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Delvig [45]
3 years ago
14

14% of a number is 315. find the number

Mathematics
2 answers:
timofeeve [1]3 years ago
8 0

Answer:

2250

Step-by-step explanation:

We have, 14% × x = 315

or,

14

100

× x = 315

Multiplying both sides by 100 and dividing both sides by 14,

we have x = 315 ×

100

14

x = 2250

If you are using a calculator, simply enter 315×100÷14, which will give you the answer

sweet [91]3 years ago
6 0

Answer:

2250

Step-by-step explanation:

Let x be the number

14% of x = 14/100 * x

14/100 * x = 315

Multiply 100 on both the sides,

14x = 31500

Divide by 14 on both the sides,

x = 31500/14 = 2250

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Answer:

The domain is all real numbers.

The initial value is 3

The simplified base is 9\sqrt{2}

Step-by-step explanation:

The given function is f(x)=3(\sqrt{18})^x.

To find the initial value, we put x=0 into the function:  

f(0)=3(\sqrt{18})^0.

f(0)=3(1)=3.

The initial value is actually 3.

The given function is an exponential function, therefore the domain is all real numbers.

The range of this function refers to all values of y for which the function is defined.

The line y=0, is the horizontal asymptote.

The range is y\:>\:0

The simplified base is 3\sqrt{18}=3\sqrt{9\times2}.

3\sqrt{18}=3\sqrt{9}\times\sqrt{2}

3\sqrt{18}=3\times3\times\sqrt{2}

3\sqrt{18}=9\sqrt{2}

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3 years ago
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How much is 109 divided by 5?
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What is 218 div. by 10?  Do this in your head.
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What is the length (magnitude) of vector (-4,2)
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Step-by-step explanation:

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. In a class of all boys, 18 boys like to play chess, 23 like to play soccer, 21 like biking and 17 like hiking. The number of t
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Answer:

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Step-by-step explanation:

It can help to make a diagram of some sort. Here is a sort of Karnaugh map. A Venn diagram can also work, or something like the one in the second attachment.

In the attachment of the first diagram, the rows and columns are labeled with 00, 01, 11, 10 — all the possible combinations of the two "likes" on that side of the diagram. A 0 indicates no like; 1 indicates a 'like to play'. Thus the "01" ro on the chess/soccer side of the board indicates "don't like to play chess and do like to play soccer." The numbers on this row will contribute to the number who like to play soccer, but not to the number who like to play chess.

Similarly, the "10" column on the hiking/biking side of the diagram indicates "like hiking but don't like biking." Numbers in this column will contribute to the counts of boys that like hiking, but will not contribute to the numbers who like biking.

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The total for "like chess, soccer, and hiking" is also 3, so the number in the 11 row and 10 column must be 0. That is, "like chess, soccer, and hiking" includes both those who do and those who don't like biking. If all three like biking, then there will be 0 who like chess, soccer, and hiking, but don't like biking.

The numbers at the right side or bottom of the main array are totals for rows, columns, or pairs of them.

The numbers in black are given in the problem statement. The numbers in red are derived by addition or subtraction to make the totals come out.

The colored squares have the totals indicated at lower right. In each case, the corresponding color in the main array is at the lower left of a 4-square block.

__

Once all the numbers are figured out, they can be totaled to find the number of boys in the class. That total is 40 boys.

4 0
3 years ago
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