A recipe calls for milk, flour and sugar in a ratio of 3: 5: 6. How much flour and milk would be needed if you need 4 cups of sugar?

Answer:

f = 2

g = 8

h = -9

k = 40

m = 1

Step-by-step explanation:

Equation 1:

23f - 17 = 29

Add 17 to both sides. This undoes the -17.

23f = 29 + 17

Add 17 to 29 to get 46.

23f = 46

Divide both sides by 23. This undoes the multiplication by 23.

f = 46/23

Divide 46 by 23 to get 2.

f = 2

Equation 2:

2(3g + 4) = 56

Divide both sides by 2. This undoes the multiplication by 2.

3g + 4 = 56/2

Divide 56 by 2 to get 28.

3g + 4 = 28

Subtract 4 from both sides. This undoes the +4.

3g = 28 - 4

Subtract 4 from 28 to get 24.

3g = 24

Divide both sides by 3. This undoes the multiplication by 3.

g = 24/3

Divide 24 by 3 to get 8.

g = 8

Equation 3:

h + 9 = 0

Subtract 9 from both sides. This undoes the +9.

h = 0 - 9

Any number subtracted from 0 gives its negation.

h = -9

Equation 4

3(k - 8) = 96

Divide both sides by 3. This undoes the multiplication by 3.

k - 8 = 96/3

Divide 96 by 3 to get 32.

k - 8 = 32

Add 8 to both sides. This undoes the -8.

k = 32 + 8

Add 8 to 32 to get 40.

k = 40

Equation 5:

5m - 5 = 0

Add 5 to both sides. This undoes the -5

5m = 0 + 5

Anything plus 0 gives itself.

5m = 5

Divide both sides by 5. This undoes the multiplication by 5

m = 5/5

Anything divided by itself gives you 1.

m = 1

A Type I error is the incorrect rejection of a true null hypothesis. A Type II error is the failure to reject a false null hypothesis. The level of significance (alpha) determines the trade-off between these two types of errors.

The p-value is used to help determine whether or not the null hypothesis is statistically significant, which is used to make decisions based on sample data. If the p-value is less than or equal to the alpha level, it is considered significant, and the null hypothesis is rejected.

If the p-value is greater than the alpha level, it is not significant, and the null hypothesis is not rejected. Large p-values indicate that there is insufficient evidence to reject the null hypothesis. An alpha level is the probability of making a Type I error, which is the likelihood of rejecting the null hypothesis when it is true. The level of alpha is determined by the researcher and is usually set at 0.05 or 0.01.

For a result to be statistically significant, it means that it is unlikely that the result occurred due to chance. The significance level (alpha level) must be lower than the p-value to consider the result significant.

A 95% confidence interval corresponds to a two-sided hypothesis test at an alpha level of 0.05. A 90% confidence interval corresponds to a one-sided hypothesis test at an alpha level of 0.1.A Type I error is the incorrect rejection of a true null hypothesis. A Type II error is the failure to reject a false null hypothesis. The level of significance (alpha) determines the trade-off between these two types of errors.

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Answer:

I dont see the numbers sorrry

Answer:

One ticket is $153

Step-by-step explanation:

x = The price of a ticket

855=5x+18(5)

855=5x+90

765=5x

153=x

Answer:

x = $159

Step-by-step explanation:

5 tickets are bought, the price of them is unknown?

1 ticket per $18 travel insurance

5 tickets = 18 × 5

insurance per 5 tickets = $90

the equation:

let X represent the number of tickets.

5x + 90 = 885. the total cost of insurance and tickets = 885

we solve the equation.

5x=885 - 90

5x= 795. divide by 5 into both sides.

x= $159. which is the price of one ticket.

Answer:

PT= 130

Step-by-step explanation:

Since T is the midpoint of segment PQ,

PT = TQ

7x - 24 = 6x-2

Subtract 6x both sides and add 24 both sides

7x -6x - 24 = 6x -6x -2

x - 24 + 24 = -2 + 24

x= 22

Substitue x into PT

7(22) - 24

154 - 24

PT= 130

To find a vector perpendicular to the plane that passes through the points A, B, and C, we will make use of cross product formula.

n = \(\vec{AB} \times \vec{AC}$$\)

We have:\(\[\vec{AB} = (-3 - 1, -4 - 1, 2 + 2) = (-4, -5, 4)\]\\[\vec{AC} = (-3 - 1, 4 - 1, 1 + 2) = (-4, 3, 3)\]\)

Therefore,\($$\[\vec{AB} \times \vec{AC} = \begin{vmatrix}\hat{i} & \hat{j} & \hat{k}\\-4 & -5 & 4 \\-4 & 3 & 3\end{vmatrix}$$$$(\hat{i})(4 - 9) - (\hat{j})(-12 - 16) + (\hat{k})(15 + 12)$$$$(-5 \hat{i}) + (28 \hat{j}) + (27 \hat{k})$$\)

Thus, a vector perpendicular to the plane that passes through the points A, B, and C is:\($$\boxed{(-5, 28, 27)}$$\)

Now, we will find the equation of the plane that passes through the points A, B, and C.To do that, we will need a point on the plane and the normal vector to the plane.\($$\[\vec{n} = (-5, 28, 27)$$$$P = (1, 1, -2)$$\)

Thus, the equation of the plane is:\($$\boxed{-5(x - 1) + 28(y - 1) + 27(z + 2) = 0}$$\)

Now, we will find the exact area of the triangle AABC.To do that, we first calculate the length of the sides of the triangle:

\($$AB = \sqrt{(-4 - 1)^2 + (-5 - 1)^2 + (4 - 2)^2}$$$$= \sqrt{36 + 36 + 4} = \sqrt{76}$$$$AC = \sqrt{(-4 - 1)^2 + (3 - 1)^2 + (3 + 2)^2}$$$$= \sqrt{36 + 4 + 25} = \sqrt{65}$$$$BC = \sqrt{(-3 + 3)^2 + (-4 - 4)^2 + (2 - 1)^2}$$$$= \sqrt{0 + 64 + 1} = \sqrt{65}$$\)

Now, we can use Heron's formula to calculate the area of the triangle. Let s be the semi-perimeter of the triangle.

\($$s = \frac{1}{2}(AB + AC + BC)$$$$= \frac{1}{2}(\sqrt{76} + \sqrt{65} + \sqrt{65})$$\)

We know that, \(Area of triangle = $ \sqrt{s(s-AB)(s-AC)(s-BC)}$\)

Therefore, the exact area of the triangle AABC is:\($$\boxed{\sqrt{4951}}$$\)

In the given problem, we found a vector perpendicular to the plane that passes through the points A, B, and C. We also found the equation of the plane that passes through the points A, B, and C. In addition, we found the exact area of the triangle AABC. We first calculated the length of the sides of the triangle using the distance formula. Then, we used Heron's formula to calculate the area of the triangle. Finally, we found the exact value of the area of the triangle by simplifying the expression.

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The distance traveled by a passenger on each rotation of the Ferris wheel is 1635.2 feet.

The Circumference of a circle is defined as the product of the diameter of the circle and pi.

C = πd

where 'd' is the diameter of the circle

The expression is given in the question as:

⇒ 3.14d

The circumference of the Ferris wheel can be determined by multiplying the diameter, d, by (3.14).

Thus, the circumference of the Ferris wheel is:

⇒ 3.14 × 520 = 1635.2 feet.

Since the Ferris wheel makes one full rotation in one ride, the distance traveled by a passenger on each rotation of the Ferris wheel is 1635.2 feet.

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The result of the subtraction of matrices E and F is given as follows:

E - F = [19 -7]

          [2 15]

The matrices in the context of this problem are defined as follows:

E =

[9 2]

[12 8]

F =

[-10 9]

[10 -7]

When we subtract two matrices, we subtract the elements that are in the same position of the two matrices.

Hence the result of the subtraction of matrices E and F is given as follows:

E - F = [19 -7]

          [2 15]

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The perimeter of the cross section formed is 44.22 in.

The area of the cross section formed is 72.44 in.²

From the question, we are to determine the perimeter and area of the cross section formed by the cut

As indicated in the diagram,

If the wood is cut along the indicated diagonal, the cross section formed is a rectangle whose length will be the length of the diagonal and its width will be 4 in.

Now, we will calculate the length of the diagonal,

Let the diagonal be d

Then, we can write that

d² = 2² + 18²

d² = 4 + 324

d² = 328

d = 18.11 in.

Thus,

The length of the rectangular cross-section is 18.11 in.

Now, using the formula for calculating the perimeter of a rectangle

P = 2(l +w)

Where P is the perimeter

l is the length

and w is the width

For the rectangular cross-section

l = 18.11 in.

w = 4 in.

Putting the parameters into the formula,

P = 2(18.11 + 4)

P = 2(22.11)

P = 44.22 in.

∴ The perimeter of the cross section formed is 44.22 in.

For the area of the cross section

Using the formula for calculating the area of a rectangle,

A = l × w

∴ Area of the cross section formed = 18.11 × 4

Area of the cross section formed = 72.44 in.²

Hence, the area of the cross section formed is 72.44 in.²

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The Annual operating cost of the refrigerator = Energy consumed × Cost of electricity= 1324.74 kWh × $0.09 per kWh = $119.22 (approx.)Hence, the answer is $119.22 (approx.)

Given:Power consumed by the old refrigerator = 202 WAssuming the refrigerator operates for 18 hours every day.Cost of electricity is $0.09 per kWh.Solution:Power consumed by the old refrigerator in an hour = 202 WTime for which the refrigerator operates every day = 18 hours Energy consumed by the refrigerator in a day = Power consumed × Time = 202 W × 18 hours = 3636 Wh Energy consumed by the refrigerator in a year (365 days) = 3636 Wh × 365 days= 1324740 Wh = 1324.74 kWhCost of electricity is $0.09 per Therefore, Annual operating cost of the refrigerator = Energy consumed × Cost of electricity= 1324.74 kWh × $0.09 per kWh = $119.22 (approx.)Hence, the answer is $119.22 (approx.).

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The minimum length of the crest vertical curve is 354.1 feet, and the minimum length of the sag curves is 493.4 feet.

In designing the crest vertical curve, several criteria need to be considered, including driver perception-reaction time, design speed, and grade changes. The design should ensure driver comfort and safety by providing adequate sight distance.

To determine the minimum length of the crest vertical curve, we consider the stopping sight distance, which includes the distance required for a driver to perceive an object, react, and come to a stop. The minimum length of the crest curve is calculated based on the formula:

Lc = (V^2) / (30(f1 - f2))

Where:

Lc = minimum length of the crest vertical curve

V = design speed (in feet per second)

f1 = gradient of the approaching grade (in decimal form)

f2 = gradient of the departing grade (in decimal form)

Given the design speed of 60 mph (or 88 ft/s), and the grade changes of +4% and -3%, we can calculate the minimum length of the crest vertical curve using the formula. The result is approximately 434 feet.

Additionally, the sag curves are designed to provide a smooth transition between the crest curve and the approaching and departing grades. The minimum lengths of the sag curves are typically equal and calculated based on the formula:

Ls = (V^2) / (60(a + g))

Where:

Ls = minimum length of the sag curves

V = design speed (in feet per second)

a = acceleration due to gravity (32.2 ft/s^2)

g = difference in grades (in decimal form)

For the given scenario, the difference in grades is 7% (4% - (-3%)), and using the formula with the design speed of 60 mph (or 88 ft/s), we can calculate the minimum lengths of the sag curves to be approximately 307 feet each.

By considering the perception-reaction time, design speed, and grade changes, the minimum lengths of the crest vertical curve and the sag curves can be determined to ensure safe and comfortable driving conditions on the two-lane highway.

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The null hypothesis to test for instruments' relevance is option D) H0:π2=0 or π3=0 or π4=0.In order to test the relevance of the instrument, the first stage equation's null hypothesis should be stated as: H0: π2 = 0 or π3 = 0 or π4 = 0.The relevance requirement will be fulfilled if we can refute the null hypothesis.

The null hypothesis will not be rejected if the F-statistic is less than 10.0. However, if the F-statistic is greater than 10.0, the null hypothesis will be rejected, indicating that the variables are relevant and that the instrument satisfies the relevance requirement.In summary, to test for instruments' relevance in TSLS, the null hypothesis of the first stage equation is stated as H0: π2 = 0 or π3 = 0 or π4 = 0.

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The option that summarizes a t-test that was significant and associated with a large effect size is: d. t(12) = 2.95, p < .05, d = .82

In this option, the t-value is 2.95, indicating a significant result. The p-value is less than .05, indicating that the result is statistically significant at the chosen significance level. Furthermore, the effect size is large, with a Cohen's d value of .82. A large effect size suggests a substantial difference between the groups being compared.

The summary presented in option d is as follows:

t(12) = 2.95, p < .05, d = .82

- t(12) represents the t-value and the degrees of freedom (df) associated with the t-test. In this case, the t-value is 2.95, indicating the magnitude of the difference between the groups being compared. The degrees of freedom is 12, which is determined by the sample size and the design of the study.

- p < .05 indicates the p-value, which is a measure of the probability of obtaining the observed results by chance alone. In this case, the p-value is less than .05, indicating that the difference observed is statistically significant at the .05 significance level.

- d = .82 represents the effect size, specifically Cohen's d. Effect size measures the magnitude of the difference between groups or the strength of the relationship between variables.

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Answer:

9/26

Step-by-step explanation:

Word : CONFIDENCE

Consonants in word : C, N, F, D, N, C = 6

Total alphabets = 10

Probability =required outcome /Total possible outcomes

Probability (consonants) = 6 /10 = 3/5

Number of red catds in deck = 26

Number of aces in a card deck = 4

Total number of cards = 52

P(red) or P(ace)

(4/52) + (26/52) = (4 + 26) / 52 = 30 / 52 = 15 / 26

P(getting a consonant, then a red card or ace)

(3 /5) * (15/26) = (3 * 15) / (26 *5) = 45/130 = 9/26

Answer:

1=200

2=300

3=400

4=400

Step-by-step explanation:

Each year they get 100 more dollars. If you have any questions, just ask!

Answer:    54

--------------------

Answer:

Otion 3

I posted a question pls if u know help me answer it

Answer:

27x + 45y

Step-by-step explanation:

9(3x + 5y)

27x + 45y

Hope this helps, thank you !!

Answer:

Yes

Step-by-step explanation:

Test the equation by substituting 5 in for x:

19- 5 =14

14=14

TRUE

If I helped, a brainliest would be greatly appreciated!

Answer: If you replace x with 5 then 19-5=14

Step-by-step explanation:

Answer:

C -4,3  D stays the same  B stays the same

Step-by-step explanation:

Answer:

First Picture: Slope = 1

Second Picture: y= -3/2x - 3

Third Picture: Connor's rate of change is 10. Pilar's rate of change is 8.

Step-by-step explanation:

Answer:

slope: 5

y = 25

Step-by-step explanation:

slope is m, and m = 5, so slope is 5.

y-5=5(x+1)...........set up point slope form

y-5=5x+5............distribute 5

y=5x+10..............add 5 to both sides

y=5(3)+10............plug in 3

y=25.....................simplify

Step-by-step explanation:

I am not sure you posted the question correctly.

m is the slope already. this comes from the point slope form

y - y1 = m(x - x1)

where x1, y1 are the coordinates of a point on the line.

so, the slope is 5 (and cannot be <3).

so, using the first point we get

y - 5 = 5(x - -1) = 5(x + 1) = 5x + 5

therefore

y = 5x + 10

for (3, y) we put 3 in as x

y = 5×3 + 10 = 15 + 10 = 25

it is (3, 25) for m = 5.

Answer:

254.47 m or B

Step-by-step explanation:

First you find the area of the circle and then you subtract it from the area of the square to get your answer.

Hope it helps c:

Answer: Choice A) about 69.53 m^2

==========================================================

Work Shown:

A = area of the square

A = side*side

A = 18*18

A = 324 square meters

---------

B = area of the circle

B = pi*r^2

B = pi*9^2 ..... note that the radius is half the diameter

B = 81pi

B = 254.469004940773

B = 254.4690 square meters

I used the calculator's stored version of pi to compute that approximate value.

---------

C = area of shaded region

C = A - B

C = 324 - 254.4690

C = 69.531

C = 69.53 square meters

So that points us to choice A as the final answer.

---------

Side note: The shaded region is about C/A = (69.531)/(324) = 0.2146 = 21.46% of the square's area. So this is the approximate chances of landing in the shaded area if you randomly threw a dart.

The correct transformations:

1) 3 x Equation [A2] + Equation [A1] → Equation [B1]

2). 1/11 x Equation [B1} → Equation [C1]

The correct options are D and A respectively.

One or many equations having the same number of unknowns that can be solved simultaneously are called simultaneous equations. And the simultaneous equation is the system of equations.

Given:

We have three systems of linear equations.

To transform system A into system B:

Multiply 3 to the equation A2 and then add to equation A1,

we get,

-7x +18x -6y + 6y = 10- 54

11x = -44

equation B1.

To transform system B into system C:

Multiply 1/11 to equation B1,

we get,

x = -4

equation C1.

Therefore, the transformations are given above.

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Answer:

D. y=-2x+4

Step-by-step explanation:

Answer:

The center of this circle is (5, -4) and the radius is 1.

Step-by-step explanation:

First regroup these terms according to x and y :

x^2 - 10x + y^2 + 8y = -40

Next, complete the square for x^2 - 10x:  x^2 - 10x + 5^2 - 5^2.

and the same for y^2 + 8y:  y^2 + 8y + 16 - 16

Substituting these results into x^2 - 10x + y^2 + 8y = -40, we get:

x^2 - 10x + 5^2 - 5^2 y^2 + 8y + 16 - 16 = -40.

Next, rewrite x^2 - 10x + 25 and y^2 + 8y + 16 as squares of binomials:

Then x^2 - 10x + 5^2 - 5^2 y^2 + 8y + 16 - 16 = -40 becomes:

(x - 5)^2 + (y + 4)^2 - 25 - 16 = -40, or:

(x - 5)^2 + (y + 4)^2 = 1

This equation has the form (x - h)^2 + (y - k)^2 = r^2, where (h, k) is the center and r is the radius.  Matching like terms, we get h = 5, k = -4 and r = 1.

The center of this circle is (5, -4) and the radius is 1.

Answer:

Center (5,-4) Radius = 1

Step-by-step explanation:

Put it in the form of the standard circle equation after dividing everything by 2. (-10x/2=-5x) (8y/2=4y) Since the radius wasn't given, it's just going to be a 1.

(x-5)^2+y(-(-4))^2 = 1^2

Hence, center (5, -4) and radius 1.

The number of questions on the CUNY Math Assessment Test can vary depending on the specific version of the test administered. However, typically, the CUNY Math Assessment Test consists of multiple-choice questions covering a range of math topics such as algebra, geometry, and trigonometry.

While the exact number of questions can vary, it is common for the CUNY Math Assessment Test to have around 40 to 50 questions. These questions are designed to assess your mathematical knowledge and skills in order to determine your readiness for college-level math courses.

The test is typically timed, and you will have a set amount of time to complete all the questions. It is important to manage your time effectively and pace yourself throughout the test to ensure you have enough time to answer each question.

In order to prepare for the CUNY Math Assessment Test, it is recommended to review and practice a variety of math topics, including algebraic equations, functions, graphs, geometry, and basic trigonometry concepts. Familiarizing yourself with these topics and practicing similar questions can help you become more comfortable with the content and format of the test.

Remember, it's always a good idea to consult official CUNY resources or speak with an academic advisor to get the most up-to-date and accurate information regarding the specific version of the CUNY Math Assessment Test you will be taking.

Overall, the number of questions on the CUNY Math Assessment Test can vary, but typically it consists of around 40 to 50 multiple-choice questions covering various math topics.

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The sum of the two coefficients will be the effect of D1 on Y when D2=0.

The sum of the regression coefficients on D1 and I1 will be the effect of D1 on Y when D2=0. In other words, it is the effect of a change of D1 on Y when D2=0, holding all other variables constant.

This can be better understood by understanding what interaction variable I1 represents. I1 is the interaction between D1 and D2 and is equal to D1*D2. So, the coefficient of I1 is the effect of D1 when D2=1 and the coefficient of D1 is the effect of D1 when D2=0. Therefore, the sum of the two coefficients will be the effect of D1 on Y when D2=0.

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