Monica is mixing some custom colored paint for her house. The color she wants requires 3/4 ounces of blue dye and 2/3 of an ounce of pink dye mixed with each gallon of white paint base. How much dye is needed to mix 8 gallons of paint?

A. 11 5/7
B. 11 2/3
C. 11 1/3
D. 11 2/3

680*.0013=.884 because 6.8*10^2=680 and 1.3*10^-3=.0013 when you multiply them it'll give you .884

always move the decimal point the number of times that 10 is to the power to.

for example if its a negative number you move the decimal back and add zeros

if its a positive number move forward and add zeros

Answer:

8.84x10^-1

Step-by-step explanation:

Thankyou

Infinitely many solutions.

Convert 7 1/8 to an improper fraction.

Simplify 7 * 8 to 56

-56 + 1/8 - (-9 1/2)

Simplify 56 + 1 to 57

-57/8 - (-9 1/2)

Convert 9 1/2 to an improper fraction.

-57/8 - (-9 * 2 + 1/2)

Simplify 9 * 2 to 18

-57/8 - (-18 + 1/2)

Simplify 18 + 1 to 19

-57/8 - (-19/2)

Simplify brackets

-57/8 + 19/2

Find the LCD

LCD = 8

Make the denominators the same as the LCD

-57/8 + 19 * 4/2*4

Simplify. Denominators are now the same

-57/8 + 76/8

Join the denominators

-57 + 76/8

Simplify

19/8

Convert to a mixed fraction.

2 3/8

Your answer is D.

Answer:

a)

[tex] {( \sqrt{5}) }^{2} \times {( \sqrt{3}) }^{2} = 5 \times 3 = 15[/tex]

b)

[tex]( { \sqrt[3]{9} )}^{3} \times ( { \sqrt{30} )}^{2} = 9 \times 30 = 270[/tex]

the picture is blurry

If you have to find x-intercept, then you have to equate y to 0. Thus,

when y=0, x+2·0=5 and x=5.

Point (5,0) is x-intercept.

Answer: (5,0)

The x-intercept of the graph is:

                                5

and the point where it is obtained is (5,0)

We know that the x-intercept of a graph is the x-value of the point where it's y-value is zero.

Similarly the  y-intercept of a graph is the y-value of the point where it's x-value is zero.

We are given a equation of a line as:

             [tex]x+2y=5[/tex]

Hence, when y=0 in the equation we get:

 [tex]x=5[/tex]

Hence, the point where the x-intercept is obtained is: (5,0)

and the x-intercept of the graph is: 5

no because the first five equals 5000

the second 5 equals 500

the third 5 equals 50

and the fourth 5 equals 5.

10. Combine like terms 4w and -5w wich is -w.

Now I don't know if u have to solve or simplify but the simplified form is -w-29

Answer:

f(-3) =  -9

Step-by-step explanation:

We usually express quadratic functions graphs in the form of f(x) = ax^n + bx + c

So f(-3) means that the value of this graph in the y-axis where x = -3 is -9

f(-3) = -9

I hope this helped.

The value of f(-3) is -9 for the quadratic function graphed.

It is defined as a special type of relationship and they have a predefined domain and range according to the function.

We know that if we plot a quadratic function on the coordinate plane we will get a parabola graph and the standard expression for the parabola:

[tex]\rm f(x)=ax^2+bx+c[/tex]

Where a, b, c are real numbers and a ≠ 0

The value of f(-3) means the value of y on the coordinate plane when [tex]\rm x = -3[/tex]

From the graph, we can see the value of y when x = -3

Therefore,

f(-3) = -9

Thus, the value of f(-3) is -9.

Learn more about the function here:

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the answer is 10 that's my answer

This is the distributive property because you are distributing the 9 into both terms of the parenthesis.

(10 + 7) x 9  = 10(9) + 7(9)

Answer: Distributive Property

i believe its distributive property

To find the number of times greater, let us divide 5.3 by 0.53.

Number of times greater = [tex]\frac{5.3}{0.53}[/tex]

[tex]=\frac{5.3}{0.53}(\frac{100}{100} )[/tex]

[tex]=\frac{530}{53}[/tex]

= 10

Hence, 5.3 is 10 times greater than 0.53.

To solve a problem involving ratios:

The higher the ratio, the line will seem steeper.

The ratio is a numerical relationship between two values that demonstrates how frequently one value contains or is contained within another.

To solve a problem that has ratio:

We can solve by graphing.

Ratios can be compared using tables and graphs.

The higher the ratio, the line will seem steeper.

Therefore, the line will seem steeper.

To learn more about the ratio;

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( - 6, 0).(2, 0 ) , vertex = ( - 2, - 16)

to find the x-intercepts set f(x) = 0

x² + 4x - 12 = 0

(x + 6)(x - 2) = 0 ( equate each factor to zero and solve for x )

x + 6 = 0 ⇒ x = - 6

x - 2 = 0 ⇒ x = 2

x- intercepts are ( - 6, 0),(2, 0)

given the quadratic in standard form : y = ax² + bx + c

the x-coordinate of the vertex = - [tex]\frac{b}{2a}[/tex]

here a = 1 , b = 4 and c = - 12

x- coordinate of vertex = - [tex]\frac{4}{2}[/tex] = - 2

substitute this value into the equation for y-coordinate

x = - 2 → y = 4 - 8 - 12 = - 16

vertex = ( - 2, - 16)

The measure of angle 4 will be 42 degrees because corresponding angles are equal when two lines are cut by a transversal, and in this case, angle 5 and angle 4 are corresponding angles.

The concept involved here is that corresponding angles are equal when two lines are cut by a transversal. In the given problem, angle 5 and angle 4 are corresponding angles because they occupy the same relative position at an intersection of a transversal and two lines. Therefore, if the measure of angle 5 (m angle 5) is 42 degrees, then the measure of angle 4 (m angle 4) will also be 42 degrees.

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Final answer:

To find the average speed of the big airplane that leaves after the small airplane, calculate the time the small airplane took to cover the distance and then use that to find the time the big airplane spent traveling to determine its speed. The average speed of the big airplane is 500 mph.

Explanation:

The average speed of the small airplane can be calculated using the formula:

Speed = Distance / Time

Given that the small airplane travels 625 miles at an average speed of 250 mph, the time taken is 625 / 250 = 2.5 hours. As the big airplane leaves 1.25 hours later and both planes arrive at the same time, the big airplane traveled for 2.5 - 1.25 = 1.25 hours. The average speed of the big airplane can be calculated as 625 miles / 1.25 hours = 500 mph.

Since x=228 and the next age group count (men) is 309, expressed as a sum: x+81

Answer:

The correct answer would be 4. Explanation below

Step-by-step explanation:

-6x-11x = 68

-6x-11x = -17x

-17x = 68

68/-17 = 4

Hope this helps!

~Starr

Answer:

Hey there! The correct answer would be x=-4.

Step-by-step explanation:

To start, you would first need to combine your like terms, terms that are not only raised to the same power but also have the same exact variables. In this case, your like terms are -6x and -11x:

-6x-11x=68 --> -17x=68

Now, divide both sides by -17 in order to isolate your variable term:

-17x/-17 = 68/-17

x=-4

Therefore, your answer would be x=-4.

To check to make sure this answer is right, plug -4 in for x and see if the result is 68=68:

-6(-4)-11(-4)=68

24+44=68

68=68

Hope this helps! :)

-1 1/8 because -9/8 is equal to [tex]-\frac{9}{8}[/tex] so just make it a improper fraction, pretend the negative is not there then add the negative at the end

-hope this helps :D

if ur saying 1 13/15 divided by 1 2/5 then the answer is

The exact form : 4/3

Decimal form : 1.3

Mixed number form : 1 1/3

loss of $1,482.00 is the answer

area of square = 4ft²

a s area of square = length×lenght

let lenght =x

so area = x²

x²= 4ft²

taking square root

x=2 ftSo lebght of each side is 2 ft.

Answer: 1)100ways and 2)90ways

Step-by-step explanation:

Given :-The 10 students who completed a special flying course are waiting to see if they will be awarded the one Distinction or the one Merit award for their efforts.

Ways can the two awards be given if the same student can receive both awards (i.e repetition is allowed)

=10×10=100ways

Ways can the two awards be given if the same student cannot receive both awards(i.e. repetition is not allowed)

=10×9=90ways

Final answer:

The number of ways two awards can be given out to 10 students is 100 when the same student can win both awards, and 90 when different students must win each award.

Explanation:

The student's question deals with the number of ways two awards can be given out to a group of 10 students under two different scenarios: one where the same student can receive both awards, and the other where the same student cannot receive both awards. This is a problem of permutations and combinations, a fundamental concept in probability and statistics.

Scenario 1: Same Student Can Receive Both Awards

In the first scenario, the same student can receive both the Distinction and the Merit award. Since there are 10 students and each student can potentially receive each of the two awards, we have 10 choices for the Distinction award and 10 choices for the Merit award. The total number of ways the two awards can be given out is simply the product of these two numbers:

10 (for Distinction) × 10 (for Merit) = 100 ways

Scenario 2: Different Students Receive Awards

In the second scenario, the same student cannot receive both awards. This means that once a student has been given one award, they cannot receive the other one. For the Distinction award, there are still 10 possible students. However, for the Merit award, there are only 9 remaining choices since the Distinction awardee cannot be considered:

10 (for Distinction) × 9 (for Merit) = 90 ways

To solve this problem, we set up equations based on the fact both boys cover the same distance in the given time. Taking Matthew’s speed as ‘x’, we find that 'x' equals 40 yards per minute, meaning Matthew’s speed is 40 yards per minute and Lowe’s is 120 yards per minute.

The scenario can be resolved by employing the concepts of rate, time, and distance. Here, we need to recognize that 'rate' stands for the speed at which each boy is moving, 'time' signifies the duration in which Lowe overtakes Matthew, and 'distance' represents how far Matthew was when Lowe started pursuing him.

In this instance, Lowe's speed is stated to be three times faster than Matthew's speed. Since both boys are present in the same place after 30 minutes (when Lowe overtakes Matthew), we can say that they've both traveled the same distance. We can state this mathematically as:

Matthew's speed * 30 minutes = 1200 yards, and Lowe's speed * 30 minutes = 1200 yards

As we know that Lowe's speed is three times Matthew's speed, let's consider Matthew's speed as 'x'. As a result,

Lowe's pace becomes '3x'.

Because both equations equal 1200 yards, we may set the two equations equal to each other and solve for 'x':

x * 30 = 3x * 30

Dividing both sides by 30 yields 'x' = 40 yards per minute. Therefore, Matthew's speed is 40 yards per minute, and Lowe's speed is 3x, or 120 yards per minute.

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Given that speed of the cyclist = 36 kilometers per hour.

Now question says to find the speed in meters per second.

We know that 1 kilometer = 1000 meter

and 1 hour = 3600 seconds

so to convert 36 kilometers per hour into meter per second, we will multiply 36 by 1000/3600

36*1000/3600

=36*10/36

=10

Hence final answer is speed = 10 meters per second.

That 10 meters per second means cyclist will travel 10 meters in 1 second.

Now to find distance travelled in 5 seconds, we just need to multiply 10 and 5

So the final answer will be 10*5 or 50 meters.

(1)

we are given two points

A=(-3,-4)

B=(2,0)

and point P [tex](-1, -\frac{12}{5} )[/tex] partitions AB

Let's assume it partitions into m:n

so, we get

[tex]\frac{AP}{PB}=\frac{m}{n}[/tex]

so, we can write our point as

[tex](-1,-\frac{12}{5} )=(\frac{2m-3n}{m+n},\frac{0m-4n}{m+n})[/tex]

now, we can set x-value to x-value

and y-value to y-value

and then we can solve for m and n

[tex]-1= \frac{2m-3n}{m+n}[/tex]

[tex]-\frac{12}{5} =\frac{0m-4n}{m+n}[/tex]

now, we can solve for m/n

[tex]-m-n=2m-3n[/tex]

[tex]3m=2n[/tex]

[tex]\frac{m}{n} =\frac{2}{3}[/tex]

so, option-C.........Answer

(2)

we are given points as

J=(10, -2)

N=(-4 ,6)

Let's assume mid-point between J and N as M

so, we get

[tex]M=(\frac{10-4}{2},\frac{-2+6}{2})[/tex]

[tex]M=(3,2)[/tex]............Answer