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a survey conducted in a school showed that 65% of the students walked to school. The remaining students took buses to school. The ratio of students who took school buses to those who took public buses was 4:3. There were 360 more students who walked than took buses. How many students took public buses to school. Explain what and why you did what you did.
Answer
a survey conducted in a school showed that 65% of the students walked to school. The remaining students took buses to school. The ratio of students who took school buses to those who took public buses was 4:3. There were 360 more students who walked than took buses. How many students took public buses to school. Explain what and why you did what you did.
The percentage is calculated by dividing the required value by the total value and multiplying by 100.
35% of 120 miles
= 42 miles
The distance traveled before stopping for lunch is 42 miles.
The percentage is calculated by dividing the required value by the total value and multiplying by 100.
Example:
Requiredpercentage value = a
total value = b
Percentage = a/b x 100
Example:
50% = 50/100 = 1/2
25% = 25/100 = 1/4
20% = 20/100 = 1/5
10% = 10/100 = 1/10
We have,
Totaldistance = 120 miles
She drives 35% of the distance before stopping for lunch.
This means,
35% of 120 miles
= 35/100 x 120
= 42 miles
The distance traveled before stopping for lunch is 42 miles.
Thus,
The distance traveled before stopping for lunch is 42 miles.
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A. In a flowering plant, the embryo is in seeds found in the flower, and in non-flowering plants, the embryo is in seeds found in the cone.
B. In a non-flowering plant, the embryo is in spores found in the stem, and in a flowering plant, the embryo is in seeds found in the flower.
C. In a non-flowering plant, the embryo is in seeds in the leaves, and in a flowering plant, the embryo is in seeds found in the spores.
D. In a flowering plant, the embryo is in spores found in the flower, and in a non-flowering plant, the embryo is in seeds found in the spores.
Answer:
I have not read it but
Step-by-step explanation:
i think the A is right answer.
Does anyone know?
Explain what is the same about two fractions that are like fractions
The sections are comparable if their common denominators are the same. They can also be described as having comparable base number portions.
Algebra is the study of abstract symbols, while logic is the manipulation of all those ideas.
The acronym PEMDAS stands for Parenthesis, Exponent, Multiplication, Division, Addition, and Subtraction. This approach is used to answer the problem correctly and completely.
The parts that have similar denominators are like portions. They can likewise be characterized as parts with similar base numbers. For model, 11/20, 13/20, 27/20 1/20... These are like portions.
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Answer:
A) m < -175/k and B) 3c/5 - 11
Step-by-step explanation:
A) Add 90 to both sides. -mk > 175.
Next, divide both sides by -k. Because you divide by a negative, don't forget to reverse the sign!
m < -175/k.
B) Subtract 3c from both sides.
-5f = 55 - 3c.
Now multiply both sides by -1/5.
f = 3c/5 - 11