Find the next term in the series.
240, 332, 118, 168, 57, 86, ? ,45

Answer:

B

Step-by-step explanation:

the answer is B please see on the attached.

The location of A using graphs, is at (4, -1).

An organised representation of the data is all that the graph is. It facilitates our understanding of the facts. Data is the term used to describe the numerical information obtained through observation.

The development of a research question is followed by the ongoing observational collection of data. The data is then organised, distilled, categorises, and visually represented.

Here in the question,

Coordinates of A= (8,2)

Now it is dilated by a scale factor of 1/2. So,

New coordinates, A' = (8/2,2/2)

= (4,1)

Now the triangle is reflected over the x-axis.

A' now becomes A" which is (4, -1).

Therefore, the new coordinate of A is (4, -1).

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The complete question is:

Triangle ABC is shown on the coordinate plane. Triangle on coordinate plane with vertices A at 8 comma 2, B at 10 comma 6, and C at 4 comma 4. Triangle ABC is dilated by a scale factor of one half about the origin and then reflected over the x-axis. What is the location of A″ after the sequence of transformations? (8, −2) (4, 1) (4, −1) (−4, 1)

The segment cg has a length of 5 before dilation and 10 after dilation, making it the correct result of the dilation.

In mathematics, a dilation is a function f from a metric space M into itself that satisfies the identity d=rd for all points x, y \in M, where d is the distance from x to y and r is some positive real number. In Euclidean space, such a dilation is a similarity of the space.Dilation is a transformation, which is used to resize the object. Dilation is used to make the objects larger or smaller. This transformation produces an image that is the same as the original shape. But there is a difference in the size of the shape.

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answer:Average velocity is displacement divided by the time over which the displacement occurs. v avg = displacement time = Δ d Δ t = d f − d 0 t f − t 0. Velocity, like speed, has SI units of meters per second (m/s), but because it is a vector, you must also include a direction.

Step-by-step explanation:

The probability of picking a 2 and then picking a number less than 4will be 0.56%

By simply dividing the favοrable number οf pοssibilities by the entire number οf pοssible οutcοmes, the prοbability οf an οccurrence can be determined using the prοbability fοrmula. Because the favοrable number οf οutcοmes can never exceed the entire number οf οutcοmes, the chance οf an event οccurring might range frοm 0 tο 1.

The number οf favοurable οutcοmes tο all pοssible οutcοmes οf an event is the ratiο, which is knοwn as prοbability. The number οf gοοd οutcοmes can be represented by the symbοl x fοr an experiment with 'n' number οf οutcοmes. The fοllοwing equatiοn can be used tο determine an event's prοbability.

Yοu pick a card at randοm. Withοut putting the first card back, yοu pick a secοnd card at randοm.

1/13 chance οf picking a 5.

4/51 chance οf picking a 3 οn secοnd draw.

4/(13*51) οf dοing these sequentially = 0.56%

Hence the prοbability will be 0.56%

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Answer:

5³×z²*³×x³*³

Answer=125z⁶x⁹

Answer:

8

Step-by-step explanation:

Use PEDMAS

P - Parenthesis

E - Exponents

D -Division

M - Multiplication

A & S - Addition and subtraction.      [tex]\bf 7 + (2 +6)^2 \div 4 * (\dfrac{1}{2})^2 = 7 + 8^2 \div 4 * \dfrac{1}{16}\\\\\\\text{\bf First perform the operation inside the parenthesis and then the exponents}[/tex]

                                [tex]= 7 + 64 \div 4 * \dfrac{1}{16}[/tex]

Here, exponents 8² = 64 is done

                                [tex]\bf = 7 + 16 * \dfrac{1}{16} \ {(\bf Division \ is \ done)}[/tex]

                                 = 7 + 1

                                 = 8

Answer:

wait I big speak. it's important for learn how.

Answer:

x = 2, y = -2

Step-by-step explanation:

To solve by substitution, you first need an isolated variable in one equation. Luckily, y is isolated in both equations.

Because y = y, we can set the other sides of the equations equal to each other.

x - 4 = 4x - 10 [substitute]

The next step is to isolate and solve for x

x = 4x - 10 + 4

x - 4x = -6

-3x = -6

x = 2

Next, you substitute x into both equations.

y = (2) - 4

y = -2

y = 4(2) - 10

y = 8 - 10

y = -2

Because both equations work out to the same value, you have the correct answer.

The combined area of all the circles is 907.46 sq. cm.

The area of a given circle is the amount of space that the circle would cover in a 2 dimensional plane. The area of a circle can be determined by;

area of a circle = π r^2

In the given question, the diameters of the circles form a segment that is 68 cm. Thus;

diameter of one circle = 68/ 4

                       = 17 cm

So that,

radius of each circle = diameter/ 2

                                  = 17/ 2

                                  = 8.5 cm

area of each circle = 3.14 *(8.5)^2

                               = 226.865

The area of the circles combined = 4*226.865

                                   = 907.46

The combined area of all the circles is 907.46 sq. cm.

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The fractions between 0 and 1, we have represented on a number line, include 1/4, 2/4, and 3/4. All of these have equal intervals of 0.25.

To plot 1/4, 2/4 and 3/4 on the number line, we need to divide the interval between 0 and 1 into four equal parts. Each part will represent 1/4.

We can label the fractions at 0 and 1 as shown below:

0   1/4   2/4   3/4   1

Now we can plot the given fractions on the number line as shown below:

0   1/4   2/4   3/4   1

         o     o     o

        1/4   2/4   3/4

We can divide the fractions to get the difference of intervals. This can be done as follows:

2/4-1/4 = 0.25, also:

3/4-2/4 = 0.25.

Any portion of a whole number that is stated as one number multiplied by another is referred to as a fraction. One-half of something, for instance, is represented by the fraction 1/2. Another approach to represent a portion of a full number is with a decimal.1/2 is same as 0.25 as a decimal.

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Answer:

$6.49

Step-by-step explanation:

The original admission price was $5.50, and it increased by 18%. Let's find 18% of 5.50 and then add it to $5.50, meaning $5.50 would increase by 18% (of itself.)

So 18% of 5.50 = 0.99 ( thats 0.18 x 5.50)

Add the 99 cents (0.99) to $5.50

and then you get $6.49

here is the equation I used:

(5.50 x 0.18) + 5.50

hope this helped :)

The weight of the first basket full of apples is 8.66 kilograms more as compare to weight of the second basket.

Number of full of apples basket with Tommy = 2

Weight of first basket full of apples = 18.63 kilograms

Weight of second basket full of apples = 9.97 kilograms

Weight of first basket is greater than the weight of the second basket.

More weight in first basket

= Subtract the weight of the second basket from the weight of the first basket

⇒ More weight in first basket  = Weight of first basket - Weight of second basket

⇒ More weight in first basket = ( 18.63 - 9.97 ) kilograms

⇒ More weight in first basket = 8.66 kilograms

Therefore, the first basket weighed 8.66 kilograms more than the second basket.

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6% of a length is 570m and the original length can be calculated by dividing 570m by 0.06, resulting in 9500m.

To calculate the original length given that 6% of it is 570m, we can use the following formula: Original length = (570 ÷ 0.06) Original length = 9500mTo solve this problem, firstly the percentage of 6% needs to be converted into a decimal by dividing 6 by 100. This will give us 0.06. Then, the original length is found by dividing the given value of 6% (570m) by the decimal equivalent (0.06). Therefore, the original length is 9500m. To summarise, 6% of a length is 570m and the original length can be calculated by dividing 570m by 0.06, resulting in 9500m.

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The probability that a pigeon chosen at random will receive an incorrect test outcome is 103/10,000 = 0.0103, or roughly 1.03%.

Let's assume that there are 10,000 pigeons in the population. Then, 1.5% of them, which is 150 pigeons, are infected with the virus.

Out of these 150 infected pigeons, the test will correctly identify 97% of them, which is 145.5 pigeons. The remaining 4.5 infected pigeons will be incorrectly identified as not having the virus.

Out of the 9,850 uninfected pigeons, the test will correctly identify 99% of them, which is 9,751.5 pigeons. The remaining 98.5 pigeons will be incorrectly identified as having the virus.

Therefore, the total number of pigeons that get an incorrect test result is 4.5 + 98.5 = 103.

So, the probability that a randomly selected pigeon gets an incorrect test result is 103/10,000 = 0.0103 or approximately 1.03%

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The factors of 16 are 1, 2, 4, 8, and 16, so we have:

P = {1, 2, 4, 8, 16}

Divisors are another name for factors. As a result, they can equally split into the number of which they are a factor. In other words, they do not even leave a remnant when you divide with them. For instance, 36 has a factor of 4 in it.

We can write the sets P, Q, and R using set-builder notation as follows:

P = {1, 2, 4, 8, 16} (the factors of 16)

Q = {0, 4, 8, 12, 16} (the multiples of 4 less than 17)

R = {12, 13, 14, 15, 16} (the whole numbers from 12 to 16)

The multiples of 4 less than 17 are 4, 8, 12, and 16. However, Q is defined as the complement of this set, so we have:

Q = {-3, -2, -1, 0, 1, 2, 3, 5, 6, 7, 9, 10, 11, 13, 14, 15}

The whole numbers from 12 to 16 are 12, 13, 14, 15, and 16, so we have:

R = {12, 13, 14, 15, 16}

Due to the fact that it is a combination of 4 and less than 17, we have included 0 in set Q.

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Domain of [tex]f^{-1}[/tex]: R - {-3}   or  (-∞, -3) ∪ (-3, ∞)

Range of [tex]f^{-1}[/tex]: R - {10}     or  (-∞, 10) ∪ (10, ∞)

The domain of a function is the set of all possible input values (also known as independent variables) for which the function is defined. The range of a function is the set of all possible output values (also known as dependent variables) that the function can produce.

Given the function f, state the domain and range of both f and [tex]f^{-1}[/tex], where

[tex]f(x) =\frac{3x+4}{10-x}[/tex]

Domain and range using inequalities,

Domain of f: R - {10}  or  (-∞, 10) ∪ (10, ∞)

Range of f: R - {-3}     or  (-∞, -3) ∪ (-3, ∞)

The inverse does not exist.

[tex]f^{-1} (x) =\frac{10x-4}{x+3}[/tex]

Domain of [tex]f^{-1}[/tex]: R - {-3}   or  (-∞, -3) ∪ (-3, ∞)

Range of [tex]f^{-1}[/tex]: R - {10}     or  (-∞, 10) ∪ (10, ∞)

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Answer:

Below

Step-by-step explanation:

the last equation shows frequency of 5 for  greater than this mass

  the equation before it covers 20 to 30 kg   frequency 11

      so it could be ZERO   or it could be ELEVEN are above 26 kg ....you just cannot tell ....so the MINIMUM frequency would be  5 + ZERO = 5

              and the MAXIMUM would be 5 + ELEVEN = 16

The Solution of the matrix for (x, y) is (-1, 5) that is:  [tex]\left[\begin{array}{ccc}x\\y\end{array}\right] = \left[\begin{array}{ccc}-1\\5\end{array}\right][/tex]

A matrix is described by its elements, which are the numbers or symbols that make up the matrix, and its dimensions, which indicate how many rows and columns there are in the matrix. A matrix's inverse is a matrix that yields the identity matrix when multiplied by the original matrix. A matrix's inverse is denoted by and only applies to square matrices (matrices with an equal number of rows and columns).

[tex]\left[\begin{array}{ccc}4&2\\-4&2\end{array}\right] \left[\begin{array}{ccc}x\\y\end{array}\right] = \left[\begin{array}{ccc}6\\14\end{array}\right][/tex]

find the inverse matrix for the matrix

[tex]\left[\begin{array}{ccc}4&2\\-4&2\end{array}\right][/tex]

Find the determinant,

determinant = 4 × 2 (-4) × 2 = 16

Inverse matrix is

[tex]1/16 \left[\begin{array}{ccc}4&2\\-4&2\end{array}\right]^T = 1/16 \left[\begin{array}{ccc}2&-2\\4&4\end{array}\right][/tex]

So, the solution of the equation is

[tex]\left[\begin{array}{ccc}x\\y\end{array}\right] = 1/16 \left[\begin{array}{ccc}2&-2\\4&4\end{array}\right] \left[\begin{array}{ccc}6\\14\end{array}\right][/tex]

On solving,

Therefor, The Solution for (x, y) is (-1, 5).

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If there were 756 students in the school and each student receives 10 pamphlets on the tooth brushing drills, the total number of pamphlets given out, using multiplication operation, is 7,560.

Multiplication operation is one of the four basic mathematical operations.

Multiplication operation involves the number being multiplied (the multiplicand), the multiplier or the number multiplying the multiplicand, and the product, which is the result.

The number of pamphlets given to each student on tooth brushing drills = 10

The total number of students at the school.

The total number of pamphlets given out to the students = 7,560 (756 x 10)

Thus, based on multiplication operation, the total pamphlets were 7,560.

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Answer:

4

Step-by-step explanation:

Let x be the number of shirts that Rachel can buy, and y be the number of pants she can buy. Then the cost equation would be:

Cost = 25x + 20y

Since Rachel has a total budget of $200, we can write:

25x + 20y ≤ 200

To find the maximum number of shirts that Rachel can buy if she buys 5 pants, we can substitute y = 5 into the inequality and solve for x:

25x + 20(5) ≤ 200

25x ≤ 100

x ≤ 4

Therefore, Rachel can buy a maximum of 4 shirts if she buys 5 pants.

The answer fοr this is Substitutiοn Prοperty

What is Substitutiοn Prοperty?  

The substitutiοn prοperty is a cοncept in algebra that is used tο substitute the value οf a given variable οr a quantity intο an expressiοn tο find the value οf the unknοwn. In simple wοrds, we can say that the substitutiοn prοperty is used tο replace the value οf a quantity in an equatiοn οr an expressiοn tο sοlve a mathematical prοblem. We will discuss the meaning οf the substitutiοn prοperty οf equality, the substitutiοn prοperty in geοmetry, and the direct substitutiοn prοperty in limits in the fοllοwing sectiοns.

Substitutiοn Prοperty is cοnsidered as οne οf the mοst intuitive οf the mathematical prοperties that yοu'll prοbably encοunter. Yοu may have been using substitutiοn withοut even knοwing it. This prοperty says that if x=y, then in any true equatiοn invοlving y, yοu can replace y with x, and yet yοu'll still have a true equatiοn.

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Take a loοk at the attached example shοwn below.

The activity involved multiplying two polynomials using the distributive property to find the product, which has a degree equal to the sum of the degrees of the terms being multiplied together.

The activity involved multiplying two polynomials. This involves using the distributive property to multiply each term of one of the polynomials with each term of the other polynomial.

For example, when multiplying [tex]2x2+10x-36[/tex] with 3 we use the distributive property to get [tex]6x2+30x-108[/tex].

To find the product of two polynomials, each term of one polynomial must be multiplied with each term of the other polynomial. The terms of the product of two polynomials will have the same degree as the sum of the degrees of the terms being multiplied together.

For example, when multiplying [tex]2x2-32[/tex] with 4 we use the distributive property to get [tex]8x2-128[/tex]. Here the degree of the product is 2, which is the sum of the degrees of the terms being multiplied together [tex](2+0=2)[/tex].

To multiply two polynomials, we use the distributive property to multiply each term of one polynomial with each term of the other polynomial. The degree of the product will be the sum of the degrees of the terms being multiplied together.

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Complete question:

What is the product of [tex]2x^2+10x-36[/tex] and [tex]3x-4[/tex]?

According the question given above The value οf x is 42

The pοlygοnal shape has three sides and three angles are called as a triangle. A triangle's internal angles are always added up tο 180 degrees.

In right triangles, the trigοnοmetric ratiοs οf sine, cοsine and tangent can be used tο find unknοwn angles and the lengths οf unknοwn sides. The sides οf the triangle are knοwn as fοllοws:

Given diagram the three angles οf a triangle is given,

sο the sum οf all three angles is equal tο  180 degrees.

Therefοre, (3x - 20) + (x - 1) + (x - 9) = 180°

By simplificatiοn,

5x - 30 =  180°

5x = 180 + 30

5x = 210

x = 42

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The factorized expression au maximum is:

(3x+6)(84x³ - 189x² + 20x + 69)

To factorize the given expression au maximum, (3x+6)(4x−9)+(3x+6)(7x−3)(3x+6)(4x−9)+(3x+6)(7x−3), follow these steps:

Look for common factors in the terms. Notice that (3x+6) is a common factor in all terms.

Factor out the common factor, (3x+6), from each term:

(3x+6)[(4x−9) + (7x−3)(3x+6)(4x−9) + (7x−3

Now simplify the expression inside the brackets:

(3x+6)[(4x−9) + (21x² - 39x - 18x + 27)(4x−9) + (7x−3)]

Distribute the terms inside the brackets:

(3x+6)[(4x−9) + (84x³ - 153x² - 36x² + 63x - 108x + 81) + (7x−3)]

Combine like terms:

(3x+6)[(4x - 9) + (84x³ - 189x² + 9x + 81) + (7x - 3)]

Add the terms inside the brackets:

(3x+6)[84x³ - 189x² + 20x + 69]

So, the factorised expression au maximum is:

(3x+6)(84x³ - 189x² + 20x + 69)

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Knowing that the drum is a cylinder, we will get that:

Here we can see that the drum is a cylinder, remember that the circular areas of a cylinder of radius R and height H are:

A = 2*3.14*R^2

And the curved surface is:

S = 2*3.14*R*H

Here we can see that:

R = 21cm

H = 9.5cm

a) The area of leather needed is:

A = 2*3.14*(21cm)^2 = 2,769.48 cm^2

b) The area of wood needed is:

S = 2*3.14*21cm*9.5cm = 1,378.42 cm^2

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Based on the description, this study is most prone to differential misclassification of exposure status. The correct answer is A.

The description of the study suggests that the nurses who collected the data were poorly trained in the use of the male pattern baldness scale. This means that they may have misclassified some men as having male pattern baldness when they did not actually have it, and vice versa.

This misclassification of exposure status (i.e., male pattern baldness) is more likely to be differential because the nurses were unaware of the purpose of the study and did not know whether the men were cases or controls. This means that their misclassification of exposure status is likely to be influenced by the outcome (i.e., MI).

For example, if the nurses believed that male pattern baldness was a risk factor for MI, they may have been more likely to classify cases as having male pattern baldness and controls as not having it, even if this was not accurate. This would result in differential misclassification of exposure status, which can bias the study results. The correct answer is A.

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To find the total area of the pool and the walkway, we can add the areas of the pool and the walkway together.

Let's assume that the pool has dimensions of length L and width W, and that the walkway has a uniform width of 2 feet all around the pool. This means that the dimensions of the pool plus the walkway will be (L + 4) feet by (W + 4) feet, since we add 2 feet on each side.

The area of the pool alone is given by L x W. The area of the pool plus the walkway is then given by (L + 4) x (W + 4). To simplify, we can use FOIL (First, Outer, Inner, Last) method to expand the expression:

(L + 4) x (W + 4) = LW + 4L + 4W + 16

Therefore, the polynomial expression that represents the total area of the pool and the walkway is:

A(L,W) = LW + 4L + 4W + 16

where A(L,W) is the total area of the pool and walkway as a function of the pool's length and width.

1.Start by assuming that the pool has dimensions of length L and width W, in feet.

2.Since Mrs. Smith wants to add a 2-foot walkway around the edge of the pool, we need to add 2 feet to both the length and width of the pool to get the dimensions of the pool plus the walkway. This means that the dimensions of the pool plus the walkway are (L + 2) feet by (W + 2) feet.

3.To find the area of the pool alone, we can simply multiply the length by the width: A_pool = L x W.

4.To find the area of the pool plus the walkway, we need to multiply the length and width of the larger rectangle that includes both the pool and the walkway. This rectangle has dimensions of (L + 2) feet by (W + 2) feet. Therefore, the area of the pool plus the walkway is:

A_total = (L + 2) x (W + 2)

5.We can simplify this expression by using the distributive property of multiplication. We first multiply L by W to get LW. Then, we multiply L by 2 and W by 2 to get 2L and 2W, respectively. Finally, we add 2 x 2 = 4 to account for the extra area added by the walkway. Therefore, the total area of the pool plus the walkway can be written as:

A_total = LW + 2L + 2W + 4

6.Finally, we can rewrite this expression as a polynomial in standard form, by rearranging the terms in descending order of degree:

A_total = LW + 2L + 2W + 4

    = LW + 2L + 2W + 0x² + 4

    = 0x² + LW + 2L + 2W + 4

So the polynomial expression that represents the total area of the pool and the walkway is:

A(L,W) = LW + 2L + 2W + 4

where A(L,W) is the total area of the pool and walkway as a function of the pool's length and width.

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The probability that they will all be non fiction is 0.0667. The solution has been obtained by using hyper-geometric distribution.

What is hyper-geometric distribution?

When sampling from a small population without replacement, the hyper-geometric distribution is a discrete probability distribution that determines the likelihood that an event occurs k times in n trials.

The formula is

P (X = x) = h (x, N, n, k) = [tex]\frac{C_{k,x} * C_{N-k, n-x} }{C_{N,n} }[/tex]

We are given

x = 4

N = 10 + 12 = 22

n = 4

k = 12

Substituting this in the formula, we get

⇒P (X = 4) = h (4, 22, 4, 12) = [tex]\frac{C_{12,4} * C_{22-12, 4-4} }{C_{22,4} }[/tex]

⇒P (X = 4) = h (4, 22, 4, 12) = [tex]\frac{C_{12,4} * C_{10, 0} }{C_{22,4} }[/tex]

⇒P (X = 4) = h (4, 22, 4, 12) = 0.0667

Hence, the probability that they will all be non fiction is 0.0667.

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The total area of the deck once will be 575.5 ft²

Mathematically, the area of a rectangular deck can be calculated by using this mathematical expression:

Area of a rectangular deck, A = LW

Therefore, the area of the additional dimension can be calculated as follows;

Area of an additional dimension, A = 23.25 x 14

Area of an additional dimension, A = 325.5 ft².

Now, we can calculate the total area of this deck as ;

Total area = original area + new area

Total area = 250 ft² + 325.5 ft²

Total area = 575.5 ft²

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Kylie changed the ratio of blue to yellow in her paint mixture from 5:3 to 3:4, making the colour more yellowy. She could have started with either 3.5 litres of blue and 2.1 litres of yellow, or 7 litres of blue and 4.2 litres of yellow. She could have added either 0.7 litres of blue and 3.5 litres of yellow, or 1.4 litres of blue and 7 litres of yellow to achieve the new ratio.

The new colour is more yellowy than the first colour because the ratio of blue to yellow has changed. Initially, the ratio was 5:3, or 5 parts blue to 3 parts yellow. After Kylie added more blue and 5 times as much yellow than blue, the ratio changed to 3:4, or 3 parts blue to 4 parts yellow. This means yellow is now the majority colour, which makes the final colour more yellowy than the first.

To calculate the amount of blue and yellow in the new mixture, we can use the equation:

Blue : Yellow = 3 : 4

Therefore, the amount of blue needed is 3/7 of the total, and the amount of yellow is 4/7 of the total.

2a) How many litres of each colour could Kylie have started with?

Possibility 1: Kylie could have started with 3.5 litres of blue and 2.1 litres of yellow (3.5 : 2.1 = 5 : 3).

Possibility 2: Kylie could have started with 7 litres of blue and 4.2 litres of yellow (7 : 4.2 = 5 : 3).

2b) How many litres of each colour could Kylie have added?

Possibility 1: Kylie could have added 0.7 litres of blue and 3.5 litres of yellow (0.7 : 3.5 = 3 : 4).

Possibility 2: Kylie could have added 1.4 litres of blue and 7 litres of yellow (1.4 : 7 = 3 : 4).

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