wines at $ 4.50 and
$5 per litres are mixed
with a third wine in
the ration 2:3:4.If the mixture Cost $5.20 a litre, what is
the Cost of the third wine?​

Answer:

Yeah

Step-by-step explanation:

☁️ Answer ☁️

Yes! Send a screenshot and ask ur question

Answer:

LN = 4 units

Step-by-step explanation:

Since M is on LN , then

LN = LM + MN , that is

4x = 3 + x ( subtract x from both sides )

3x = 3 ( divide both sides by 3 )

x = 1

Then

LN = 3 + x = 3 + 1 = 4

The required length of the line LN = 4.

Given that,
Point M is on the line segment LN. Given LN=4x, MN= x, and LM=3,  to determine the numerical length of LN.

The line is a curve showing the shortest distance between 2 points.

LN = LM + MN
4x = 3 + x
4x - x = 3
3x = 3
x = 3 / 3
x = 1

Length of LN
LN = 4x
     = 4 * (1)
     = 4

Thus the required length of the line LN = 4.

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Answer:

x=60

Step-by-step explanation:

(1/6)(x+6)=11

Multiply both sides by six:

(6)(1/6)(x+6)=11(6)

x+6=66

Take six from both sides:

x+6-6=66-6

x=60

Answer:

0.125

Step-by-step explanation:

0.5 x 0.5 x 0.5 = 0.125

Answer:

d

Step-by-step explanation:

just made a 100

The statement "Because golfers may use both magnetic bracelets and expensive golf clubs, it will be difficult to determine which variable contributes most to longer shots." best describes the confounding variable.

A confounding variable is a third variable used to examine research based on a cause and effect relationship.

Therefore, we have determined that statement D "Because golfers may use both magnetic bracelets and expensive golf clubs, it will be difficult to determine which variable contributes most to longer shots." best describes the effect of the confounding variable.

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Answer:

1. T test for independent means

2. T test for dependent means

3. T test for dependent means

Step-by-step explanation:

In number 1, the two groups are unrelated. The first group has 25 subjects and they're all unemployed. The second group has 24 subjects and their employment status is not stated and might not be the same all through. Also, the first group is receiving a new type of job skills program while the second group is taking the standard job skills program.

- The groups in the experiment are unrelated

- The tests in the research are unrelated

- The purpose of the research is unreasonable - the researcher seeks to measure how well all 49 subjects perform on 'a' job skills test! No comparison between the scores or mean scores of the two groups.

In number 2, the researcher uses the same subjects and also measures the same variable but twice. This is a good example of a study where the t test for dependent means can be taken. Same applies in case 3.

Answer:

Step-by-step explanation:

simpify each term

x- 2/x +3+ 10/x -9

combine fractions

x+3 -9 + 8/x

find common denominator then simplify terms                          [tex]\frac{x*x}{x}+\frac{3x}{x}+\frac{-9x}{x}+\frac{8}{x}[/tex]

[tex]\frac{x^{2}-6x+8 }{x}[/tex]

factor

[tex]\frac{(x-4) (x-2)}{x}[/tex]

Answer:

(x−4)(x−2)x

Step-by-step explanation:

Answer

87.72

Step-by-step explanation:

7.5% of 68 is 5.1 so 68+5.1=73.1

20% of 73.1=14.62 sooooo                        14.62+73.1=87.72

Answer:

A = 21

B = 5

Step-by-step explanation:

1 meter = 100 centimeters

This means that she has 320cm of ribbon. Now you need to divide 320 by 15

320/15 = 21.3333333333

So to check your work you could multiply 15 by 21

15 x 21 = 315

This answer is less than 320 so you now know that Nabiha can cut 21 pieces of ribbon that are 15cm long. You also know that the remaining piece is 320 - 315 = 5.

Please award me brainiest! Hope this helps!

Answer:

0.0035 = 0.35% probability that the mean amplifier output would be greater than 432.1 watts.

Step-by-step explanation:

To solve this question, we need to understand the normal probability distribution and the central limit theorem.

Normal Probability Distribution:

Problems of normal distributions can be solved using the z-score formula.

In a set with mean [tex]\mu[/tex] and standard deviation [tex]\sigma[/tex], the z-score of a measure X is given by:

[tex]Z = \frac{X - \mu}{\sigma}[/tex]

The Z-score measures how many standard deviations the measure is from the mean. After finding the Z-score, we look at the z-score table and find the p-value associated with this z-score. This p-value is the probability that the value of the measure is smaller than X, that is, the percentile of X. Subtracting 1 by the p-value, we get the probability that the value of the measure is greater than X.

Central Limit Theorem

The Central Limit Theorem estabilishes that, for a normally distributed random variable X, with mean [tex]\mu[/tex] and standard deviation [tex]\sigma[/tex], the sampling distribution of the sample means with size n can be approximated to a normal distribution with mean [tex]\mu[/tex] and standard deviation [tex]s = \frac{\sigma}{\sqrt{n}}[/tex].

For a skewed variable, the Central Limit Theorem can also be applied, as long as n is at least 30.

Mean output of 429 watts with a standard deviation of 10 watts.

This means that [tex]\mu = 429, \sigma = 10[/tex]

Sample of 76:

This means that [tex]n = 76, s = \frac{10}{\sqrt{76}} = 1.147[/tex]

What is the probability that the mean amplifier output would be greater than 432.1 watts?

This is 1 subtracted by the pvalue of Z when X = 432.1. So

[tex]Z = \frac{X - \mu}{\sigma}[/tex]

By the Central Limit Theorem

[tex]Z = \frac{X - \mu}{s}[/tex]

[tex]Z = \frac{432.1 - 429}{1.147}[/tex]

[tex]Z = 2.7[/tex]

[tex]Z = 2.7[/tex] has a pvalue of 0.9965

1 - 0.9965 = 0.0035

0.0035 = 0.35% probability that the mean amplifier output would be greater than 432.1 watts.

9514 1404 393

Answer:

  (B)  14

Step-by-step explanation:

"d" is a value that makes the function be zero. The x-intercepts (zeros) of the function are at x=-6 and x=14, corresponding to factors (x +6) and (x -14). The (x+6) factor is already given in the equation, so we must conclude d=14.

Answer: 135/pi

Step-by-step explanation: Circumference is 16pi. So then 6/16pi is the fraction of the 360 arc measure of the entire circle that is the angle measure of the arc, so we multiply 6/16pi times 360 and yield 135/pi. Hope this helps!

Answer: Equation: 2n+7=25 Number: n=9

Step-by-step explanation: Twice a number is 2 × n= 2n. 7 more is +7. Hence we get 2n+7=25. Subtract 7 from both sides then divide by 2 and we get 9!

Answer:

9

Step-by-step explanation:

Work backwards

25 - 7 = 18

18 ÷ 2 = 9

You can solve the problem normally to check.

9 × 2 = 18

18 + 7 = 25

That proves that the answer is right. Hope this helps you! Let me know how you did!

Answer:

Isosceles

Step-by-step explanation:

Because an equilateral triangle is also isosceles, all triangles are either scalene or isosceles. But when people call a triangle isosceles, they're usually referring to a triangle with only two equal sides, because if the triangle had three equal sides, they'd call it equilateral.

Answer:

Do you mean an MP3 player?

Step-by-step explanation:

Answer:

I think 1

Step-by-step explanation:

If I'm wrong I'm sorry I haven't done this since middle school

Answer:

-10

Step-by-step explanation:

a= -4

b = -2

5(a-b)

5( -4 - (-2))

5( -4 + 2)

5(-2)

-10

Answer:

the 3rd graph

Step-by-step explanation:

The graph which represents x-y = 1 is; The 3rd graph.

From the task content, the given equation of the line is; x - y = 1.

By rearranging the equation to take the slope-intercept form;.

Hence, slope of the graph is 1 and the y-intercept of the graph is -1.

On this note, only the 3rd graph satisfies the conditions above.

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Answer:

i love fishing!

Step-by-step explanation:

Answer:

I think its D

Step-by-step explanation:

Answer:

360

Step-by-step explanation:

V= L•W•H/3

10×12×9÷3

Answer:

5. x = -1 or x = -3

6. b = -2 or b = 6

7. n = 5 or n = 4

Step-by-step explanation:

5. x² + 4x + 3 = 0

Factorize

x² + 3x + x + 3 = 0

x(x + 3) +1(x + 3) = 0

(x + 1)(x + 3) = 0

Set each of the factors equal to zero and solve for x

x + 1 = 0 or x + 3 = 0

x = -1 or x = -3

6. b² - 4b - 14 = -2

Put all terms on one side of the equation leaving zero on one side

b² - 4b - 14 + 2 = 0

b² - 4b - 12 = 0

Factorize

b² - 6b + 2b - 12 = 0

b(b - 6) +2(b - 6) = 0

(b + 2)(b - 6) = 0

Set each of the factors equal to zero and solve for b

b + 2 = 0 or b - 6 = 0

b = -2 or b = 6

7. n² = 9n - 20

Put all terms on one side of the equation leaving zero on one side

n² - 9n + 20 = 0

n² - 5n - 4n + 20 = 0

n(n - 5) -4(n - 5) = 0

(n - 5)(n - 4) = 0

Set each of the factors equal to zero and solve for b

n - 5 = 0 or n - 4 = 0

n = 5 or n = 4

Answer:

The answer to your problem is 1 5/6

Answer:

11/6

Step-by-step explanation:

First you need to get a common denomintor in order to add fractions.  Here you can multiply 6/3 by two to get 12/6.  Then you can just do 12/6-1/6 since adding a negative number is the same as subtracting, leaving you with 11/6, which cannot be reduced so that is your final answer.

Answer:

30 square meters

Step-by-step explanation:

there is none im just saying

Answer:

c

Step-by-step explanation:

ka

The area of the school is about 827 m² less than the area of the museum.

Area is the amount of area occupied by an object's flat (2-D) surface or shape.

Given:

Sammy finds satellite images of a school and a museum. They put the images on a coordinate grid (shown below).

School coordinate values are in meters.

To find the area of the school:

The school is rectangular.

Area of the rectangle = length x width

To find the length,

use distance formula.

We interpreted coordinates,

Fort length (-20, 20) and (-40, 80)

For width (-50, 10) and (80, -20)

Distance of length = √(60)²+(-20)² = 20√10

Distance of width = √(30)²+(10)² = 10√10

Area of the rectangle = length x width

Area of the rectangle = 20√10 x 10√10 = 2000 m²

The area of the museum is πr².

And r = 30

The area of the museum  =  π(30)². ≈ 2827 m².

Subtracting the area's = 827 m².

Therefore, the area of the school is about 827 m² less than the area of the museum.

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The tangent line to f(x) = e ˣ at the point x = 2 has slope equal to f ' (2):

f(x) = e ˣ   →   f '(x) = e ˣ   →   f ' (2) = e ²

At x = 2, the function takes on a value of f (2) = e ². Use the point-slope formula to get the equation of the tangent line:

y - e ² = e ² (x - 2)

Solve for y :

y = e ² x - e ²

Answer:

y=-x+4

The equation is in the form y=mx+c, where m is the slope and c is the y-intercept, so we know that the slope (m) is -1, and the y-intercept (c) is 4.

The y-intercept is the value of y when x=0. So you can mark (0,4) as a point on the line.

The next thing I would do is take any value for x and find another point on the line. Let's let x=2:

y=-2+4

y=2

So now we know another point on the line (2,2). Mark this on the graph too.

Then connect these two points and extend to the line to finish off your graph, and you're done!

(PS: if the whole 'y-intercept' thing gives you a headache, you can just pick any two values for x, sub them in to find the points, mark those points and connect. There's also a method for graphing using just the slope and y-intercept, but the method above is usually what people prefer to do)

I've attached a sketch that corresponds to my answer to give you an idea:

Answer: umm it k

Step-by-step explanation: k+g-g=k

g-g=0

k=k