You have 3/4 cup of berries. How many desserts can be made using 1/8 cup of berries for each dessert?

Answer: Yes they’re equivalent

Step-by-step explanation:

Answer:

6x+3y−6

Step-by-step explanation:

0=6x + 3y - 6

6x + 3y = 6

divide by 6 both sides

x + 1/2y = 1

Answer:

\(A=12w\)

Step-by-step explanation:

\(A=lw=6(2w)=12w\)

Hope this helps

There are a total of 3 x 10 x 10 = 300 possible combinations of suits, ties, and shirts that a person can select from. However, when selecting a traveling wardrobe, there are only 10 possible suit combinations, 10x10 = 100 possible tie combinations, and 10x10x10 = 1000 possible shirt combinations. This makes a total of 10 x 100 x 1000 = 100,000 possible selections of two suits, four ties and six shirts.

The sheer number of possible combinations indicates how important it is to choose wisely. The two suits should be complementary and appropriate to the occasion; the four ties can be chosen to match the suits, and the six shirts should be selected to mix and match with the ties and suits. Care should be taken to avoid repeating clothing items, and the person should also consider the climate and purpose of the trip in order to select the most suitable wardrobe.

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The recursive and the explicit formulas are f(n) = 3f(n - 1), where f(1) = 250 and f(n) = 250(3)ⁿ‐¹

From the question, we have the following parameters that can be used in our computation:

This means that

Initial, a = 250 bacterial cultures.

Rate = 3

So, the recursive formulas is

f(n) = 3f(n - 1), where f(1) = 250

For the explicit formula, we have

f(n) = 250(3)ⁿ‐¹

Hence, the recursive and the explicit formulas are f(n) = 3f(n - 1), where f(1) = 250 and f(n) = 250(3)ⁿ‐¹

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Answer:

Step-by-step explanation:

\(\Large \boldsymbol{}\bf \dfrac{p^{^/is \ an \ integer}}{q^{ / natural}} -irreducible \ \ fraction\)

Overall, equations provide a mathematical representation and understanding of relationships, while tables present data points in a structured format.

When comparing an equation and a table, you can examine their characteristics, purpose, and the information they provide. Here are some points to consider when making comparisons:

Representation:

An equation represents a mathematical relationship between variables using symbols and mathematical operations. A table presents data or values in a structured format, typically organized into rows and columns.

Communication of Information:

Equations provide a concise and general representation of a relationship, allowing for predictions, calculations, and modeling. Tables present specific data points or values, providing a visual representation of how variables are related or how they change.

Variables:

Equations involve variables, which can be manipulated to explore different scenarios and analyze the relationship between quantities. Tables display specific values or data points for variables, showing how they vary or are related based on the given information.

Visualization:

Equations can express relationships symbolically and provide a mathematical understanding, but they may not offer a visual representation of data. Tables provide a visual representation of data points, allowing for a quick overview and easy comparison of values.

Flexibility:

Equations offer flexibility in terms of adjusting variables and parameters to explore different scenarios and make predictions. Tables can be easily modified or expanded by adding or removing data points to reflect new observations or additional information.

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Answer: 192 cubes.

Step-by-step explanation:  Each cube with side lengths of 1/4 have a volume of (1/4)3 which means each cube’s volume is 0.015625 cubic units. To find how many cubes are needed to fill the prism, divide 3 cubic units by 0.015625 cubic units. Your answer will be 192 cubes.

The sentence into an inequality is written as;

⇒ 3 + 9y > - 20

We have to given that;

The expression is,

Three increased by the product of a number and 9 is greater than -20.

Now, Let the unknown number is,

⇒ y

Hence, We can formulate the inequality as;

⇒ 3 + (9 × y) > - 20

⇒ 3 + 9y > - 20

Thus, The sentence into an inequality is written as;

⇒ 3 + 9y > - 20

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The polynomial function of the lowest degree that has -5, -2, and 0 as roots is f(x) = (x - 2)(x - 5).

To find the polynomial function of the lowest degree with -5, -2, and 0 as roots, we can use the factored form of a polynomial. If a number is a root of a polynomial, it means that when we substitute that number into the polynomial, the result is equal to zero.

In this case, we have the roots -5, -2, and 0. To construct the polynomial, we can write it in factored form as follows: f(x) = (x - r1)(x - r2)(x - r3), where r1, r2, and r3 are the roots.

Substituting the given roots, we have: f(x) = (x - (-5))(x - (-2))(x - 0) = (x + 5)(x + 2)(x - 0) = (x + 5)(x + 2)(x).

Simplifying further, we get: f(x) = (x^2 + 7x + 10)(x) = x^3 + 7x^2 + 10x.

Therefore, the polynomial function of the lowest degree with -5, -2, and 0 as roots is f(x) = x^3 + 7x^2 + 10x.

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The polynomial function of lowest degree that has –5, –2, and 0 as roots is f(x) = x(x + 2)(x + 5). Each root is written in the form of (x - root) and then multiplied together to form the polynomial.

The question asks for the polynomial function of the lowest degree that has –5, –2, and 0 as roots. To find the polynomial, each root needs to be written in the form of (x - root). Therefore, the roots would be written as (x+5), (x+2), and x. When these are multiplied together, they form a polynomial function of the lowest degree.

Thus, the polynomial function of the lowest degree that has –5, –2, and 0 as roots is f(x) = x(x + 2)(x + 5).

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sorry if this is wrong put 337 mm2

The total amount of money spent on pass and lunch for each student is $19.28.

The first step is to determine the amount that was spent on a pass for each student. The cost of one pass can be determined by dividing the total amount spent on passes by the total number of teachers and students.

Cost of one pass = total amount spent on one pass / total number of people

Cost of one pass = 526.26 / (47 + 2)

Cost of one pass = 526.26 / 49

Cost of one pass = $10.74

The second step is to determine the amount spent on lunch for one student. This can be determined by dividing the total amount spent on lunch by the total number of students.

Cost of one lunch = total cost of lunch / total number of students

401.38 / 47 = $8.54

Total amount spent on pass and lunch for each student = cost of lunch for one student + cost of a pass for one student

$8.54 + $10.74 = $19.28

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Answer:

P = 2x + 24

Step-by-step explanation:

P = 2(l + w)

P = 2(7 + x + 5)

P = 2(x + 12)

P = 2x + 24

To determine the minimum total sample size needed to detect a desired effect of 50 mg/l lower than the true mean water hardness of the stock ponds, you would use a significance level of 0.05 and a power of 0.8. This ensures the statistical test has adequate sensitivity to identify the effect while maintaining a low risk of false-positive findings.

The minimum total sample size needed to detect the desired effect of 50 mg/l is lower than the true mean water hardness of the stock ponds, a significance level of 0.05 and a power of 0.8 are required. The sample size calculation requires knowledge of the expected effect size, variability of the data, and significance level

. Using statistical software, the calculation can be done to obtain the minimum sample size required to achieve the desired level of significance and power. It is important to ensure that the sample size is sufficient to detect the desired effect size and to minimize the risk of a type II error.

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Answer:

8

Step-by-step explanation:

Given hotel bill = ₹4800

Let initially, number of people = \(x\)

Initial Bill of each person = Hotel bill divided by number of people = \(\frac{4800}{x}\)

4 people are added to the hotel stay.

i.e. new number of people = \(x+4\)

New bill becomes ₹200 less for each person.

New bill for each person = \(\frac{4800}{x}\) - 200

Hotel bill remains the same i.e. ₹4800 = New bill for each person multiplied by new number of people.

\(4800 = (\dfrac{4800}{x}-200) (x+4)\\\Rightarrow 4800 = \dfrac{4800}{x}\times x -200\times x + \dfrac{4800}{x}\times 4 - 200\times 4\\\Rightarrow 4800 = 4800 -200 x + \dfrac{4800}{x}\times 4 - 800 \\\Rightarrow 800 = -200x+\dfrac{19200}{x}\\\Rightarrow 4 = -x+\dfrac{96}{x}\\\Rightarrow x^2+4x-96=0 \\\Rightarrow x^2+12x-8x-96=0\\\Rightarrow x(x+12)-8(x+12)=0\\\Rightarrow \bold{x = 8}, x= -12\ not\ possible\)

Answer:

0.1

Step-by-step explanation:

Just take 24/24 which is 1 and move the decimal one place to the left because there is an extra 0 on the denominator

Step-by-step explanation:

When two angles add up and it is equal to 180 degrees, the angles are supplementary i.e.

A +B = 180

The angles that more than 0 degrees and less than 90 degrees, are acute angles and the angles that are more than 90 degrees but less than 180 are obtuse angles.

The statement is "If two angles are supplementary, then one angle is acute". It is somewhere true as well as false. It is true if and only angles are not equal to 90 degrees.

Take both angles as right angles. This is the only counterexample available if you don't count the angle in negative magnitude to show reverse direction(clockwise) angle measurement.

Definition of supplementary angles:

Two angles are supplementary if they add up to \(180^{\circ}\).

Definition of acute angle:

Angle which measures less than \(90^{\circ}\).

Now take two angles as of x and y degrees respectively.

Let x = y = 90 degrees.

Then both x and y angles are supplementary (as they add up to 180 degrees) yet they are not acute.

Hence shown.

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Answer:

No there is not  enough evidence to support the claim that the mean expenditure for auto insurance is less than the 2002 amount at the α = 0.05 level of significance

Step-by-step explanation:

Sample Mean = μ1 = $806

Sample Mean = μ2 = $ 781

Standard Deviation= S= σ =39.13

n= 32

Confidence Interval = 95 %

α= 0.05

z∝=± 1.96

We state the null and alternative hypotheses as

H0: μ1 = $806  and Ha: μ1 ≠ $806  two sided tail test

z= μ1 -μ2/σ/√n

z= 806-781/ 39.13/√32

z= 806-781/ 39.13/5.6568

z=806-781/ 6.92

z= 25/6.92

z= 3.613

Z> z∝

3.613 > ± 1.96

No there is not  enough evidence to support the claim that the mean expenditure for auto insurance is less than the 2002 amount at the α = 0.05 level of significance

The x term of the given ordered pairs follow an arithmetic sequence, with common difference of 1.5. The y term of the ordered pairs follow an arithmetic sequence, with common difference of 4.5.

The relationship between the corresponding terms can be described as a linear relationship, where y is a function of x, such that y = 4.5x.

The relationship between the x and y terms can be determined by observing the change in the values between the ordered pairs. For example, the difference in x values between (0,0) and (1.5,4.5) is 1.5, and the difference in y values is 4.5. This pattern continues for all the other pairs, with the x term increasing by 1.5 and the y term increasing by 4.5 for each subsequent pair. This is consistent with an arithmetic sequence, where the difference between each term is constant.

Since the y values increase linearly with the x values, this suggests that the relationship between x and y can be modeled as a linear equation, y = 4.5x. This linear relationship is further confirmed by the fact that the ratio of the increase in the y term to the increase in the x term is constant, and equal to 4.5.

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An equivalent expression is an expression that is equal in value to a given expression. For example, consider the following expression: 4x + 2y

An equivalent expression is an expression that represents the same value as a given expression, regardless of the specific values of any variables that appear in the expression. Equivalent expressions can be obtained by applying the rules of algebra, such as the associative, commutative, and distributive properties.

This expression is equivalent to the following expressions:

2(2x + y)

2y + 4x

(4 + 2)x + 2y

All of these expressions are equivalent because they all represent the same value, regardless of the specific values of x and y. They can all be simplified to the same expression by applying the rules of the algebra.

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By completing squares, we will see that the radius is 12 units and the center is (-8, 1).

The circle of center (x₁, y₁) and radius r is written as:

(x - x₁)² + (y - y₁)² = r²

Now we go to our equation:

x² + 16x + 64 + y² - 2y + 1 = 144

Now we need to complete squares:

(a + b)² = a² + 2ab + b²

Then we can rewrite:

(x² + 2*8*x + 8*8) + (y² - 2y + 1) = 12²

(x + 8)² + (y - 1)² = 12²

So the center is the point (-8, 1) and the radius is 12 units.

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Answer: Movement

Step-by-step explanation:Because locomotion in biology pertains to the various movements of organisms (single-celled or multicellular organisms) to propel themselves from one place to another. In multicellular animals, these movements include walking, running, jumping, crawling, climbing, swimming, flying, galloping, slithering, and so that's a unicellular cell and it does not involve loco motion.:)

Answer:

x=log5/log2≈2.32

Step-by-step explanation:

log 2^x = log5 -->

x log 2 = log 5

x= log5/log2=0.6989/0.3010≈2.32

Answer:

267/500

Step-by-step explanation:

0.534 = 534 / 1000

Simplify to 267/500

Step-by-step explanation:

537/1000

this is the correct answer

Answer:

Step-by-step explanation:

true true false