a recipe requries 1/3 cup of milk for each 1/4 cup of water. how many cups of water are needed for each cup of milk

The maximum plants that they can grow of parsley is 13 and the equation would be like 2b+5p ≤ 100.

What is equation?

In arithmetic, an equation could be a formula that expresses the equality of 2 expressions, by connecting them with the sign =.

Main body:

let b represent the number of basil plants.

p represent the number of parsley plants .

as the total can not be less than 30 , so

b +p ≥ 30  ----------(1)

basil requires 2 square feet of growing space.

parsley requires 5 square feet of growing space.

the total land = 100 square feet

2b+5p≤ 100

as they doesn't have area more than 100 square feet.

Hence the inequality equation will be 2b+5p≤ 100.

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Answer: 3

Step-by-step explanation:

Divide the x numbers by 3 to then get the y numbers

Example: 3 divided by 1 is 3, 6 divided by 2 is 3, and it goes on!

once again the final answer is 3

hope this helps!

Answer: x = - 4

Step-by-step explanation:

7-2x=1

PEMDAS

so add 7 to both sides

-2x=8

divide by -2 from both sides

x=-4

Answer:

x = -2

Step-by-step explanation:

Let's find the required value of x,

→ 7 - 2x = 11

→ -2x = 11 - 7

→ -2x = 4

→ x = -4/2

→ [ x = -2 ]

Therefore, the value of x is -2.

Answer:

Eminem.

Rakim.

Nas.

Andre 3000.

Lauryn Hill.

Ghostface Killah.

Kendrick Lamar.

Lil Wayne

Step-by-step explanation:

Answer:

Logic

Step-by-step explanation:

Answer:

(5,2)

(5,1)

(8,1)

Step-by-step explanation:

Vertices are the vertex's of a triangle. In this triangle A has 3 vertices.

so all you have to do is find the coordinates of the triangle which is

(5,3)

(5,1)

(8,1)

Answer:

your answer should be 8 according to the bearing given

The equation which is results from applying the secant and tangent segment theorem to the provided figure is,

\(x(2x +4) = (x +2)^2\)

The secant-tangent theorem tells the relation of the line segment made by a tangent and the secant lines with the connected circle.

According to this theorem, if the tangent and secant segments are drawn from an exterior point, then the square of this tangent segment is equal to the product of the secant segment and the line segment from that exterior point.

The image of the given problem is attached below. In the attached image, the tangent is given as,

\(T=x+2\)

The secant is shown in the image has the value,

\(S=x+x+4\\S=2x+4\)

Now according to the secant tangent theorem,

\(x(2x +4) = (x +2)^2\)

Hence, the equation which is results from applying the secant and tangent segment theorem to the provided figure is,

\(x(2x +4) = (x +2)^2\)

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Attitude, beliefs, and knowledge shape a teacher's delivery: attitude affects engagement, beliefs influence instructional decisions, and knowledge enables effective communication and learning facilitation.

Attitude, beliefs, and knowledge play crucial roles in shaping how a teacher delivers a lesson. Here's a detailed explanation of their impacts:

Attitude:

Attitude refers to a teacher's mindset, emotions, and approach towards teaching. A positive attitude fosters enthusiasm, motivation, and a genuine passion for the subject matter. This translates into an engaging and dynamic teaching style, creating an environment conducive to learning. Conversely, a negative attitude can lead to disinterest, lack of enthusiasm, and a disengaged teaching approach, which can hinder students' engagement and comprehension.

Beliefs:

A teacher's beliefs influence their instructional decisions and pedagogical strategies. Beliefs about students' capabilities, learning styles, and the purpose of education can shape the teacher's approach to delivering a lesson. For example, if a teacher believes that all students have the potential to succeed, they may employ differentiated instruction techniques to cater to diverse learning needs. Conversely, if a teacher holds limiting beliefs about students' abilities, they may adopt a one-size-fits-all approach, which may hinder student progress.

Knowledge:

A teacher's knowledge encompasses both subject matter expertise and pedagogical content knowledge. Profound knowledge of the subject allows a teacher to effectively structure and present the lesson, answer student queries, and provide relevant examples. Pedagogical content knowledge helps in selecting appropriate instructional strategies, adapting to student needs, and assessing learning effectively. Without a strong knowledge base, a teacher may struggle to deliver accurate information, engage students, or address misconceptions.

Collectively, attitude, beliefs, and knowledge significantly impact a teacher's delivery of a lesson. A positive attitude enhances student motivation and engagement. Strong beliefs in students' potential and individualized instruction foster a supportive learning environment. Adequate subject knowledge and pedagogical skills enable effective communication and facilitate meaningful learning experiences. By combining these elements, teachers can create an impactful and effective learning environment that nurtures student growth and achievement.

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Answer:

152

Step-by-step explanation:

800-648=152

Answer:

C=x+200

the y intercept is 200.

the y intercept represents $200 after 0 phones

Answer:

sorry. this is incorrect

Answer:

below

Step-by-step explanation:

All we need to do is substitute the x values given in the table to find each value of y thats blank.

When x = -1,

y = 2(-1) + 4

y = -2 + 4

y = 2

When x = 1,

y = 2(1) + 4

y = 2 + 4

y = 6

Whe x = 2,

y = 2(2) + 4

y = 4 + 4

y = 8

Best of Luck!

Answer:b

Step-by-step explanation:

Answer: A

Step-by-step explanation:

Answer:

x^2 + 10

Step-by-step explanation:

Answer:

14! i think :D

Step-by-step explanation:

im probly worngg TvT

The equation is solved as x = −89.5. The correct option is 1.

What is a mathematical equation?

The definition of an equation in algebra is a mathematical statement that demonstrates the equality of two mathematical expressions.

To solve the equation −0.18x − 13.7 = 2.41 for x, we need to isolate x on one side of the equation by adding 13.7 to both sides and then dividing by −0.18:

−0.18x − 13.7 = 2.41

−0.18x = 2.41 + 13.7

−0.18x = 16.11

x = 16.11 / (−0.18)

x = −89.5

Therefore, the solution to the equation is x = −89.5. the correct option is 1.

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The frequency of the allele for non-tasting PTC in the population is 0.09 or 9%.

To determine the frequency of the allele for non-tasting PTC in a population where the frequency of PTC tasters is 91%, we can use the Hardy-Weinberg equation. The Hardy-Weinberg principle describes the relationship between allele frequencies and genotype frequencies in a population under certain assumptions.

Let's denote the frequency of the allele for taster individuals as p and the frequency of the allele for non-taster individuals as q. According to the principle, the sum of the frequencies of these two alleles must equal 1, so p + q = 1.

Given that the frequency of PTC tasters (p) is 91% or 0.91, we can substitute this value into the equation:

0.91 + q = 1

Solving for q, we find:

q = 1 - 0.91 = 0.09

Therefore, the frequency of the allele for non-tasting PTC in the population is 0.09 or 9%.

It's important to note that this calculation assumes the population is in Hardy-Weinberg equilibrium, meaning that the assumptions of random mating, no mutation, no migration, no natural selection, and a large population size are met. In reality, populations may deviate from these assumptions, which can affect allele frequencies. Additionally, this calculation provides an estimate based on the given information, but actual allele frequencies may vary in different populations or geographic regions.

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Distance divided by speed equals time. Distance is calculated by subtracting the planets' distances.

The length of the line connecting two points is the distance between them. If the two points are on the same horizontal or vertical line, the distance can be calculated by subtracting the non-identical coordinates.

Distance = speed × time is the formula.

Therefore,

1. Assume that the sun and both planets are in line and that they are on the same side of the sun.

from the sun: Jupiter is 778,300,000

from the sun, Venus is 108,200,000

778,300,000 - 108,200,000 = 670,100,000

It would have to travel 670,100,000/6.701*10 with 8 square kilometers.

2. The three planets that are nearest to the sun are Mercury, Venus, and Earth.

Mercury's distance from the sun is 57,909,000 km.

Venus's distance from the sun is 108,200,000 km.

Earth's distance from the sun is 149,600,000 km.

combined distance between Mercury, Venus, and Earth

57,909,000+108,200,000+149,600,000 = 315,709,000

Because 315,709,000 km is less than 4,503,443,661 km, the distance from the sun to Neptune is less  than the sum of the distances from the sun.

3. Assume that every planet is on the same side of the sun and is in alignment with it.

Earth is equal to Earth at ten solar distances is 149,600,000 km *10.

New distance to Earth = 1,496,000,000km

Earth would be closest to Saturn at its distance from the sun is

1,496,000,000 -  1,296,000,000 =67,000,000

and the two would be 67,000,000 km apart.

4. Notation used in science: with a 7 square kilometer. The space shuttle moves at around 28,000 km/h.

To locate Time

Time =   Distance /speed

1,200,000,000 -28,000 =40,000 hrs.

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Answer:103

Step-by-step explanation:vrefdvrt

Answer:

Angle 1 is 147 degrees

Step-by-step explanation:

When two angles form a linear pair, then we have the intersection of two lines

So what this mean is that both angles lie on a straight line and the sum of both angles is 180.

Let the angle 2 be x

We are told that angle 1 is 18 degrees less than 5 times the measure of angle 2;

What we are saying here is that; angle 1 = 5x - 18

So let’s add both together to give 180

angle 1 + angle 2 = 180

x + 5x -18 = 180

6x = 180+ 18

6x = 198

x = 198/6

x = 33 degrees

But angle 1 is 5x -18 = 5(33) -18 = 165 -18 = 147 degrees

The 875 times smaller is 4 x 10−7 than 3.5 x 10−4.

Arithmetic operators are four basic mathematical operations in which summation, subtraction, division, and multiplication involve.,

Summation = addition of two or more numbers or variable

For example = 2 + 8 + 9

Subtraction = Minus of any two or more numbers with each other called subtraction.

For example = 4 - 8

Division = divide any two numbers or variable called division.

For example 4/8

Multiplication = to multiply any two or more numbers or variables called multiplication.

For example 5 × 7.

Given the two quantities 4 x 10−7 and 3.5 x 10−4

Now, if we divide this then

⇒ (3.5 x 10−4)/(4 x 10−7)

⇒ (35/40) × 10³

⇒ 875

Hence "The 875 times smaller is 4 x 10−7 than 3.5 x 10−4".

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Answer:

B. 875

Step-by-step explanation:

Hope this helped

Answer:

44.80

Step-By-Step Explanation:

Ap3x

The derivative \(f'(x) = 6 / sqrt(1 - 36x^2)\) using exact values.

To differentiate \(f(x) = sin^(-1)(6x)\), also known as the inverse sine or arcsin function, we will use the chain rule.

The chain rule states that the derivative of a composite function is the derivative of the outer function times the derivative of the inner function. Here, our outer function is sin^(-1)(u) and the inner function is u = 6x.

The derivative of the outer function, \(sin^(-1)(u), is 1 / sqrt(1 - u^2)\). The derivative of the inner function, 6x, is 6.

Now, we apply the chain rule:
\(f'(x) = (1 / sqrt(1 - (6x)^2)) * 6\)

Simplify the expression:
\(f'(x) = 6 / sqrt(1 - 36x^2)\)

So, the derivative\(f'(x) = 6 / sqrt(1 - 36x^2)\) using exact values.

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50% of people get scores from 0 to 100 on the Stanford-Binet and Wechsler IQ tests.

Both Stanford -Binet and Wechsler IQ tests are being used to calculate IQ of people. Stanford- Binet calculates IQ by measuring Verbal and Non Verbal skills. Wechsler calculates IQ by measuring Verbal and performance scales. The principle to measure IQ is  (Mental age/ Chronicle Age)100. If IQ of a person is more than 130 then he is considered a Gifted person. If IQ of a person is less than are equals to 110 then he is considered an Average IQ person.

According to archive information On the Stanford-Binet and Wechsler IQ tests 50% of people get scores from 0 to 100.

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The dimensions of the box that maximize the volume are x = √700 and h = 100 / √700.

To find the largest possible volume of the box, we need to optimize the dimensions of the box. Let's denote the length of each side of the square base as x and the height of the box as h.

The surface area of the box consists of the area of the square base (x^2) and the four sides of the box (4xh). Since the box has an open top, we do not consider the top surface. The total surface area is given as 2100 square centimeters, so we have:

x^2 + 4xh = 2100

To maximize the volume, we need to express the volume of the box (V) in terms of a single variable. The volume of a rectangular prism is given by V = x^2h.

We can rewrite the equation for the surface area to solve for h:

h = (2100 - x^2) / (4x)

Now we can substitute this expression for h in the volume equation:

V = x^2 * [(2100 - x^2) / (4x)]

Simplifying, we have:

V = (1/4) * (2100x - x^3)

To find the maximum volume, we need to find the critical points of this function. We take the derivative of V with respect to x and set it equal to zero:

dV/dx = 2100/4 - (3/4)x^2 = 0

Solving this equation, we find:

2100/4 = (3/4)x^2

x^2 = 700

x = √700

Substituting this value back into the equation for h, we find:

h = (2100 - 700) / (4 * √700) = 1400 / (4 * √700) = 100 / √700

Therefore, the largest possible volume of the box is:

V = (1/4) * (2100 * √700 - 700 * √700) = 350√700 cubic centimeters.

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Answer:

  x = -7/9

Step-by-step explanation:

The usual recommendation is to clear fractions first. Here, you can do that by multiplying both sides of the equation by 6.

  6(-1/2(3x -4) +3x) = 6(5/6)

  -9x +12 +18x = 5 . . . . . . . . . simplify

  9x = -7 . . . . . . . . . . . . . . . . . subtract 12

  x = -7/9 . . . . . .divide by 9

__

Another way to do this is to eliminate parentheses first.

  -3/2x +2 +3x = 5/6

  3/2x = -7/6 . . . . . . . . . collect terms, subtract 2

  x = (-7/6)(2/3) = -7/9 . . . . multiply by 2/3

Therefore, the probability that at least one will emerge is 1 - 0.028 = 0.972.

a) Probability that all four plants emerged from treated seedsFor chemical A: The probability of the seed emerging is 7/10 for chemical A. The probability that four seeds in a row will emerge is (7/10)4

= 24.01%.

For chemical B: The probability of the seed emerging is 8/10 for chemical B. The probability that four seeds in a row will emerge is

\((8/10)4 = 40.96%.\)

b) Probability of three or fewer emerged from treated seedsFor chemical A: The probability of the seed emerging is 7/10 for chemical A. The probability that three or fewer seeds in a row will emerge is the sum of the probabilities that 0, 1, 2, or 3 will emerge:

\((3C0)(7/10)0(3/10)3 + (3C1)(7/10)1(3/10)2 + (3C2)(7/10)2(3/10)1 + (3C3)(7/10)3(3/10)0\)

= 0.026 + 0.153 + 0.34 + 0.343

= 86.2%.

For chemical B: The probability of the seed emerging is 8/10 for chemical B. The probability that three or fewer seeds in a row will emerge is the sum of the probabilities that 0, 1, 2, or 3 will emerge:

\((3C0)(8/10)0(2/10)3 + (3C1)(8/10)1(2/10)2 + (3C2)(8/10)2(2/10)1 + (3C3)(8/10)3(2/10)0\)

= 0.008 + 0.096 + 0.384 + 0.512

= 99.6%

.c) Probability that at least one emerged from untreated seeds For the control group, the probability that at least one seed will emerge is the same as the probability that none will not emerge, which is

\((3/10)0(7/10)10\)

= 0.028. Therefore, the probability that at least one will emerge is 1 - 0.028 = 0.972.

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Answer:

\(\tt{ \green{P} \orange{s} \red{y} \blue{x} \pink{c} \purple{h} \green{i} e}\)

Answer:

The area of Paula's model on the grid paper is 9.6 square units. However, since each grid line represents 10 inches, we need to convert this area to real-world units.

Area in real-world units is given by (Area in grid units) * (Scale factor)^2. The scale factor here is 10 inches (the length of each grid line). So, let's calculate the real area.

The area of the real mirror that Paula wants to buy is 960 square inches.