Please help as soon as possible

The area of the sector is approximately 9.25 ft².

We have,

The formula for the area of a sector.

A = (θ/360°) × πr²

where A is the area of the sector, θ is the central angle in degrees, and r is the radius.

Substituting the given values.

A = (40°/360°) × 3.14 × (16.7 ft)²

A = 0.1111 × 3.14 × 278.89 ft²

A = 9.2465 ft²

Rounding to the nearest hundredth.

A ≈ 9.25 ft²

Therefore,

The area of the sector is approximately 9.25 ft².

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Answer:

6,435

Step-by-step explanation:

The number of different committees that can be chosen can be calculated using the combination formula, also known as "n choose k," which calculates the number of ways to choose k items from a set of n items without regard to the order.

In this case, the principal wants to assemble a committee of 7 students from a student council of 15 members. Therefore, the number of different committees that can be chosen is given by the formula:

C(15, 7) = 15! / (7! * (15-7)!)

Calculating this expression gives:

C(15, 7) = 15! / (7! * 8!)

Simplifying further:

C(15, 7) = (15 * 14 * 13 * 12 * 11 * 10 * 9) / (7 * 6 * 5 * 4 * 3 * 2 * 1)

C(15, 7) = 6435

Therefore, there are 6,435 different committees that can be chosen from the 15-member student council.

The magnitude of the complex number -10 + 24i is 26.

We have,

Complex numbers can be represented as a combination of a real number and an imaginary number, in the form a + bi, where a and b are real numbers and i is the imaginary unit, which is defined as the square root of -1.

Now,

To find the magnitude of a complex number, we take the square root of the sum of the squares of its real and imaginary parts.

For -10 + 24i, the real part is -10 and the imaginary part is 24.

So the magnitude:

| -10 + 24i | = √((-10)^2 + (24)^2) = √(100 + 576) = √676 = 26

Therefore,

The magnitude of -10 + 24i is 26.

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We can infer that the point (8, -15) was reflected over the y-axis to (-8, -15) based on the change in the x-coordinate while the y-coordinate stays the same.

The y-axis reflected the point (8, -15) over to (-8, -15).

The x-coordinate changes its sign but the y-coordinate stays the same when a point is mirrored over the y-axis.

In this instance, the y-coordinate, -15, remains constant but the x-coordinate, 8, of the original point changes to -8 in the reflected point.

This shows that the y-axis is where the reflection took place.

Imagine a coordinate plane with the x-axis running horizontally and the y-axis running vertically in order to see this.

As a vertical mirror, the y-axis reflects points on either side of it.

When a point crosses the y-axis in reflection, it effectively flips to the other side of the axis while keeping its y-coordinate.

In this case, the point (8, -15) is initially situated in the positive x-direction on the right side of the y-axis.

After reflection, it becomes (-8, -15) and appears on the left side of the y-axis in the negative x-direction.

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Answer:

The point is reflected to the Y-axis. It can be either A or B, but I mostly positive it's A.

Step-by-step explanation:

Good luck on the final module exam! I'm counting on you.

Answer:

8) b. 15 m²

9) c. 63.5 ft²

Step-by-step explanation:

Area of composite figure:

8) To find the area of the composite figure, we have to add the area of rectangle, area of the top triangle and the area of the below triangle.

Rectangle:

            length = 3m

            width = 2.5 m

          [tex]\boxed{\text{\bf Area of rectangle = length * width}}[/tex]

                                           = 3 * 2.5

                                           = 7.5 m²

Area of triangle:

              [tex]\boxed{\text{\bf Area of triangle =$ \dfrac{1}{2}*base*height$}}[/tex]

       Triangle1:

                    base = 3 m  ; height = 1.5 m

                   [tex]\sf Area \ of \ triangle1 = \dfrac{1}{2}*3*1.5[/tex]

                                             [tex]= 2.25 \ m^2[/tex]

       Triangle2:

               base = 3 m ; height = 2.5 + 1 = 3.5 m

               [tex]\sf Area \ of \ triangle2 = \dfrac{1}{2}*3*3.5[/tex]

                                          = 5.25 m²

Area of the figure = 7.5 + 2.25 + 5.25

                               = 15 m²

_______________________________________________________

9) To find area of the given area, add the area of rectangle1 and area of rectangle2.

      length = 5 ft ;  width =  5.5 ft

Rectangle1:

         Area of rectangle1 = 5 * 5.5

                                         = 27.5 ft²

Rectangle2:

           length = 8ft

           width = 10 - 5.5

                      = 4.5 ft²

           Area of rectangle2 = 8 * 4.5

                                           = 36 ft²

Area of the given figure = area of rectangle1 + area of rectangle2

                                       = 27.5 + 36

                                        = 63.5 ft²

Answer:

h = -10

Step-by-step explanation:

The solution to the equation is h = -10. To solve for h, we need to isolate h on one side of the equation. We do this by adding 9 to both sides, subtract 4h from both sides, and add 5 to both sides. This gives us:

Negative 3 (h + 5) + 2 + 9 = 4 (h + 6) - 9 + 9

Negative 3h + 14 = 4h + 15

Negative 3h - 4h = 15 - 14

-7h = 1

h = -1/7

h = -10

This phrase can be used in a variety of contexts, from simple arithmetic problems to more complex Algebraic equations and expressions.

The algebraic expression ÷ 8 can be written in a variety of ways depending on the context and the specific operation being performed. However, in general, the phrase "divided by 8" or "the quotient of x and 8" can be used to represent this expression.

For example, if we have an algebraic expression such as 24 ÷ 8, we can write it as

24 divided by 8

the quotient of 24 and 8

24/8

In each case, the idea is the same: we are dividing 24 into 8 equal parts, or finding how many groups of 8 are contained in 24.

In the context of an algebraic equation or expression, the phrase "divided by 8" is often used to indicate that the variable or expression preceding it is being divided by 8. For example:

3x ÷ 8

(2y + 5) ÷ 8

In these cases, we are dividing the value of 3x or the sum of 2y and 5 by 8. The quotient of these expressions will depend on the specific values of x and y."divided by 8" is a commonly used phrase to represent the algebraic expression ÷ 8. This phrase can be used in a variety of contexts, from simple arithmetic problems to more complex algebraic equations and expressions.

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The actual distance from the starting point to the ending point is 39.96 miles.

For someone working with the map or scaled drawing, we can define the scale factor as the ratio between a distance on the drawing or map and the corresponding actual distance in the real world.

From the question,

1.5 inches on the map = 5 miles in actual distance

1 inch on the map =  x miles

Perform cross multiplication

1 inch on the map =  (5 x 1) / 1.5  = 3.33 miles/inch (scale factor)

The scale factor can then be expressed as ratio:

5/1.5 = 1:0.3

0r

5/1.5 = 10:3

So, the actual distance between the starting point and the ending point can be found by multiplying the length on the map by the scale factor:

Actual distance = Map distance x Scale factor

Actual distance = 12 inches x 3.33 miles/inch = 39.96 miles

Therefore, the actual distance from the starting point to the ending point is approximately 39.96 miles.

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For the 4-hour infusion, 1500ml of the 20% acetylcysteine solution must be made up and combined with 500ml of glucose.

To calculate the volume of acetylcysteine that needs to be added to the glucose, we can use the following formula:

The volume of acetylcysteine (in ml) = (Total amount of acetylcysteine needed in mg / Concentration of acetylcysteine in mg/ml) x 100

We have been asked to add 3000mg of acetylcysteine to 500 ml of glucose. If the concentration of the ampoule containing acetylcysteine is 20%, this means that there are 20g of acetylcysteine in 100 ml of solution, or 200mg/ml.

Using the formula above, we can calculate the volume of acetylcysteine that needs to be added as follows:

Volume of acetylcysteine = (3000mg / 200mg/ml) x 100 = 1500ml

Therefore, 1500ml of the 20% acetylcysteine solution needs to be drawn up and added to the 500ml of glucose to make the 4-hour infusion.

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Rounding to the nearest hundredth, the area is approximately 151.976 cm².

The formula for the area of a sector is:

A = (θ/360) x πr²

where θ is the central angle in degrees, r is the radius, and π is pi (3.14).

Plugging in the given values, we get:

A = (144/360) x 3.14 x 11^2

A = 0.4 x 3.14 x 121

A = 151.976

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Answer:

[tex]\\[/tex]

Step-by-step explanation:

In the first year, the trainers will be worth 80% of their original value, which is:

[tex]\rm\implies{£100 \times 0.8 = £80}[/tex]

[tex]\\[/tex]

In the second year, they will be worth 80% of their value after the first year:

[tex]\rm\implies{£80 \times 0.8 = \boxed{\boxed{\sf{\:\:\:\green{£64}\:\:\:}}}}[/tex]

[tex]\\[/tex]

[tex]\\[/tex]

[tex]\therefore[/tex] The trainers will be worth £64 in 2 years' time.

Answer:

slon

7+15

AGAIN

L+B⅔

²2

AE

The difference between the interquartile range of Matt's and Linda's remaining vacation days is 1.5.

The interquartile range will be calculated through the formula -

[tex] Q_{3}[/tex] = [tex] Q_{2}[/tex] - [tex] Q_{1}[/tex]

Firstly calculating [tex] Q_{3}[/tex] for Matt

[tex] Q_{2}[/tex] = (4+5)/2

[tex] Q_{2}[/tex] = 4.5

[tex] Q_{3}[/tex] = (8+12)/2

[tex] Q_{3}[/tex] = 10

Finding interquartile range now -

[tex] Q_{3}[/tex] = 10 - 4.5

[tex] Q_{3}[/tex] = 5.5

Now, performing calculation for Linda

[tex] Q_{2}[/tex] = (0+10)/2

[tex] Q_{2}[/tex] = 5

[tex] Q_{3}[/tex] = (11+13)/2

[tex] Q_{3}[/tex] = 12

Finding interquartile range now -

[tex] Q_{3}[/tex] = 12 - 5

[tex] Q_{3}[/tex] = 7

The difference between the interquartile range of Linda and Matt will be calculated as:

Difference = Interquartile range of Linda - Interquartile range of Matt (as we see Linda has greater interquartile range than Matt)

Difference = 7 - 5.5

Difference = 1.5

Hence, the difference between interquartile range of days is 1.5.

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The actual width of the soccer field is 60 yards.

Given, the scale of the drawing is 1 inch : 5 yards.

The width of the soccer field in the drawing is 12 inches.

So, the actual width of the soccer field can be found by multiplying the width in the drawing by the scale factor:

Actual width = Width in drawing x Scale factor

The scale factor is 5 yards per inch, so we can write:

Actual width = 12 inches x 5 yards per inch

Actual width = 60 yards

Therefore, the actual width of the soccer field is 60 yards.

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Vertical Angles

---Vertical angles are congruent and can often be found where two lines intersect and make an "X" shape.

The vertical angles in this figure are XAW and UAY.

Adjacent angles that are neither complementary nor supplementary

---Adjacent angles are angles that share a line and are, as a result, next to each other.

Two adjacent angles in this figure that are neither complementary nor supplementary are XAW and ZAY.

Supplementary Angles

---Supplementary angles form a straight line, or 180 degree angle.

The supplementary angles in this figure are XAW and WAU.

Complementary Angles

---Complementary angles form a right, or 90 degree angle.

The complementary angles in this figure are XAW and XAZ.

Hope this helps!

Step-by-step explanation:

See image

Answer: 5

Step-by-step explanation:45

The mean of the test is 45.

Let's use the formula for z-score:

z = (x - μ) / σ

where z is the number of standard deviations from the mean, x is the raw score, μ is the mean, and σ is the standard deviation.

For the first score of 30, we know that it falls three standard deviations below the mean:

-3 = (30 - μ) / σ

Simplifying this equation, we get:

-3σ = 30 - μ

μ = 30 + 3σ

For the second score of 60, we know that it falls three standard deviations above the mean:

3 = (60 - μ) / σ

Simplifying this equation, we get:

3σ = 60 - μ

μ = 60 - 3σ

Now we can set these two equations equal to each other, since they both equal μ:

30 + 3σ = 60 - 3σ

6σ = 30

σ = 5

Now we can plug this value of σ back into one of the equations for μ:

μ = 30 + 3σ

μ = 30 + 3(5)

μ = 45

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The correct statement regarding the transformations to [tex]f(x) = 10^x[/tex] to create [tex]g(x) = 3(10)^x - 2[/tex] is given as follows:

A vertical dilation by a factor of 3 and a vertical shift down 2 units

The parent function for this problem is given as follows:

[tex]f(x) = 10^x[/tex]

The transformed function for this problem is given as follows:

[tex]g(x) = 3(10)^x - 2[/tex]

Hence the transformations are given as follows:

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The solution to the given logarithmic expression is: x = 111.63

The logarithmic form of expression is written as [tex]log_{a} c = b[/tex]. This is simply a rearrangement of the specific exponential form, aᵇ = c. Thus, we can say that exponential equation could be written as a logarithm.

We want to solve the logarithmic expression given as:

log x = [tex]\frac{log 27}{log 5}[/tex]

log x = [tex]\frac{log 3^3}{log 5}[/tex]

log x = [tex]\frac{3 log 3}{log 5}[/tex]

log x = 2.0478

x = [tex]10^{2.0478}[/tex]

x = 111.63

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Friday has a 60% chance of rain. This indicates a relatively high Probability of rainfall, making it more likely to experience wet conditions on Friday.

The weather table provides information on the chance of rain for five consecutive days, starting from Monday to Friday. Here are the details:

Day of the Week | Chance of Rain

----------------|---------------

Monday          | 70%

Tuesday         | 10%

Wednesday    | 40%

Thursday        | 50%

Friday             | 60%

According to the table, Monday has the highest chance of rain with a probability of 70%. This indicates that there is a relatively high likelihood of rain occurring on Monday. However, it does not guarantee that it will rain, as there is still a 30% chance of a dry day.

On Tuesday, the chance of rain drops significantly to 10%. This suggests that it is highly unlikely for rain to occur on Tuesday, with a higher probability of dry weather.

Wednesday shows a moderate chance of rain at 40%. This indicates a somewhat higher possibility of precipitation compared to Tuesday but not as high as Monday.

Thursday follows with a 50% chance of rain. This suggests an even chance of rain or no rain, making it relatively uncertain.

Finally, Friday has a 60% chance of rain. This indicates a relatively high probability of rainfall, making it more likely to experience wet conditions on Friday.

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well, here is your pie...

Answer:

10.) 152 square feet

11.) 85 degrees

Step-by-step explanation: *Feel free to ask for an explanation*

Answer:

He owns about 4.17% or 4% so the others own about 95.83% or 96% but sense it rounds to the nearest tenth your answer would be 95.8%

Step-by-step explanation:

You can figure this out by doing 11,919 divided by 285,763 in order to figure out the percentage of the company he owns and then just do 100 - your answer.

Step-by-step explanation:

First, we need to find out how much money the three other individuals invested in the company. To do that, we'll subtract Fred's investment from the total investment:

Total investment = 285,763

Fred's investment = 11,919

Investment from the three other individuals = Total investment – Fred's investment

Investment from the three other individuals = 285,763 – 11,919

Investment from the three other individuals = 273,844

Now, to calculate the percentage of ownership for the three individuals, we'll divide their combined investment by the total investment and multiply by 100:

Percentage of ownership = (Investment from the three other individuals / Total investment) * 100

Percentage of ownership = (273,844 / 285,763) * 100

Percentage of ownership ≈ 95.8%

So, the three other individuals own approximately 95.8% of the company. Since the question asks to round to the nearest tenth, the answer is 95.8%.

Answer:

a. Since blue occurs a fraction z of the time and the red and green portions have equal area, the probability of landing on green is (1 - z)/2.

b. The area diagram for spinning the spinner twice would have three sections: blue, green, and red. Each section would be divided into three smaller sections: BB, BG, BR, GB, GG, GR, RB, RG, and RR. The diagram would show all 9 possible outcomes of spinning the spinner twice.

c. The region on the area diagram corresponding to getting the same color on the spinner twice would be the diagonal line from the upper left to the lower right, going through the GG, BB, and RR sections.

d. The probability that both spins give the same color can be calculated as follows:

- The probability of getting blue on the first spin is z.

- The probability of getting green on the first spin is (1 - z)/2.

- The probability of getting red on the first spin is (1 - z)/2.

- If the first spin is blue, the probability of getting blue again on the second spin is z. The same applies to green and red.

- Therefore, the probability of getting the same color on both spins is z^2 + ((1 - z)/2)^2 + ((1 - z)/2)^2 = z^2 + (1 - z)^2/4.

e. If you know that you got the same color twice, the probability that the color was blue can be calculated using Bayes' theorem:

- Let A be the event that you got blue twice, and let B be the event that you got the same color twice.

- Then P(A|B) = P(B|A) * P(A) / P(B), where P(A) = z^2, P(B|A) = 1, and P(B) = z^2 + ((1 - z)/2)^2 + ((1 - z)/2)^2 = z^2 + (1 - z)^2/4.

- Therefore, P(A|B) = z^2 / (z^2 + (1 - z)^2/4).

Step-by-step explanation:

Hope this helps

Pythagorean theorem is represented by triangle B.

In this question we find four cases of triangle, of which we must determine what triangle can be explained by Pythagorean theorem. This theorem offers a relationship between the three sides of the triangle:

r² = x² + y²

Where:

Please notice that hypotenuse is the longest side of the triangle. Graphically speaking, there is a right triangle, that is, a triangle with one right angle. Then, triangle B express the relationship according to Pythagorean theorem.

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The piecewise linear equation is y = -0.556x - 2.444, -8 ≤ x ≤ 1, y = 1.333x - 4.333, 1 < x ≤ 4 and y = -0.667x - 3.667 4 < x ≤ 10

From the question, we have the following parameters that can be used in our computation:

X: -8, 1, 4, 10

Y: 2, -3, 1, -3

In the interval [-8, 1], we have

X: -8, 1

Y: 2, -3

A linear equation is represented as

y = mx + c

Using the points, we have

-8m + c = 2

m + c = -3

So, we have

m = -0.556

c = -2.444

So, we have

-0.556x - 2.444, -8 ≤ x ≤ 1

In the interval (1, 4], we have

X: 1, 4

Y: -3, 1

Using the points, we have

m + c = -3

4m + c = 1

So, we have

m = 1.333

c = -4.333

So, we have

1.333x - 4.333, 1 < x ≤ 4

In the interval (4, 10], we have

X: 4  10

Y: 1   -3

Using the points, we have

4m + c = 1

10m + c = -3

So, we have

m = -0.667

c = 3.667

So, we have

-0.667x - 3.667 4 < x ≤ 10

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The line of symmetry for the above figure is attached accordingly.

In mathematics, symmetry with regard to a reflection is known as reflection symmetry, line symmetry, mirror symmetry, or mirror-image symmetry.

That is, a figure with reflectional symmetry does not alter when it is reflected. A line/axis of symmetry exists in 2D, while a plane of symmetry exists in 3D.

After inserting the symmetry lines, the above resulted in a kite.

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Answer:

Step-by-step explanation:

150 mile length. We can make an inequality for this with him riding on his bike for r and walking for w.
40r + 4w = 150

r + w = 6

Then we get

r = 7/2

w = 5/2