In a team there are 240 members (males and females). Two-third of them are males. Fifteen percent of males are graduates. Remaining males are non-graduates. Three-fourth of the females are graduates. Remaining females are non-graduates.
What is the ratio the taotal number of males and the number of females who are non -graduates?

Options

A. `6:1`
B. `8:1`
C. `8:3`
D. `5:2`

Explanation

To solve the problem step by step, we will break down the information given and calculate the required values.

### Step 1: Determine the total number of males and females.
The total number of members in the team is given as 240. It is stated that two-thirds of them are males.

**Calculation:**
\[ \text{Number of males} = \frac{2}{3} \times 240 = 160 \]
\[ \text{Number of females} = 240 - 160 = 80 \]

### Step 2: Calculate the number of male graduates and non-graduates.
We know that 15% of the males are graduates.

**Calculation:**
\[ \text{Number of male graduates} = 15\% \text{ of } 160 = \frac{15}{100} \times 160 = 24 \]
\[ \text{Number of male non-graduates} = 160 - 24 = 136 \]

### Step 3: Calculate the number of female graduates and non-graduates.
It is given that three-fourths of the females are graduates.

**Calculation:**
\[ \text{Number of female graduates} = \frac{3}{4} \times 80 = 60 \]
\[ \text{Number of female non-graduates} = 80 - 60 = 20 \]

### Step 4: Find the total number of males and the number of females who are non-graduates.
From our calculations:
- Total number of males = 160
- Number of females who are non-graduates = 20

### Step 5: Calculate the ratio of the total number of males to the number of females who are non-graduates.
**Calculation:**
\[ \text{Ratio} = \frac{\text{Total number of males}}{\text{Number of females who are non-graduates}} = \frac{160}{20} = 8 \]

Thus, the ratio of the total number of males to the number of females who are non-graduates is:
\[ \text{Ratio} = 8 : 1 \]

### Final Answer:
The ratio of the total number of males to the number of females who are non-graduates is **8:1**.

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