Please help! Find the length of each arc. Do not round. Put answers in terms of pi.

The lists that shows grade levels in order from the greatest fraction of students to the least fraction of students is of:

7th grade, 8th grade, 5th grade, 6th grade, 9th grade.

Here, we have,

A fraction is a numerical representation of the division of the two values x and y, as follows:

Fraction = x/y.

The terms are called as follows:

x is the numerator of the fraction.

y is the denominator of the fraction.

The decimal equivalent, which is used to order the fractions, of a fraction is obtained by the division of the numerator of the fraction by the denominator of the fraction.

Hence the equivalents of each fraction are given as follows:

5th grade: 33/50 = 0.66.

6th grade: 13/20 = 0.65.

7th grade: 18/25 = 0.72.

8th grade: 51/75 = 0.68.

9th grade: 3/5 = 0.6.

Hence the order from greatest to least is of:

7th, 8th, 5th, 6th, 9th.

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complete question:

The table shows the fraction of students from different grade levels who are in favor of adding new items to the lunch menu at their school.

Which list shows the grade levels in order from the greatest fraction of students to the least fraction of students?

Responses

7th grade, 8th grade, 9th grade, 6th grade, 5th grade

7th grade, 8th grade, 9th grade, 6th grade, 5th grade

9th grade, 6th grade, 7th grade, 5th grade, 8th grade

9th grade, 6th grade, 7th grade, 5th grade, 8th grade

8th grade, 5th grade, 7th grade, 6th grade, 9th grade

8th grade, 5th grade, 7th grade, 6th grade, 9th grade

7th grade, 8th grade, 5th grade, 6th grade, 9th grade

Dear Diary,

Today was an incredible day at Yellowstone National Park. The breathtaking beauty of this place is beyond words. As a volunteer, I had the opportunity to assist in trail maintenance and wildlife conservation efforts. I spent the morning clearing debris and maintaining hiking paths, witnessing the park's stunning landscapes up close.

In the afternoon, I joined a team to monitor the park's iconic wildlife. We observed herds of bison grazing peacefully and even caught a glimpse of a majestic elk crossing a river. The abundance of wildlife was awe-inspiring, and I felt a deep sense of gratitude for being part of their conservation.

As the sun set over the park, I couldn't help but feel a                      profound connection to nature. The peacefulness and serenity of Yellowstone touched my soul. It's a place of remarkable beauty and ecological importance, and being able to contribute to its preservation filled me with a sense of purpose and fulfillment.

Yellowstone National Park will forever hold a special place in my heart. The memories and experiences from this volunteering holiday have deepened my appreciation for nature and reinforced the importance of conservation efforts.

Until tomorrow,

[Your Name]

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Answer:

5√5 cm

Step-by-step explanation:

call the hypotenuse A. the other two sides are B and C.

in a right-angled triangle, A² = B² + C². also, let's just say that B is the side 5cm shorter than hypotenuse.

so we have 15² = (15 - 5)² + C²

225 = (10)² + C²

C² = 225 - 10² = 225 - 100

                      = 125.

C = √125 = √(25 X 5) = √25 X √5  = 5 X √5 = 5√5

We need to use the fact that a rectangle with a fixed Dimension will have the largest area when it is a square. Let's assume that the length of the rectangle runs parallel to the river, so we only need to fence the other three sides.

If the width of the rectangle is "x," then the length of the rectangle is (2000 - 2x) because we subtract the length of the two sides parallel to the river.

To find the area, we multiply the length by the width, so the area is A = x(2000 - 2x).

To find the value of x that maximizes the area, we need to take the derivative of A with respect to x and set it equal to zero:

A' = 2000 - 4x

2000 - 4x = 0

x = 500

So the width of the rectangle should be 500 yards, and the length should be (2000 - 2(500)) = 1000 yards.

Therefore, the dimensions of the largest area that can be enclosed with 2000 yards of fencing along a straight portion of the river are 500 yards by 1000 yards.

Takes into account the dimensions of the rectangle, the perimeter of the fencing, and the process for finding the maximum area.

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The given data illustrates an exponential relationship, where the value of the savings account increases exponentially with each passing year, signifying a growing rate of change.

The data in the table demonstrates an exponential relationship between the increasing years and the increasing value of the savings account. The value of the account at the end of each year is larger than the previous year, indicating a growing rate of change.

In an exponential relationship, the rate of change is not constant but rather increases or decreases exponentially. In this case, as the number of years increases, the value of the account grows at an increasing rate.

For example, from year 1 to year 2, the value of the account increased by $262.50. However, from year 5 to year 6, the increase was $319.07, which is significantly larger. This demonstrates the exponential growth pattern.

Exponential relationships are characterized by a constant ratio between successive values. In this case, if we divide the value of each year by the value of the previous year, we will observe a consistent ratio that indicates exponential growth.

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Note the full question is

The data in the table represents the value of a savings account at the end of each year for 6 years. The relationship between the increasing years and the increasing value of the account is exponential.

There is

exponential relationship.

rate of change in an

After each year, the value of the account is large as the previous year. simes as

The formula for the area of a triangle is 1/2 x base x height.

If we use h to represent the height, then the base must be 4h.

1/2 x base x height = 450

1/2 x 4h x h = 450

2h x h = 450

2h^2 = 450

0 = 2h^2 - 450

0 = h^2 - 225

Equation: h^2 - 225 = 0

OR

(h + 15)(h - 15) = 0

To solve this equation, we can very easily factor it because 225 is a perfect square. When we set each of the factored binomials equal to 0, the answer will be the positive integer. A measurement will never be a negative number.

(h - 15)(h + 15) = 0

h - 15 = 0

h = 15

h + 15 = 0

h = -15

h = 15

Base = 4h = 4 x 15 = 60

Answer:

Base = 60 inches

Height = 15 inches

Hope this helps!

The metric system is easier to use than the English system for several reasons.

Firstly, the metric system is based on multiples of 10, making conversions between units straightforward. In contrast, the English system has inconsistent conversion factors between units, such as 3 feet in a yard or 16 ounces in a pound, making calculations more complex. Additionally, the metric system uses a consistent set of prefixes to indicate values that are either smaller or larger than the base unit, which further simplifies calculations.

Finally, the metric system is used universally across the world, whereas the English system is only used in a few countries, making it easier for people to communicate and conduct business using a standardized measurement system. In contrast, the English system uses units such as yards, miles, quarts, and gallons, which have inconsistent conversion factors, making calculations more complex and challenging.

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Total arrangement = Case 1 + Case 2 – Case 3

Total arrangement = 15 + 15 - 81 = -51

What is Sitting Arrangement ?

In mathematics, seating arrangement refers to the various ways in which individuals can be seated in a certain arrangement or order. This term is often encountered in combinatorics, which is a branch of mathematics that deals with counting arranging objects.

To find the number of seats satisfying a given condition, we can approach the problem using the inclusion-exclusion principle.

Let's look at these two cases: no girls are sitting together and no boys are sitting together.

Case 1: No girls are sitting together

In this case, we have to divide the five girls into three rows so that no two girls sit in any row. We can use a technique called stars and bars. Think of the girls as stars and the spaces between them and the ends as rods. We need to divide the five girls between the three rows, so we have four spaces between the stars and two ends, giving us (4 + 2)C2 = 15 ways to divide the girls.

Case 2: No boys sit together

Similarly, we have to divide the five boys among three rows so that no two boys sit in any row. Using the same stars and bars technique, we have (4 + 2)C2 = 15 ways to divide the boys.

However, we must exclude cases where boys and girls sit together. To find this, we need to find the number of arrangements where both conditions are violated.

Case 3: Boys and girls are sitting together

In this case, we can consider the pair of boy and girl sitting together as one entity. So we have four pairs (BB, GG, GB, BG) to split between the three rows, giving us 3^4 = 81 ways to split these pairs.

Now we can use the inclusion-exclusion principle to find the number of arrangements that satisfy at least one of the conditions. The total number of arrangements is the sum of arrangements without girls together, arrangements without boys, minus arrangements where both boys and girls sit together:

Total arrangement = Case 1 + Case 2 – Case 3

Total arrangement = 15 + 15 - 81 = -51

However, a negative value has no meaning in this context. It means that there are no valid seating arrangements that meet the given conditions. It may not be possible to seat students in such a way as to prevent two girls or two boys from sitting together in any row of five seats. The teacher may need to explore alternative seating arrangements or adjust conditions to find a suitable solution.

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Answer:

If Lan's monthly income is $1,000 and he wants to save the remaining amount, then the amount he plans to save is his income minus his expenses. Let's assume his expenses are x dollars per month. Then, his savings will be:

Savings = Income - Expenses

Savings = $1,000 - x

To find the percentage of his budget that will go towards savings, we need to divide his savings by his income and multiply by 100:

Percentage of budget for savings = (Savings / Income) x 100

Substituting the expression for savings, we get:

Percentage of budget for savings = (($1,000 - x) / $1,000) x 100

Simplifying this expression, we get:

Percentage of budget for savings = (100 - (x / $1,000))%

So the percentage of Lan's budget that will go towards savings depends on his expenses. For example, if he spends $800 per month, then his savings will be $200, and the percentage of his budget going towards savings will be:

Percentage of budget for savings = (($1,000 - $800) / $1,000) x 100

Percentage of budget for savings = (200 / $1,000) x 100

Percentage of budget for savings = 20%

Therefore, in this example, if Lan spends $800 per month, he will be able to save 20% of his monthly income.

Step-by-step explanation:

The two expressions that are equivalent to 12 to the power of 2/12 to the power of 3 are:1/12 -  and 1/144.

1/12 - This expression simplifies to 1 divided by 12 to the power of 1, which is the same as 12 to the power of -1. Therefore, 12 to the power of 2/12 to the power of 3 can be rewritten as 12 to the power of 2 multiplied by 12 to the power of -3, which is equal to 12 to the power of (2-3), or 12 to the power of -1, which simplifies to 1/12.

1/144 - This expression simplifies to 12 to the power of -2, which is the same as 1 divided by 12 to the power of 2. Therefore, 12 to the power of 2/12 to the power of 3 can be rewritten as 12 to the power of 2 multiplied by 12 to the power of -3, which is equal to 12 to the power of (2-3), or 12 to the power of -1. To simplify further, we can rewrite 12 to the power of -1 as 1/12, which, when squared, gives us 1/144.

In summary, 12 to the power of 2/12 to the power of 3 is equivalent to 1/12 and 1/144. The first expression, 1/12, can be obtained by writing 12 to the power of 2/12 to the power of 3 as 12 to the power of 2 multiplied by 12 to the power of -3 and simplifying. The second expression, 1/144, can also be obtained by simplifying 12 to the power of 2/12 to the power of 3 and then squaring the result to get the equivalent value.

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Answer: B. 50 degrees

Step-by-step explanation:

The measure of GAB is B. 50 because GAB is a vertical angle alongside DAE, and the measures of vertical angles are equal so because DAE measures 50 degrees, GAB also measures 50 degrees.

Answer:

144 square inches.

Step-by-step explanation:

The perimeter of a square is equal to the sum of the lengths of all its sides. If a square has a perimeter of 48 inches, then each side is 48/4 = 12 inches long.

The area of a square is equal to the square of the length of its sides. Therefore, the area of the square is:

Area = side x side = 12 inches x 12 inches = 144 square inches.

So the area of the square is 144 square inches.

Trent will need a total of 100 star stickers to line both the top and bottom edges of his 0.75-meter-long poster, with each sticker being 15 millimeters wide.

To find out how many star stickers Trent needs for his poster, you should first convert the length of the poster and the width of the stickers to the same unit, either meters or millimeters.

Step 1: Convert the length of the poster to millimeters (1 meter = 1000 millimeters)
0.75 meters * 1000 = 750 millimeters

Step 2: Divide the length of the poster by the width of a star sticker
750 millimeters / 15 millimeters = 50 stickers

Step 3: Since there are two edges (top and bottom) of the poster, multiply the number of stickers needed for one edge by 2
50 stickers * 2 = 100 stickers


Trent needs 100 star stickers for his poster. First, convert the length of the poster to millimeters, which is 750 millimeters. Then divide this length by the width of a star sticker, 15 millimeters, which results in 50 stickers. Since there are two edges, multiply by 2 to get 100 stickers in total.


Trent will need a total of 100 star stickers to line both the top and bottom edges of his 0.75-meter-long poster, with each sticker being 15 millimeters wide.

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Answer:

------------------

35 and 90 are the minimum and maximum values of the data set.

It means all observations are between those two numbers.

Hence the answer is 100%

Approximately 100% of the observations are between 35 and 90 in the given data set.

What is a median?

In statistics, the median is a measure of central tendency that represents the middle value of a set of data when arranged in ascending or descending order. It divides the data into two equal halves, with 50% of the values falling below the median and 50% falling above it.

To find the median, the data set is first arranged in order from smallest to largest (or vice versa). If the data set has an odd number of observations, the median is the middle value. For example, in a set of {1, 3, 5, 7, 9}, the median is 5.

The five-number summary consists of the minimum value, the first quartile (Q1), the median (Q2), the third quartile (Q3), and the maximum value. In this case, the minimum value is 35, and the maximum value is 90. Since these values define the range of the data set, all the observations are between these two values.

Therefore, approximately 100% of the observations are between 35 and 90.

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Therefore, the population size for year one is approximately 75.199.

Assuming that this is a question about exponential growth, we can use the formula:

n(t) = n(0) * e^(λt)

where n(0) is the initial population size, λ is the growth rate, t is the time in years, and e is the base of the natural logarithm.

For year one, t = 1, so we have:

n(1) = 30 * e^(1.20*1) = 30 * e^1.20

Using a calculator, we get:

n(1) ≈ 75.199

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The location of B such that the ratio of AB:BC is 3:1 would be = 8.25. That is option C.

On the number line, the location of B can be determined through the following steps;

The location of point. A on the number line = 6

The location of point C = 9

The location of B = ? ( between A and C)

The distance between A and C = 9-6 = 3

But the ratio of location of B between A and C = AB:BC = 3:1

Total ratio = 4

Therefore 3/4 = 0.75

Location of B = 3×0.75+6 = 2.25+6 = 8.25

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The C. Ghost rectangle or callout shape is used to represent comments in flowcharts"

This shape is used to provide additional information or comments about a particular process or decision in a flowchart.

It is typically a rectangular shape with a dashed or dotted border, and a tail pointing to the relevant step or decision.

The parallelogram shape is used to represent input or output in a flowchart, while the diamond shape is used to represent decision points. The rectangle shape is used to represent a process or action in the flowchart.

It is important to use the correct symbols and shapes in flowcharts to ensure clarity and accuracy in the representation of processes and decision-making.

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complete question:

Which of the following is used to represent comments in flowcharts?

A. Parallelogram

B. Diamond

C. Ghost rectangle or callout shape

D. Rectangle

Answer:

Tommy delivered 41 newspapers

Step-by-step explanation:

Step 1:  We can convert the percentage to a decimal by either imagining the percentage sign as a decimal and moving it two places to the right or by simply doing the operation 22 / 100, since a percentage is out of 100:

22% = 22.0 = 0.22

22 / 100 = 11 / 50 = 0.22

Step 2:  When dealing with percentage problems, we can use the phrase "y is P% of x" (P% of x is y also works) which allows us to create the equation:  P%x = y, where

Since we're that the pair delivered 186 together and Tommy delivered 22%, we're trying to find what value is 22% of 186.  Thus, we can use the percentage formula above, allow y to represent the unknown, 186 to represent x, and 0.22 to represent P%:

0.22 * 186 = y

40.92

41 = y

Thus, Tommy delivered 41 newspapers.

The distance of the plane from point P by line of sight is 1385. 76 meters

Using the trigonometric identities, we have that these identities are enumerated as;

From the information given, we have that;

The opposite side = 800 m

The angle of elevation = 30 degrees

The distance of the plane from point P is the adjacent side

Using the tangent identity

tan 30 = 800/m

cross multiply the values

m = 1385. 76 meters

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Answer:

108

Step-by-step explanation:

Answer:

0.72

Step-by-step explanation:

im smart AND i found it online :>

72% as a decimal is 0.72. To find the decimal of any percentage, divide the percentage by 100.

The range of T is spanned by {a - 3b, at² - 3b, at⁴ - 3b}. To simplify this basis, we can choose b = 0

We are given a linear transformation T : P₂ -> P₅ defined by T(p(t)) = at² - 3b, where p(t) = at + bt + c for arbitrary constants a, b, and c.

To determine whether r(t) = 2t² - 6 is in the range of T, we need to find a polynomial p(t) in P₂ such that T(p(t)) = r(t).

Let p(t) = (2a/3)t² - 2bt + (2b/3) - (2c/3). Then we have:

T(p(t)) = a((2a/3)t² - 2bt + (2b/3) - (2c/3))² - 3b

= (4/9)a²t⁴ - (8/3)abt³ + (4/3)abt² + (4/9)a²bt² - (4/3)abt + (4/9)b² - 2ac/3 + 2b²/9 - 3b

Simplifying this expression, we get:

T(p(t)) = (4/9)a²t⁴ - (8/3)abt³ + (4/3)a²bt² + (4/9)b² - (4/3)abt - 2ac/3 + 2b²/9 - 3b

Comparing this with r(t) = 2t² - 6, we see that we need to solve the following system of equations:

(4/9)a² = 2

-(8/3)ab = 0

(4/3)a²b = 0

(4/9)b² = -6

-(4/3)ab = 0

-2ac/3 + 2b²/9 - 3b = 0

From the second equation, we get either a = 0 or b = 0. If a = 0, then the first and third equations give b = 0 as well, which implies that the fourth and fifth equations are not satisfied. Therefore, we must have b = 0. Then the first equation gives a = ±√(9/2).

If a = √(9/2), then the third equation is not satisfied. If a = -√(9/2), then the third equation gives b = 0, and the fourth equation gives c = ±√(27/2). Therefore, we have:

T(p(t)) = -(9/2)t² ± 9

Since r(t) = 2t² - 6 is not of this form, it is not in the range of T.

To find a basis for the range of T, we need to find the span of the set of polynomials {T(1), T(t), T(t²)}. We have:

T(1) = a - 3b

T(t) = at² - 3b

T(t²) = a(t²)² - 3b = a(t⁴) - 3b

Therefore, the range of T is spanned by {a - 3b, at² - 3b, at⁴ - 3b}. To simplify this basis, we can choose b = 0 (since the value of b does not affect the range of T), and then we have:

{a, at², at⁴}

This is a basis for the range of T.

To find a polynomial in the kernel of T, we need to solve the equation

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0.529 is the probability that a student does not have a college degree.

From the information given, we know that:

The formula for conditional probability:

P(A|B) = P(A and B) / P(B)

Let A be the event of not having a college degree, and B be the event of being married. We want to find P(A).

Using these values, we can calculate:

P(college degree and B) = (1/2) * (400/850) = 0.235

P(A and B) = 310/850 - 0.235 = 0.07

Finally, we can calculate P(A) using the formula for total probability:

P(A) = 1 - P(college degree)

= 1 - (400/850)

= 0.529

Therefore, the probability that a student does not have a college degree is 0.529.

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C(4,3) = 4

The expression C(4,3) represents the number of combinations of 4 items taken 3 at a time. Using the formula for combinations, we have:

C(4,3) = 4! / (3! * (4-3)!) = 4

Therefore, the answer is [4].

Answer:

Step-by-step explanation:

Put from z=7,y=x=1

But equation not satisfy.

Put z=6,y=2,x=1

Equation not satisfy.

Put z=5 ,x=2,y=2

=> x+y+z = 5+2+2=9

=> xy+yz+zx = 4+10+10 = 24

Z=5 is a maximum value.

Johanna is conducting an experiment to measure the height that different people can jump using a trampoline. The data collected in this experiment can be used to identify trends and patterns in the jumping ability of the participants.

To conduct the experiment, Johanna will need to gather a sample of participants of various ages, genders, and fitness levels. She will then need to ensure that each participant jumps on the trampoline using the same technique and is measured in the same way to ensure accuracy and consistency of the data.

After collecting the data, Johanna can analyze it to identify any trends or patterns in the jumping ability of the participants. She may use statistical methods such as calculating the mean, median, mode, range, and standard deviation of the data to better understand the results. She may also use graphs and charts to visually represent the data and identify any outliers or anomalies.

Overall, Johanna's experiment can provide valuable insights into the jumping ability of different people and may be useful in designing training programs or evaluating the effectiveness of trampoline exercises.

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Answer:

d. (1, 2)

Step-by-step explanation:

midpoint = ((x1 + x2) ÷2 , (y1 + y2) ÷2)

= ((7 + -5)÷2 , (-4 + 8)÷2)

= (2 ÷2 , 4÷2)

= (1, 2)

Therefore midpoint = (1, 2)