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chubhunter [2.5K]
2 years ago
12

the frequency table shows the number of books some students read last summer. Based on the data in the table, which statement is

true? A.) nine more girls read 6 or more than boys who read 6 ir more books B.) Six more boys read 2-3 books than girls who read 2-3 books C ) exactly twice as msny boys read 0-1 book thsn read 6 or more books D.) twice as many girls read 6 or more books than girls who read 4-5​

Mathematics
1 answer:
Whitepunk [10]2 years ago
3 0

Answer:

  A.) nine more girls read 6 or more than boys who read 6 or more books

Step-by-step explanation:

Let's examine the statements ...

  a) 24 is 9 more than 15 . . .  TRUE

  b) 41 is 6 more than 36 . . . false

  c) 32 is twice as many as 15 . . . false

  d) 24 is twice as many as 48 . . . false

You might be interested in
Twenty-seven is<br>% of 60<br>help mee asap​
jok3333 [9.3K]

Answer:  The answer is:  " <u> </u><u>45 </u>  % "  .    

________________________________________________

               →    " Twenty-seven is <u> 45 </u> % of 60. "

________________________________________________

Step-by-step explanation:

________________________________________________

The question asks:

 " 27 is what % {percentage] of 60 " ?  ;

________________________

So:  " 27 =  (n/100) * 60 " ;  Solve for "n" ;

________________________________________________

Method 1:

________________________________________________

  →   (n/100) * 60 = 27 ;

Divide each side by 60 :

 →   [ (n/100)  * 60 ] / 60 = 27 /60 ;

to get:

 →    (n/100) = 27/60 ;

Now:  Cross-factor multiply:

 →  60n = (27)*(100) ;

to get:

 → 60n = 2700 ;

Divide each side by "60" ;

→  60n = 2700/ 60 ;

to get:  n = 45 ;

________________________

 →  The answer is:  45 % .    

   →  " Twenty-seven is <u>45 %</u> of 60."

________________________________________________

Method 2:

________________________________________________

The question asks:

 " 27 is what % {percentage] of 60 " ?

________________________

To solve this problem:

Rephrase this question as:

________________________

" 27 is 60% of what number ? "

 →  The answer will be the same!

________________________

→  27 = (60/100)* n ;   Solve for "n" ;

Multiply each side of the equation by "100" ; to eliminate the fraction:

→  100 * 27 = 100 * [ (60/100)* n ] ;

 to get:

   →   2700 = 60n ;

↔  60n = 2700 ;

Divide Each Side of the equation by "60" ;

    →   60n/60 = 2700 / 60 ;

to get:  n = 45 ;

________________________________________________

→  The answer is:  45 % .    

       →  " Twenty-seven is <u>45 %</u> of 60."

________________________________________________

Method 2:  Variant 1 of 2:

________________________________________________

When we have:

→  27 = (60/100)* n ;   Solve for "n" ;

________________________

Note that:  "(60/100) = (60÷ 100) = (6 ÷ 10)" ;   since:  in "(60/100)" ;  the "zero" from the "<u>numerator</u>" cancels out;  <u>And</u>:  the "last zero" in "100" — from the "<u>denominator</u>" cancels out;  since we are dividing "each side" of the fraction by "10" ;

  →   "(60÷10) / (600÷10)"  =  " 6/10 " ;  

  →   " (6/10)" ; that is;  "six-tenths"} ;  

  →     can be represented by:  " 0.6 " ;

  →  {by convention;  but specifically, here is the explanation} — as follows:

________________________

  →   "(6/10)" =  " (6 ÷ 10) " ;  

<u>Note</u>:  When dividing a number by "10" ;  we take the original number; and move the decimal point to the left; & then we rewrite that number as the "answer".  

<u>Note</u>:  When multiplying or dividing by a positive, non-zero integer factor of "10" that has at least 1 (one) "zero" after that particular factor of "10".  We can get the answer by taking the original number & moving the decimal point the number of spaces as designated by the number of zeros following the particular [aforementioned factor of "10".].

We move the decimal point to the right if we are multiplying;  and to the left  if we are dividing.  In this case, <u>we are dividing</u> "6" by "10 " :

 →  " 6   ÷  10  =  ? " ;  

 →  " 6.  ÷ 10 =  ? " ;

   We take the: " 6. " ;  and move the decimal point "<u>one space backward [i.e. "to the left</u>"];  since we are <u>dividing by "</u><u>10</u><u>"</u> ;

 →  to get:  " .6 " ;  & we rewrite this value as "0.6" in a rewritten equation:

________________________

So; we take our equation:

→  27 = (60/100)*n ;  And rewrite—substituting "0.6" for

"(60/100)"— as follows:

________________________

→  27 = (0.6)n ;  ↔ (0.6) n = 27 ;

Multiply each side of the equation by "10" ; to eliminate the decimal:

   →  10 * [ (0.6)n ]  = 27 * 10 ;

to get:

  →  6n = 270 ;

Divide each side of the equation by "6" ; to isolate "n" on one side of the equation; & to solve for "n" ;

 →  6n / 6  =  270 / 6 ;

to get:   n = 45 ;

________________________________________________

→  The answer is:  45 % .    

      →  " Twenty-seven is <u>45 %</u> of 60."

________________________________________________

Method 2 (variant 2 of 2):

________________________________________________

We have the equation:  27 = (60/100)* n ;   Solve for "n" ;

________________________

<u>Note</u>:  From Method 2 (variant) 1 of 2— see above):

________________________

<u>Note</u>:  Refer to the point at which we have:

________________________

→   " {  (60÷10) / (600÷10)"  =  " (6/10) " ;  that is;  "six-tenths"} ;

________________________

Note that the fraction— "(6/10)" ;  can be further simplified:

→  "(6/10)" =  "(6÷2) / (10÷2)" = "(3/5)" ;

Now, we can rewrite the equation;

→ We replace "(60/100)" ;  with:  "(3/5)" :

    →  27 = (3/5)* n ;   Solve for "n" ;

↔ (3/5)* n = 27 ;  

↔    (3n/5) = 27 ;

Multiply Each Side of the equation by "5" ;

→  5* (3n/5) = 27 * 5 ;  

to get:

→   3n = 135 ;

Divide Each side of the equation by "3" ;  to isolate "n" on one side of the equation;  & to solve for "n" ;

→  3n / 3 = 135 / 3  ;

to get:   n = 45 ;

________________________________________________

 →  The answer is:  45 % .    

       →  " Twenty-seven is <u>45 %</u> of 60."

________________________________________________

Hope this answer is helpful!

        Wishing you the best in your academic endeavors

           — and within the "Brainly" community!

________________________________________________

7 0
3 years ago
Read 2 more answers
4)
erastovalidia [21]

Answer:

D.) 4x + y

Step-by-step explanation:

3x + x + y

Add  3 x  and  x .

4 x  +  y

7 0
3 years ago
Determine whether theses lines are parallel, perpendicular or neither
belka [17]

Answer:

Lines 2 and 3 are parallel with slope (-2/3) and different y intercepts, and both are perpendicular to line 1              (-1) / (3/2) = (-2/3)

Step-by-step explanation:

Parallel lines have the same slope

Perpendicular lines have negative reciprocal slopes

line 1: 6x - 4y = 2

line 1: 4y =  6x - 2

line 1:   y = (3/2)x - 0.5

line 2:  y = (-2/3)x - 6

line 3:3y = -2x + 4

line 3: y = (-2/3)x + 4/3

8 0
3 years ago
At Taylor Street School, 40% of the students bought lunch in the cafeteria today. Of the students who bought lunch in the cafete
leva [86]

Answer:

  Probability that she or he bought lunch in the cafeteria and chose pizza as an entree = 12/100 =0.12 = 12%

Explanation:

  Let number of students be 100.

  At Taylor Street School, 40% of the students bought lunch in the cafeteria today

 Number of students bought lunch = 100 x 40/100 = 40

 Of the students who bought lunch in the cafeteria today, 30% chose pizza as their entree

 Number of students bought pizza = 40 x 30/100 = 12.

 Probability of an outcome = Number of favorable outcome/ Total number of outcome

 Probability that she or he bought lunch in the cafeteria and chose pizza as an entree = Number of students bought pizza/Total number of students

        = 12/100 =0.12 = 12%

  Probability that she or he bought lunch in the cafeteria and chose pizza as an entree = 12/100 =0.12 = 12%

4 0
3 years ago
Which statements are true about mean absolute deviation? Select all that apply. The mean absolute deviation is impacted by outli
Paul [167]
The answer is A,C,E on ed2020
4 0
3 years ago
Read 2 more answers
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