which shape has at least one circular face and no vertices

Answer:

0.666666666

Step-by-step explanation:

(-2×0.5)÷(3×0.5)= 0.6666666

The value of the sides and angle are;

a = 35. 58

c = 35. 93

x = 8 degrees

It is important to note the different trigonometric identities and their ratios.

They are represented as;

tan θ = opposite/adjacent

cos θ = adjacent/hypotenuse

sin θ = opposite/hypotenuse

From the diagram given, we have;

tan 82 = a/5

cross multiply the values

a = 7.1153(5)

a = 35. 58

Using the Pythagorean theorem;

c² = 35. 8² + 5 ²

Find the values

c² = 1265. 93 + 25

c = 35. 93

The sum of angles in a triangle is 180

90 + 82 + x = 180

x = 180 - 172

x = 8 degrees

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500 mg tablets will you put in mrs. jacobson's med cart drawer for a 24-hour fill.

Since the prescribed dose of metformin is 1,000 mg every 12 hours, Mrs. Jacobson needs to take metformin twice a day. Therefore, for a 24-hour fill, she needs a total of 2,000 mg of metformin.

Since the available strength of metformin is 500 mg, we can divide 2,000 mg by 500 mg to find out how many tablets Mrs. Jacobson needs to take.

2,000 mg ÷ 500 mg = 4 tablets

Therefore, you will put four metformin 500 mg tablets in Mrs. Jacobson's med cart drawer for a 24-hour fill.

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Step-by-step explanation:

We can approach this problem using exponential decay, where the number of bacteria decreases by 60% per day. Let N be the initial number of bacteria on Wednesday, then the number of bacteria on Friday can be calculated as:

N_Friday = N_Wednesday x (0.4)^2

where (0.4)^2 is the factor by which the number of bacteria decreases from Wednesday to Friday.

We are given that the number of bacteria on Wednesday is 2.4 x 10, so we can substitute this into the equation:

N_Friday = 2.4 x 10 x (0.4)^2

Simplifying this expression, we get:

N_Friday = 0.96

Therefore, the number of bacteria that will be detected in the laboratory test on Friday is 0.96. Note that the units are not specified in the question, so we assume that the number is given in some arbitrary units.

Answer:

radius=PC

diameter=AB

chord=AC

central angle=angleAPC

tangent=AD

Answer: 18.75%

Step-by-step explanation:

To find the percent increase, we need to calculate the difference between the new speed and the old speed, divide that by the old speed, and then multiply by 100 to get the percentage increase.

The difference between the new speed and the old speed is:

38 - 32 = 6

To find the percentage increase, we divide the difference by the old speed and multiply by 100:

(6 / 32) x 100 = 18.75%

Therefore, Matt's typing speed increased by 18.75%.

Answer:

We can use the simple interest formula I = Prt to find the rate of interest that the account pays. Here, P is the principal amount (£6000), t is the time period (5 years), and I is the interest earned (£450). Substituting these values in the formula gives us: 450 = 6000 * r * 5. Solving for r, we get r = 0.015 or 1.5%. Therefore, the account pays a simple interest rate of 1.5%

Answer:

To determine which letter has the greatest probability of being selected and its corresponding probability, we need to count the number of times each letter appears in the word "senselessness".

The word "senselessness" contains a total of 12 letters, with 4 distinct letters: "e", "s", "n", and "l". We can count the number of times each letter appears as follows:

"e" appears 4 times

"s" appears 4 times

"n" appears 2 times

"l" appears 2 times

Therefore, the letter "e" and "s" have the greatest probability of being selected, as they appear most frequently in the word. The probability of selecting the letter "e" would be 4/12, which simplifies to 1/3 or approximately 0.33. Similarly, the probability of selecting the letter "s" would also be 1/3 or approximately 0.33.

On the other hand, the letter with the least probability of being selected would be either "n" or "l", as they appear the least frequently. The probability of selecting either "n" or "l" would be 2/12, which simplifies to 1/6 or approximately 0.17.

I'm not sure if this answers your question, but i really hope it helps!
Please mark brainliest though, it really helps!

The area of the trapezoid is 13 meters.

The area of a trapezoid is calculated by taking the sum of the two bases and multiplying that by the height, then dividing that by two. In this case, the sum of the two bases is 4 meters + 2.5 meters = 6.5 meters. Multiplying this by the height of 4 meters gives us a result of 26 meters. Finally, we divide that by two to get the final area of 13 meters.

To calculate the area of a trapezoid, you first need to calculate the sum of its two bases. The two bases are the bottom and the top lengths of the trapezoid, which in this case are 4 meters and 2.5 meters respectively. Once you have the sum of the two bases, you can then multiply that sum by the height of the trapezoid, which in this case is 4 meters. This will give you the total area of the trapezoid. Lastly, you divide this total area by two to get the final area.

In summary, to calculate the area of a trapezoid with a base length of 4 meters and 2.5 meters, and a height of 4 meters, you need to first calculate the sum of its two bases, which in this case is 6.5 meters. Multiply this by the height of 4 meters to get the total area of 26 meters. Finally, divide this by two to get the final area of the trapezoid, which is 13 meters.

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the concentrations of nitrogen, phosphate, and potassium in the mixture are 13.33%, 13.67%, and 8%, respectively. To find the concentrations of nitrogen, phosphate, and potassium in the mixture, we need to calculate the total amount of each nutrient in the two bags and then divide by the total weight of the mixture.

First, let's calculate the amount of each nutrient in the 10 pound bag of 12-12-12:

Nitrogen: 12% of 10 pounds = 1.2 pounds

Phosphate: 12% of 10 pounds = 1.2 pounds

Potassium: 12% of 10 pounds = 1.2 pounds

Next, let's calculate the amount of each nutrient in the 5 pound bag of 16-17-0:

Nitrogen: 16% of 5 pounds = 0.8 pounds

Phosphate: 17% of 5 pounds = 0.85 pounds

Potassium: 0% of 5 pounds = 0 pounds

Now, let's add up the total amount of each nutrient in the two bags:

Nitrogen: 1.2 + 0.8 = 2 pounds

Phosphate: 1.2 + 0.85 = 2.05 pounds

Potassium: 1.2 + 0 = 1.2 pounds

Finally, let's divide the total amount of each nutrient by the total weight of the mixture (10 + 5 = 15 pounds) and express the answers as percentages:

Nitrogen: (2 / 15) x 100% = 13.33%

Phosphate: (2.05 / 15) x 100% = 13.67%

Potassium: (1.2 / 15) x 100% = 8%

Therefore, the concentrations of nitrogen, phosphate, and potassium in the mixture are 13.33%, 13.67%, and 8%, respectively.

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The arrangement has 11 neat marbles: the three red marbles with two white neighbors each, the three blue marbles with two white neighbors each, and the two white marbles with two blue neighbors each.

To maximize the number of neat marbles, we want to create as many same-colored pairs of marbles around the circle as possible. Let's start by placing all the red marbles around the circle in a way that maximizes the number of neat marbles.

One possible arrangement is:

R-W-R-W-R-W

where R represents a red marble, and W represents a white marble. This arrangement has six neat marbles: the three red marbles with two white neighbors each.

Now, let's add the blue marbles to the arrangement. We want to place them in a way that doesn't break any of the neat pairs we've already created. One way to do this is to place them between the white marbles:

R-W-R-B-R-B-W-R-W-B-W

This arrangement has nine neat marbles: the three red marbles with two white neighbors each, and the three blue marbles with two white neighbors each.

Finally, we can add the remaining white marbles to the arrangement, again placing them in a way that doesn't break any of the neat pairs we've already created. One way to do this is to place them between the red and blue marbles:

R-W-R-B-W-B-W-R-B-W-B

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The measure is reliable if it contains little measurement error. So the correct option is c) contains little measurement error.

      A measure is a tool that is used to evaluate a person's traits, values, and performance in a given task or activity. A measure is used to obtain a score that can be used to evaluate a person's characteristics, abilities, or tendencies.

     It is critical that the measure is reliable and valid to be able to use it to evaluate people. Reliability is one of the qualities of a good measure. Reliable measure A measure is reliable if it yields consistent scores across different samples of individuals or across different occasions for the same individual.

                       If a measure is reliable, it will yield similar scores for the same person every time it is administered. It is essential that a measure is reliable because if it is not, it will be difficult to determine if the score reflects the person's true characteristics or is a result of measurement error. Measurement error is a measure's inaccuracies, inconsistencies, or instability in its results.

      Measurement error is a potential source of unreliable measurements. It is necessary to minimize measurement error to achieve reliable measurement. Measurement error can be reduced by ensuring that the measure is standardized, that the scoring is done consistently, and that the measure is free from external factors that may influence the results.

      Hence, a measure is reliable if it contains little measurement error. So the correct option is c) contains little measurement error.

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The rate of change of y = cos x with respect to time is approximately -1.46 cm/sec.

This problem involves finding the rate of change of the dependent variable (y = cos x) with respect to the independent variable (x) at a given rate of change of the independent variable (dx/dt = 4 cm/sec).

Using the chain rule of differentiation, we have:

dy/dt = dy/dx * dx/dt

Taking the derivative of y = cos x with respect to x, we get:

dy/dx = -sin x

Substituting the given value of dx/dt = 4 cm/sec and the value of sin x can be obtained using the identity cos² x + sin² x = 1 and the given value of cos x = cos 0 = 0.95, we get:

dy/dt = dy/dx * dx/dt

= (-sin x) * 4

= (-√(1 - cos² x)) * 4 [Using the identity sin x = √(1 - cos² x)]

= (-√(1 - 0.95²)) * 4

≈ -1.46 cm/sec

Therefore, the rate of change of y = cos x with respect to time is approximately -1.46 cm/sec.

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The probability that it will take at least 5 minutes until the student is served when he enters the restaurant today is 50%.

This is because there is an equal chance that it could take less than 5 minutes or more than 5 minutes until the student is served.

In probability terms, the student's wait time is a random variable with two possible outcomes - wait time less than 5 minutes, or wait time greater than or equal to 5 minutes. Since there is an equal chance of either outcome occurring, the probability of the wait time being greater than or equal to 5 minutes is 50%.

This is also known as the Law of Large Numbers.

To further illustrate this concept, imagine that the student flips a fair coin. The two possible outcomes of the coin toss are heads or tails. Since each outcome has an equal chance of occurring, the probability of either heads or tails is 50%.

In this case, the probability of the student's wait time being at least 5 minutes is the same as the probability of the coin toss being heads or tails, hence making the probability 50% or 0.5.

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(a) To test the hypotheses H0: µ = 115 and H1: µ > 115, we will conduct a one-sample t-test using the given information.

Step 1: Calculate the t-value.
t = (sample mean - population mean) / (standard deviation / √sample size)
t = (127.8 - 115) / (30 / √25)
t = 12.8 / 6
t = 2.13

Step 2: Determine the degrees of freedom (df).
df = sample size - 1
df = 25 - 1
df = 24

Step 3: Find the P-value.
Using a t-table or calculator, find the P-value corresponding to t = 2.13 and df = 24. The P-value is approximately 0.022.

Step 4: State the conclusion.
Since the P-value is less than the commonly used significance level of 0.05, we reject the null hypothesis (H0: µ = 115) and conclude that the mean score for older students is significantly higher than the mean score for the entire population.

(b) The two important assumptions for the t-test are:
1. The sample is randomly selected from the population.
2. The population is normally distributed.

The most important assumption for the validity of the conclusion in part (a) is the normality of the population. If the population is not normally distributed, the results of the t-test may not be valid, and the conclusion may be inaccurate.

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The inequality to determine how much more money he needs to save so he can buy the shoes is x ≥ $45

Let x be the amount of money Jordan still needs to save to buy the shoes.

The total cost of the shoes is $75, and Jordan has already saved $30. Therefore, the amount of money he still needs to save is:

x = $75 - $30

Simplifying the right side:

x = $45

So, the inequality that represents how much more money Jordan needs to save is:

x ≥ $45

This means that Jordan needs to save at least $45 more to be able to buy the shoes.

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The length of Tanya's mural is 28 feet.

A rectangle is a 2-dimensional shape with parallel opposite sides equal to each other and four angles are right angles.

Area of a rectangle is expressed as;

Area = length × width

We know that the area of Tanya's mural is 224 square feet, and the height of the mural is 8 feet.

So we can use these values to find the length of the mural:

Area = length × width

224 = length × 8

To solve for the length, we can divide both sides of the equation by 8:

length = 224 ÷ 8

length = 28 feet

Therefore, the dimension of the length is 28 feet.

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Answer:

Approximately 1.05 × 10⁹ pounds of food are consumed by African elephants in one day.

Step-by-step explanation:

Answer:

Step-by-step explanation:

its 7 or 6\

c = -880

The intercept for a trendline based on five observations with an average of y = 100 and slope of the line = 22 is -880. This can be calculated using the formula for the equation of a straight line: y = mx + c, where m is the slope and c is the intercept. We know that the slope (m) is 22 and the average of y (the y-intercept) is 100. Plugging in the given values, we get:

100 = 22x + c

c = -880

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Assume that the test scores of a college entrance exam fits a normal distribution. the mean test score is 80, and the standard deviation is 5. The percentage of students scoring 83 or more in the exam is 26.96%.

Assuming that the test scores of a college entrance exam fit a normal distribution with mean 80 and standard deviation 5, the z-score of a test score of 83 is calculated using the formula:

z = (x - μ) / σ

where z is the z-score,

x is the test score,

μ is the mean, and

σ is the standard deviation.

Substituting the values, we get:

z = (83 - 80) / 5 = 0.6

Using a z-table or a calculator, we find that the percentage of students scoring 83 or more is the area to the right of the z-score of 0.6 under the standard normal distribution curve.

This can be calculated as:

P(z > 0.6) = 1 - P(z < 0.6)

Using a z-table or a calculator, we can find that P(z < 0.6) = 0.7257

Therefore,P(z > 0.6) = 1 - P(z < 0.6) = 1 - 0.7257 = 0.2743

Multiplying by 100%, we get that the percentage of students scoring 83 or more in the exam is:

0.2743 × 100% ≈ 26.96%

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False. A Beer and Wine Store Series 10 Licensee is not allowed to serve beer and wine samples on the premises, even if they hold sampling privileges.

This is because beer and wine samples are not allowed to be sold under this type of license, according to the Texas Alcoholic Beverage Code. Under the TABC, beer and wine samples may only be sold in certain locations, such as restaurants and stores that have a TABC permit for the purpose of selling alcoholic beverages for on-premises consumption.

Beer and wine sampling privileges are reserved for other types of establishments, such as bars and taverns, that have a TABC permit for the purpose of selling alcoholic beverages for on-premises consumption. As such, a Beer and Wine Store Series 10 Licensee is not allowed to serve beer and wine samples on the premises, even if they hold sampling privileges.

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560

1) PEMDAS so 2+14=16

2)55/11=5

3)5x7=35

4)35(16)=560

Answer:24

Step-by-step explanation:

Answer:

it’s b

Step-by-step explanation:

I just did it

The line-plot of the the given data 9 3/4, 10 1/2, 9 1/4, 10 1/4, 11, 10 1/4, 9 1/2 that displays the lengths of the books on the booom shelf is attached.

What is line plot?

A line plot is a type of graph that represents the kind of data representation. It is line plot or a line chart shows the data in a visual form or visual representation. The graph is plotted with help of straight lines and points or dots. The x-axis is represented by straight lines or the it is labelled about the data. The y-axis is represented by the dots or frequency of the data. It is generally used to represent the small data set. This graph uses symbols to show or represent the frequency of the observations.

The data represented here is 9 3/4, 10 1/2, 9 1/4, 10 1/4, 11, 10 1/4, 9 1/2

we can make the frequency table using the above values, after which it can be plotted on the line-plot graph.

1-9 1/4--1 dot

2-9 1/2--1 dot

3-9 1/2--1 dot

4-10 1/4-2 dots

5-10 1/2--1 dot

6-11--1 dot

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Attached is a line-plot of the given data showing the lengths of the books on the book shelf: 9 3/4, 10 1/2, 9 1/4, 10 1/4, 11, 10 1/4, and 9 1/2.

An example of a graph that shows this sort of data representation is a line plot. The data is presented visually in the form of a line plot or a line chart. With the aid of straight lines, points, or dots, the graph is drawn. Straight lines or labels that describe the data are used to depict the x-axis. The dots or frequency of the data are used to depict the y-axis. It often serves as a representation for a tiny group of data. The frequency of the observations is shown or represented by symbols on this graph.

9 3/4, 10 1/2, 9 1/4, 10 1/4, 11, 10 1/4, and 9 1/2 are the numbers shown.

Using the aforementioned variables, we can create the frequency table, which can then be plotted on the line-plot graph.

1-9 1/4--1 dot

2-9 1/2--1 dot

3-9 1/2--1 dot

4-10 1/4-2 dots

5-10 1/2--1 dot

6-11--1 dot

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Answer:

Step-by-step explanation:

If the trail is a mile long and is marked every mile with a sign, then there will be one sign at the end of the trail. In addition, there will be signs marking each mile along the trail, including the starting point. Since there are 1 mile markers between the starting point and the end of the trail, there will be a total of:

1 (at the end) + 1 (at the starting point) + 1 (for each mile marker) = 1 + 1 + 1 = 3

Therefore, three signs are needed to mark a mile-long walking trail.

Answer:

Step-by-step explanation:

g(2) = -6(2) + 8 = -12 + 8 = -4