A standard glass of wine is 5 oz. How many full glasses of wine can you get from a typical 750 ml bottle

the matrix [cosθ sinθ; -sinθ cosθ] represents the rotation of a vector by an angle θ in the counterclockwise direction.

The matrix you have provided is the 2x2 rotation matrix for rotating a vector in the two-dimensional plane by an angle of θ in the counterclockwise direction.

To understand how this matrix is derived, let's consider a vector v = [x, y] in the two-dimensional plane. We want to rotate this vector by an angle of θ in the counterclockwise direction.

We can represent the vector v as a column matrix [x, y] and then multiply it by a rotation matrix R(θ) to obtain the rotated vector. The rotation matrix R(θ) is defined as follows:

cos(θ) -sin(θ)

sin(θ) cos(θ)

Multiplying the vector v by the rotation matrix R(θ) gives:

[x', y'] = [x, y] * R(θ)

[x', y'] = [x cos(θ) - y sin(θ), x sin(θ) + y cos(θ)]

Thus, the rotated vector v' is given by:

v' = [x', y'] = [x cos(θ) - y sin(θ), x sin(θ) + y cos(θ)]

We can see that the elements of the rotation matrix R(θ) correspond to the cosine and sine of the rotation angle θ. The matrix element in the first row and first column (cosθ) gives the amount of x that is rotated into the x' direction, while the matrix element in the first row and second column (-sinθ) gives the amount of y that is rotated into the x' direction. Similarly, the matrix element in the second row and first column (sinθ) gives the amount of x that is rotated into the y' direction, while the matrix element in the second row and second column (cosθ) gives the amount of y that is rotated into the y' direction.

Thus, the matrix [cosθ sinθ; -sinθ cosθ] represents the rotation of a vector by an angle θ in the counterclockwise direction.

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The description of the ensembles would be: 1. Students who attend both recitals, 2. Students who attend one of the two recitals, 3. students who attend both recitals, 4.The difference between the set P and U, that is, 3 students.

To graph the information in a Venn diagram we must take into account the information in the statement. In this case we must place 6 students outside the circles because there are 6 who do not attend any activity.

So, there would be 34 remaining students, of which 20 go to the piano recital and 23 to the voice recital. So, we can establish that 20 go to both recitals, 3 go to the voice recital, and 1 go to the piano recital.

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D. A statistic is a random variable. A statistic is a figure calculated from a sample, such as the sample mean or the sample standard deviation.

Every statistic is a random variable since samples are chosen at random; these variations cannot be anticipated in advance. It has a mean, a standard deviation, and a probability distribution as a random variable. A statistic's sample distribution is its probability distribution. Generally, sample statistics are calculated to estimate the associated population parameters rather than being ends in themselves. The concepts of mean, standard deviation, and sampling distribution of a sample statistic are introduced in this chapter, with a focus on the sample mean.

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Complete question:

which of the following is true about a sample statistic such as the sample mean or sample proportion?

A. A statistic is constant.

B. A statistic is always known.

C. A statistic is a parameter.

D. A statistic is a random variable.

Answer:

[tex]\sqrt{122}[/tex] units

Step-by-step explanation:

To find the distance between points A(1,3) and D(2,-8), we can use the distance formula:

distance = [tex]\sqrt{(x2 - x1)^2 + (y2 - y1)^2}[/tex]

Plugging in the coordinates, we get:

distance = [tex]\sqrt{(2 - 1)^2 + (-8 - 3)^2}[/tex]

distance = [tex]\sqrt{1^2 + (-11)^2}[/tex]

distance = [tex]\sqrt{122}[/tex]

Therefore, the distance between points A(1,3) and D(2,-8) is [tex]\sqrt{122}[/tex] units.

Performing a simulation with 100 trials is a common technique used to assess the impact of chance variation on the results of an experiment or study. The simulation can help you understand how likely it is to see certain results due to chance variation alone, rather than any underlying difference in proportions.

To perform this simulation, you would first need to define the two proportions that you want to compare. For example, you might want to compare the proportion of people who prefer brand A to brand B in a survey.

Next, you would randomly assign each trial to either brand A or brand B based on the defined proportions. For example, if the proportion of people who prefer brand A is 0.6, you would assign 60 out of the 100 trials to brand A and 40 trials to brand B.

After assigning each trial, you would then calculate the difference in proportions between the two groups. This would give you a distribution of differences that you would expect to see due to chance variation alone.

If the observed difference falls within the range of differences expected due to chance variation, you can conclude that the difference in proportions you observed is not statistically significant and may be due to chance.

However, if the observed difference is larger than what you would expect to see due to chance variation, you can conclude that the difference is statistically significant and likely due to an underlying difference in proportions.

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Answer:

This table represents a linear relationship that is also proportional:

x 0 1 2

y −4 0 4

Answer:

The second table represents a linear relationship that is also proportional.

To check if a relationship is proportional, we need to see if the ratio of y to x is constant for all values of x and y. In other words, if we divide any y value by its corresponding x value, we should get the same number for all values.

Let's check the ratio for each table:

Ratio for the first table:

-3/2 = -1.5

0/3 = 0

3/4 = 0.75

The ratio is not constant, so this relationship is not proportional.

Ratio for the second table:

-2/4 = -0.5

-1/2 = -0.5

0/0 = undefined

The ratio is constant (-0.5), so this relationship is proportional.

Ratio for the third table:

0/(-2) = 0

1/1 = 1

2/4 = 0.5

The ratio is not constant, so this relationship is not proportional.

Ratio for the fourth table:

-4/0 = undefined

0/1 = 0

4/2 = 2

The ratio is not constant, so this relationship is not proportional.

Therefore, the second table is the only one that represents a linear relationship that is also proportional.

Answer:  Sure! Here's how you can rewrite -6xy²(8y^6-3x^4+4) without parentheses:

Start by distributing the -6xy² to the terms inside the parentheses:

-6xy²(8y^6) - (-6xy²)(3x^4) - (-6xy²)(4)

Simplify each term using the product rule of exponents:

-48x y^8 + 18x^5 y^2 + 24xy²

So the final answer, without parentheses and simplified, is:

-48x y^8 + 18x^5 y^2 + 24xy²

Enjoy!

Step-by-step explanation:

The value of the line integral is 1/2.

To evaluate this line integral, we need to parameterize the curve C that consists of straight-line segments joining (1, 0, 0) to (0, 1, 0) to (0, 0, 1).

Let's parameterize the first segment from (1,0,0) to (0,1,0) using t as the parameter

r(t) = (1-t) * <1,0,0> + t * <0,1,0>

= <1-t, t, 0>

where 0 ≤ t ≤ 1.

Now, let's parameterize the second segment from (0,1,0) to (0,0,1) using s as the parameter

r(s) = (1-s) * <0,1,0> + s * <0,0,1>

= <0, 1-s, s>

where 0 ≤ s ≤ 1.

We can then use the parameterization of C to evaluate the line integral:

∫_c yz dx + xz dy + xy dz

= ∫_0^1 yz dx/dt dt + xz dy/dt dt + xy dz/ds ds

= ∫_0^1 (t(1-t)) 0 dt + ((1-t)t) 0 dt + ((1-t)t) ds

= ∫_0^1 (1-t)t ds

= 1/2

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The given question is incomplete, the complete question is:

∫_c yz dx + xz dy + xy dz, where c consists of straight-line segments joining (1, 0, 0) to (0, 1, 0) to (0, 0, 1)  Evaluate Line Integrals

The MAD of the portions of popped balloons is 0.046.

The Mean Absolute Deviation (MAD) is a measure of the average distance between each data point and the mean of the data set. It gives an idea of how spread out the data is around the mean.

To find the mean, median, and MAD (mean absolute deviation) of the given data, we first need to find the average value of the portions of popped balloons.

Mean = (16% + 2/25 + 0.06 + 1/50 + 0.12 + 0.04) / 6

Mean = 0.0975

Therefore, the mean of the portions of popped balloons is 0.0975.

To find the median, we need to first arrange the portions in ascending order:

0.04, 0.06, 1/50, 2/25, 0.12, 16%

Median = (1/50 + 0.06) / 2

Median = 0.035

Therefore, the median of the portions of popped balloons is 0.035.

To find the MAD, we first need to find the absolute deviations of each portion from the mean. We can do this by subtracting the mean from each portion and taking the absolute value:

|0.16 - 0.0975| = 0.0625

|2/25 - 0.0975| = 0.0525

|0.06 - 0.0975| = 0.0375

|1/50 - 0.0975| = 0.0475

|0.12 - 0.0975| = 0.0225

|0.04 - 0.0975| = 0.0575

The MAD is the average of these absolute deviations:

MAD = (0.0625 + 0.0525 + 0.0375 + 0.0475 + 0.0225 + 0.0575) / 6

MAD = 0.046

Therefore, the MAD of the portions of popped balloons is 0.046.

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Therefore, the average rate of change between the points (3,9) and (5,15) is 3.

Coordinates are a set of values that locate the position of a point in space. In mathematics, coordinates are used to represent the position of points on a plane or in space, using a set of numerical values that correspond to the distance along each axis from an origin point. In two-dimensional Cartesian coordinate systems, for example, a point is represented by two numbers (x, y) that indicate its position relative to the x and y axes. In three-dimensional Cartesian coordinate systems, a point is represented by three numbers (x, y, z) that indicate its position relative to the x, y, and z axes.

Here,

The average rate of change between the points (3,9) and (5,15) is the slope of the line passing through those two points. We can use the slope formula:

slope = (y2 - y1) / (x2 - x1)

where (x1, y1) = (3,9) and (x2, y2) = (5,15).

slope = (15 - 9) / (5 - 3)

= 6 / 2

= 3

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x = 4.9

Solution:

We can use the intersecting chords formula:

[tex]7\times7 = 10x[/tex]

[tex]49 = 10x[/tex]

[tex]49\div10=10x\div10[/tex]

[tex]4.9 = x[/tex]

Therefore, x = 4.9.

Answer:

y > 0

Step-by-step explanation:

[tex]y = e^{4x}[/tex]

This is an exponential function;

Consider as x → ∞, y → ∞;

If x = 0. y = e⁰ = 1;

As x → -∞, y → 0;

y ranges from 0 to ∞ therefore, i.e. y > 0

The correct option is -C: No, 6 is the geometric mean of 4 and 9, however if the altitude is 6, then the hypotenuse is the geometric mean of the two segments.

An average technique multiplies several values and determines the number's root is known as the geometric mean. You locate the nth root for their product for a collection of n numbers. This descriptive statistic can be used to sum up your data.

Mean Geometric The square root of the product of two numbers is the geometric mean amongst them. The geometric mean of two positive numbers an as well as b is the positive number x as in percentage Cross multiplication results in x² = ab,.

For the given question.

geometric mean of a and b :

From the drawn diagram.

a = 4

b = 9

x = √ab

x = √9*4

x = 6

geometric mean: 6

Applying the altitude rule:

h² = x.y

6² = 9*4

36 = 36

Thus, the geometric mean calculated by friend is correct but the marking on the diagram is wrong.

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Samir's new balance is $5,044.17.

To calculate Samir's new balance, add the previous balance, subtract the payment, add the new transaction, and multiply by the interest rate for one period. The following formula can be used to calculate the interest for a single period:

balance * APR / 12 = interest

where APR stands for annual percentage rate and 12 represents the number of months in a year.

When we apply this formula to Samir's balance and APR, we get:

5336.22 * 0.29 / 12 = 128.95 in interest

As a result, the total new balance is:

5336.22 - 607 + 186 + 128.95 = 5044.17

We get the following when we round to the nearest hundredth:

$5,044.17

As a result, Samir now has a balance of $5,044.17.

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The range of values for t where both particles are moving in the same direction along the straight line is 1 < t < 2 or t > 2.

A function's derivative is a gauge of how quickly the function is altering at a specific moment. It is that point's tangent line's slope to the function. The limit of the difference quotient as the change in x becomes closer to zero is the definition of the derivative, which is represented by the symbols f'(x) or dy/dx.

Given the displacement of the two particles, the velocity of the given particles can be calculated using the derivative of the distance as follows:

s=t³-4t²+5t

s'(t) = 3t² - 8t + 5 and,

x=t²-4t+4

x'(t) = 2t - 4

Case 1: Both velocities are positive

s'(t) > 0 and x'(t) > 0

3t² - 8t + 5 > 0 and 2t - 4 > 0

t < 1 or t > 2

Case 2: Both velocities are negative

s'(t) < 0 and x'(t) < 0

3t² - 8t + 5 < 0 and 2t - 4 < 0

1 < t < 2

Therefore, the range of values for t where both particles are moving in the same direction along the straight line is 1 < t < 2 or t > 2.

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The equation for a cosecant function with vertical asymptotes found at x equals pi over 2 plus pi over 2 times n, where n is an integer, is [tex]f(x) = csc(x - \pi/2)[/tex] .

What is the cosecant function ?

The cosecant function is a trigonometric function that is defined as the reciprocal of the sine function. It is denoted as csc(x) and is defined for all values of x except where sin(x) is equal to zero. The graph of the cosecant function shows a series of vertical lines where the function is undefined, called vertical asymptotes. The value of the cosecant function oscillates between positive and negative infinity as it approaches these asymptotes. The cosecant function is used in trigonometry and calculus to model periodic phenomena such as sound and light waves.

Determining the equation for a cosecant function with vertical asymptotes :

The cosecant function has vertical asymptotes at the zeros of the sine function, which are given by

[tex]x = \pi/2 + n\times\pi[/tex], where n is an integer.

To shift the graph of the cosecant function horizontally by [tex]\pi/2[/tex] units to the right, we subtract [tex]\pi/2[/tex] from the input variable x, so the equation becomes [tex]f(x) = csc(x - \pi/2)[/tex].
[tex]f(x) = csc(x - \pi/2)[/tex] is the equation for a cosecant function with vertical asymptotes found at [tex]x = \pi/2 + n\pi[/tex], where n is an integer.

[tex]g(x) = 4csc(2x)[/tex] is the equation for a cosecant function with period pi, amplitude 4, and vertical asymptotes found at [tex]x = \pi/2 + n\pi[/tex], where n is an integer.

[tex]h(x) = 4csc(3x)[/tex] is the equation for a cosecant function with period [tex]2\pi/3[/tex], amplitude 4, and vertical asymptotes found at [tex]x = \pi/6 + n\pi,[/tex] where n is an integer.

[tex]j(x) = 2csc(x/2)[/tex] is the equation for a cosecant function with period 4pi, amplitude 2, and vertical asymptotes found at [tex]x = 2n\pi[/tex], where n is an integer.

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Step-by-step explanation:

4)

based on similar triangles and the common ratio for all pairs of corresponding sides we know

LE/LM = LD/LK = DE/EM

because E and D are the midpoints of the longer sides, all of these ratios are 1/2.

1/2 = DE/8

8/2 = 4 = DE

5)

same principle as for 4)

BQ/BA = BR/BC = QR/AC

again, Q and R are the midpoints, so all these ratios are 1/2.

1/2 = QR/10

QR = 10/2 = 5

iAnswer:

Step-by-step explanation:

I have no idea

In the given scenarios, Paired differences are option A, B, and D, the scenario which shows Differences between 2 independent samples is option C.

Paired differences refer to cases where the difference is measured within the same group of subjects or individuals, such as the difference in time spent with mother and father in a hetero family, or the difference in IQ between first-born and second-born twins.

Differences between 2 independent samples, on the other hand, refer to cases where the difference is measured between two separate groups, such as the difference in the number of books read per year by residents of California and New York.

Recognizing the type of difference is important in determining the appropriate statistical analysis to use in analyzing the data.

The answer option for paired are  A, B, and D and for Differences between 2 independent samples is option C.

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_____The given question is incomplete, the complete question is given below:

Which of the following cases represent paired differences and which are differences between 2 independent samples?

A The difference between the average time a child spends with their mother and the average time the child spends with their father (in a hetero family) [Select]

B The difference between the average IQ of the first-born twin and of the second-born twin [ Select]

C The difference between the average number of books read per year by the residents of the states of California and New York [Select] The difference between the average amount grossed by Paramount Pictures and Warner Bros. movies [Select ]

D The difference between the shares of the republican and the democratic candidate in each year of the US elections. [ Select ]

The compound interest on ₹20,000 for 3 years at 10% per annum compounded annually is ₹6,620.

To calculate the compound interest on a principal amount of ₹20,000 for 3 years at 10% per annum compounded annually, we can use the formula

A = P(1 + R/100)^n

Where,

A = final amount after n years

P = principal amount

R = annual interest rate

n = number of years

In this case, P = ₹20,000, R = 10%, and n = 3 years.

So, applying the formula

A = 20000(1 + 10/100)^3

= 20000(1.1)^3

= 20000(1.331)

= ₹26,620

The final amount after 3 years is ₹26,620. Therefore, the compound interest is

Compound Interest = Final Amount - Principal Amount

= ₹26,620 - ₹20,000

= ₹6,620

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I have solved the question in general, as the given question is incomplete.

The complete question is:

Find the compound interest on ₹ 20,000 for 3 years at 10% per annum compounded annually.

Answer:

D?

Step-by-step explanation:

I'm not completely sure, but there are 2 different 180 degree lines that y falls on. On one line (y+70=180) it is for sure 110 degrees

When measured on the other line it is (y+70+x=180) I'm not too familiar with this??

Answer:

Pair 1 Pair 2 Pair 3

a^6b^4 a^2b^2 a^-562

a^5b^3 a^-36-1 ab^-4

b^3 95 a^-46-2 a^-263

a^-362 66            ཚ

Answer:

b. 5π/6 is not a solution to cosØ=3√2.

The value of the constant c that makes the following function are c = 0.

Constant is a term used to describe a value that remains unchanged or fixed throughout a program or process. It can be a numeric value, a character value, a string, or a Boolean (true/false) value. Common examples of constants include physical constants, mathematical constants, and programming-language keywords.A constant is a value that does not change, regardless of the conditions or context in which it is used. Common examples of constants include mathematical values such as pi (3.14159), physical constants such as the speed of light (299,792,458 m/s), and other constants such as the universal gravitational constant (6.67408 × 10−11 m3 kg−1 s−2).

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Therefore, c must equal 0 in order for the two sides of the function to be equal. and The one with the greater absolute value is b = 10.

A function is a block of code that performs a specific task. It is a subprogram or a set of instructions that can be used multiple times in a program.

27. For the function to be continuous at x = 7, the limit of the function as x approaches 7 from the left must equal the limit of the function as x approaches 7 from the right.
This means that the value of y as x approaches 7 must be the same on both the left and right sides of the point.
Since the left side of the function is y = c*y + 3, the right side of the function must also be equal to y = c*y + 3.
Therefore, c must equal 0 in order for the two sides of the function to be equal.

28. In order for the function to be continuous at x = 5, the value of y at x = 5 must be the same on both the left and right sides of the point.
Since the left side of the function is y = b - 2x, the right side of the function must also be equal to y = b - 2x.
Therefore, b must equal 10 in order for the two sides of the function to be equal.

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Complete Question:

Answer:

Step-by-step explanation:

To solve the initial-value problem y''' − 2y'' + y' = 2 − 24ex + 40e5x, y(0) = 1/2, y'(0) = 5/2, y''(0) = −11/2, we first find the characteristic equation by assuming that y = e^(rt):

r^3 - 2r^2 + r = 0

r(r^2 - 2r + 1) = 0

r(r-1)^2 = 0

r = 0, 1, 1

Therefore, the general solution to the homogeneous equation y''' − 2y'' + y' = 0 is:

y_h = c1 + c2e^x + c3xe^x

To find the particular solution to the non-homogeneous equation y''' − 2y'' + y' = 2 − 24ex + 40e5x, we guess a particular solution of the form:

y_p = Ax^2e^5x + Be^x

y_p' = (2Ax + 5Ax^2)e^5x + Be^x

y_p'' = (10Ax^2 + 4Ax + 25Ax^2)e^5x + Be^x

y_p''' = (70Ax^2 + 60Ax + 10A + 25Ax^2)e^5x + Be^x

Substituting these expressions into the original equation, we get:

(70Ax^2 + 60Ax + 10A + 25Ax^2)e^5x + Be^x − 2[(10Ax^2 + 4Ax + 25Ax^2)e^5x + Be^x] + [(2Ax + 5Ax^2)e^5x + Be^x] = 2 − 24ex + 40e5x

Simplifying, we get:

(45Ax^2 + 2Ax − 2)e^5x + Be^x = 2 − 24ex + 40e5x

Equating the coefficients of the like terms on both sides, we get:

45A = 40

2A − 2 = 0

B = 2

Therefore, the particular solution is:

y_p = 8/9 x^2e^5x + 2e^x

The general solution to the non-homogeneous equation is therefore:

y = c1 + c2e^x + c3xe^x + 8/9 x^2e^5x + 2e^x

Using the initial conditions y(0) = 1/2, y'(0) = 5/2, y''(0) = −11/2, we get:

c1 + c2 + 2 = 1/2

c2 + 2c3 + 5/2 = 5/2

2c2 + 10/9 + 10 = -11/2

Solving this system of equations, we get:

c1 = 1/9

c2 = -25/18

c3 = 0

Therefore, the solution to the initial-value problem y''' − 2y'' + y' = 2 − 24ex + 40e5x, y(0) = 1/2, y'(0) = 5/2, y''(0) = −11/2 is:

y = 1/9 - 25/18e^x + 8/9

The length of the third side of a triangle provided if the first two sides measure 10 and 12 is 2 < c < 22.

Three sides and three angles make up each triangle. These triangle sides are straight line segments that meet at each of the triangle's vertices to produce a closed three-sided shape. Each side of a right-angled triangle is given a name. The hypotenuse of a right-angled triangle is its longest side, the base is its lowest side, and the perpendicular, which stands next to the right angle, is its standing line.

Each valid triangle has a side length that is smaller than the sum of the other two.

For a triangle whose sides are provided as positive integers a, b, and c, the following three inequalities result:

a+b > c, b+c > a, c+a > b.

It is also readable as

|a-b| < c < a+b.

Note that these inequalities can become equalities if you take into account degenerate triangles, where all of the vertices are on the same line (collinear), but since degenerate triangles aren't actually triangles, I didn't include them.

In response to your query, we may calculate c as follows if a = 10 and

b = 12:

2 < c < 22,

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The solution for b is: b = r * (f - h²).

the definition of an equation is a mathematical statement that demonstrates that two mathematical expressions are equal. For instance, the equation 3x + 5 = 14 consists of the two expressions 3x + 5 and 14, which are separated by the 'equal' symbol.

To solve for b, we need to isolate the variable b on one side of the equation. We can do that by multiplying both sides of the equation by (f - h²):

[tex]$\frac{b}{(f - h^2)} = r * (f - h^2)[/tex]

Now, we can isolate b by multiplying both sides by (f - h^2) again:

b = r * (f - h²)

Therefore, the solution for b is: b = r * (f - h²).

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Answer:

There were 8 bears

Step-by-step explanation:

Letting L = number of lions, T = number of tigers and B = number of bears

L : T = 3 : 2

We can rewrite this as
L/T = 3/2

Cross multiply:
L x 2 = 3 x T

Divide by 3 to get
T = 2/3 L

Since L = 9

T = 2/3 x 9 = 6

In the other ratio we have
T : B = 3 : 4 which we can write as
T/B = 3/4

Cross multiply to get

4T = 3B

B = 4/3 T

Since T = 6, B = 4/3 x 6 = 8

Check
L : T = 9 : 6 = 3: 2 (by dividing both sides of : by 3)
T : B = 6 : 8 = 3:4 (by dividing both sides of : by 2)

Answer: 106 127 129 132 135 138 140 158

Step-by-step explanation: