A certain virus infects one in every 400 people. A test used to detect the virus in a person is positive 80% of the time if the person has the virus and 10% of the time if the person does not have the virus. (This 10% result is called a false positive.) Let A be the event "the person is infected" and B be the event "the person tests positive".

a) Find the probability that a person has the virus given that they have tested positive, i. e. find P(A|B). Round your answer to the nearest tenth of a percent and do not include a percent sign.
P(A|B)= %

b) Find the probability that a person does not have the virus given that they test negative, i. e. find P(A'|B'). Round your answer to the nearest tenth of a percent and do not include a percent sign.
P(A'|B') = %

50*10 is greater

step-by-step explanation:

if you add the zero from 10 to 50, it will give you a bigger number.

nope.   happens to me as well.

-aparri

ratios represent a pattern or relationship that can be scaled.

equivalent ratios are pairs of ratios that represent the same relationship between quantities, and can be generated by multiplying or dividing both quantities in the ratio by the same factor.

in this lesson, students will use double number lines and ratio reasoning to solve ratio problems. by partitioning double number lines into proportionate intervals, students will build an understanding of equivalent ratio relationships as those that are generated by multiplying or dividing two related quantities by the same number. this lesson will build upon students' prior understanding of multiplicative comparisons, number line reasoning and equivalent fractions (while highlighting the difference between equivalent fractions and equivalent ratios); and will build toward future work in this unit on building ratio tables, and work in future grades in proportionality, scaling, and expressing and graphing linear functions.

step-by-step explanation:

ratios represent a pattern or relationship that can be scaled.

equivalent ratios are pairs of ratios that represent the same relationship between quantities, and can be generated by multiplying or dividing both quantities in the ratio by the same factor.

in this lesson, students will use double number lines and ratio reasoning to solve ratio problems. by partitioning double number lines into proportionate intervals, students will build an understanding of equivalent ratio relationships as those that are generated by multiplying or dividing two related quantities by the same number. this lesson will build upon students' prior understanding of multiplicative comparisons, number line reasoning and equivalent fractions (while highlighting the difference between equivalent fractions and equivalent ratios); and will build toward future work in this unit on building ratio tables, and work in future grades in proportionality, scaling, and expressing and graphing linear functions.

answer:

total cost for tiles and paints is $924.  

step-by-step explanation:

we have been given that a community hall is in the shape of a cuboid. the hall is 40m long 15m high and 3m wide.

the paint will be required for 4 walls and ceiling.

let us find area of walls and ceiling.

therefore, the area of walls and ceiling is 1410 square meters.

given: cost for 10 litre of paint is $10 and 10 litre paint covers 25 square meter. therefore,

therefore, the total painting cost is $564.

tiles will be required for floor. let us find the area of floor.

given: 1m squared floor tiles costs $3. so,

therefore, the total tiles cost is $360.

now let us find combined total cost of tiles and paint.

therefore, the combined total cost of tiles and paint is $924.