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USPshnik [31]
1 year ago
13

forty percent of participants in a math contest were boys. fifty percent of the boys revived medals. the number of boys who rece

ived the medals was equal to the number of girls who received the medals. what percent of the participants were girls who received medal?​
Mathematics
1 answer:
aleksklad [387]1 year ago
3 0

20% of the participants are girls and got a medal, and 33% of the girls got a medal.

<h3>What percent of the participants were girls who received medal?​</h3>

First, we know that 40% of the participants were boys, so the other 60% were girls.

We know that 50% of the boys got a medal, so the percentage (in decimal form) of participants that are boys and got a medal is:

P = (0.4)*(0.5) = 0.2

So, 20% of the participants are boys and got a medal.

We know that the number of girls that got a medal is the same as the number of boys, then we also have that 20% of the participants are women who got a medal.

Then if the percentage of girls that got a medal is x (in decimal form), we must have that:

Q = (0.6)*(x) = 0.2

      x = 0.2/0.6 = 0.33

x = 0.33

This means that 33% of the girls got a medal.

If you want to learn more about percentages:

brainly.com/question/843074

#SPJ1

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Rudiy27

Answer:

$1522

Step-by-step explanation:

M = 7 + 3*J

M = 7 + 3*505

M = 7 + 1515

M = 1522

3 0
2 years ago
A box contains 28 balls of which 7 are red, 7 are blue, 14 are green.
djverab [1.8K]

Answer:

1 /4

Step-by-step explanation:

Given that :

Number of red = 7

Number of Blue = 7

Number of green = 14

Total number of balls = 28

Probability of picking a ball that is neither red nor green.

Probability = required outcome / Total possible outcomes

P(neither red nor green) = P(picking a blue ball) = 7 / 28 = 1/4

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3 years ago
a recipe calls for a total of 3 2/3 cups of flour and sugar. it the recipe calls for 1/4 cup of sugar, how much flour is needed?
zavuch27 [327]

Answer:

This is very detailed as I wish to make some principles about fractions clear.

3

5

12

Explanation:

This question boils down to  

3

2

3

−

1

4

A fractions structure is that of:

count

size indicator of what you are counting

→

numerator

denominator

You can not directly add or subtract the counts (numerators) unless the size indicators (denominators) are the same.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Consider  

3

2

3

Write as  

3

+

2

3

Multiply by 1 and you do not change the value. However, 1 comes in many forms so you can change the way something looks without changing its true value

[

3

×

1

]

+

2

3

[

3

×

3

3

]

+

2

3

 

9

3

   

+

2

3

 

=

 

11

3

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Putting it all together

3

2

3

−

1

4

 

→

 

11

3

−

1

4

But the size indicators are not the same. I chose to make them become 12

11

3

−

1

4

 

→

 

[

11

3

×

1

]

−

[

1

4

×

1

]

               

→

 

[

11

3

×

4

4

]

−

[

1

4

×

3

3

]

               

→

     

44

12

     

−

 

3

12

Now we may subtract the counts

               

→

 

44

−

3

12

 

=

 

41

12

But this is the same as  

12

12

+

12

12

+

12

12

+

5

12

                         

=

 

1

2

+

2

1

2

+

2

1

2

+

5

12

 

=

 

3

5

12


Step-by-step explanation:


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3 years ago
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vfiekz [6]

Answer:

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Step-by-step explanation:

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m is the slope, y1 is the y coordinate of the point and x1 is the x coordinate of the point.

We know that m is 1, y1 is 1, and x1 is 5, so we can substitute them in

y-1=1(x-5)

Solve for y by isolating it

Distribute the 1

y-1=1*x+ 1*-5

y-1=x-5

Add 1 to both sides

y=x-4

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Step-by-step explanation:

Use SOHCAHTOA

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