There are 32 students in a class. Nine of those students are girls. What percent are boys? (Round your answer to the nearest WHOLE person.)

Answer:

Proper fractions with a denominator of 6: 1/6, 2/6, 3/6, 4/6, 5/6.

Step-by-step explanation:

A proper fraction means that the numerator is less than the denominator.

Examples of this are 1/3, 3/4, 2/7.

Since the denominator must be 6, hence the answers are 1/6, 2/6, 3/6, 4/6, 5/6.

We know that the number line is in 12ths. In addition, we know that 6ths are  1/2 of 12. Thus, we put a proper fraction on every other line on the number line.

Answer:

number of beads to be made x 10

x×10=

Step-by-step explanation:

tangent forms a right angle with radius of circle

so (6.8+10.2)^2 = 10.2^2 + x^2

x= 13.6

Answer:

Step-by-step explanation:

Use Foil method

(2x  + 4)(x -1) = (2x*x)+ (2x *(-1)) + 4*x + 4*(-1)

                    = 2x² - 2x  + 4x - 4   {Combine like terms}

                    = 2x² + 2x - 4

Answer:

32

Step-by-step explanation:

You add 9 + 13, which is 22

Add 4 + 6 to get 10

22 + 10 = 32

Perimeter of the given polygon is equals to 64cm.

"Perimeter is defined as the total distance around the given shape."

Theorem used

Tangents drawn from a exterior point of a circle have equal length.

According to the question,

As shown in the diagram,

P, Q, R, and S are exterior points of a circle through which tangents are drawn.

Given,

Length of tangent PA = 13cm

Length of tangent SA= 9cm

Length of tangent RC = 4cm

Length of tangent QC =6cm

As per  stated theorem we get,

Length of tangent PB = 13cm

Length of tangent SD 9cm

Length of tangent RD = 4cm

Length of tangent QB =6cm

Perimeter of a given polygon = 13 +13 +9+9+4+4+6+6

                                                 = 64cm

Hence, perimeter of the given polygon is equals to 64cm.

Learn more about perimeter here

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Answer:  A segment AB with Endpoints A (-8, 4) and B (2,4) is a horizontal line segment with (-3,4) as the midpoint.

A segment CD with endpoints C(-3,9) and D(-3,-1) will create a vertical line segment with (-3,4) as the midpoint.

A line segment FG with endpoints F (-6,0) and G(0,8) is a diagonal line with a slope of 4/3 and its midpoint is (-3,4)

Step-by-step explanation: For a horizontal or vertical line segment, choose the x-value or the y value of the midpoint. subtract 5 to get the lower endpoint, add 5 to get the higher endpoint. Keep the other coordinate the same.

The diagonal line segment is based on the hypotenuse of a triangle with side lengths corresponding to the Pythagorean Triple 3,4,5  Add and subtract 3 to the x-value od the midpoint, add and subtract 4 to the y value of the midpoint and the hypotenuses will extend 5 units in both directions from the midpoint.

Maybe TMI, bit I am hoping to earn a Brainliest.

[tex]2(\frac{1}{4}z-8)+(\frac{1}{4}z+6)\\= \frac{1}{2}z -16 +\frac{1}{4} z+6\\= \frac{3}{4}z - 10\\[/tex]

C

Answer:

5

Step-by-step explanation:

let x be the number of members initially

x-10 = 15

and x/5 represents the members per group

since x is 25, there are 5 members per group

The equation which is results from taking the square root of both sides of the provided equation is,

[tex](x+9)=\pm5\\[/tex]

A square root of a number is the value which is when multiplicand by itself gives the same value as the number posses.

Let a number is a. Then this number in the form of square root can be written as,

[tex]a=\sqrt{a}\times \sqrt{a}[/tex]

The given algebraic equation in the problem is,

[tex](x+ 9)^2 = 25[/tex]

Take the square root, in both sides,

[tex]\sqrt{(x+ 9)^2} = \sqrt{25}\\\sqrt{(x+ 9)^2} = \sqrt{5^2}[/tex]

Cancel out the square root with the square of the number as,

[tex](x+9)=\pm5\\[/tex]

Hence, the equation which is results from taking the square root of both sides of the provided equation is,

[tex](x+9)=\pm5\\[/tex]

Learn more about the square root of number here;

https://brainly.com/question/664132

Answer: C) x + 9 = ±5

Step-by-step explanation:

Edg 2022

Answer:

(-2,0)

Step-by-step explanation:

Plug into a graphing calculator or plug in 0 for x

Answer : No

◊ YusuCr ◊

Enjoy.

Answer:

they are not equal

Step-by-step explanation:

14/20

Divide the top and bottom by 2

7/10

16/24

Divide the top and bottom by 8

2/3

Getting a common denominator of 30

7/10 *3/3 = 21/30

2/3 *10/10 = 20/30

They are not the same value

m || n and a || b = given.

angle 3 and angle 6 are supplementary = same side interior angles.

angle 6 and angle 13 are supplementary = same side interior angles.

Answer:

4 packs of juice

3 packs of granola bars

Step-by-step explanation:

if you have 4 packs of juice with 6 in them, you will have 24 juice boxes, one per player (4 x 6).

If you have 3 packs of granola bars with 8 in them, you will have 24 granola bars, one per player ( 3 x 8).

Answer:

the distancev from 7±9y±11=0 is 0.97

Answer:

6feet

Step-by-step explanation:

THIS IS THE COMPLETE QUESTION BELOW:

Karen has a red ribbon that is 18 feet long and a blue ribbon that is 12 feet long. She wants to cut both ribbons into pieces that are all the same length and she wants no ribbon leftover when she is done. What is the greatest length in feet, of each piece of ribbon that she can cut?​

Here the question is only talking about the GREATEST COMMON FACTOR that exist between 12 and 18. Since we are told that She wants to cut both ribbons into pieces that are all the "THE SAME LENGHTH"

For the ribbon that of 18 feet long, it can only be cut into 3pieces of equal Lenght i.e(18/6)= 3 pieces

For the ribbon that of 12 feet long, it can only be cut into 2pieces of equal Lenght i.e(12/6)= 3 pieces

Therefore the greatest common factor which divide both 12 and 8 is 6. which means 6 is the greatest length in feet, of each piece of ribbon that she can cut

Answer:

No

Step-by-step explanation:

I hope this helps!

Answer:

x=57

Step-by-step explanation:

Since the angles 'x' and '2x+7' add up to a supplementary angle (straight line)

we can then say;

[tex]x + 2x + 9 = 180[/tex]

[tex]3x = 180 - 9[/tex]

[tex]3x = 171[/tex]

[tex]x = \frac{171}{3} = 57[/tex]

Answer:

I think 57

Step-by-step explanation:

x+2x+9=180

3x+9=180

3x=180-9

3x=171

x=57

Answer:2

Step-by-step explanation:15 divided by 3 is 5 so you would do 2/3 times 3 which is 2

Answer:

Dos!

Step-by-step explanation:

Answer:

B D E F

Step-by-step explanation:

a mathematical sentence makes a statement about TWO expressions. it can also use symbols or words like equals, greater than, or less than.

[tex] \large \orange{ \frak{Given :}}[/tex]

[tex] \\[/tex]

[tex] \\ [/tex]

[tex] \\ \\ [/tex]

[tex] \large \orange{ \frak{To \: find:}}[/tex]

[tex] \\ [/tex]

[tex] \\ \\ [/tex]

[tex] \large \orange{ \frak{Solution:}}[/tex]

[tex] \\ [/tex]

We know :-

[tex] \\ \\ [/tex]

[tex] \large \orange{ \frak{Digram:}}[/tex]

[tex] \\ \\ [/tex]

[tex] \tt 64in.\begin{gathered} \small \large\boxed{\begin{array}{cc} \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \\ \\ \\ \\ \end{array}}\end{gathered} \\ \: \: \: \: \sf128in.[/tex]

[tex] \\ \\ [/tex]

Formula of perimeter of rectangle:-

[tex] \\ [/tex]

[tex] \bigstar \boxed{\rm{}perimeter \: of \: rectangle = 2(l + w)}[/tex]

where :-

l = length of rectangle

w = width of rectangle

[tex] \\ [/tex]

So :-

[tex] \\ [/tex]

[tex] \dashrightarrow\sf{}perimeter \: of \: rectangle = 2(l + w) \\ [/tex]

[tex] \\ \\ [/tex]

[tex] \dashrightarrow\sf{}perimeter \: of \: rectangle = 2(64 + 128) \\ [/tex]

[tex] \\ \\ [/tex]

[tex] \dashrightarrow\sf{}perimeter \: of \: rectangle = 2(64) + 2(128) \\ [/tex]

[tex] \\ \\ [/tex]

[tex] \dashrightarrow\sf{}perimeter \: of \: rectangle = 2 \times 64+ 2(128) \\ [/tex]

[tex] \\ \\ [/tex]

[tex] \dashrightarrow\sf{}perimeter \: of \: rectangle =128+ 2(128) \\ [/tex]

[tex] \\ \\ [/tex]

[tex] \dashrightarrow\sf{}perimeter \: of \: rectangle =128+ 2 \times 128\\ [/tex]

[tex] \\ \\ [/tex]

[tex] \dashrightarrow\sf{}perimeter \: of \: rectangle =128+ 256\\ [/tex]

[tex] \\ \\ [/tex]

[tex] \dashrightarrow\bf{}perimeter \: of \: rectangle =384 \: in\\ [/tex]

[tex] \\ \\ [/tex]

Answer:

10

Step-by-step explanation:

the box would just be 11+11+11+11, or 11x4=44

the rectangle would be 11x2+16x2=54

the difference is 10

Answer:

Step-by-step explanation:

Let number of adults be a and children be c

Then we have equations

From the first equation we get a = 301 - c, we substitute a in the second equation:

Then finding the value of a: