i need help with maths ratios. i need to know the ans to a question and how the ans was got?
953256
how many glasses are there? how much cordial does sam have?\n\nthe ratio 12:1 means that there must be 1 part of cordial to 12 parts water.\n\nso 1 glass @ 200ml / 13 = 15.38ml  \n\ncordial would be 15.38ml\nwater 184.62ml\n\nits been along time since i've done this type of homework.
76723
In algebra, a ratio is the relationship between two quantities. It is expressed as the quotient of two numbers, or as two numbers separated by a colon (pronounced "to"). A number that can be written as a ratio of two integers is a rational number. In physics, a ratio between two magnitudes of the same type of quantity gives a positive real number when the magnitudes are expressed relative to an absolute or natural zero. The ratio between a difference of two magnitudes to a third magnitude, such as a unit, gives a real number (i.e. positive or negative).\n\n\nExamples\nIf a school has a twenty-to-one student-teacher ratio, that means that there are twenty times as many students as teachers. \nThe ratio of heights of the Eiffel Tower (300 m) and the Great Pyramid (137 m) is 300:137, so one structure is more than twice the height of the other (or more precisely, 2.2 times). \nThe ratio of the mass of Jupiter to the mass of the Earth is approximately 317.8:1. \nThe musical interval of a perfect fifth, the pitch ratio 3:2, consists of two pitches, one approximately 1.5 times the frequency of another. \nIf two axles are connected by gear wheels, the number of times one axle turns for each turn of the other is known as the gear ratio. The best example being the number of turns of the pedals of a bicycle compared with number of turns of the bicycle's rear wheel. \nThe ratio of hydrogen atoms to oxygen in water is 2:1, or two parts to one.
89652
The formula involves complex maths calculations. Ask some maths professor.
123628
Ask your math teacher. New York State Ed sends them the answer sheets.  Sooner or later it's posted on the State Ed web site (www.nysed.gov) but I looked there and all they have is the August 2005 answers.  If you want the answer to a specific question, post it and I'll get it for you.
255862
Well, while the first answer is right, that probably doesn't answer your question if you're struggling.  \n\nI could try to explain, but your best bet would be face-to-face, one-on-one tutoring.  \n\nMost teachers (I stress MOST) are really understanding and really WANT you to learn.  They will usually stay after or come before school to meet with you to help.  If your math teacher won't do this, ask your counselor (not a math teacher, I know, but surely has been to college and had to take math courses). Just tell them your situation, and stress to them that you really WANT to learn it.\n\nOnce you get the basic understanding, they're not that bad.  \n\nGood luck, sugar.\n\n\n********\nPS  Jedi's answer is along the right track, but 2/3 is NOT the same as 2/9...\n\nYou have to take your denominator (the bottom number) and figure how many times it goes into 9.  That would be three times.  NOW you have to take that 3 and multiply it by the numerator also (the top number)... which would give you six (2 x 3)\n\nLike this (keep in mind that 3/3 is the same as 1, so when you multiply 3/3 by something, you're not changing the value of the first number, only the way it looks)...\n\n2/3 x 3/3\nmultiply across;  2 x 3 = 6\n                                 3 x 3 = 9\n\nnow you have 6/9, and since the bottom number is the same now as your 8/9 in the problem, you can subtract it from the 8/9.\n\n8/9 - 6/9 = 2/9\n\nGet it?
929339
Directions: Turn the following to percents.\n#1   10%\n\n#2   50%\n\n#3   60%\n\n#4   17%\n\n#5   75%\n\n#6   20%\n\n#7   30%\n\n#8   24%\n\n#9   12.5%\n\n#10   50%\n\n#11   225%\n\n#12   40%\n\n#13   25%\n\n#14   175%\n\n#15   40%\n\n#16   65%\n\n#17   .1%\n\n#18   125%
367452
Your information is given in terms of how much Beatrice collected, so let her amount = b.  Then Amy collected four times as much, or 4b and Colin collected half as much, or b/2.  If b=1, then your ratio would be 4:1:1/2 and to get rid of the fraction in the ratio you can multiply them all by 2 and get 8:2:1\n\nNow to solve how much each person got, Amy + Beatrice + Colin = 44 and you need to weight it for how much each collected.  Remember that Amy = 4b and Colin=b/2\n\n4b + b + b/2 = 44 --- again, multiply through by 2 to get rid of the fraction\n8b + 2b + b = 88\n11b = 88\nb = 8\n\nSo Beatrice earned 8.  Amy was 4b, so Amy earned 32; Colin was b/2 so he earned 4.  Check and make sure that 8+32+4=44.
1120768
He should set the ratio of silver to gold as follows:\nUrn 1: 1 silver ball, 0 gold balls.\nUrn 2: 49 silver balls, 50 gold balls.\n\nFirst he is going to pick an urn, then he is going to pick a ball.  Half the time he will pick the first urn and have a 100% chance of picking a silver ball.  The other half of the time he will have a 49/99 chance (49.4949%, or almost 50%) of picking a silver ball.\n\nFiguring the weighted averages:\n0.50 x 1.00 + 0.50 x 0.4949\n= 0.50 + 0.247474\n= 0.747474\n\nSo with this arrangement he has a nearly 75% chance of surviving which is better than 50/50!
194340
40-3=37 the number of correct answers\nset in to a proportion let x = the % correct\n37/40=x/100\nCross multiply\n3700=40x\nDivide both sides by 40\n3700/40=92.5\n40x/40=x\nthere for x=92.5\nso the student got 92.5% of the questions correct\nNote\n the # of points each question is worth does not matter
823408
Your ratio is 1:8.15          You fid this out by starting at 13:106 and work yoiur way down to 1. \n\nyou divide both sides by 13 to get your answer.
323178
What would you like to know?\n\nTry here for whatever it is...\nhttp://www.math.com/homeworkhelp/HotSubjects_decimals.html
181855
If 2/5 of the students are boys, 3/5 must be girls.\nTherefore the boy to girl ratio is (2/5):(3/5)=2:3.
841351
hopefully you've got the answer to that question - i couldn't tell whether you had or not! not to publicise specific agencies, but a good GCSE revision guide will help your daughter learn her algebraic processes without doing load of examples - they give a few really good examples which kids find easy to appreciate because they are not being bombarded with loads of questions. Make sure you get one appropriate to her tier of study - if in doubt ask her maths teacher which one the school recommends or gets direct from the supplier. Good luck!
858552
Have you tried these?  Surely you've been told that division by 0 isn't possible, so there's your answer for 7.  I'm not doing any others on Yahoo answers (too many at once), but if you really need help and are willing to do as much as possible for yourself I'll help you if you email h_chalker@yahoo.com.au, but nasty Maths teachers like me won't just hand you 7 answers on a plate!
221315
A ratio is just a compairason between the games lost to the games played. You can write a ration in these different ways:\n5/7\n5:7\n5 to 7\n\nSince you're comparing the games lost to the total number of games, to get the total number of games you have to add 32 to 24:\n24+32=56\n\nThen, the ratio would be:\nlost:total=32:56\n\nThis ratio can be simplified:\n32:56=16:28=8:14=4:7\n\nSo the final ratio is 4 to 7. This can also be written as:\n4:7\nAND\n4/7
963387
You add up the total number you got right - (1/4) * the total you got wrong. \n\nSo it depends on how many questions you had on the reading and how many you had on the math.
342283
The ratio test is a test for a series, basically to determine wether or not it converges. Roughly speak it looks at the ratio of two successive terms and determines wether this tends to zero (i.e. the series converges)\n\nHeres a complete guide to using it