Sophie Ruth is eating a 50-gram chocolate bar which contains 30% cocoa. How many grams of cocoa is in the chocolate bar?

Answer:

She would use the mean.

Step-by-step explanation:

Answer:

D)306.25 A)307 B)70 c)69. 09 from here 1 is answer

Answer:

a

Step-by-step explanation:

aaaaaaaaaabbbbbbbcccccc

Answer:

x = - [tex]\frac{1}{3}[/tex]

Step-by-step explanation:

Given

14x + 6 = 5x + 3 ( subtract 5x from both sides )

9x + 6 = 3 ( subtract 6 from both sides )

9x = - 3 ( divide both sides by 9

x = [tex]\frac{-3}{9}[/tex] = - [tex]\frac{1}{3}[/tex]

here's the solution,

rumba got 250 marks !!

if she had got 30 more marks then she would had passed the exam,

So, passing marks :

=》250 + 30

=》 280 marks

now, passing percentage :

=》

[tex] \dfrac{passing \: \: marks}{total \: \: marks} \times 100[/tex]

=》

[tex] \dfrac{280}{700} \times 100[/tex]

=》

[tex] \dfrac{280}{7} [/tex]

=》

[tex]40[/tex]

Hence, the passing percentage is 40%

Hey there! Hope this helps. The answer is correct as I also took the quiz.

Answer:

The first option

Step-by-step explanation:

Im smart

$11.30

Step-by-step explanation:

First, convert the 20% to an actual number that can be used in a calculation.

For percents, this is always done by simply dividing the percent (in this case 20%) by 100%.

So, the conversational term "20%" becomes 20% / 100% = 0.20 in terms of a real mathematical number.

Second, you need to find out what 20% of your $56.50 meal cost is. This is always done by multiplying 0.20 by $56.50, or

0.20 x $56.50 = $11.30

So, the amount of tip you are going to leave is $11.30.

This makes the total cost of your meal (to write on your charge slip or other payment)

$56.50 + $11.30 = $67.80.

Answer:

90 eggs

Step-by-step explanation:

9/3=x/30

3x=270

×90

Answer:

90 eggs

Step-by-step explanation:

Mark me Brainllest

Answer:

A circle is a round shaped figure that has no corners or edges. In geometry, a circle can be defined as a closed, two-dimensional curved shape.

The distance from the center to the circumference of a circle

The diameter is the length of the line through the center that touches two points on the edge of the circle.

The Radius is the distance from the center outwards. The Diameter goes straight across the circle, through the center. The Circumference is the distance once around the circle.

In plane geometry, a chord is the line segment joining two points on a curve. The term is often used to describe a line segment whose ends lie on a circle.

A line segment that has the endpoints on the circle and passes through the midpoint is called the diameter. The diameter is twice the size of the radius. A line segment that has its endpoints on the circular border but does not pass through the midpoint is called a chord. A circle is the same as 360°.

A line that intersects two or more points on a curve. (From the Latin secare "to cut")

The length of the side opposite the angle divided by the length of the adjacent side.

A line that intersects a circle in exactly one point is called a tangent and the point where the intersection occurs is called the point of tangency. The tangent is always perpendicular to the radius drawn to the point of tangency. A secant is a line that intersects a circle in exactly two points.

Common tangents to two circles may be internal or external. A common internal tangent intersects the line segment connecting the centers of the two circles whereas a common external tangent does not.

Step-by-step explanation:

they are in order! tell me if i made a mistake:)

Answer:

Everybody takes notes, or at least everybody claims to. But if you take a close look, many who are claiming to take notes on their laptops are actually surfing the Web, and paper notebooks are filled with doodles interrupted by a couple of random words with an asterisk next to them reminding you that “This is important!” In college, these approaches will not work. In college, your instructors expect you to make connections between class lectures and reading assignments; they expect you to create an opinion about the material presented; they expect you to make connections between the material and life beyond college. Your notes are your road maps for these thoughts. Do you take good notes? After learning to listen, note taking is the most important skill to ensure your success in a class.

Effective note taking is important because it:

Supports your listening efforts.

Allows you to test your understanding of the material.

Helps you remember the material better when you write key ideas down.

Gives you a sense of what the instructor thinks is important.

Creates your “ultimate study guide.”

Effective note-taking helps students retain what they learned in class so that they can use the material to study and build their knowledge and tackle more complex concepts later on. In fact, research indicates that there’s a 34 percent chance that students will remember key information if it’s present in their notes but only a 5 percent chance if it’s not. It doesn’t matter whether you prefer to write brief summaries or make visual guides and diagrams in your notes. The important thing is to find a note-taking strategy that works for you.

There are various forms of taking notes, and which one you choose depends on both your personal style and the instructor’s approach to the material. Each can be used in a notebook, index cards, or in a digital form on your laptop. No specific type is good for all students and all situations, so we recommend that you develop your own style, but you should also be ready to modify it to fit the needs of a specific class or instructor. To be effective, all of these methods require you to listen actively and to think; merely jotting down words the instructor is saying will be of little use to you.

The following are a few recommendations to try out:

Stay organized: Keep your notes and handouts separate for each class. For example, you might have a different notebook and folder for each class or a large notebook with a different tab for each class. This will save you the time of trying to organize and locate your notes when studying for an exam.

Use your paper: Many students try to fit all of a day’s class notes onto one page and are often left with many extra blank pages in their notebooks. Instead, every time your instructor changes topics, flip to a new page. This allows you to find the material easily and makes your notes much cleaner.

Use visual cues: Try highlighting, underlining, or drawing arrows or exclamation points next to any main or difficult concepts. This will call attention to these sections and remind you to spend more time reviewing them.

Group together similar concepts: Grouping or “chunking” material is a good way to make studying and memorization easier. You can try drawing the main concept and connecting it to smaller, related concepts or making an outline of the information. Either one can serve as an effective study guide.

Make notes legible: Some people have messy handwriting. However, writing as clearly as possible when you take notes will make it easier to review them later. It’s also helpful if you’re asked to share your notes with another student who missed class. If laptop use is permitted during class, you can also type your notes.

Step-by-step explanation:

The interquartile range of the data will be 9.1.

Subtraction in mathematics means that is taking something away from a group or number of objects. When you subtract, what is left in the group becomes less.

Given that;

The table shows the blood pressures of 16 clinic patients.

Now,

Since, The data set is,

⇒ 81.6, 84.1, 87.6, 82.8, 82.0, 88.9, 86.7, 96.4, 84.6, 104.9, 90.8, 94.0, 69.4, 78.9, 75.2, 91.0

Arrange in ascending order as;

⇒ 69.4, 75.2, 78.9, 81.6, 82.0, 82.8, 84.1, 84.6, 86.7, 87.6, 88.9, 90.8, 91.0, 94.0, 96.4, 104.9

Clearly, There are 16 clinic patients.

Hence, The lower quartile (Q₁) = 81.6 + 82 / 2

                                               = 81.8

And, The Upper quartile (Q₃) = 90.8 + 91 / 2

                                             = 90.9

Thus, The interquartile range of the data = Q₃ - Q₁

                                                               = 90.9 - 81.8

                                                               = 9.1

Therefore, The interquartile range of the data = 9.1

Learn more about the subtraction visit:

https://brainly.com/question/17301989

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First start solving for x to find y.

Plug in y= 3/2x-2

4x-2(3/2x-2)=8

Once you find x, plug in

4(4)-2y=8

Hopefully the rest is self explanatory with the evidence I provided.

I hope this helped!

Answer:

-3c + 8

Step-by-step explanation:

2 - 7c + 12 + 4c - 6

Arrange by like terms.

-7c + 4c + 12 + 2 - 6

Combine terms.

-3c + 12 + 2 - 6

Simplify.

-3c + 8

Answer:

[tex]8 - 3c[/tex]

Step-by-step explanation:

1) Collect like terms.

[tex](2 + 12 - 6) + ( - 7c + 4c)[/tex]

2) Simplify.

[tex]8 - 3c[/tex]

hence, the answer is 8 - 3c.

Answer:

x = -4

Step-by-step explanation:

Give Me brainllest

Answer:

-4

Step-by-step explanation:

Given: 5(x + 10) = 30

Divide: /5             /5

Subtract: x + 10 - 10 = 6 - 10

Solve: x = -4

Answer:

2 strawberry

4 blackberry

Step-by-step explanation:

s = number of strawberry pies

b = number of blackberry pies

s + b = 6, then s = 6 - b

9s + 8b = 50

substitute for s:

9(6 - b) + 8b = 50

54 - 9b + 8b = 50

54 - b = 50

subtract 54 from each side of the equation:

-b = -4

multiple both side by -1:

b = 4

s = 6 - 4 = 2

Answer:

The second option, 6

Step-by-step explanation:

opening the parentheses, the equation becomes,

4y - 24 = 0

4y = 24

y = 6

Answer:

1 6/9 or 1 2/3

Step-by-step explanation:

Answer: A lot of fractions

Step-by-step explanation:

Some Examples: 5/3, 10/6, 20/12

Answer:

18/25

Step-by-step explanation:

Total number of students = 23+14+10+3 = 50.

14 out of 50 are playing sport and taking a foreign language.

So the answer is (50 - 14) / 50

= 36/50

= 18/25.

=========================================================

Explanation:

The wording your teacher provided is a bit strange in my opinion. Though I think they are referring to the people who aren't taking both classes at the same time, but they could be taking exactly one class.

We have 23+14+10+3 = 50 students total and 14 of them are taking both classes. So 50-14 = 36 students are taking exactly one class, or they are taking neither of the classes.

This leads to a probability of 36/50 = (2*18)/(2*25) = 18/25 which points to choice B as the answer.

------------------

Side note:

If it asked "what is the probability that a student is not taking a sport AND not taking a foreign language?", then the probability would be 3/50 because there are 3 people not taking either class out of the 50 total. So the keyword "and" is the change made here, instead of the "or".

Answer:

18

Step-by-step explanation:

i'm 100% sure :)

It is extremely significant for mathematical operations since it solves a problem with the 8421 BCD code that arises when adding two decimal digits whose total is more than 9.

In contrast to standard non-biased BCD or binary positional number systems, excess-3 arithmetic employs a distinct method.

An Excess Code also written as XS3 is a code that is non-weighted. It is used to depict express decimal numbers.

Hence, in contrast to standard non-biased BCD or binary positional number systems, excess-3 arithmetic employs a distinct method.

Learn more about Excess-3 Code at;
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Answer:

D

Step-by-step explanation:

Step-by-step explanation:

d explain it the most valirble to teacher blood

Answer:

The answer is D, (3,-5)

Step-by-step explanation:

Have a great day :)

Answer:....

Step-by-step explanation:

first we need to find the base of the triangle, so the total is 20, they also give us 12, so we subtract 20-12=8 now divide. 8/2=4. Now we use the 4 and the 60. We use SOH-CAH-TOA, they give us the base now we need to find AB which is the hypotenuse. So we take out the TOA, and the 4 is the adjacent so we take out the SOH, we have CAH now, so we use cos. Now equation time....

[tex]cos60=\frac{4}{x}[/tex]   since x is the bottom we switch [tex]\frac{4}{cos60}[/tex], which equals 8. AB=8.

Now to find the perimeter. We still use the 4 to find the hypotenuse so we  can find the outside side. For this one they tell us to use 45, so now lets see what method we use. SOH-CAH-TOA. We need the hypotenuse and they give us the adjacent, so we use cos again. Now setting up the equation...

[tex]cos45=\frac{4}{x}[/tex]    x is at the bottom again to we switch.

[tex]\frac{4}{cos45}[/tex]   which equals to 5.657 or you can round it. Now we add everything.

20+12+5.657+5.657= 45.314 or you can round it to 45.

Answer: 6

Step-by-step explanation:

By tallying up the x's in total in 3/8 and 1/2, it would be 6.

Answer:

i think it's 15%

Step-by-step explanation:

Answer:

32km

Step-by-step explanation:

if you draw the diagram it looks like a right angled triangle then indicate the values and use the Pythagoras theorem to solve

Answer: number of boys = 18

Number of girls = 24

Step-by-step explanation:

Based on the information given, we can form this into an equation which will be:

b + g = 42 ....... i

12b + 15g = 576 ...... ii

Multiply equation i by 12

Multiply equation ii by 1

12b + 12g = 504 ....... iii

12b + 15g = 576 ........ iv

Subtract iii from iv

3g = 72

g = 72/3

g = 24

Since b + g = 42

b + 24 = 42

b = 42 - 24.

b = 18

Therefore, number of boys = 18

Number of girls = 24