The equation A=[tex]s^2[/tex] can be used to calculate the area of a square, where A stands for the square's surface area and s for one of its sides.
a. The area of the frame is equal to 4x * s + [tex]4x^2[/tex] if one side of the image is s inches long.
b. The overall area is 16x * s + [tex]16x^2[/tex] if Jada determines she actually wants four photo frames.
a. If the length of one side of the picture frame is s inches, then the length of one side of the frame is (s + x) inches, where x is the width of the frame (assuming the frame is a uniform width on all sides). The following expression is used to represent the frame's area:
Area of the frame = (s + 2x) * (s + 2x) - s * s
Area of the frame = 4x * s + [tex]4x^2[/tex]
b. In the event that Jada determines she actually requires four photo frames, the statement that denotes the entire space is:
Total area = 4 * (4x * s + [tex]4x^2[/tex])
Total area = 16x * s + [tex]16x^2[/tex]
c. If Jada decided to buy one picture frame with a side 4 times longer than the first, then the length of one side of the larger frame is 4s inches. The expression that represents the area of the larger frame is:
Area of the larger frame = (4s + 2x) * (4s + 2x) - (4s) * (4s)
Area of the larger frame = 16x * s + [tex]4x^2 + 16s^2[/tex]
d. If the length of one side of the original frame was 8 inches, then:
i. The original picture frame has an area of A = [tex]s^2[/tex]
The original picture frame has an area of A = [tex]8^2[/tex]
The original picture frame has an area of A = 64 square inches.
ii. Four of the original picture frames have a total area of:
Total area = 4 * A
Total area = 4 * 64
Total area = 256 square inches.
iii. One picture frame with a side 4 times as long has an area of:
Area of the larger frame = [tex](4s)^2[/tex]
Area of the larger frame = [tex]16s^2[/tex]
Area of the larger frame = [tex]16 * 8^2[/tex]
The area of the larger frame is 1024 square inches.
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An expression is shown below. √87x For which value of x should the expression be further simplified?
√87x = √(x * 87) = √(x * 3 * 29)
If x is a perfect square, say x = a^2, then we can rewrite the expression as:
√(a^2 * 3 * 29) = a√(3 * 29)
In this form, the expression is simplified further, because a is a constant and √(3 * 29) is a simplified radical.
Therefore, to simplify the expression √87x further, we need x to be a perfect square.
The expression √87x cannot be further simplified because the square root and the variable are multiplied together. However, it is possible that the expression was meant to be written as √(87x) with the entire expression under the square root symbol. In this case, the expression can be further simplified by evaluating the square root of 87 times x, but the value of x is not relevant to this simplification.
Please help with this question, it is math
Using elimination method to solve the system of linear equations, the workout plans lasts for 3/2 and 1 hours respectively
How long does each workout plan last?Let's assume that a session of Plan A lasts for x hours and a session of Plan B lasts for y hours. We need to find the values of x and y.
From the given information, we can set up the following system of equations:
[tex]2x + 5y &= 8 \\8x + 3y &= 15[/tex]
We can solve this system by using the method of elimination. Multiplying the first equation by 8 and the second equation by 2, we get:
[tex]16x + 40y &= 64 \\16x + 6y &= 30[/tex]
Subtracting the second equation from the first, we get:
[tex]34y &= 34 \\y &= 1[/tex]
Substituting this value of y into the first equation, we get:
[tex]2x + 5(1) &= 8 \\2x &= 3 \\x &= \frac{3}{2}[/tex]
Therefore, a session of Plan A lasts for 3/2 hours, and a session of Plan B lasts for 1 hour.
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what is the pattern of the sequence 10, 11, 21, 32?
Example:
Sequence- 2, 6, 18, 54
Pattern- x3
The pattern of the sequence is "add increasing multiples of 9 starting with 1."
To find the pattern in the sequence 10, 11, 21, 32, follow these steps:
1. Identify the differences between consecutive terms:
11 - 10 = 1
21 - 11 = 10
32 - 21 = 11
2. Notice that the differences are increasing by 9 (10 - 1 = 9 and 11 - 10 = 1).
3. Based on this observation, the pattern can be described as adding a value that increases by 9 each time:
10 + 1 = 11
11 + 10 = 21
21 + 11 = 32
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A circle has 360 degrees. A right angle turns through of a circle, or off. Degrees
A right angle turns through a circle, or off, which is equal to 90 degrees.
A circle is a shape that has no edges or corners.
It is a closed shape that is formed by a curve that is equidistant from a fixed point, known as the center.
A degree is a unit of measurement that is used to Bangles.
It is equal to of a circle, and there are 360 degrees in a circle.
A right angle is an angle that measures 90 degrees.
It is formed when two lines or rays meet at a point and create a square corner.
When a right angle turns through a circle, it covers one-quarter of the circle, which is equal to 90 degrees.
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Help me quickly please!! Find RK if DK= 3.4
The length of the segment RK using the centroid theorem is: 10.2
How to Interpret the centroid theorem?The centroid is defined as the Centre point of the object. This is the point in which the three medians of the triangle intersect. It can also be defined as the point of intersection of all the three medians.
The centroid theorem states that the centroid of the triangle is at 2/3 of the distance from the vertex to the mid-point of the sides.
The parameter given is that:
D K = 3.4
Thus, by applying Centroid theorem, we have:
RD = 2(DK)
RD = 2 * 3.4
RD = 6.8
Thus:
RK = 6.8 + 3.4
RK = 10.2
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I need help real quick
By Pythagorean Theorem, the length of AC is 21.9feet.
How does the Pythagorean Theorem work and for what purposes?
The Pythagorean Theorem asserts that the square of the hypotenuse equals the sum of the squares of the legs of any right triangle. The formula serves as an illustration of this Theorem.
The Pythagorean Theorem can be used to determine the third side's length if you know the lengths of any two of a right triangle's sides.
From the given circle, the triangle ACD is right angle since it is a triangle in a semicircle
Hypotenuse = 26 feet = CD
Base side = AD = 14ft
Length AC
Use the theorem
26² = 14² + AC²
AC² = 676 - 196
AC² = 480
AC = 21.9 feet
Hence the length of AC is 21.9feet.
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To me this question is confusing, please help.
The trees in a forest are suffering from a disease. The population of trees, p, in thousands, is modeled by the equation p=90⋅(34)^t, where t is the number of years since 2000. What is the last year when the population was more than 250,000?
The last year in which the population was more than 250,000 is ____
The last year when the population was more than 250,000 was 2005.
What is the natural logarithm?
The natural logarithm, denoted by ln(x), is a mathematical function that gives the logarithm of a number x with respect to the base e, where e is the mathematical constant approximately equal to 2.71828.
We can start by setting up the equation p = 250, where p represents the population in thousands. Then, we can solve for t, the number of years since 2000:
[tex]250 = 90*(34)^t[/tex]
[tex](34)^t = 250/90[/tex]
[tex](34)^t = 2.777...[/tex]
Taking the natural logarithm of both sides, we get:
t ln(34) = ln(2.777...)
t = ln(2.777...)/ln(34)
t ≈ 4.4
So, the population was more than 250,000 in the year 2000 + 4.4 ≈ 2004.4, which we can round up to 2005.
Therefore, the last year when the population was more than 250,000 was 2005.
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help asap will give brainliest!
Step-by-step explanation:
There are a total of 6 sides
two are 3 x 6 m^2
two are 3x 5 m^2
two are 6 x 5 m^2
Area = 2 ( 3x6 + 3x5 + 6x5) = 126 m^2
Can you like show the work too please and thank you!!!
Answer:
area = 288.62 mm²
Step-by-step explanation:
To find the area we divide the complex shape into simple shapes whose areas we can find.
There is a rectangle in the center.
There are 2 congruent triangles on the sides.
We have the lengths of 2 perpendicular sides of the triangles, so they are the base and height.
For the rectangle, we only have the width. We need to find the length.
The length of the rectangle is the hypotenuse of the triangles.
We use the Pythagorean theorem to find the length of the hypotenuse of the right triangle. That is the length of the rectangle.
a² + b² = c²
(10.4 mm)² + (15.3 mm)² = c²
c² = 342.25 mm²
c = 18.5 mm
area = area of triangles + area of rectangle
area = 2 × (1/2)bh + LW
area = 2 × (1/2) × 15.3 mm × 10.4 mm + 18.5 mm × 7 mm
area = 159.12 mm² + 129.5 mm²
area = 288.62 mm²
What is the median of 1 3/4 and 1 2/3?
Answer:
Step-by-step explanation:
In numerical order:
[tex]1\frac{2}{3},1\frac{3}{4}[/tex]
Since there are only 2 scores the median(middle score) will be the same as the mean:
[tex](1\frac{2}{3}+ 1\frac{3}{4}) \div 2=(\frac{20}{12}+ \frac{21}{12}) \div 2=\frac{41}{12} \times \frac{1}{2} =\frac{41}{24}=1\frac{17}{24}[/tex]
How many ways can 8 people be assigned to 2 triple and 2 double rooms
Answer:
66 ways in the triple rooms, 28 ways in the double rooms
Step-by-step explanation:
In total: 8 people;
There are 2 triple rooms, so 3 people can live in one triple room:
In the first triple room:
8×7×6 = 336 / 3×2×1 = 56 ways (we have to divide the number of ways by the factorial, because the order of people doesn't matter)
In the second triple room:
5×4×3 = 60 / 3×2×1 = 10 ways (since we can't choose the same people from the first triple room)
In total: 56+10 = 66 ways
Now, double rooms:
Ir the first double room:
8×7 = 56 / 2×1 = 28 ways
In the second double room:
6×5 = 30 / 2×1 = 15 ways
In total: 28+15 = 43 ways
I don't know if I got this right, though...
URGENT!!!!! I NEED HELP ON THIS MATH PROBLEM NOW.
Answer:
HERE'S YOUR ANSWERHOPE IT WILL HELP YOU!!( ꈍᴗꈍ)( ꈍᴗꈍ)How do I solve this ??
The match would be given as
[tex]\left[\begin{array}{ccc}18\\-24\\\end{array}\right]=[/tex][tex]A=3\left[\begin{array}{ccc}6\\-8\\\end{array}\right][/tex]
[tex]\left[\begin{array}{ccc}-24\\36\\\end{array}\right]=[/tex][tex]D=3\left[\begin{array}{ccc}-8\\12\\\end{array}\right][/tex]
How to solve the matrixIn mathematics, a matrix is a rectangular array of numbers, symbols, or expressions arranged in rows and columns. Matrices are used extensively in various branches of mathematics such as linear algebra, calculus, and statistics, as well as in fields such as physics, engineering, and computer science.
1. [tex]A=3\left[\begin{array}{ccc}6\\-8\\\end{array}\right] =\\[/tex]
We are to multiply the values that are in the matrix by 3. This is a 1 x 2 matrix
3 * 6 = 18, 3 * -8 = -24
Hence we would have
[tex]\left[\begin{array}{ccc}18\\-24\\\end{array}\right][/tex]
2. [tex]D=3\left[\begin{array}{ccc}-8\\12\\\end{array}\right] =[/tex]
we will multiply as:
3 * -8 = -24
3 * 12 = 36
Hence [tex]\left[\begin{array}{ccc}-24\\36\\\end{array}\right][/tex]
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Hi can someone who is good at math please help me with this math question. I'm really struggling with it.
Bill is playing hide-and-seek with Samantha and Alexa. Samantha is hiding 12 meters south of Bill, and Alexa is hiding due east of Samantha. If Bill is 13 meters from Alexa, how far apart are Samantha and Alexa?
This problem is a Pythagorean theorem word problem!
____________________
hopes it's helps
In triangle ABC, point D lies on side BC such that ΔABD and ΔACD have the same perimeter. Points E and F are constructed on sides CA and AB in a similar manner, respectively, each dividing ΔABC into two triangles of equal perimeter. If BD=5, DC=3, and the perimeter of ΔABC is 18, what is the ratio of the area of ΔDEF to the area of ΔABC?
Answer:
10
Step-by-step explanation:
Ready
Chef Allen wants to know how much he will pay for different amounts of beans.
Plot two points that show the cost of
15 pounds and 20 pounds of beans,
Cost (dollars)
20
18
16
14
12
10
8
6
4
2
0
05
Cost of Beans
10 15 20 25 30 35 40 45 50
Beans (pounds)
The graph of the following function has been attached with the answer.
What Does Graphing Functions Mean?The procedure of graphing a function entails drawing the graph (curve) of the relevant function. While it is relatively straightforward to graph simple functions like linear, quadratic, cubic, etc., complex functions like rational, logarithmic, etc. call for knowledge and a comprehension of specific mathematical concepts.
In order to graph functions, one must first:
If possible, identifying the shape. A line would be the graph of a linear function of the type f(x) = axe + b, for instance; a parabola would be the graph of a quadratic function of the form f(x) = ax2 + bx + c.
Determining some of its points involves substituting some arbitrary values for x and then using the function to determine the corresponding values for y.
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By influencing some of its points' x values to random numbers, the function can be used to find the equivalent values for y.
What Does Graphing Functions Mean?Drawing the graph (curve) of the pertinent function is the first step in the process of graphing a function. While graphing basic functions like linear, quadratic, cubic, etc. is generally easy, complex functions like rational, logarithmic, etc. demand an understanding of and knowledge of particular mathematical concepts.
Prior to drawing a graph of a function, one must:
Identifying the form, if you can. For example, the graph of a linear function of the form f(x) = axe + b would be a line; the graph of a quadratic function of the form [tex]f(x)=ax^2+bx+c[/tex] would be a parabola.
By influencing some of its points' x values to random numbers, the function can be used to find the equivalent values for y.
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The graph is attached below,
would your confidence intervals of parts a and c be valid if the distribution of the original population were not normal?
The 95% confidence interval for μ is (80.52, 82.68).
To find the 95% confidence interval for the population mean (μ), we can use the following formula
CI = X ± z* (σ / √n)
where X is the sample mean, σ is the population standard deviation (unknown), n is the sample size, and z* is the critical value from the standard normal distribution corresponding to the desired confidence level (in this case, 95%).
The critical value z* can be found using a standard normal distribution table or calculator, or using a statistical software. For a 95% confidence level, the z* value is 1.96.
Plugging in the values given, we get
CI = 81.6 ± 1.96 × (5.4 / √100)
Simplifying this expression, we get
CI = 81.6 ± 1.08
= (80.52, 82.68)
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The given question is incomplete, the complete question is:
A random sample of 100 observations from a normally distributed population possesses a mean equal to 81.6 and a standard deviation equal to 5.4 . Find a 95% confidence interval for μ
Use the Pythagorean to find the missing side of this right triangle. the side on the right of the missing angle is 37 ft the side on the left is 35 ft
Answer:
a²=b²+c²
37²=35²+c²
1369=1225+c²
1369-1225=c²
144=c²
√144=√c²
12=c
c=12
Step-by-step explanation:
Use the Pythagoras threom. It's formula is a²=b²+c² where a=37, b=35 and c=?
Solve the equation
using square roots.
Round your solutions to
the nearest hundredth.
x² + 11 = 24
Answer:
3.606
Step-by-step explanation:
ur solving for x
:)
Explore the effect of an elementary row operation on the determinant of a matrix. State the row operation and describe how it affects the determinant. [9 1 8] [9 1 8]
[3 5 7] [a b c]
[a b c] [3 5 7]
Performing an elementary row operation on a matrix does not change its determinant.
An elementary row operation is a transformation of a matrix that involves interchanging two rows, multiplying a row by a nonzero scalar, or adding a scalar multiple of one row to another row.
Let A be a matrix and let B be the matrix obtained from A by performing an elementary row operation. We want to show that det(A) = det(B).
If the row operation involves interchanging two rows, then the determinant of the resulting matrix is the negative of the determinant of the original matrix.
If the row operation involves multiplying a row by a nonzero scalar, then the determinant of the resulting matrix is the scalar multiplied by the determinant of the original matrix.
If the row operation involves adding a scalar multiple of one row to another row, then the determinant of the resulting matrix is the same as the determinant of the original matrix.
In any case, the determinant of the matrix is preserved under elementary row operations. Therefore, performing an elementary row operation on a matrix does not change its determinant.
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given a price of $11 per gift box, how many boxes of chocolate should choco lovers produce? gift boxes what will the profit or loss be per gift box? $ per gift box c. suppose that choco lovers raises the price to $13 per gift box. now how many boxes should choco lovers produce? gift boxes what will the new profit or loss be per gift box?
The boxes of chocolate should choco lovers produce= $11
What are numbers?A number is a numerical unit of measurement and labeling in mathematics.
The natural numbers 1, 2, 3, 4, and so on are the first examples.
Number words are a linguistic way to express numbers.
Most commonly, specific numbers can be represented using symbols known as numerals; for instance, the numeral "5" stands in for the number five.
Basic numerals are frequently grouped in a numeral system, which is an ordered manner to represent any number, because only a small number of symbols can be learned.
The most widely used number system is the Hindu-Arabic number system, which enables the depiction of any number using a combination of 10 basic numerical symbols, or "digits."
Hence, The boxes of chocolate should choco lovers produce= $11
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report the level of significance. of ball bearings from this manufacturing process is 2.30 cm. based on the sample of 50 that you collected, is there evidence to suggest that the average diameter is greater than 2.30 cm? perform a hypothesis test for the population mean at alpha
Yes, there is evidence to suggest that the average diameter is greater than 2.30 cm.
To perform a hypothesis test for the population mean at alpha, use a two-tailed t-test. Assume the null hypothesis is that the average is equal to 2.30 cm and the alternative hypothesis is that the average is greater than 2.30 cm. Calculate the test statistic and then compare it to the critical value.
If the test statistic is greater than the critical value, then you can reject the null hypothesis and conclude that the average is greater than 2.30 cm.
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HELPHELP.
These inequalities refer to points on a horizontal number line.
-6.4 -2.9 and -2.9> -4.7
Which statement must be true?
B
A The point at -4.7 is farthest to the left on the number line.
The point at -6.4 is farthest to the left on the number line.
The point at -4.7 is farthest to the right on the number line.
The point at -6.4 is farthest to the right on the number line.
The point at -6.4 is farthest to the left on the number line" must be true.
The correct answer is A.
We have,
The inequality -2.9 > -4.7 tells us that the point at -2.9 is to the right of the point at -4.7 on the number line.
The points -6.4, -4.7, and -2.9 are on the number line, and we know that -2.9 is to the right of -4.7.
The point at -6.4 must be the farthest to the left on the number line.
So the statement "The point at -6.4 is farthest to the left on the number line" must be true.
Therefore,
The point at -6.4 is farthest to the left on the number line" must be true.
The correct answer is A.
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What is an equation of the line that passes through the points (8, 0) and (3, - 5)?
b) Let {v1,....,vn} be an othogonal basis for R^n and let W=span(v1,...,vk). Is it necessarily true that W(orthogonal complement) = span(v k+1,......,vn)?
Either prove that it is true or find a counterexample.
Yes, it is necessarily true that W(orthogonal complement) = span(v k+1,......,vn)
Since {v1,....,vn} is an othogonal basis for R^n, each vector in the basis is orthogonal to every other vector in the basis. Therefore, the vectors v1,....,vk are orthogonal to the vectors vk+1,....,vn, and vice versa. This means that any vector in W is orthogonal to any vector in span(vk+1,...,vn). Hence, W and span(vk+1,...,vn) are orthogonal complements of each other.
To show that W(orthogonal complement) = span(vk+1,...,vn), we need to show that any vector in W(orthogonal complement) is also in span(vk+1,...,vn) and vice versa.
et x be a vector in W(orthogonal complement). Then, x is orthogonal to every vector in W, which means x is orthogonal to v1,....,vk. Since {v1,....,vn} is a basis for R^n, any vector in R^n can be written as a linear combination of the basis vectors.
Therefore, we can write x as a linear combination of v k+1,......,vn. This shows that x is in span(vk+1,...,vn).
Conversely, let y be a vector in span(vk+1,...,vn). Then, we can write y as a linear combination of v k+1,......,vn. Since v1,....,vk are orthogonal to v k+1,......,vn, we have y is orthogonal to v1,....,vk. Therefore, y is in W(orthogonal complement).
Hence, W(orthogonal complement) = span(vk+1,...,vn).
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Alexa's friends got her a skydiving lesson for her birthday. Her helicopter took off from the skydiving center, ascending in an angle of 20 degrees, and traveled a distance of 3. 4 kilometers before she fell in a straight line perpendicular to the ground
Alexa landed approximately 11.2 kilometers from the skydiving center. To find out how far from the skydiving center Alexa landed, we need to use some trigonometry.
Let's label the distance that Alexa traveled in the helicopter as "d" and the distance she fell from the helicopter as "x". We can see that the angle between the ground and the line connecting the skydiving center to Alexa's landing spot is 70°
70, degree, since the helicopter ascended at an angle of 20°
20 and the two angles add up to 90°
90.Now we can use the tangent function to find x. Tangent is defined as the opposite side (x) divided by the adjacent side (d), so we have:
[tex]tan(70^\circ) = \frac{x}{d}[/tex]
Solving for x, we get:
x = d * tan(70°)
We know that d = 3.43.43, point, 4 kilometers, so we can plug that in and calculate:
x = 3.43.43, point, 4 * tan(70°)
x ≈ 11.211.2 kilometers (rounded to one decimal place)
Therefore, Alexa landed approximately 11.2 kilometers from the skydiving center.
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Alexa's friends got her a skydiving lesson for her birthday. Her helicopter took off from the skydiving center, ascending in an angle of 20°
20, degree, and traveled a distance of 3.43.43, point, 4 kilometers before she fell in a straight line perpendicular to the ground.
How far from the skydiving center did Alexa land?
find sin theta and tan theta if cos theta = 0.8 and tan theta < 0
Answer:
sin(θ) = -6/10 = -0.60 and tan(θ) = -6/8 = -0.75.
Step-by-step explanation:
Since cos(θ) = adjacent / hypotenuse in a right triangle andsince cos(θ) = 0.8 = 8/10 ---> adjacent = 8 and hypotenuse = 10.Using the Pythagorean Theorem, opposite = +6 or -6, depending upon the quadrant.Since tan(θ) < 0, the triangle is found in either the second quadrant or the fourth quadrant.Since cos(θ) > 0, the triangle is found in either the first quadrant or the fourth quadrant.Therefore, it must be in the fourth quadrant.In the fourth quadrant, sin(θ) < 0, making the opposite side -6.---> sin(θ) = -6/10 = -0.60.---> tan(θ) = -6/8 = -0.75.
if three students in mrs. Johansen's class said their favorite vacation was sightseeing, predict how many students are in her class based on this survey?
There are three students in Mrs. Johansen's class who like sightseeing. We cannot estimate the total number of students in the class based solely on this information.
What is the class based survey?It is not possible to accurately predict the total number of students in Mrs. Johansen's class based on the information provided. However, we can make an estimate based on the assumption that the three students who responded to the survey are representative of the entire class.
It is impossible to create an accurate projection of the total number of pupils in Mrs. Johansen's class without knowing more about the survey or the class.
However, assuming that the survey was distributed to all students in the class, we may create an approximation based on the proportion of students who stated that their favourite holiday was sightseeing. For example, if we believe that the three students who stated that their favourite holiday was touring reflect 25% of the whole class (i.e., one-fourth of the class), we may estimate that the class has about 12 students.
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The given question is incomplete. the complete question is given below:
If three students in Mrs. Johansen's class said their favourite vacation was sightseeing, what is a reasonable estimate for the total number of students in her class based on this survey?
a painter wanted to mix 2 liters of blue paint with 3 liters of yellow paint to make 5 liters of green paint. however, by mistake he used 3 liters of blue and 2 liters of yellow so that he made the wrong shade of green. what is the smallest amount of this green paint that he must throw away so that, using the rest of his green paint and some extra blue and/or yellow paint, he could make 5 liters of paint of the correct shade of green?
Solving the proportion, the smallest amount of this green paint that he must throw away so that, using the rest of his green paint and some extra blue and/or yellow paint, he could make 4.08 liters of paint of the correct shade of green is 5 liters.
Let's assume the amount of green paint to be thrown away is x liters. Since, 5 liters of green paint (the correct shade of green) is required then the proportion can be expressed as
2 liters of blue paint: 3 liters of yellow pain
The sum of blue and yellow paint is 5 - x liters
Then,0.4 = 2/5 + a/(5 - x)
where, "a" is the amount of blue paint to be added to the 3 liters of yellow paint
0.4(5 - x) = 2 + 5a-2 = 2.6x - 5a
0.6 = 2.6x - 5a
Since the least amount of green paint should be thrown away to make the correct shade of green paint, the minimum value of x should be found.
0.6 = 2.6x - 5a
0.6 + 5a = 2.6x
5a = 2.6x - 0.6a = (2.6/5)x - 0.12a = 0.52 - 0.12a
To minimize the value of x, a should be maximized. The maximum value of a is 2 (two liters) since there are only 3 liters of yellow paint.
Using a=2 (two liters), the value of x is:
a = (2.6/5)x - 0.12a = (2.6/5)x - 0.12 (2)2 = (2.6/5)x - 0.24x = 5(2 + 0.24)/2.6x = 4.08
Therefore, he could make 5 liters of paint of the correct shade of green is 4.08 liters.
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