Number of Students: In a certain school 80% of the students in first-year chemistry have had algebra. If there are 280 students in first-year chemistry, how many of them have had algebra?

I've never fully understood the connection between Riemann surfaces and algebraic varieties. I'm particularly interested in the case of the modular curve of level N--I know how the Riemann surface is constructed by taking a quotient of the upper half-plane by the action of a congruence subgroup of the modular group, but not how the resulting manifold translates into a curve. From what I've read, it appears that the associated curve is defined by equations satisfied by functions defined on the manifold, but I don't understand which functions are involved in these equations. What exactly is the relation between the two types of objects?

To find the number of books that must be produced to bring the average cost of a sealable book under $\mathrm{\$}20$.

Find the x-and y-intercepts of the graph of the equation algebraically.
${\displaystyle y=16-3x}$

To calculate: The probability that the selected student received an "A" in the course.
Given Information:
A table depicting the grade distribution for a college algebra class based on age and grade.

To identify:The error in the hypothesis test.

Refer to the system of linear equations -2x+3y=5. 6x+7y=4 Is the augmented matrix row-equivalent to its reduced row-echelon form?

I took abstract algebra I (focused on group theory) last semester before exposure to linear algebra, and am now starting a linear algebra course. I greatly enjoyed abstract algebra, and I'm curious which concepts will transfer over to linear algebra; any perspectives or connections that could aid in understanding would be helpful.