You decide that you want to make a lighter purple paint. You make the new mixture by adding 1/4 cup of white paint for every 1/4 cup of red paint and 1/2 cup of blue paint. How much red paint, blue paint, and white paint do you use to make 1 1/2 gallons of the lighter purple paint?
Answers
Answer:
Cups of white paint = 24 * 1/4 = 6 cups
Cups of red paint = 24 * 1/4 = 6 cups
Cups of blue paint = 24 * 1/2 = 12 cups
Step-by-step explanation:
1/4 cup of white paint is added for every :
1/4 cup of red paint and 1/2 cup of blue paint :
1 gallon = 16 cups
1 1/2 gallons = 16 + 8 = 24 cups
To make 1 cup of lighter purple paint ;
1/4 cup of white + 1/4 cup of red + 1/2 cup of blue
Therefore ;
To make 24 cups of lighter purple paint :
Cups of white paint = 24 * 1/4 = 6 cups
Cups of red paint = 24 * 1/4 = 6 cups
Cups of blue paint = 24 * 1/2 = 12 cups
Related Questions
I could use some help on this one! Thanks!
Answers
the answer is the last one
Answer:
A.) 458 R2
4 5 8
9 | 4 1 2 4
3 6
5 2
4 5
7 4
7 2
2
458 with a remainder of 2
Work out, giving your answer in its simplest form:
3 1/2 divided by 2 3/5
Answers
1 9/26
Convert any mixed numbers to fractions.
Then your initial equation becomes:
7/2÷13/5
Applying the fractions formula for division,=7×5
2×13
=35/26
Simplifying 35/26, the answer is...35/26=1 9/26
Answer:
1 \(\frac{9}{26}\)
Step-by-step explanation:
Given
3 \(\frac{1}{2}\) ÷ 2 \(\frac{3}{5}\) ← change mixed numbers to improper fractions
= \(\frac{7}{2}\) ÷ \(\frac{13}{5}\)
To perform the division
Leave the first fraction, change division to multiplication and turn the second fraction upside down.
= \(\frac{7}{2}\) × \(\frac{5}{13}\) ← multiply numerators/ denominators together
= \(\frac{35}{26}\)
= 1 \(\frac{9}{26}\)
the study would use a . the study would use simple random sampling because it would be easy to randomly select of . b. the study would use a . the study would use cluster sampling because the of fall into naturally occurring subgroups. c. the study would use a . the study would use stratified sampling because it would be important to have members from each segment of the population. d. the study is a , because the population is for it to be practical to record all of the responses.
Answers
The study would use a simple random sampling because it would be easy to randomly select. The study would use cluster sampling because the of fall into naturally occurring subgroups. The study would use stratified sampling because it would be important to have members from each segment of the population.
The study is a sample survey, because the population is for it to be practical to record all of the responses.
a. The study would use a simple random sampling because it would be easy to randomly select members of the population. Simple random sampling is a type of probability sampling that is used when the population is homogenous and every member has an equal chance of being selected for the sample.
b. The study would use cluster sampling because the members of the population fall into naturally occurring subgroups. Cluster sampling is a type of probability sampling that is used when the population is heterogeneous and can be divided into naturally occurring subgroups.
c. The study would use stratified sampling because it would be important to have members from each segment of the population. Stratified sampling is a type of probability sampling that is used when the population is heterogeneous and can be divided into segments or strata based on certain characteristics.
d. The study is a sample survey, because the population is too large for it to be practical to record all of the responses. Sample survey is a type of survey that collects data from a sample of the population, rather than the entire population. This is often done when the population is too large or when it is not practical to survey the entire population.
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the special two-item character sequence that represents special characters like \n is known as a(n) .
Answers
The special two-item character sequence that represents special characters like \n is known as an Escape Sequence. So the option B is correct.
An escape sequence is a sequence of characters that does not represent itself when used inside a character or string literal, but is translated into another character or a sequence of characters. It is used to signal an alternative interpretation of a series of characters. Common examples are the escape sequences used in C/C++ and other programming languages, such as "\n" for newline, "\t" for tab, and "\\" for a backslash. So the option B is correct.
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The complete question is:
The special two-item character sequence that represents special characters like \n is known as a(n) ?
a. backslash code
b. escape sequence
c. Unicode spec
d. literal character
Find the missing values in the ratio table. Then write the equivalent ratios as Pounds to Years in the order they appear in the table.
Answers
Main Answer:The missing values "m" ,"n" in the table is 21,21 respectively and the equivalent ratios as pounds to years are:
2:7, 21:14, 6:21, 8:28
Supporting Question and Answer:
How can we determine the missing values in a table of equivalent ratios?
To determine the missing values in a table of equivalent ratios, we can use the concept of cross-multiplication. By setting up proportions with the known values and the missing values, we can cross-multiply and solve for the unknown. This allows us to find the missing values and complete the table of equivalent ratios.
Body of the Solution:To find the missing values in the table of equivalent ratios, we can use cross-multiplication.
Let's start with the missing value represented by "m":
2 m 6 8
7 14 n 28
To find the value of "m," we can set up the following equation:
\(\frac{2}{7} =\frac{6}{n}\)
Cross-multiplying gives us:
2n = 7 × 6
2n = 42
Dividing both sides by 2, we find:
n = 42/2
n = 21
So, the missing value "m" in the table is 21.
Now, let's write the equivalent ratios as pounds to years, using the values from the table:
2 pounds to 7 years
21 pounds to 14 years
6 pounds to 21 years
8 pounds to 28 years
Therefore, the equivalent ratios as pounds to years are:
2:7, 21:14, 6:21, 8:28
Final Answer: Thus,the missing values "m" ,"n" in the table is 21,21 respectively and the equivalent ratios as pounds to years are:
2:7, 21:14, 6:21, 8:28
Question:Find the missing values in the following table of equivalent ratios. 2 m 6 8
7 14 n 28
Then write the equivalent ratio as pound to years in the order they appear in the table.
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The missing values "m" ,"n" in the table is 21,21 respectively and the equivalent ratios as pounds to years are:
2:7, 21:14, 6:21, 8:28
To determine the missing values in a table of equivalent ratios, we can use the concept of cross-multiplication. By setting up proportions with the known values and the missing values, we can cross-multiply and solve for the unknown. This allows us to find the missing values and complete the table of equivalent ratios.
Body of the Solution:To find the missing values in the table of equivalent ratios, we can use cross-multiplication.
Let's start with the missing value represented by "m":
2 m 6 8
7 14 n 28
To find the value of "m," we can set up the following equation:
Cross-multiplying gives us:
2n = 7 × 6
2n = 42
Dividing both sides by 2, we find:
n = 42/2
n = 21
So, the missing value "m" in the table is 21.
Now, let's write the equivalent ratios as pounds to years, using the values from the table:
2 pounds to 7 years
21 pounds to 14 years
6 pounds to 21 years
8 pounds to 28 years
Therefore, the equivalent ratios as pounds to years are:
2:7, 21:14, 6:21, 8:28
Thus ,the missing values "m" ,"n" in the table is 21,21 respectively and the equivalent ratios as pounds to years are:
2:7, 21:14, 6:21, 8:28
Find the missing values in the following table of equivalent ratios. 2 m 6 8
7 14 n 28
Then write the equivalent ratio as pound to years in the order they appear in the table.
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If mzABD = 100° and mZDBC = 30°,
then mZABC = [? ]°
![If mzABD = 100 and mZDBC = 30,then mZABC = [? ]](https://i5t5.c14.e2-1.dev/h-images-qa/contents/attachments/POayyVo7ShjLRRTc70Wy7aEkh8jkOPeB.png)
Answers
Answer: 130°
Step-by-step explanation:
∠ABD = 100° (given)
∠DBC = 30° (given)
Angle Addition Postulate states: ∠ABD + ∠DBC = ∠ABC
100° + 30° = ∠ABC
130° = ∠ABC
Answer:
130°
Step-by-step explanation:
Given: m<ABD=100° and m<DBC=30°
To find m<ABC, we must add up the two other angles.
100°+30°=130°
Hope this helped :D
what association does the scatter plot show?
Answer asap
Answers
So, positive linear association
On a coordinate plane, triangle A B C is shifted 6 units to the right to form triangle A prime B prime C prime.
The translation shown in the graph moves the figure to the right. What kind of translation is shown?
Answers
Answer:
The translation shown in the graph is a horizontal translation or a shift to the right.
Can anyone help me with this ??
Answers
Answer:
y=x+-5
Step-by-step explanation:
y is x+-5 because as you can see in the graph the difference in everysingle one is -5 so y=x-5
Answer:
y=x+(-5)
Step-by-step explanation:
d=-3-(-4)=-3+4=1
y-(-4)=1(x-1)
y+4=x-1
y=x-1-4
or y=x+(-5)
The figure shows a triangle with one or more of its medians.
Thank you ;)
Answers
Answer:
Step-by-step explanation:
I believe it should be 7, but 21 is out of the question. And 14 seems it would be too much,
The length of a runway is 1/2 of a mile. The area of it is 3/4 miles squared. What is the width?
Answers
Answer:
3/2 of a mile
Step-by-step explanation:
The equation is 1/2 times something = 3/4 (because length times width is area)
you would divide 1/2 on both sides to get an unknown number(that represents the width)
3/4 divided by 1/2 is 3/2 of a mile !
on monday 382 students went on a trip to the zoo. all 9 buses were filled and 4 students had to travel in cars. how many students were in each bus?
Answers
378/9 = 42
so there are 42 students on each bus
Answer:
42 students
Step-by-step explanation:
If 4 students had to travel in cars, then 382 - 4 = 378 students traveled in the buses. Since there were 9 buses, 378 / 9 = 42. Therefore, there were 42 students in each bus.
I also need to classify triangle prs by both sides and angles
Answers
Answer:
w
Step-by-step explanation:
f
write an anonymous pl/sql program to compute the sum of 2, 4, 6, 8, 10. you must use a loop. tip: consider how to update your loop variable. [40 points]
Answers
The anonymous PL/SQL program provided below computes the sum of the numbers 2, 4, 6, 8, and 10 using a loop. By initializing a variable to store the sum, the program iterates through the given numbers and updates the sum by adding each number in each iteration. Finally, the program displays the computed sum.
The PL/SQL program begins by declaring a variable, "total_sum," which will store the cumulative sum of the numbers. It is initialized to 0.
Next, a loop is set up using the "FOR" statement, specifying the range of numbers to be considered (2 to 10) and the increment of the loop variable (2 in this case). The loop variable "num" takes the values 2, 4, 6, 8, and 10 successively.
Within the loop, the value of "num" is added to the "total_sum" variable using the "+=" operator. This updates the sum with each iteration.
After the loop completes, the program displays the computed sum using the "DBMS_OUTPUT.PUT_LINE" statement.
The program computes the sum of the given numbers (2 + 4 + 6 + 8 + 10 = 30) by iterating through them and updating the sum variable. It demonstrates the use of a loop to perform repetitive computations efficiently.
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P4 – 70 points
Write a method
intersect_or_union_fcn() that gets
vectors of type integer v1, v2,
and v3 and determines if the vector
v3is the intersection or
union of vectors v1 and
v2.
Example 1: I
Answers
Here's an example implementation of the intersect_or_union_fcn() method in Python:
python
Copy code
def intersect_or_union_fcn(v1, v2, v3):
intersection = set(v1) & set(v2)
union = set(v1) | set(v2)
if set(v3) == intersection:
return "v3 is the intersection of v1 and v2"
elif set(v3) == union:
return "v3 is the union of v1 and v2"
else:
return "v3 is neither the intersection nor the union of v1 and v2"
In this implementation, we convert v1 and v2 into sets to easily perform set operations such as intersection (&) and union (|). We then compare v3 to the intersection and union sets to determine whether it matches either of them. If it does, we return the corresponding message. Otherwise, we return a message stating that v3 is neither the intersection nor the union of v1 and v2.
You can use this method by calling it with your input vectors, v1, v2, and v3, like this:
python
Copy code
v1 = [1, 2, 3, 4]
v2 = [3, 4, 5, 6]
v3 = [3, 4]
result = intersect_or_union_fcn(v1, v2, v3)
print(result)
The output for the given example would be:
csharp
Copy code
v3 is the intersection of v1 and v2
This indicates that v3 is indeed the intersection of v1 and v2.
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How do you write a matrix as a linear combination?
Answers
A matrix can be written as a linear combination of its columns using matrix multiplication. The columns of a matrix are vectors, and linear combinations of vectors can be formed by multiplying each vector by a scalar and adding them together.
To write a matrix A as a linear combination of its columns, we can express A as a sum of column vectors, each multiplied by the corresponding entry in a scalar vector x.
A linear combination is a sum of scalar multiples of vectors. Given a set of vectors {v₁, v₂, …, vₙ} and scalars {c₁, c₂, …, cₙ}, their linear combination is given by c₁v₁ + c₂v₂ + … + cₙvₙ.
This can be represented in matrix form as: [v₁ v₂ … vₙ] [c₁] [c₂] ⋮ [cₙ] = c₁v₁ + c₂v₂ + … + cₙvₙ = A
Where [v₁ v₂ … vₙ] is the matrix whose columns are the vectors, and [c₁ c₂ … cₙ] is the column vector of scalars.
To write A as a linear combination of its columns, we want to solve for [c₁ c₂ … cₙ]. We can do this by multiplying both sides of the equation above by the inverse of the matrix [v₁ v₂ … vₙ], which gives:[v₁ v₂ … vₙ]⁻¹ [v₁ v₂ … vₙ] [c₁] [c₂] ⋮ [cₙ] = [v₁ v₂ … vₙ]⁻¹ A c₁v₁ + c₂v₂ + … + cₙvₙ = A
Here, we used the fact that [v₁ v₂ … vₙ]⁻¹[v₁ v₂ … vₙ] = I, the identity matrix. The right-hand side is just A, and the left-hand side is the column vector [c₁ c₂ … cₙ] of scalars, which we were looking for. Thus, we have written A as a linear combination of its columns.
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pls answer this asap
Answers
Answer:
B. 254.3 miles
Step-by-step explanation:
If the plane had to return to the airport making a direct flight, all the 3 distances travelled would make up a triangle as shown in the attachment below.
Let x be the distance to travel back to the airport. This unknown distance (x) can be calculated using the Law of Cosines, which is, a² = b² + c² − 2bc cosA
Where,
a = x
b = 160 mi
c = 150 mi
A = 110.167°
Plug in the above values to solve for x
x² = 160² + 150² - 2(160)(150)*cos(110.167)
x² = 25600 + 22500 - 48000*(-0.345)
x² = 48100 + 16560
x² = 64660
x = √64660
x = 254.28
x ≈ 254.3 miles.
find the area of the credit card width 3 1/3in length 2 1/4in
Answers
Answer:
Step-by-step explanation:
A=lw
= 21/4 in * 1/3in= 21/12 in.^2= 7/4in^2 or 7/4 inch squared
Someone help. due tomorrow
Answers
Answer:
Imaginary 0= 18
I think it will help you
4/5×3/8= the aswer and thanks
Answers
Step-by-step explanation:
\( \frac{4}{5} \times \frac{3}{8} \)
Reduce the numbers with the greatest common factor 4
\( \frac{1}{5} \times \frac{3}{2} \)
Just multiply, To multiply the fractions , multiply the numerators and denominators separately
\( \frac{1 \times 3}{5 \times 2} \)
\( \frac{3}{10} \)
That's the answer 3/10 or 0.3
Pleasee help meee i will give a bunch of points and i wll give five stars and more
bob has 28 shirts to fold.
let n be the number of shirts he would have left to fold after folding f of them.
write an equation relating n to f. then use this equation to find the number of shirts he would have left to fold after folding 26 of them.
Answers
After folding 26 shirts, Bob would have 2 shirts left to fold. To write an equation relating n to f, we need to start with the total number of shirts Bob has, which is 28. If he folds f shirts, then he will have (28 - f) shirts left to fold. So the equation is:
n = 28 - f
Now we can use this equation to find the number of shirts Bob would have left to fold after folding 26 of them. We simply plug in f = 26:
n = 28 - 26
n = 2
Therefore, after folding 26 shirts, Bob would have 2 shirts left to fold.
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jill and joel wrote equations for the line passing through the points (2,-1) and (-1,14). which student is correctJill 5x + y = 9Joel y + 1 = -5(x-2)a. jill only b. joel only c. both d. neither
Answers
The equation given by Jill and Joel both are correct. Option C .
The line passing through the points (2, -1) and (-1, 14).
The equation of a line passing through a point \((x_1, y_1)\) is \(y-y_1=m (x-x_1)\) where m is the slope.
To find the slope m, using slope formula.
\(m=\frac{y_2-y_1}{x_2-x_1} \\m=\frac{14-(-1)}{-1-3} \\m=-5\)
Further simplify,
Substitute the values in the given formula.
\(y-y_1=m(x-x_1)\\y-(-1)=-5(x-2)\\y+1=-5(x-2)\)
Further simplify,
5x+y=9
Both the equations are correct.
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In the pair of linear equation a1x b1yc1=0 and a2xb2yc2=0,if a1/a2 i not equal to b1/b2 then the equation have no olution. (True or fale)
Answers
The statement is false. In the pair of linear equation, if a₁/a₂ ≠ b₁/b₂ then the equations have unique solution.
Given that,
The pair of linear equation
a₁x +b₁y +c₁=0 and
a₂x +b₂y +c₂=0
We have to prove if a₁/a₂ ≠ b₁/b₂ then the equations have no solution.
We know that,
In the pair of linear equation
a₁x +b₁y +c₁=0 and
a₂x +b₂y +c₂=0
If a₁/a₂ ≠ b₁/b₂ then System is called consistent and have a unique Solution
Lines intersect each other at unique point
a₁/a₂ = b₁/b₂ = c₁/c₂ then consistent (infinite solution) as both Equation represent same line
a₁/a₂ = b₁/b₂ ≠ c₁/c₂ then inconsistent (no Solution) as Lines are parallel and never intersect each other
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3²ˣ -3ˣ⁺² = 3ˣ⁺¹ - 3³.
Answers
3²ˣ - 3ˣ⁺² = 3ˣ - 3
Next, we can subtract 3ˣ from both sides:
3ˣ - 3 - 3ˣ⁺² = 3ˣ - 3 - 3
Simplifying the right side:
-3ˣ⁺² = 0
Finally, we can divide both sides by -3 to find the value of x:
ˣ⁺² = 0
Taking the square root of both sides:
x = ±0
So the solution to the equation is x = 0.
What is the value of 4|-7| -|9|?
Answers
Answer:
19
Step-by-step explanation:
Okay here , we are dealing with absolute values.
This means we shall be taking the positive values only of terms inside the double tube | |
So -7 absolute value is 7
and thus multiplied by 4 gives 28
and we are subtracting 9 from this;
This gives 28-9 = 19
The factors of 10w2+Ilw - 8 are:
Answers
20w+l^2w-8
Wowowowowowoowowowowow
Answers
find the slope, (-2,-2) and (1,4)
Answers
X1,Y1 X2,Y2
Y2-Y1/X2-X1
4-(-2)/1-(-2) = 6/3 or 2
Which graph best represents the equation x^2 + (y - 1)^2 = 3?
Answers
Answer:
smallest circle. last option
Step-by-step explanation:
the diameter of a sphere is measured to be 4.52 in. (a) find the radius of the sphere in centimeters. 5.74 correct: your answer is correct. cm (b) find the surface area of the sphere in square centimeters. 414.03 correct: your answer is correct. cm2 (c) find the volume of the sphere in cubic centimeters. 792.18 correct: your answer is correct. cm3
Answers
a) The radius of the sphere is 5.74 cm.
b) The surface area of the sphere is 414.03 cm².
c) The volume of the sphere is 792.18 cm³.
In the first paragraph, we summarize the answers: the radius of the sphere is 5.74 cm, the surface area is 414.03 cm², and the volume is 792.18 cm³. In the second paragraph, we explain how these values are calculated. The diameter of the sphere is given as 4.52 inches. To find the radius, we divide the diameter by 2, which gives us 4.52/2 = 2.26 inches. To convert inches to centimeters, we multiply by the conversion factor 2.54 cm/inch, resulting in a radius of 5.74 cm.
To calculate the surface area of the sphere, we use the formula A = 4πr², where r is the radius. Plugging in the value of the radius, we get A = 4π(5.74)² = 414.03 cm².
Finally, to find the volume of the sphere, we use the formula V = (4/3)πr³. Substituting the radius into the equation, we have V = (4/3)π(5.74)³ = 792.18 cm³.
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