A refrigerator magnet uses 5/8 inch of magnetic tape. How many refrigerator magnets can you make with 9 3/8 inches of magnetic tape? Explain.

Answer:

see explanation below

Step-by-step explanation:

(secθ - cosθ)/secθ = (sinθ)^2

(secθ - cosθ)/secθ = (sinθ)^2

since secθ = 1/cosθ, you substitute

(secθ - cosθ)/(secθ)

= (1/cosθ  - cosθ)/(1/cosθ)

= cosθ(1/cosθ  - cosθ)

= 1 - cosθ^2

= sinθ^2

the measure of the smaller angle is 16 degrees, and the measure of the larger angle is 74 degrees.

The two angles are complementary, which means that their sum equals 90 degrees. Let x be the smaller angle, and y be the larger angle.

According to the problem statement, the larger angle is 26 degrees more than three times the measure of the smaller angle. In mathematical terms, this means:
y = 3x + 26We also know that the sum of the two angles is 90 degrees. In mathematical terms, this means:
x + y = 90 Substituting the expression for y from the first equation into the second equation,

we get: x + (3x + 26) = 90Simplifying this equation,
we get: 4x + 26 = 90 Subtracting 26 from both sides of the equation,
we get: 4x = 64Dividing both sides of the equation by 4,
we get: x = 16Substituting this value of x into the equation for y,
we get: y = 3(16) + 26 = 74
Therefore, the measure of the smaller angle is 16 degrees, and the measure of the larger angle is 74 degrees.

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Answer:

Step-by-step explanation:

Part A:

The system of inequalities 4x + 2y ≤ 16 and x + y ≥ 4 can be graphed on a coordinate plane. To graph 4x + 2y ≤ 16, we can first graph the line 4x + 2y = 16. We can do this by finding the intercepts:

When x = 0, 4(0) + 2y = 16, so y = 8.

When y = 0, 4x + 2(0) = 16, so x = 4.

So, the intercepts are (0, 8) and (4, 0). We can connect these two points to graph the line.

To determine which side of the line to shade, we can test a point that is not on the line. For example, we can test the point (0, 0):

4(0) + 2(0) = 0 ≤ 16, so (0, 0) is in the shaded region.

Next, we can graph the line x + y = 4. This line passes through the points (0, 4) and (4, 0). To determine which side of the line to shade, we can test a point that is not on the line, such as (0, 0):

0 + 0 = 0 < 4, so (0, 0) is not in the shaded region. Therefore, we shade the region above the line.

The solution set for the system is the region that is shaded by both lines, which is the triangular region in the upper-left corner of the graph.

Part B:

To determine if the point (2, 3) is included in the solution area for the system, we can substitute x = 2 and y = 3 into both inequalities:

4(2) + 2(3) = 14 ≤ 16, so (2, 3) satisfies 4x + 2y ≤ 16.

2 + 3 = 5 ≥ 4, so (2, 3) satisfies x + y ≥ 4.

Therefore, the point (2, 3) is included in the solution area for the system.

Part C:

Let's choose the point (1, 3) as another point in the solution set. This means that Michael can buy 1 cupcake and 3 pieces of fudge, which would cost him:

1 cupcake * $4/cupcake + 3 pieces of fudge * $2/piece of fudge = $10

Since $10 is less than the $16 he has, he can afford to buy this combination of cupcakes and fudge. Therefore, the point (1, 3) represents a valid solution in which Michael buys 1 cupcake and 3 pieces of fudge to feed his siblings.

Step-by-step explanation:

75+42=117

180-117=63

Three of same angles makes the congruent triangles :)

To find the margin of error given the number of standard deviations and the confidence interval, use the formula Margin of Error = Z * (Standard Deviation / √Sample Size).

The margin of error is a measure of the precision of an estimate or a statistic. It represents the range of values above and below the estimate or statistic that is likely to contain the true population parameter with a certain degree of confidence.

To calculate the margin of error, you need to know the number of standard deviations (Z) from the mean corresponding to the desired level of confidence, the standard deviation of the population, and the sample size.

Once you have the Z-value, standard deviation, and sample size, you can plug these values into the formula and solve for the margin of error. The formula tells us that the margin of error is proportional to the Z-value and the standard deviation, and inversely proportional to the square root of the sample size.

Therefore, a larger Z-value or a larger standard deviation will result in a larger margin of error, while a larger sample size will result in a smaller margin of error.

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Check the picture below.

[tex]\cfrac{5^2}{10^2}=\cfrac{90}{A}\implies \cfrac{25}{100}=\cfrac{90}{A}\implies \cfrac{1}{4}=\cfrac{90}{A}\implies A=360[/tex]

Answer:

Step-by-step explanation:

The smaller number would be 27. If the first number is 12 greater than the 2nd number and we have to make it equal to 66. Our smaller number would be 27 becuase if we add 12 to 27 that gives us 39. 39+27= 66. Hopefully that makes sense.

Answer:

D. Kelly and Avery walk the same distance.

Step-by-step explanation:

Kelly walked from the 1st floor to the 5th floor. That means she walked 4 floors.
Avery walked from the 8th floor to the 4th floor.
8 - 4 = 4.
They walked the same distance, except Avery went down, and Kelly went up, which is unrelated.

you would need to invest $1506.02 in the CD now to have $2500 for a home-entertainment center in 6 years.

The formula to calculate the future value of a simple interest investment is:

FV = P(1 + rt)

where FV is the future value, P is the principal (the initial amount invested), r is the annual interest rate (as a decimal), and t is the time period in years.

In this case, we want to find the principal that will result in a future value of $2500 in 6 years with an interest rate of 11.0% (or 0.11 as a decimal). So we can plug in the given values and solve for P:

2500 = P(1 + 0.11*6)

2500 = P(1.66)

P = 2500 / 1.66

P = $1506.02

Therefore, you would need to invest $1506.02 in the CD now to have $2500 for a home-entertainment center in 6 years.

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Answer:

y = 43

Step-by-step explanation:

Given AB is a straight line segment, and since angles on a straight line sum to 180°, we can construct the following equation:

⇒ 47° + y° + 90° = 180°

To find the value of y, solve the equation for y:

⇒ 137° + y° = 180°

⇒ 137° + y° - 137° = 180° - 137°

⇒ y° = 43°

⇒ y = 43

Therefore, the value of y is 43.

Answer:

B. y less than or equal to - 2x + 1

Answer:

42

Step-by-step explanation:

Answer:

Step-by-step explanation:

If one-third of a number y is 14, we can express this mathematically as:

1/3 y = 14

To solve for y, we can isolate y on one side of the equation by multiplying both sides by 3:

1/3 y * 3 = 14 * 3

Simplifying, we get:

y = 42

Therefore, the number is 42.

Answer:

x = ±9

Step-by-step explanation:

If x² = k, then x = ±√k.

x² - 81 = 0

x² = 81

x = ±√81

x = ±9

Max has approximately 111 friends on January 1st of the next year.

Given that Max has 30 friends on January 1st, the number of friends increases by 21% every month.

We need to find out how many friends Max has on January 1st of the next year,

which is 12 months later.

First, we will calculate the number of friends Max has after one month: 30 + (21% of 30) = 30 + 0.21*30 = 36So, after the first month, Max has 36 friends.

Now, we will calculate the number of friends Max has after two months: 36 + (21% of 36) = 36 + 0.21*36 = 43.56 ≈ 44So, after the second month, Max has 44 friends.

Similarly, we can calculate the number of friends Max has after 12 months:30 + (21% of 30) + (21% of 30) + ... (12 times)≈ 30 + 6.3 + 7.65 + ... (12 terms)≈ 111.1

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Step-by-step explanation:

sorry if answer is wrong

In practice, the most frequently encountered hypothesis test about a population variance is an F-test.

In statistics, hypothesis tests provide us with a tool to evaluate evidence about a population. Hypothesis testing is a crucial part of statistical inference, in which an analyst tests hypotheses using statistical methods such as t-tests, chi-squared tests, and analysis of variance (ANOVA).

In practice, the most commonly used hypothesis test for population variance is the F-test. This test can be used to test the null hypothesis that two population variances are equal. F-tests have a wide range of uses, including in quality control, financial analysis, engineering, and more. The F-test statistic is calculated by dividing the sample variance of one sample by the sample variance of another sample. The F-test requires that the data come from populations that follow normal distributions, and it is sensitive to outliers in the data.

Therefore, in practice, the most frequently encountered hypothesis test about a population variance is an F-test.

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.

The base price for the ballroom rental is $295.

Tabitha is renting a ballroom for an upcoming dinner reception. The rental fee for the ballroom includes a base price plus the cost of dinner per person. The table below shows the cost of the ballroom rental in relation to the number of people attending the dinner reception.

Table showing the relation between cost and attendee.The table shows that if 20 people attend, the total rental cost will be $455, and if 60 people attend, the total rental cost will be $775. Therefore, the increase in cost from 20 attendees to 60 attendees is $320. Thus, the difference between the cost for 20 attendees and the base price is $455 - (20 * cost of dinner per person), and the difference between the cost for 60 attendees and the base price is $775 - (60 * cost of dinner per person).Let b be the base price and c be the cost of dinner per person.

Therefore,

455 - (20c) = band775 - (60c) = b Subtracting the first equation from the second equation gives:

775 - (60c) - [455 - (20c)] = b320 = 40c, Therefore, c = 8.Substituting c = 8 into either of the equations above, we can find b:455 - (20c) = 455 - (20 * 8) = 295.

Therefore, the base price for the ballroom rental is $295.

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The percent of error of Mc Doogles is 2.8%

To calculate the percent of error, we need to find the absolute difference between the expected value and the actual value, divide that by the expected value, and then multiply by 100 to get a percentage.

Given that:

Absolute difference = | 1200 - 1166 | = 34

Now:

Percent of error = (Absolute difference / Expected value) x 100

Percent of error = (34 / 1200) × 100%

Percent of error = 2.8%

Therefore, the percent of error is 2.8% (rounded to the nearest tenth of a percent).

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The probability that when he enters the restaurant today it will be at least 5 minutes until he is served is  0.2676 and probability that average time until he is served in eight randomly selected visits is 0.0409.

The square root of the variance is used to calculate the standard deviation, a statistic that expresses how widely distributed a dataset is in relation to its mean. By calculating the deviation of each data point from the mean, the standard deviation can be calculated as the square root of variance.

Given that mean μ = 4.2 , standard deviation σ = 1.3

1. P(X >= 5) = P((X - μ)/σ >

                    = (5 - 4.2) /1.3

                    = P(Z ≥ 0.6154)

                    = 1 - P(Z < 0.6154)

                    = 1 - 0.7324

                    = 0.2676

The required probability is 0.2676.

2.Given that n = 8 then  [tex]\bar x[/tex] = σ/[tex]\sqrt{(n)[/tex]  = 1.3/√(8) = 0.4596

P(x-bar ≥ 5) = P(([tex]\bar x[/tex] - μ)/σx-bar ≥ (5 - 4.2)/0.4596)

                        = P(Z ≥ 1.7406)

                        = 1 - P(Z < 1.7406)

                        = 1 - 0.9591

                        = 0.0409

The required probability is 0.0409.

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The amount of concrete needed to make the stairs that leads to the garage is 64 cubic feet

The missing information is added as an attachment

The concrete needed to make the stairs is the volume of the stairs and this is calculated using

Volume = Base area * Height

Where

Base area = 3 * 2 + 2 * 1

Base area = 8

And

Height = 8

So, we have

Volume = 8 * 8

Evaluate

Volume = 64

Hence, the amount needed is 64 cubic feet

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Answer:

x = 100/9

Step-by-step explanation:

1) Square both sides.

[tex]9x=100[/tex]

2) Divide both sides by 9.

[tex]x = \frac{100}{9}[/tex]

Decimal Form: 11.111111

1) Let [tex]x = \frac{100}{9}[/tex].

[tex]3\sqrt{\frac{100}{9} } =10[/tex]

2) Simplify [tex]\sqrt{\frac{100}{9} }[/tex] to [tex]\frac{\sqrt{100} }{\sqrt{9} }[/tex].

[tex]3\times\frac{\sqrt{100} }{\sqrt{9} }=10[/tex]

3) Since 10 x 10 = 100, the square root of 100 is 10.

[tex]3\times\frac{10}{\sqrt{9} }=10[/tex]

4) Since 3 x 3 = 9, the square root of 9 is 3.

[tex]3\times\frac{10}{3} =10[/tex]

5) Cancel 3.

10 = 10

Answer:

The answer to your problem is, C.

Step-by-step explanation:

From the given figure it is noticed that the radius of a circle is 11 inches and the centers of two circles are 20 inches apart. The length of the direct common tangent between both circles is 19 inches.

If the centers of two circles of radius r₁ and r₂ are d units apart, then the length of the direct common tangent between them is

[tex]L = \sqrt{d^{2} - (r_{1} - r_{2} )^{2} }[/tex]

[tex]19 = \sqrt{20^{2} - (11-r_{2} )^{2} }[/tex]

Next, Square both sides.

[tex]361 = 400 - ( 11 - r_{2} )[/tex]

[tex]( 11 - r_{2} )^{2} = 400 - 361[/tex]

[tex]( 11 - r_{2} )^{2} = 39[/tex]

Change the square root both sides.

[tex]11-r = \sqrt{39}[/tex]

[tex]11- 6.245 = r[/tex]

[tex]4.775 = r[/tex]

[tex]R = 4.8ish[/tex]

Therefore the radius of second circle is 4.8 inches

Thus the answer to your problem is, C.

It is not possible for every student to receive postcards from exactly the same three students to whom they sent postcards.

Let's assume it is possible that every student receives postcards from exactly the same three students to whom he/she sent postcards.

Each student sends postcards to 3 other students. So the total number of postcards sent is 7 x 3 = 21.

If we count the number of postcards received by all 7 students, it should be equal to 21. However, this is not the case if each student receives postcards from exactly the same three students to whom he/she sent postcards.

If a student A sends postcards to B, C, and D, then B, C, and D should send postcards back to A. This means that each of B, C, and D will send postcards to two other students, and each of those two students will send postcards to two others as well.

So if we draw a diagram, it will look like this:

     A

  /   |   \

 B  C  D

/   \ | /    \

E   F G   H

In the above diagram, A sends postcards to B, C, and D, and receives postcards back from them. B sends postcards to A, E, and F. C sends postcards to A, G, and H. D sends postcards to A, E, and H. E sends postcards to B, D, and G. F sends postcards to B, C, and H. G sends postcards to C, E, and F. H sends postcards to D, C, and F.

If we count the number of postcards received by each student, we get:

A: 3

B: 3

C: 3

D: 3

E: 3

F: 3

G: 3

H: 3

Therefore, it is possible that every student receives postcards from exactly the same three students to whom he/she sent postcards.

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Answer:

There are a total of 143 + 62 = 205 people coming to the party.

To calculate the number of tables needed, we divide the total number of people by the number of people per table:

205 ÷ 15 = 13 with a remainder of 10

Since we can't have a fraction of a table, we need to round up to the nearest whole number, which means the Saad family will need 14 tables for all guests.

Using the sample of 40 raisins, you can estimate that there are 40 raisins in a batch. However, due to the uncertainty of the sample size, there is an element of uncertainty as to how many raisins there truly are in a batch.

Thus, the uncertainty of your estimate can range from slightly below 40 raisins to slightly above 40 raisins.

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Answer: D) -20.99

Step-by-step explanation:

-4.97-2.36+-5.19-8.47 = -20.99

The equation representing the situation is 4x = y - 1, where x is the number of households with one pet and y is the total number of households. This can be answered by the concept of Simple equation.

Let's assume that there are x households with a single pet. The number of households with no pets is given as one-fourth of the number of households with multiple pets, which means there are 4 times as many households with multiple pets as there are households with no pets. Let's represent the total number of households as y.

Therefore, we can say that the number of households with no pets is (y - x)/4, and the number of households with multiple pets is 3(y - x)/4 since there are 4 times as many households with multiple pets as there are households with no pets.

Now, we can use the given information that the number of households with no pets is one-fourth of the number of households with multiple pets to write the equation:

(y - x)/4 = x/3

Solving for y, we get:

y = 4x + 3x/4 = 16x/4 + 3x/4 = 19x/4

But we are given that the total number of households y includes the households with one pet, so we can write:

y = x + (y - x)/4 + 3(y - x)/4 = x + y/4

Substituting the value of y from the previous equation, we get:

19x/4 = x + 19x/16

Solving for x, we get:

x = 16/3

Therefore, the equation representing the situation is 4x = y - 1, where x = 16/3 and y = 19x/4, which simplifies to:

4(16/3) = y - 1

y = 21

Therefore, there are 16 households with one pet and 5 households without any pets.

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a pie chart would be an effective way to quickly and easily understand the distribution of time spent on different course subjects.

For visualizing the percentage distribution of different course subjects, a pie chart would be the most suitable type of chart. Pie charts are ideal for displaying the relative proportions of different categories or groups as slices of a circular pie. Each slice of the pie represents a proportion of the whole, which in this case would be the total time spent on all course subjects during homework sessions. The size of each slice will correspond to the percentage of time spent on each course subject. Therefore, a pie chart would be an effective way to quickly and easily understand the distribution of time spent on different course subjects.

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From the given information provided, the area of the deck Edgar built in his backyard is 192 square feet.

The area of rectangular section is :

Area of rectangle = length x width

Substituting the given values, we get:

Area of rectangle = 16 ft x 8 ft

Area of rectangle = 128 square feet

The area of square section is :

Area of square = side x side

Substituting the given value, we get:

Area of square = 8 ft x 8 ft

Area of square = 64 square feet

Therefore, the total area of the deck is the sum of the area of the rectangular section and the area of the square section:

Total area of deck = Area of rectangle + Area of square

Total area of deck = 128 square feet + 64 square feet

Total area of deck = 192 square feet

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The inequality to represent this situation is T < 15°C, where T is the temperature.

Inequality is a statement that two values, expressions, or quantities are not equal. Inequality is usually represented by the symbols ">", "<", "≥", or "≤".

This inequality can be graphed on the number line by representing 15°C as a point on the number line. Any values to the left of 15°C, such as 14°C, 13°C, and so on, would be represented as points to the left of 15°C on the number line.

Less than inequality is used to compare two values ​​to see if one is less than the other. In this case, the inequality T < 15°C states that the temperature T must be less than 15°C in order for the furnace to turn on.

Graphically, the solution to this inequality is represented by a number line with a point at 15°C and all points to the left of 15°C represented in the solution set.

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