Whose limeade has a weaker like flavor?

Answer:

3 - b=12

4- b=14.1

Step-by-step explanation:

Area of the bookshelf=864 square inches

the book shelf is a rectangular prism

if we have height=4b, width=3b, length=b

then the area=length * width

A=(l*w)*2 ( we have 2 shelves)

864=(b*3b)*2

864=6b²

b²=864/6=144

b=√144= 12 inches

4- to cover the sides :

(height * length)*2   ( we have 2 sides)

(4b*b)×2=1600

8b²=1600

b²=1600/8=200

b=√200=14.1

Answer:

Question #3:  b = 12 in

Question #4:  b = 14.1 in

Step-by-step explanation:

Please see in the image attached the actual proportions that the furniture manufacturer uses to build the furniture in question:

Height = 4 b

Width = 3 b

Depth = b

So for question #3, given that the customer wants a total surface of the shaded shelves to be 864 \(in^2\)

we can write that one wants twice the area of each rectangle of width 3 b and depth b to total 864:

\(2\,(3b\,*\,b)=864\\6 b^2=864\\b^2=864/6\\b^2=144\\b=12\,\,in\)

Question # 4:

The total lateral surface to be covered by the silk is 1600 \(in^2\), therefore if we consider the surface of each lateral plank as:

Area of each lateral plank :

\((4b)\,(b) = 4\,b^2\)

Then twice these is: \(8\, b^2\)

So we can solve for be requesting that these total surface equal the amount of silk:

\(8\,b^2=1600\\b^2=1600/8\\b^2=200\\b=\sqrt{200} \\b\approx 14.1421\,\,in\)

which rounded to the nearest tenth of an inch gives:

\(b\approx 14.1\,\,in\)

Answer:

Step-by-step explanation: the very first on the right goes in the second box and the 4th one on the right goes at the top

Answer:

The slope is 2 and the y intercept is 6

Step-by-step explanation:

y = 2x+6

This is in slope intercept form

y = mx+b where m is the slope and b is the y intercept

The slope is 2 and the y intercept is 6

Answer:

2

Step-by-step explanation:

slope intercept form is

y = mx + b

m is the slope and b is the y-intercept

y = 2x + 6

m = 2

Slope is 2

The gecko is about 10⁵ times bigger than the mite in length.

An equation is an expression that shows the relationship between two or more numbers and variables.

1 cm = 10 ml

The dust mite measures 10⁻³ ml. The gecko measures 10 cm

Length of gecko = 10 cm = 10 cm * 10 ml per cm = 100 ml

Magnitude of gecko to mite = 100 ml / 10⁻³ ml = 10⁵

The gecko is about 10⁵ times bigger than the mite in length.

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Answer:

it is 5

Step-by-step explanation:

The smallest number of eggs that could have been in the box is 1134

The problem is to find the smallest number of eggs that could have been in the box, given the remainder when taking them out by different numbers. Here are the moves toward tackling it:

Allow n to be the quantity of eggs in the container. Then we have the accompanying arrangement of congruences:

n ≡ 1 (mod 2)

n ≡ 1 (mod 3)

n ≡ 1 (mod 4)

n ≡ 1 (mod 5)

n ≡ 1 (mod 6)

n ≡ 0 (mod 7)

For this problem, we have k = 6 k = 6, a i = {1,1,1,1,1,0} a_i = {1,1,1,1,1,0}, M i = {1260,840,630,504,420,720} M_i = {1260,840,630,504,420,720}, and y i = {−1,−2,−3,-4,-5,-6} y_i = {-1,-2,-3,-4,-5,-6}.

Plugging these values into the formula and simplifying modulo 5040, we get:

n = (−1260 + −1680 + −1890 + −2016 + −2100 + 0) mod 5040

n = (−8946) mod 5040

n = (−3906) mod 5040

n = 1134 mod 5040

Therefore, the smallest number of eggs that could have been in the box is 1134

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Answer:

$540.80 after 2 years

Step-by-step explanation:

$500 x 0.04 = $520, first year

$520 x 0.04 = $540.80, second year

Answer:

Interest = $40

Step-by-step explanation:

We know Interest = PRT.

First, plug in the numbers:

Interest = $500 * 4% * 2

Then calculate:

Interest = $500 * \(\frac{4}{100}\) * 2

Interest = $500 * \(\frac{8}{100}\)

Interest = \(\frac{4000}{100}\)

Interest = $40

Answer:

Quadrant III

Step-by-step explanation:

Because both numbers are negative, the point lands in Quadrant III.

Answer:

133.33 years

Step-by-step explanation:

Given that:

Principal = $500

Interest rate (r) = 1.5% = 0.015

Triple amount of principal = $500 * 3 = $1500 = final amount (A)

Number of years (t) =?

Using the relation :

A = P(1 + rt)

1500 = 500(1 + 0.015t)

1500 / 500 = 1 + 0.015t

3 = 1 + 0.015t

3 - 1= 0.015t

2 = 0.015t

2 / 0.015 = 0.015t / 0.015

133.333 = t

133.33 years

Answer:

I think it is 3 feet

Step-by-step explanation:

12:9 is equal to 4:3

4:? should also be equal to 4:3, so ?=3

Hope this helps

let me know if it does and if it is right

Answer:

c/sin(60°) = 14/sin(25°)

c = 14sin(60°)/sin(25°) = 28.7

Answer:

see below

Step-by-step explanation:

-6.75  is a rational real number

   since it is not a whole number or a counting number

sqrt(175) = 5 sqrt(7) = irrational real number

     since sqrt(7) is irrational

5 pi = irrational real number

      since pi is irrational

30/3 = 10 = natural , whole, integer, rational, real number

since this is a counting number

- sqrt(9) = -3  integer, rational, real number

since this is negative

Answer:

see attached

Step-by-step explanation:

Answer:

$136

green lawn

\( \huge\fbox\orange{ANSWER} \)

\( \mathsf \purple{v = l \times w \times h}\)

\( \mathsf \pink{v = 4.4 \times 2.9 \times 1}\)

\( \mathsf \purple{v = 12.76 {yd}^{3} }\)

12.76 cubic yards

The required expression is v(t) = 80,000 - $6000t

Cost of the truck =  $80,000

Depreciation rate = $6000/year

Cost price is that price for buyer which he pays to seller for an object or product.

Required expression-

m = $6000
t = time in years
b = original price
v(t) = mt + b
v(t) = -$6000t + $80000

negative sign for depreciation

Thus, the required expression is v(t) = 80,000 - $6000t

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A mathematical description of hexagon is given above.

In geometry, a polygon is a plane figure that is described by a finite number of straight line segments connected to form a closed polygonal chain.

The bounded plane region, the bounding circuit, or the two together, may be called a polygon.

The segments of a polygonal circuit are called its edges or sides.

Given is hexagon.

In geometry, a hexagon is a six-sided polygon creating the outline of a cube. The total of the internal angles of any simple (non-self-intersecting) hexagon is 720°.

A regular hexagon is defined as a hexagon that is both equilateral and equiangular. It is bicentric, meaning that it is both cyclic (has a circumscribed circle) and tangential (has an inscribed circle).

Therefore, a mathematical description of hexagon is given above.

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the ratio of the luminosity of star A to the luminosity of star B is approximately 39.7, with an accuracy of 0.1.

What is the rationale for the above response?

The luminosity of a star is proportional to the fourth power of its radius and the second power of its temperature, i.e.,

L ∝\(R^2T^4\)

Let La and Lb be the luminosities of stars A and B, respectively, and let Ta and Tb be their surface temperatures. We are given that Ta = 3Tb and Ra = 0.7Rb.

Using the luminosity equation, we can write:

La÷Lb = \((Ra/Rb) (T_a/T_b)^4\)

= \((0.7R_b/R_b)^2 (3T_b/T_b)^4\)

= 0.49 × 81

= 39.69

Therefore, the ratio of the luminosity of star A to the luminosity of star B is approximately 39.7, to an accuracy of 0.1.

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The number of green fish are in the aquarium is 6.

Given that,

The aquarium has 3 more yellow fish than green fish.

60 percent of the fish are yellow.

Let us assume the green fishes be x and the yellow fishes are y.

Total no of fished = x + y.

And, y = x + 3

Based on the above information, the calculation is as follows:

Now, put y = x + 3

So,  

60%(y+x)=y

\(\frac{60}{100}(x+3+x)=x+3\)

60(2x+3)=100(x+3)

120x + 180 = 100x + 300

20x = 120

x = 6

Hence the number of green fishes are x=6  

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Attitude, beliefs, and knowledge shape a teacher's delivery: attitude affects engagement, beliefs influence instructional decisions, and knowledge enables effective communication and learning facilitation.

Attitude, beliefs, and knowledge play crucial roles in shaping how a teacher delivers a lesson. Here's a detailed explanation of their impacts:

Attitude:

Attitude refers to a teacher's mindset, emotions, and approach towards teaching. A positive attitude fosters enthusiasm, motivation, and a genuine passion for the subject matter. This translates into an engaging and dynamic teaching style, creating an environment conducive to learning. Conversely, a negative attitude can lead to disinterest, lack of enthusiasm, and a disengaged teaching approach, which can hinder students' engagement and comprehension.

Beliefs:

A teacher's beliefs influence their instructional decisions and pedagogical strategies. Beliefs about students' capabilities, learning styles, and the purpose of education can shape the teacher's approach to delivering a lesson. For example, if a teacher believes that all students have the potential to succeed, they may employ differentiated instruction techniques to cater to diverse learning needs. Conversely, if a teacher holds limiting beliefs about students' abilities, they may adopt a one-size-fits-all approach, which may hinder student progress.

Knowledge:

A teacher's knowledge encompasses both subject matter expertise and pedagogical content knowledge. Profound knowledge of the subject allows a teacher to effectively structure and present the lesson, answer student queries, and provide relevant examples. Pedagogical content knowledge helps in selecting appropriate instructional strategies, adapting to student needs, and assessing learning effectively. Without a strong knowledge base, a teacher may struggle to deliver accurate information, engage students, or address misconceptions.

Collectively, attitude, beliefs, and knowledge significantly impact a teacher's delivery of a lesson. A positive attitude enhances student motivation and engagement. Strong beliefs in students' potential and individualized instruction foster a supportive learning environment. Adequate subject knowledge and pedagogical skills enable effective communication and facilitate meaningful learning experiences. By combining these elements, teachers can create an impactful and effective learning environment that nurtures student growth and achievement.

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The value of given operation for all integers x and y is given as -6 therefore option (C) is correct.

An integer is a mathematical concept that represents a whole number without any fractional or decimal part. In other words, it is a number that can be expressed without any remainder or fractional component. Integers include positive numbers (such as 1, 2, 3), negative numbers (such as -1, -2, -3), and zero (0). Integers are used in various mathematical operations, such as addition, subtraction, multiplication, and division.

In mathematics, an operation is a function which takes zero or more input values (also called "operands" or "arguments") to a well-defined output value. The number of operands is the arity of the operation.

The given operation is defined as follows:

x ⊕ y = x × y - 3 ·x

We can substitute the values provided in the question to evaluate the expression (3 ⊕ 5) ⊕ 2:

(3 ⊕ 5) ⊕ 2

= (3 * 5 - 3 * 3) ⊕ 2 [Using the definition of the given operation]

= (15 - 9) ⊕ 2

= 6 ⊕ 2

= 6 * 2 - 3 * 6 [Using the definition of the given operation]

= 12 - 18

= -6

Therefore, the value of (3 ⊕ 5) ⊕ 2 is -6, which corresponds to option (C) in the provided choices.

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The value of given operation for all integers x and y is given as -6 therefore option (C) is correct.

An integer is a mathematical concept that represents a whole number without any fractional or decimal part. In other words, it is a number that can be expressed without any remainder or fractional component. Integers include positive numbers (such as 1, 2, 3), negative numbers (such as -1, -2, -3), and zero (0). Integers are used in various mathematical operations, such as addition, subtraction, multiplication, and division.

In mathematics, an operation is a function which takes zero or more input values (also called "operands" or "arguments") to a well-defined output value. The number of operands is the arity of the operation.

The given operation is defined as follows:

x ⊕ y = x × y - 3 ·x

We can substitute the values provided in the question to evaluate the expression (3 ⊕ 5) ⊕ 2:

(3 ⊕ 5) ⊕ 2

= (3 * 5 - 3 * 3) ⊕ 2 [Using the definition of the given operation]

= (15 - 9) ⊕ 2

= 6 ⊕ 2

= 6 * 2 - 3 * 6 [Using the definition of the given operation]

= 12 - 18

= -6

Therefore, the value of (3 ⊕ 5) ⊕ 2 is -6, which corresponds to option (C) in the provided choices.

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Answer:

1.14,57

2.14,

3.15,15

Step-by-step explanation:

we are going to use sines theorem,

 a/Sina=b/sinb

it is obvious that sin90°=1

then , 17=x/sin59°

17=x/sin(60°)

17=x/sin(63°)

Answer:

38%

Step-by-step explanation:

38% of 250 = 95

How to solve it:

\(\frac{38 * 250}{100} =95\)

The cost of ordering shirts for a club is 268 units.

Define Function.

A function, according to a technical definition, is a relationship between a set of inputs and a set of possible outputs, where each input is connected to precisely one output.

 This means that a function f will map an object x exactly to one object f(x) in the set of possible outputs if the object x is in the set of inputs (called the codomain).

The statement that f is a function from X to Y using the function notation f: X→Y

The function that represents the cost of the shirts(x) is f(x) = 8x+12

Now, for x = 32

 f(x) = 8x+12

f(32) = 8(32) + 12

        = 256 +12

f(32) = 268 units

.

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Answer:

yah for some reason i cant find it

Answer:

sssssssssssssss

Step-by-step explanation:

Answer:

15.6.

Step-by-step explanation:

5-44• (-0.75) - 18 ÷ 2/3 • 0.8 + (-4/5)

= 5 + 33 - 27*0.8 - 0.8

= 5 + 33 -21.6 - 0.8

= 15.6.

The solution of the expression will be;

⇒ - 50.4

What is Mathematical expression?

Mathematical expression is defined as the collection of the numbers variables and functions by using operations like addition, subtraction, multiplication, and division.

Given that;

The expression is,

⇒ 5 - 44• (-0.75) - 18 ÷ 2/3 • 0.8 + (-4/5)​

Now,

Solve the expression as;

⇒ 5 - 44 • (-0.75) - 18 ÷ 2/3 • 0.8 + (-4/5)​

⇒ 5 - 44 • (-0.75) - 18 × 3/2 • 0.8 + (-4/5)​

⇒ 5 - 44• (-0.75) - 27 • 0.8 + (-4/5)​

⇒ 5 - 33 - 21.6 - 0.8

⇒ - 50.4

Thus, The solution of the expression will be;

⇒ - 50.4

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Answer:

$2500

Step-by-step explanation:

Given data

Percent commission from sale= 2%

We are told that an associate earned $50 from sales

Let the amount of the sales be x

so

2/100*x= 50

0.02x=50

Divide both sides by 0.02

x=50/0.02

x=2500

Hence the sales made was $2500

Answer:

i tried so i hope this helps you

The correct answer is: a. the first card is the better choice because the daily periodic interest on the first card is 0.046%, compared to 0.049% on the second card.

APR, or Annual Percentage Rate, is a standardized measure of the cost of borrowing money, expressed as an annual percentage of the total amount borrowed. It includes both the interest rate and any additional fees or charges associated with the loan, such as origination fees or closing costs.

APR is designed to make it easier for borrowers to compare the true cost of borrowing money from different lenders, as it provides a standardized measure of the total cost of the loan. By law, lenders are required to disclose the APR to borrowers before they agree to the terms of a loan.

To determine which card is the better choice, we need to compare the annual percentage rate (APR) for each card.

For the first card, the APR is 16.7%. To find the daily periodic interest rate, we can divide the APR by 365 (the number of days in a year):

daily periodic interest rate = 16.7% / 365 = 0.0458%

For the second card, the daily periodic interest rate is given as 0.049%.

Comparing the daily periodic interest rates, we can see that the second card has a higher rate (0.049% > 0.0458%). Therefore, the first card would be the better choice, as it has a lower daily periodic interest rate and a lower overall APR.

The correct answer is: a. the first card is the better choice because the daily periodic interest on the first card is 0.046%, compared to 0.049% on the second card.

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