Terry used 14 yards of fabric to make flags for one-third of the drill team. How much fabric, would terry need to make flags for the whole team?.

The coordinates of the circumcenter of the triangle are (5,8).

Given, Three points of the circle,

A(-5,3), B(5, 8), C(-5.8).

Mid point of AB = (5-5 / 2, 8+3/2) = (0, 11/2)

Slope of AB = y2 - y2 / x2 - x1

= 8-3 / 5 + 5

= 5/10 = 1/2

Equation of AB = y - yo = m (x - xo)

y - 11/2 = 1/2 (x - 0)

2y - 11 = x                  .....(1)

Similarly finding the equation of AC and BC -

Mid points of BC = (0,8)

slope of BC = 0

equation of BC = y = 8                   ....(2)

On solving (1) ans (2) simultaneously,

2y - 11 = x

y = 8

16 - 11 = x

x = 5

The coordinates of the circumcenter of the triangle are (5,8).

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The ratio of the surface area of Theo's sphere to the total surface area of Akshay's spheres is 25:8.

We have , The radius of Theo's sphere , R = 5

As we know that,

Surface area of sphere , A₁ = 4πr²

where r --> radius of sphere

So, Surface area of Theo's sphere = 4πR² = 4×π (5)² = 100π

The radius of Akshay's two spheres,

R₁ = R₂ = 2

Surface area of Akshay's first sphere

= 4πR₁²

= 4×π ( 2)² = 16π

similarly, surface area of Akshay's second sphere = 4πR₂² = 4×π(2)² = 16π

Total surface area of Akshay's two spheres, A₂ = 16π + 16π = 32π

Then, the ratio of the surface areas of spheres, A₁ : A₂ = 4π(R)² :4π(R₁² +R₂²)

=> A₁ : A₂ = 100π : 32π

=> A₁ : A₂ = 25 : 8

Hence, required ratio is 25:8.

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Answer:

864

Step-by-step explanation:

By using the rule of 3 simple, we will see that the value of the angle of the arc is 30°.

We know that an arc of 24 degrees has an arc length of 28cm, then we can write a relation:

24° = 28cm

(notice that it is just a relation so we can use the 3-simple-rule, that is not an equation, we only can do this because there is a linear relation between the angle and the length).

And for an angle x we have a length of 35cm, then we can write:

x = 35cm

Now we can take the quotient of these two equations to get:

x/24° = (35cm/28cm)

Solving for x:

x = (35cm/28cm)*24° = 30°

That is the angle of the arc.

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Answer: 29/48

Step-by-step explanation:

If she spent 5/12 of 1200, she's left with 7/12 of 1200 which is 700. If she spends 1/4 of that, she has 3/4 of it left. 3/4 x 700 is 525. 525 + 250 is equal to 725. To simplify 725/1200, divide both sides by 25 to get 29/48.

Answer:

387 in³

Step-by-step explanation:

Volume of the solid 8" cube = 8³ = 512

The "empty space" volume of the 5" hole = 5³ = 125

Subtract the volume of the hole from the solid cube:

512 - 125 = 387 in³  (that's what is left)

Answer:

Step-by-step explanation:

Not sure if this is right**

Based on what I know from these types of questions I think that the 2nd option is better. When reading you might think that the first option is better because it gives 1k and the other one only gives you 800. but the percentage of the interest is bigger so i feel like it might increase, meaning more money.

hopefully u can understand that and if wrong i'm sorry.

Answer:

The first option

Step-by-step explanation:

Suppose the question is about simple interest, then the first option will be:

1000 * (1 + 0.03*5) = $1150

The second option will be:

800 * (1 + 0.06*5) = $1040

The trigonometric functions are SinƟ = 0.6, CosƟ = 0.8, Tan Ɵ = 0.75, Cot Ɵ = 1.33,  Sec Ɵ = 1.25, Csc Ɵ  = 1.67.

The point (4,3) is on the terminal side of an angle in standard position, and the associated triangle’s missing hypotenuse can be determined using the Pythagorean Theorem, which is:

hyp^2 = adj^2 + opp^2

Hence,

hyp^2 = 4^2 + 3^2 = 16 + 9 = 25

hyp = √25 = 5

Using the provided information, where opposite side is 3, adjacent side is 4, and hypotenuse is 5, the six trigonometric functions can be determined as

1. SinƟ = Opposite/Hypotenuse = 3/5 = 0.6

2. CosƟ = Adjacent/Hypotenuse = 4/5 = 0.8

3. Tan Ɵ = Opposite/Adjacent = ¾ =0.75

4. Cot Ɵ = Adjacent/Opposite = 4/3 = 1.33

5. Sec Ɵ = Hypotenuse/Adjacent = 5/4 = 1.25

6. Csc Ɵ = Hypotenuse/Opposite = 5/3 = 1.67

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The midpoint of the line AB lies on the line 4y= x +9 is (-6, 248)

Midpoint, as the word suggests, means the point which lies in the middle of something. Midpoint of a line segment means a point which lies in the mid of the given line segment.

Let we've two endpoints of a line segment as A(p,q), and B(m,n)

Then let the midpoint be M(x,y) on that line segment. Then, its coordinates are:

[tex]x = \dfrac{p+m}{2}\\y = \dfrac{q+n}{2}[/tex]

We are given that the normal to the curvey = x³ + 6x² -34x+44 at the point P(2, 8) cuts the x-axis at A and the yaxis at B.

y = x³ + 6x² -34x+44

dy/ dx = 3x² + 12x -34

Then the equation is

(y - 4) = -34(x - 0)

y + 34x = 44

So, -34x + 44 =  x³ + 6x² -34x+44

x = 0

x = -6

Also, we d² y/ dx gives us  248

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Answer:

The first answer

Step-by-step explanation:

In this problem, i represents that number of items that Vance sells. Since he sold between 300 and 310 items, i can be any integer between those values. This immediately rules out the second option. Since you cannot sell only a part of an item, the third and fourth answer choices are also incorrect. Therefore, the first option is the correct answer.

Considering the graph the true statements are

< CAB and < FDE are have the same measure because AB and DE are parallel

The length of AP is the difference between the x coordinates of the points A and F

Δ ABC and DEF are similar

When two parallel lines are intersected by another line, corresponding angles are the angles that are created in matching corners or corresponding corners with the transversal line

In the figure, < CAB and < FDE  are corresponding angels.

the difference in the x axis between points A and F is the line AP. this is used in slope calculation

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The unit rate at which the baker uses baking powder to make dozens of cupcakes is 39/80 or 0.4875 teaspoons of baking powder per dozen cupcakes.

The unit rate refers to the comparison of two ratios that have 1 as their denominator. Unit rate is often used in calculations that compare two units. For instance kilometer/hour, meter/sec, and teaspoons/dozen as is the case in the above question.

To obtain the unit rate of the above question, we simply divide the teaspoons measurement by the quantity of cupcakes produced. This gives us:

13/8 ÷ 10/3

13/8 × 3/10

39/80 teaspoons per dozen cupcakes.

or 0.4875 teaspoons per dozen cupcakes in decimal form.

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The t-distribution for developing a confidence interval for a mean has n - 1 degrees of freedom.

The t-distribution is used to develop a confidence interval for a mean. In order to do this, the degrees of freedom (df) of the t-distribution must be known. The formula for degrees of freedom is df = n - 1, where n is the sample size. Therefore, the t-distribution for developing a confidence interval for a mean has n - 1 degrees of freedom. The t-distribution is a form of the normal distribution that takes into account the uncertainty in estimating the population mean from a sample. The t-distribution is used when the population standard deviation is unknown, and the sample size is relatively small. The shape of the t-distribution will depend on the degrees of freedom, which is determined by the sample size. The larger the sample size, the larger the degrees of freedom and the closer the t-distribution will be to the normal distribution.

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The largest possible value of δ that guarantees |cos(x) + 2 sin(3x) − 1| < 0.

What is trignomentry ?

Trigonometry is a branch of mathematics that deals with the relationships between the angles and sides of triangles, particularly right triangles. It is used to study the properties of angles,sines, cosines and tangents and circles.

We can start by using the Triangle Inequality to find an upper bound on |cos(x) + 2 sin(3x) − 1| in terms of |x − 0.5|:

|cos(x) + 2 sin(3x) − 1| <= |cos(x) − 1| + 2 |sin(3x)|

We know that |cos(x) − 1| <= |x − 0.5| and |sin(3x)| <= |3x|, since |sin(x)| <= |x| for all x. So we have ,

|cos(x) + 2 sin(3x) − 1| <= |x − 0.5| + 2|3x|

Now we can set this inequality equal to 0.5 and solve for |x − 0.5|:

|x − 0.5| + 2|3x| <= 0.5

|x − 0.5| <= 0.5 − 2|3x|

To find the largest possible value of δ, we need to find the maximum value of the right side of the inequality,

δ = 0.5 - 2|3x|

The maximum value of the right side of the inequality occurs when |3x| is at its smallest. Since |3x| >=0 for all x, the maximum value of δ is 0.5.

So , the largest possible value of δ that guarantees |cos(x) + 2 sin(3x) − 1| < 0.

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The two (2) correct representations of the inequality -3(2x - 5) < 5(2 - x) include the following:

C. -6x + 15 < 10 - 5x

D. A number line from negative 3 to 3 in increments of 1. An open circle is at 5 and a bold line starts at 5 and is pointing to the right.

In this scenario, we would evaluate and simplify the given inequality in order to determine the solution to this algebraic equation as follows:

-3(2x - 5) < 5(2 - x)

Opening the bracket, we have the following:

-6x + 15 < 10 - 5x (correct representation)

Next, we would rearrange the algebraic equation by collecting terms:

-6x + 5x < 10 - 15

-x > -5

x > 5 (correct representation)

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The proportion ratio of Bani and Ylang-ylang is 7:14

A proportion ratio is a way of expressing the relationship between two or more quantities in terms of a ratio. It is a way of comparing the relative sizes of different quantities, and it is often used to describe the relative proportion of different components of a whole.

The proportion of Bani trees to Ylang-ylang trees would be 7:10, or 7/10. If we add 4 more trees to the Ylang-ylang trees, there would be 14 Ylang-ylang trees and 7 Bani trees. The proportion of Bani trees to Ylang-ylang trees would be 7:14, or 7/14.

You can also represent this proportion ratio in the form of fractions or as a percentage. To convert the fraction 7/14 to a percentage, you would multiply it by 100, which would give you 50%. This means that the proportion of Bani trees to Ylang-ylang trees is 50% Bani and 50% Ylang-ylang.

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The mean quiz score is 5.42.

The median quiz score is 5.5.

Mean is the average of a set of numbers. It is determined by adding the set of scores together and dividing it by the total scores in the dataset.

Mean = sum of the numbers / total number

Mean = (3 + 4.5 + 6.5 + 00 + 8.5 + 10) / 6 = 5.42

Median is the number at the center of the dataset when the scores are arranged in either an ascending or descending order.

The scores arranged in ascending order - 0, 3, 4.5,  6.5, 8.5, 10

Median = (4.5 + 6.5) / 2 = 5.5

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the answer is (1/2)(5+9)(3) = 21

The solution to the initial value problem is y(t) = (3/2)te^(2t) + e^(-t) + 1.

To find the solution to the initial value problem, we need to first find the general solution to the differential equation. To do this, we can use the method of integrating factors. We can find the integrating factor is e^∫p(t)dt = e^t, multiplying both sides by it, we get e^ty' - e^ty = 3te^(t+1). Integrating both sides with respect to t, we get e^t*y = (3/2)te^(2t) + C. Solving for y, we get y(t) = (3/2)te^(2t) + Ce^(-t).

Next, we use the initial condition to find the value of C. We know that y(0) = 1, substitute this into the general solution, and we get 1 = (3/2)0e^(2*0) + Ce^(0) = C.

Therefore, the solution to the initial value problem is y(t) = (3/2)te^(2t) + e^(-t) + 1.

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By working with the given percentage, we will find that there are 1,050 students in the school.

First, we know that (66 + 2/3)% = (66.66...%) of the students are girls.

Then the remaining 33.33% are boys.

And we know that there are 350 boys, so the 33.33...% of the students is equal to 350.

So we can write the equations for percentages:

350 = 33.33%

X = 100%

Where X is the total number of students, to find X, we can take the quotient between these two equations:

X/350 = 100%/33.33%

X = 350/0.333... = 1,050

So there are 1,050 students on that school.

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Answer:

=50/3:720÷12=1000÷, 0 x=0 not equal reduce the fraction 60=1000/xmultiply both sides of the equation by the common denominator :60x=1000x/xreduce the fractions:60x=1000divide both sides of the equation by coifficient of variable:x=1000/60cross out the common factor:x=50/3find the intersection:x=50/3get the result:x=50/3ANSWER:X=50/3

Answer:

[tex]26.666666667[/tex]

Step-by-step explanation:

To find the volume of a pyramid, you can use the formula:

Volume = (1/3) * base area * height

If the base is a rectangle, the base area is calculated by multiplying the length by the width.

Let's call the original length "L", the original width "W", and the original height "H".

The volume of the original pyramid is:

(1/3) * L * W * H = 40 cubic inches

If the length of the base is doubled, the new length is 2L.

The width is tripled, so the new width is 3W.

The height is increased by 50%, so the new height is 1.5H.

The volume of the new pyramid is:

(1/3) * (2L) * (3W) * (1.5H) = (2/3) * L * W * H = (2/3) * 40 cubic inches = 26.666666667 cubic inches.

So the volume of the new pyramid is approximately 26.666666667 cubic inches.

Answer: 90%

Step-by-step explanation: It'd be 90%, look at the steps below:

P = 36/40

P =  36/40 * 100/100

P = 90/100

= 90%

I hope this helped.

Answer:

27720

Step-by-step explanation:

multiple all of them 11x14x9x20 = 27720

The sum of 4 consecutive square numbers is divisible by 4 with a remainder of 2 and the difference between 14²⁰ and 21² is a multiple of 7 derived below.

Algebra is the study of abstract symbols, while logic is the manipulation of all those ideas.

The acronym PEMDAS stands for Parenthesis, Exponent, Multiplication, Division, Addition, and Subtraction. This approach is used to answer the problem correctly and completely.

Let two consecutive even numbers be 2n & 2n+2. Then we have

⇒ (2n)² + (2n + 2)²

⇒ (2n + 2n + 2)² - 2.2n(2n + 2)²

⇒ 4(2n + 1)² – 8n² - 8n

⇒ 16n² + 16n + 4 – 8n² – 8n

⇒ 8n² + 8n + 4

⇒ 4(n² + 2n + 1 + n²)

⇒ 4{(n + 1)² + n²} which is multiple of 4.

Then the difference between 14²⁰ and 21² is a multiple of 7. Then we have

⇒ (14²⁰ - 21²) / 7

⇒ [(7²⁰)(2²⁰) - (7²)(3²)] / 7

⇒ 7² [(7¹⁸)(2²⁰) - 3²] / 7

⇒ 7 [(7¹⁸)(2²⁰) - 3²]

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The equation you put is in slope-intercept form (y = mx + b).

m = slope, so 14.25 would be the slope.

Hope this helps.

Answer;

14.25

Step-by-step explanation;

Well take a look at what is right before x that is meant to tell you the slope when the equation is in y = mx+c form, which it is right here , y=14.25x is in y=mx+c form but c=0 .

Answer:

98.3

Step-by-step explanation:

I used trigonometry (cosine function) to plug in the information given and solve for what we were missing.

Answer:

6 times to equals what [tex]\sqrt{36}[/tex]

Step-by-step explanation:

To find Root 6 one can refer to the methods of simplifying square roots. To simplify a square root, the number should be made as small as possible while still keeping it as a whole number. Mathematically this can be written as:

√a.b = √a * √b

To write this equation for the square root of 6 simplification, we will get:

√6= √2 * √3

This can be further simplified by substituting the values of root 2 and 3 (rounded to three decimal numbers) as:

√6 = 1.414 * 1.732

√6 = 2.449

Thus, this is the simplified version of the square root of 6. Similarly, we can also find square roots of any other whole numbers and find out their factors. After finding the factors, we usually convert them into the lowest divisible number, as we have done above. Thus, we have found the value of root 6. This method is the most popularly used method for finding square roots of any number. Apart from this, if we use a calculator we can find the exact value of this as well. The exact value will always be a decimal number as it is nearly impossible to find a positive whole integer as a root for non-rational numbers.

Another simplistic example of how roots work with one another is by figuring out the Square root of 6 plus square root of 6, and this is an interesting problem with a simplistic solution. Let us see this problem and its solution mathematically,

Sqrt (6) + Sqrt (6) = √6 + √6

√6 + √6 = 2√6

Thus, by substituting the value of root 6, we can find the required answer. Keeping this in mind, we can add these roots together to find the solution to the problem while keeping the base root under the radical sign constant. Hence, in this method, we can find solutions to such problems.

Answer:

40

Step-by-step explanation:

Answer:

40

Step-by-step explanation: