tex]  indicates that the amount of food ordered depends only on how hungry you are right now ([tex]h_{t}[/tex]), not how hungry you will be in the future ([tex]h_{t+1}[/tex]).

a) [tex]U(f_{t+1} | h_{t+1} ) = -(f_{t+1} - h_{t+1})^2[/tex]

To maximize utility:

[tex]\frac{du}{dx} f_{t+1} = -2 (f_{t+1}-h_{t+1})[/tex]

du/dt [tex]f_{t+1}[/tex] = 0

[tex]-2 (f_{t+1} - h_{t+1}) = 0[/tex]

[tex]f_{t+1}[/tex] = [tex]h_{t+1}[/tex]

Food with the greatest possible utility will be ordered tomorrow.

b) [tex]U(f_{t+1}| h_{t+1}, h_{t}) = -(1 - \alpha)(f_{t+1} - h_{t+1})^2 - \alpha(f_{t+1} - h_{t})^2[/tex]

[tex]\frac{d}{dt}f t+1 = -2 (1 - \alpha)(f_{t+1} - h_{t+1}) - 2\alpha (f_{t+1} - h_{t})[/tex]

[tex]\frac{d}{dt}f t+1 = (2\alpha - 2) (f_{t+1} - h_{t+1}) - 2\alpha(f_{t+1} - h_{t})[/tex]

[tex]\frac{d}{dt}f_{t+1} = 2\alpha f_{t+1} - 2\alpha h_{t+1}- 2 f_{t+1} + 2h_{t+1} -2\alpha f_{t+1}+ 2\alpha h_{t}[/tex]

[tex]\frac{d}{dt} f_{t+1} = - 2\aplha h_{t+1} - 2 f_{t+1} + 2h_{t+1} + 2\alpha h_{t} =0[/tex]

[tex]2 f_{t+1} =2h_{t+1} - 2\alpha h_{t+1} -2\alpha h_{t}[/tex]

[tex]f_{t+1} =h_{t+1} - \alpha h_{t+6}- \alpha h_{t}[/tex]

[tex]f_{t+1} =h_{t+1} (1 - \alpha) + \alpha h_{t}[/tex]

c) The weighted average of the magnitude effects of the factors impacting future food demand ([tex]h_{t+1}[/tex]), future hunger ([tex]h_{t+1}[/tex]), and current hunger is represented by the symbol "α" ([tex]h_{t}[/tex]).

d) [tex]U(f_{t+1}| h_{t+1}, h_{t}) = -(1 - \alpha)(f_{t+1} - h_{t+1})^2 - \alpha(f_{t+1} - h_{t})^2[/tex]

If α = 1 , putting value :

[tex]= - (1-1) (f_{t+1} - h_{t+1}) - 1(f_{t+1} - h_{t})^2\\= 0 - 1(f_{t+1} - h_{t})^2[/tex]

[tex]U(f_{t+1}| h_{t+1}, h_{t}) = - 1(f_{t+1} - h_{t})^2[/tex]

It indicates that the amount of food ordered depends only on how hungry you are right now ([tex]h_{t}[/tex]), not how hungry you will be in the future ([tex]h_{t+1}[/tex]).

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a) To find the probability that at least one of the dice is a 5, we can count the number of outcomes where this is true and divide by the total number of outcomes. There are 11 outcomes where at least one die is a 5: (1,5), (2,5), (3,5), (4,5), (5,1), (5,2), (5,3), (5,4), (5,5), (5,6), (6,5). Therefore, the probability is:

P(at least one 5) = 11/36

b) To find the probability that the sum of the dice is equal to 7, we can count the number of outcomes where this is true and divide by the total number of outcomes. There are 6 outcomes where the sum is 7: (1,6), (2,5), (3,4), (4,3), (5,2), (6,1). Therefore, the probability is:

P(sum is 7) = 6/36 = 1/6

c) To find the probability that the sum of the dice is 11 or more, we can count the number of outcomes where this is true and divide by the total number of outcomes. There are 2 outcomes where the sum is 11 or more: (5,6), (6,5). Therefore, the probability is:

P(sum is 11 or more) = 2/36 = 1/18

d) To find the probability that both dice are less than 3, we can count the number of outcomes where this is true and divide by the total number of outcomes. There is only 1 outcome where both dice are less than 3: (1,1). Therefore, the probability is:

P(both less than 3) = 1/36

e) To find the probability that the red die is larger than the green die, we can count the number of outcomes where this is true and divide by the total number of outcomes. There are 15 outcomes where the red die is larger than the green die: (2,1), (3,1), (3,2), (4,1), (4,2), (4,3), (5,1), (5,2), (5,3), (5,4), (6,1), (6,2), (6,3), (6,4), (6,5). Therefore, the probability is:

P(red is larger) = 15/36 = 5/12

f) To find the probability that the sum of the dice is greater than 9, we can count the number of outcomes where this is true and divide by the total number of outcomes. There are 4 outcomes where the sum is greater than 9: (4,6), (5,5), (5,6), (6,4), (6,5), (6,6). Therefore, the probability is:

P(sum is greater than 9) = 6/36 = 1/6

g) To find the probability that the red die is 6, we can count the number of outcomes where this is true and divide by the total number of outcomes. There are 6 outcomes where the red die is 6: (6,1), (6,2), (6,3), (6,4), (6,5), (6,6). Therefore, the probability is:

P(red = 6) = 6/36 = 1/6

h) To find the probability that the largest number rolled is 5, we can count

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The value of JL is 21

A line segment is defined as the part of a straight line that is bounded by two distinct end points.

It is known to contain all the points on the line that is between its endpoints.

From the information given, we have that the point K is found between J and L and the line segment, JL

Then, we have;

JK + KL = JL

substitute the values, we have;

x + 8 + 10 = 7x

collect the like terms

x - 7x = -10 - 8

subtract the like terms

-6x = -18

x = 3

So. JL = 7(3) = 21

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Therefore, (18²)⁻³ can be written as 18² - 10^⁻³ using positive exponents only.

An equation is a mathematical statement that shows that two expressions are equal. Equations can be used to represent relationships between variables, or to solve problems. Equations use mathematical symbols, such as the equal sign (=), to show the equality between the two expressions. For example, the equation 2x + 3 = 7 represents the relationship between the variable x and the constants 2 and 3. The equation can be solved for x to find its value. In this case, solving for x would give us x = 2.

Using positive exponents only, we can write (182)⁻³ as follows:

(182) can be written as 10²

-3 can be written as 10⁰/ 10³

So, (18²)⁻³ can be written as:

18² - 10⁰ / 10³= 18² - 10⁻³

Therefore, (18²)⁻³ can be written as 18² - 10^⁻³ using positive exponents only.

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In the congruent triangles; ΔABC and ΔBDE, ∠ABC  = ∠DBE by CPCT that is Corresponding parts of Congruent Triangle.

So,

ΔABC and ΔBDE, are congruent  triangles

Thus,

∠ABC  = ∠DBE (Corresponding parts of Congruent Triangle) CPCT.

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Answer:#

Step-by-step explanation:

Answer:

x < 3

Step-by-step explanation:

Divide both sides of the inequality by 2

Answer:

Step-by-step explanation:

Percentage of girls = 35%

Percentage of boys = 100 - 35 = 65%

There are 910 boys:

65% = 910

Find the number of students in the school:

1% = 910 ÷ 65 = 14

100% = 14 x 100 = 1400

Answer: There are 1400 students in the school

Answer: A

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