b. In how many different orders can you arrange three flags?

Yes, we can determine how many zeros we need to find. Since the polynomial function has a degree of 4, we need to find 4 zeros. We already know one of the zeros is 5, so we need to find 3 more zeros.

The possible locations for the loading zone are -4, -6, and 8. A polynomial function of degree 4 has 4 zeros. Since we already know one of the zeros is 5, the other three zeros could be -4, -6, and 8.

To find the other zeros, we can use the Rational Zero Theorem, which states that any rational zero of the polynomial must have a numerator that is a factor of the constant term (-240) and a denominator that is a factor of the leading coefficient (1). In this case, the possible rational zeros are -240/1, -240/2, -240/3, -240/4, -240/5, -240/6, -240/8, -240/10, -240/12, and -240/24. We can then test each of these possible zeros to see if they make the polynomial equal to 0.

The zeros that make the polynomial equal to 0 are -4, -6, and 8. Therefore, the possible locations for the loading zone are -4, -6, and 8.

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The given LP problem can be solved using graphical and Big M methods. The graphical solution involves plotting the constraints and determining the feasible region and optimal solution. The Big M method involves introducing artificial variables and using a two-phase approach to find the optimal solution. In this case, the LP problem has a unique optimal solution.

(a) To solve the problem graphically, we first plot the constraints on a graph. The first constraint, 3x1 + x2 ≥ 4, can be represented by a line with points (0, 4) and (4/3, 0). The second constraint, 2x1 + x2 ≤ 4, is represented by a line with points (0, 4) and (2, 0). The third constraint, x1 + x2 = 3, is a straight line passing through (3, 0) and (0, 3). The feasible region is the intersection of the shaded regions determined by these three constraints. We can then find the optimal solution by evaluating the objective function at the corners of the feasible region. The maximum value occurs at the corner (4/3, 0), where z = 4/3.

(b) To solve the LP problem using the Big M method, we introduce artificial variables to convert the inequalities into equalities. We then use a two-phase approach to find the optimal solution. In the first phase, we minimize the sum of the artificial variables by adding them to the objective function with a large coefficient (M). The constraints are solved to obtain an initial feasible solution. In the second phase, we remove the artificial variables and solve the modified objective function. In this case, since the initial feasible solution has no artificial variables in the optimal solution, the second phase is not necessary. The optimal solution obtained from the first phase is x1 = 1, x2 = 2, with z = 0.

(c) In the graphical solution, the basic solutions occur at the corners of the feasible region. The basic solution (4/3, 0) is feasible, and the objective function value at this point is z = 4/3. In the Big M method, the basic solution obtained in the first phase is x1 = 1, x2 = 2, which is also feasible. The objective function value at this basic solution is z = 0.

(d) The LP problem does not have alternative optimal solutions because there is only one feasible region and the objective function has a unique maximum value. Therefore, the problem does not suffer from infeasibility or unboundedness.

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To calculate the number of households that have basic cable TV, we can calculate 85% of the total number of households.

First, let's convert 115.4 million households to a numerical value:

115.4 million = 115,400,000 households

Now, we can calculate the number of households with basic cable TV by multiplying the total number of households by the percentage of households with basic cable TV:

Number of households with basic cable TV = 85% of 115,400,000

Number of households with basic cable TV = 0.85 * 115,400,000

Calculating this gives us:

Number of households with basic cable TV = 97,990,000

Therefore, approximately 97,990,000 households have basic cable TV.

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By replacing the real numbers in the polynomial with complex numbers and following algebraic rules, we can use complex numbers in polynomial identities.

We have to explain how polynomial identities apply to complex numbers. A complex number is written in a + ib form, where i is an imaginary unit with a value of the square root of -1.

Polynomial identities are those equations that are always true for any values of the variables, regardless of whether the variables represent real numbers or complex numbers.

For example, if we take an identity [tex](m + n)^2 = m^2 + n^2 + 2mn[/tex], we can see that it is true for any real numbers m and n. Now, we can also apply this identity to complex numbers a + bi and c + di. The identity will now become;

[tex](a + bi + c+ di)^2 = (a + c)^2 + (bi + di)^2 + 2(a + c)(bi + di)[/tex].

Therefore, polynomial identities can be applied to complex numbers in the same way they are applied to real numbers, by replacing the real numbers in the polynomial with complex numbers and following the same algebraic rules and procedures.

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The complete question is "How do polynomial identities apply to complex numbers?"

(a) The inverse of A is:

A⁻¹ = [-2 1 0

1 0 1

1/2 0 1]

(b) The solution to the system of linear equations is x = [-3, 2, 3/2].

To find the inverse of A, we can use Gaussian Elimination. We can start by adding the first row to the second row. This gives us:

```

[1 0 1 4

1 1 2 -3

1 1 3 1]

```

Next, we can subtract the second row from the third row. This gives us:

```

[1 0 1 4

1 1 2 -3

0 0 1 2]

```

Finally, we can divide the third row by 2. This gives us the row reduced form of the matrix:

```

[1 0 0 -2

0 1 0 1

0 0 1 1/2]

```

As we can see, the third column of the row reduced matrix is the inverse of the first column of the original matrix. Therefore, the inverse of A is:

```

A⁻¹ = [-2 1 0

1 0 1

1/2 0 1]

```

We can now use this inverse to solve Ax=b. We can write this equation as:

```

[1 0 1 4

1 1 2 -3

1 -1 1 1] * x = [4 -3 1]

```

Multiplying both sides of this equation by A⁻¹, we get:

```

x = A⁻¹ * b = [-2 1 0

1 0 1

1/2 0 1] * [4 -3 1] = [-3 2 3/2]

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a. The mean is 11.00 (correct)

b. The mean is 14.70 (incorrect)

c. The median (the 50th percentile) is 7.00 (correct)

d. The median (the 50th percentile) is 10.75 (incorrect)

5, 6, 7, 15, 22

The mean is calculated by adding up all the numbers and dividing by the total count:

Mean = (5 + 6 + 7 + 15 + 22) / 5 = 11

So option a. The mean is 11.00 is correct.

The median (the 50th percentile) is the middle number when the dataset is arranged in ascending order. Since we have an odd number of values, the median is the middle value itself.

So option d. The median (the 50th percentile) is 10.75 is incorrect.

The median of the dataset is 7 since it is the middle number when the dataset is arranged in ascending order.

So option c. The median (the 50th percentile) is 7.00 is correct.

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The value that is not the same as the other three values will be; (D) sin-260°.

To evaluate the given values:

(A) sin100°

(B) sin 80°

(C) sin-80° = - sin80°

(D) sin-260° = -sin(260° + 360°) = -sin(620°)

Since 360° = 1 full rotation, we can subtract 360° from 620° to get a reference angle between 0° and 360°:

Therefore the trigonometric function are;

620° - 360° = 260°

So,-sin(620°) = -sin260°

Hence, we have:

(A) sin100° ≈ 0.9848

(B) sin 80° ≈ 0.9848

(C) sin-80° = - sin80° ≈ -0.9848

(D) sin-260° = -sin(260° + 360°) = -sin(620°)

Therefore, option (D) sin-260° is not the same as the other three values.

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If demand deposits are moved into money market deposits, M1: ↓ (Decrease), M2: NC (No Change)

When demand deposits are moved into money market deposits, the impact on the monetary aggregates M1 and M2 can be described as follows:

M1 (Money Supply Aggregate 1):

- ↓ (Decrease)

M2 (Money Supply Aggregate 2):

- NC (No Change)

Moving demand deposits into money market deposits results in a decrease in M1. This is because demand deposits are included in M1 as they are considered readily accessible for making transactions. However, money market deposits are not included in M1 as they typically have more restrictions on withdrawals and are less liquid.

On the other hand, the shift from demand deposits to money market deposits does not affect M2. M2 includes a broader range of financial assets, such as savings deposits, time deposits, and money market mutual funds. Money market deposits are already part of M2, so the overall composition of M2 remains unchanged.

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The quadratic function is A = x² and the maximum area is 3164.0625 feet²

Given data:

To find the quadratic function that can be used to find the maximum area of the tennis court, we need to express the area of the court as a function of one variable, which we'll call x.

Let's assume that the length of the tennis court is x feet. In that case, the width of the court will also be x feet to maximize the area (since a square shape yields the maximum area for a given perimeter).

The perimeter of the tennis court consists of two lengths and two widths, which adds up to 2x + 2x = 4x. We know that the total fencing available is 225 feet. Therefore, we can set up the equation:

4x = 225

Simplifying the equation, we find:

x = 225/4

x = 56.25

Now, we can express the area of the tennis court, A, as a quadratic function of x:

A = x * x

A = x²

Substituting the value of x we found:

A = (56.25)²

A = 3164.0625

Therefore, the quadratic function that represents the maximum area of the tennis court is A = x², and the maximum area is 3164.0625 square feet.

To find the lengths of the sides of the resulting fence, we know that the length and width of the court are both x. Substituting the value of x:

Length = 56.25 feet

Width = 56.25 feet

Hence, the lengths of the sides of the resulting fence are both 56.25 feet.

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The inverse function of f(x) = (5x²) / 9 is given by:

f^(-1)(x) = ±√[(9x) / 5].

To find the inverse of the function f(x) = (5x²) / 9, we'll follow these steps:

Step 1: Replace f(x) with y: y = (5x²) / 9.

Step 2: Swap the x and y variables: x = (5y²) / 9.

Step 3: Solve the equation for y. Let's start by multiplying both sides of the equation by 9 to eliminate the fraction: 9x = 5y².

Step 4: Divide both sides of the equation by 5: (9x) / 5 = y².

Step 5: Take the square root of both sides to solve for y: y = ±√[(9x) / 5].

Therefore, the inverse function of f(x) = (5x²) / 9 is given by:

f^(-1)(x) = ±√[(9x) / 5].

However, it's important to note that the inverse of f(x) is not a function because it fails the horizontal line test.

The square root (√) introduces both positive and negative values, so for any given x, there are two possible y-values. Therefore, the inverse is not a function.

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Jarod's average speed in miles per hour for the last 2 hours of his trip was 70.

To find Jarod's average speed for the last 2 hours of his trip, we can use the formula for average speed, which is total distance divided by total time.

We know that Jarod drove at a speed of 58 miles per hour for the entire 5-hour trip, and for the first 3 hours, he drove at a speed of 50 miles per hour.

To find the total distance, we can multiply the average speed (58 mph) by the total time (5 hours). This gives us 58 mph * 5 hours = 290 miles.

Now, we need to find the total distance covered in the first 3 hours. We can multiply the speed (50 mph) by the time (3 hours). This gives us 50 mph * 3 hours = 150 miles.

To find the total distance covered in the last 2 hours, we can subtract the distance covered in the first 3 hours from the total distance. This gives us 290 miles - 150 miles = 140 miles.

Finally, to find the average speed for the last 2 hours, we divide the total distance (140 miles) by the total time (2 hours). This gives us 140 miles / 2 hours = 70 miles per hour.

Therefore, Jarod's average speed in miles per hour for the last 2 hours of his trip was 70.

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Answer:

Step-by-step explanation:

Orange : apple is 5:2, the person has 27 liters of orange and 9 liters of apple

5:2

10:4

15:6

20:8

22.5:9

22.5+9 = 31.5

C is the answer

When specializing in the goods they have a comparative advantage in, you will produce 36 pounds of apples and your neighbor will produce 16 pounds of cherries. After trading half of your production for half of your neighbor's, you will end up consuming 18 pounds of apples and 8 pounds of cherries, while your neighbor will consume 18 pounds of cherries and 4 pounds of apples.

To find the production levels when specializing, we need to identify the goods each party has a comparative advantage in. You produce 72 pounds of apples and 12 pounds of cherries when focusing solely on each good, while your neighbor produces 32 pounds of both apples and cherries. You have a comparative advantage in apples since you can produce 6 times more apples than cherries (72 apples vs. 12 cherries) while your neighbor can only produce twice as many apples as cherries (32 apples vs. 16 cherries).

Thus, you will specialize in apple picking, and your neighbor will specialize in cherry picking. As a result, you will produce 36 pounds of apples, and your neighbor will produce 16 pounds of cherries. After trading, you both end up with half of each other's production. You will consume 18 pounds of apples and 8 pounds of cherries, while your neighbor will consume 18 pounds of cherries and 4 pounds of apples. This specialization and trade allow both of you to enjoy a more diverse consumption bundle and increase overall welfare.

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The region enclosed by y = 5x and y = 3x² is integrated with respect to x. The area of the region is 5/6 square units.

To find the area of the region enclosed by the given curves, we need to determine the limits of integration. First, we set the two curves equal to each other: 5x = 3x². Rearranging, we get 3x² - 5x = 0, which factors to x(3x – 5) = 0. This equation yields two solutions: x = 0 and x = 5/3.

To find the area, we integrate the difference between the upper curve (y = 5x) and the lower curve (y = 3x²) with respect to x over the interval [0, 5/3]. Thus, the area can be found by integrating the expression 5x – 3x² with respect to x over the given interval. Evaluating the integral gives us an area of 5/6 square units.

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The best response functions for both players in the Nash-demand game where players divide a resource of size 3 are formally stated. The presence of strictly dominated strategies for either player is examined.

In the Nash-demand game, the best response functions for both players can be formally stated by determining each player's optimal strategy given the other player's strategy. The best response functions represent the actions that maximize each player's payoff given the other player's action.

Graphically, the best response functions can be plotted to find all Nash equilibria, which are the points where both players are playing their best responses simultaneously. The intersections of the best response functions indicate the Nash equilibria in the game.

Among the Nash equilibria obtained from the best response functions, the strict Nash equilibria are those where both players' strategies are strictly optimal, meaning there are no alternative strategies that yield higher payoffs for either player.

The presence of strictly dominated strategies for either player is examined to determine if there are strategies that are always inferior to other available strategies, regardless of the other player's choices.

The existence of weakly dominated strategies for either player is analyzed to identify any strategies that are always weakly inferior to other available strategies. If weakly dominated strategies exist, they are specified.

By addressing these questions, we can gain a comprehensive understanding of the best response functions, Nash equilibria, strict Nash equilibria, and the presence of dominated strategies in the Nash-demand game with resource division.

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The sketch of the function from 0 to 2π resembles one complete cycle of the sine function, with a period of 4π and an amplitude of 1.

To find the period and amplitude of the function y = sin(2θ/4), we can manipulate the given function to match the standard form of the sine function: y = A sin(Bθ + C), where A is the amplitude, B is the frequency (or the reciprocal of the period), and C is the phase shift.

Comparing the given function to the standard form, we have:

A = 1 (amplitude)

B = 2/4 = 1/2 (frequency)

The amplitude of the function is 1, which represents the maximum vertical distance the graph reaches from the midline.

To find the period, we use the formula T = 2π/B, where B is the frequency. In this case, the frequency is 1/2, so the period is:

T = 2π/(1/2) = 4π

Therefore, the period of the function is 4π, representing the length of one complete cycle of the sine function.

To sketch the function from 0 to 2π, we can plot points for several values of θ within that interval and connect them to form a smooth curve. Since the function is y = sin(2θ/4), we can simplify it to y = sin(θ/2) to make it easier to work with.

Using this simplified form, we can calculate the y-values for various values of θ:

θ = 0: y = sin(0/2) = sin(0) = 0

θ = π/2: y = sin((π/2)/2) = sin(π/4) = √2/2

θ = π: y = sin((π)/2) = sin(π/2) = 1

θ = 3π/2: y = sin((3π/2)/2) = sin(3π/4) = √2/2

θ = 2π: y = sin((2π)/2) = sin(π) = 0

Plotting these points on the graph and connecting them with a smooth curve, we get a graph that starts at 0, reaches a maximum value of 1, returns to 0, reaches a minimum value of -1, and returns to 0 again. The graph repeats this pattern every 4π, which matches the period we calculated.

The amplitude of the function, which is 1, represents the distance from the midline to the maximum or minimum value of the graph.

Therefore, the sketch of the function from 0 to 2π resembles one complete cycle of the sine function, with a period of 4π and an amplitude of 1.

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The measure of each interior angle of a regular pentagon is 108 degrees. A regular polygon is a polygon that has all sides and angles equal in measure.

In the case of a regular pentagon, it is a polygon with five sides of equal length. To find the measure of each interior angle, we can use the formula: (n-2) * 180 degrees / n, where n represents the number of sides of the polygon. For a regular pentagon, we substitute n = 5 into the formula: (5-2) * 180 degrees / 5. Simplifying this expression gives us 3 * 180 degrees / 5, which equals 540 degrees / 5. Dividing 540 degrees by 5 gives us the measure of each interior angle of the regular pentagon, which is 108 degrees. Therefore, the measure of each interior angle of a regular pentagon is 108 degrees. This means that each angle within a regular pentagon measures 108 degrees when all the sides and angles of the pentagon are equal in measure.

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After solving this equation we get, x = 1.714 or x = 12/7

To solve the given equation.

2/3x + 1 = 5 - 2x

Add 2x on both side.

2/3x + 1 + 2x= 5 - 2x + 2x

7x/3 + 1 = 5

subtract 1 on both side.

7x/3 = 5 - 1

7x/3 = 4

x = 12/7 or 1.714

Therefore, after solving this equation we get, x = 1.714.

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Answer:

c

options A  and B

Step-by-step explanation:

the ratio between the lengths of the two legs of a 30-60-90 triangle

General ration of 30-6- 90 degrees triangle is

x : xsqrt(3) : 2x

When x=1 the ratio becomes 1 : 1 sqrt(3)

when x= 2sqrt(3) the ratio becomes

It becomes

Two sides of 30-60-90 triangle cannot be equal

so option c  and option D are not possible

sqrt(2) is also not possible  because we have sqrt(3) in general ratio

Step-by-step explanation:

The relation between the sides of a triangle is that the sum of the length of the two sides of a triangle is always greater than the other side.

With the help of the triangle inequality theorem,  it can be proved.

We know that,

Triangle has 3 sides.

Let's suppose any triangle ΔABC, where the length of  AB = c, BC=a and AC=b.

We need to prove,

a<b+c or, |BC|<|AB|+|AC|.

We know, that perpendicular is the shortest distance between any vertex to the opposite side.

Draw ΔABC, and extend AC to an external point D such that AB=AD.

Now, |CD|=|AC|+|AD|.

⇒|CD|=|AC|+|AB| [∵As per the drawing AB=AD].

⇒∠DBA<∠DBC[From the picture as ∠DBC = ∠DBA+∠ABD] ...... (i)

⇒∠ADB<∠DBC[For ΔADB, AB=AD. hence, ∠DBA=∠ADB].......(ii)

Again we know that the length of the side of any greater angle is always greater.

⇒|BC|<|CD|

⇒|BC<|AC|+|AB| [From (i) and (ii)]

Hence, we can say the measure of the sum of two sides of a triangle is always greater than the measure of the third side.

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The measure of an exterior angle of a polygon is always greater than 0 degrees.

By definition, an exterior angle is formed by extending one side of the polygon and the adjacent side. The sum of all exterior angles in any polygon is always 360 degrees.

Therefore, it is not possible for the measure of an exterior angle to be 0 degrees. If the measure of an exterior angle is given as 0 degrees, it would be an invalid or impossible situation.

The measure of the corresponding interior angle would be 180 degrees (180 - 0 = 180), which is the maximum possible measure for an interior angle in a polygon.

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To conduct the survey and collect information on environmental issues from 50 individuals, you can follow these steps.

1. Prepare a questionnaire on environmental issues: Water depletion, soil degradation, biodiversity, wells, afforestation, chemical fertilizers.

2. Approach 50 individuals for opinions on environmental issues.

3. Record responses and compile data from interviews or surveys.

4. Create a double bar graph with issues on the horizontal axis.

5. Use side-by-side bars for "Agree" and "Disagree" responses.

6. Label the graph with title, axes, and legend.

7. Use colors or patterns to differentiate bars for clarity.

1. Prepare a questionnaire with the list of environmental issues mentioned  -  Depletion in water , Soil degradation , Biodiversity , Construction of Wells , Afforestation , and Chemical Fertilizers.

2. Approach 50 individuals , either through in-person interviews , online surveys , or any other suitable method , and ask them to mark their answers as "Agree" or "Disagree" for each environmental issue.

3. Record the responses for each individual and compile the data.

4. Once you have the data , create a double bar graph to represent the information. Use the horizontal axis to represent the environmental issues (e.g. , Depletion in water , Soil degradation , etc.) , and the vertical axis to represent the count or percentage of respondents.

5. Create two bars side by side for each environmental issue , one representing the count or percentage of individuals who agreed and the other representing those who disagreed.

6. Label the graph appropriately , including a title , axis labels , and a legend to differentiate between the "Agree" and "Disagree" bars.

7. Use different colors or patterns to make the bars visually distinguishable.

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The mean of the distribution is 0.5. This means that, on average, the randomly generated numbers will tend to cluster around the midpoint of the interval, which is 0.5.

The mean of a uniform distribution between 0 and 1 is calculated by taking the average of the endpoints, which in this case are 0 and 1. Since any number between 0 and 1 is equally likely to occur, the probability density function is constant over that interval. The mean is then given by:

Mean = (0 + 1) / 2 = 1 / 2 = 0.5

Therefore, the mean of the distribution is 0.5. This means that, on average, the randomly generated numbers will tend to cluster around the midpoint of the interval, which is 0.5.

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Answer:

C.

Step-by-step explanation:

Thus, this option represents a linear function.

a.  This type of instruction allows for different actions to be taken based on a specific condition.

b. Setting the value of "count" to 0.

c.  It allows for a block of instructions to be repeated multiple times based on a specific condition or until the condition is no longer true.

d. It performs a mathematical calculation using variables and assigns the result to another variable..'

a) Condition/Conditional instruction: "If the mixture is dry, add 1 cup of water." This instruction involves a condition that checks whether the mixture is dry. If the condition evaluates to true, the action of adding 1 cup of water is performed. This type of instruction allows for different actions to be taken based on a specific condition.

b) Assignment/Instruction: "Set the count to 0." This instruction involves assigning a specific value (0) to the variable "count." It is an assignment that assigns a particular value to a variable, in this case, setting the value of "count" to 0.

c) Looping/Iterative instruction: "If y >= x, repeat steps 3-6." This instruction establishes a loop that repeats steps 3-6 as long as the condition (y >= x) evaluates to true. It allows for a block of instructions to be repeated multiple times based on a specific condition or until the condition is no longer true.

d) Arithmetic/Calculation instruction: "Add a to b and place in c." This instruction involves performing an arithmetic operation (addition) by adding the values of variables 'a' and 'b,' and storing the result in variable 'c.' It performs a mathematical calculation using variables and assigns the result to another variable..'

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Mary and Benjamin can completely frost a maximum of 215 cupcakes together in one hour.

To find out how many cupcakes Mary and Benjamin can frost together in one hour, we need to determine their individual cupcake-frosting rates and then add them up.

Mary takes 45 minutes to frost 100 cupcakes, so her rate is 100 cupcakes / 45 minutes = 20/9 cupcakes per minute.

Benjamin takes 80 minutes to frost 110 cupcakes, so his rate is 110 cupcakes / 80 minutes = 11/8 cupcakes per minute.

Working together, their combined rate is (20/9 + 11/8) cupcakes per minute.

To convert this rate to cupcakes per hour, we multiply by 60 since there are 60 minutes in an hour:

(20/9 + 11/8) * 60 = (160/72 + 99/72) * 60 = (259/72) * 60 = 3.5972 * 60 = 215.83 cupcakes per hour.

Therefore, Mary and Benjamin can completely frost approximately 215.83 cupcakes together in one hour. Since we can't have a fraction of a cupcake, we round down to the nearest whole number.

Therefore, Mary and Benjamin can completely frost a maximum of 215 cupcakes together in one hour.

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Answer:

.

Step-by-step explanation:

.............................

Tangent Half-Angle Identity relates the tangent of an half angle to suitable cosines and sines. Pythagorean identity is a trigonometric identity that relates the sine and cosine using Pythagorean theorem which states that s[tex]sin^{2} + cos^{2} = 1[/tex].

In this case, we have been given the identity as tan A/2=1-cos A/sin A, so after rationalizing the RHS with the numerator, we get:

[tex]\frac{1-cos A}{sin A} * \frac{1+cos A}{1+cos A}[/tex]

[tex]\frac{1 - cos^{2}A }{sin A(1+cos A)}[/tex]

[tex]\frac{sin^{2}A }{sinA(1+cosA)}[/tex]

[tex]\frac{sin A}{1 + cos A}[/tex]

Hence Proved

Therefore, with the help of Tangent Half-Angle Identity and a Pythagorean identity we proved that tan A/2 = sin A / 1 + cos A.

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The given general equation of a circle, x² + 6x + y² - 2y = -1, can be written in standard form by completing the square. The center and radius of the circle can then be determined.

To complete the square for the x-terms, we need to add (6/2)² = 9 to both sides of the equation. For the y-terms, we add (-2/2)² = 1 to both sides. This gives us:

x² + 6x + 9 + y² - 2y + 1 = -1 + 9 + 1

Simplifying further, we have:

(x + 3)² + (y - 1)² = 9

The equation is now in standard form (x - h)² + (y - k)² = r², where (h, k) represents the center of the circle and r represents the radius.

From the standard form, we can see that the center of the circle is (-3, 1) and the radius is √9 = 3.

To graph the circle, we plot the center (-3, 1) on the coordinate plane and draw a circle with a radius of 3 units centered at that point.

Learn more about circle here : https://brainly.com/question/12930236

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