what is the exact value of cos 5pi/12

5 pencils, 2 pens, and 3 erasers should go in each package.

The goal is to determine the maximum number of packages that can be built using 60 pencils, 90 pens, and 120 erasers, each package containing 5 pencils, 2 pens, and 3 erasers. To achieve this, we need to calculate the number of packages each item can be used in and take the minimum result.

Starting with pencils, we can make 60/5 = 12 packages. For pens, we can make 90/2 = 45 packages. Finally, for erasers, we can make 120/3 = 40 packages. The minimum result is 40 packages, meaning that the maximum number of packages we can build is 40.

Therefore, each package should contain 5 pencils, 2 pens, and 3 erasers. Any extra items will not be used in the packages. By taking the minimum result, we ensure that all items are used in an equal manner and no items are left unused. In conclusion, the maximum number of packages that can be built using 60 pencils, 90 pens, and 120 erasers is 40, each containing 5 pencils, 2 pens, and 3 erasers.

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Answer:

Step-by-step explanation:

The Time Taken to make 20 products = 2hours and 40 minutes = 160 minutes

Time taken to make 10 units = 80 minutes

Time taken to make 30 units = time taken to make 20 units + time taken to make 10 units

= 160 minutes + 80 minutes

= 240 minutes or 4 hours.

The worker needs 4 hours to make 30 units.

The ratio can be calculated as follows:

The first is to convert hours to minutes

2 hours 40 minutes = (2×60)+40 = 120+40 = 160 minutes

The next step is to compare worth comparison

[tex]\frac{a1}{b1}[/tex] = [tex]\frac{a2}{b2}[/tex]

[tex]a_{1} = 160 minutes\\a_{2} = X\\b_{1} = 20 products\\b_{2} = 30 products[/tex]

So,

[tex]\frac{160}{20} = \frac{X}{30}[/tex]

X = [tex]\frac{(160.30)}{20}[/tex]

X = [tex]\frac{4800}{20}[/tex]

X = 240 minutes

The next is to convert minutes into hours

240 minutes ÷ 60 minutes

= 4 hours

The worker needs 4 hours to make 30 units.

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The exact value of the letter D is three and three-tenths.

A number line is a one-dimensional horizontal line where we can represent any real number. The origin of the number line is represented by zero left to it are all negative real numbers and right to it are all positive real numbers.

By observing the number line there are 10 subsections between two integers.

The letter D is in between two integers 3 and 4 so it can be from 3.1 to 3.9.

In between those ten subsections, the letter D is in the third subsection.

Therefore it is Three and three-tenths.

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The correct way to write greater than or equal to 6 is A ≥6 where it tells that A having greater than or equal to value than 6.

In mathematics,

→The greater than symbol (>) is used to indicate that one value is larger than another. For example, if we say "A > B," this means that the value of A is greater than the value of B.

→The less than symbol (<) is the opposite, it indicates that one value is smaller than another. For example, if we say "A < B," this means that the value of A is less than the value of B.

→The greater than or equal to symbol (≥) indicate that one value is larger than or equal to another. For example, if we say "A ≥ B," this means that the value of A is greater than or equal to the value of B.

→The less than or equal to symbol (≤) indicate that one value is smaller than or equal to another. For example, if we say "A ≤ B," this means that the value of A is less than or equal to the value of B.

These symbols are commonly used in mathematical expressions, equations, and inequalities.

To write "greater than or equal to 6" in mathematical notation, you would use the greater than or equal to symbol (≥) followed by the letter 6. For example:

A ≥6

This means that A having greater than or equal to 6.

Therefore, the correct way to write greater than or equal to 6 is A ≥6 where it tells that A having greater than or equal to value than 6.

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The percentage that is not blueberry in a bake of muffin is 85%

Percentage is defined as the number that represents a ratio of a total that is divided by 100 equal parts. It is represented by the symbol %.

To solve this problem we must perform the following algebraic operations with the given information:

Information about the problem:

Calculating the percentage that is not blueberry in a bake of muffin:

% Not blueberry = %Total - %blueberry

% Not blueberry = 100 - 15

% Not blueberry = 85

85% of the bake is not blueberry

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So, 25 minutes after Baxter began filling the tank, the volume of water in the tank is 255 gallons.

A linear equation can be used to model the situation where water is flowing into a tank at a constant rate. The equation would be in the form:

V = 55 + 8t

Where V is the volume of water in the tank (in gallons), t is the time (in minutes) that has passed since Baxter began filling the tank, and 55 and 8 are the y-intercept and slope respectively

To find the volume of water in the tank 25 minutes after Baxter began filling it, you would substitute 25 for t in the equation above:

V = 55 + 8(25) = 55 + 200 = 255 gallons

So, 25 minutes after Baxter began filling the tank, the volume of water in the tank is 255 gallons.

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Mishka travels 230 kilometres in total on her road trip.

Mishka travels at a 65 km/hr average speed on the highway.

Mishka's time spent driving at this speed on the highway is 3 hours.

Mishka travels at an average rate of 35 km/h on the side road.

Driving at this speed on a side road took Mishka one hour.

Mishka travelled a total distance.

Having said that,

Speed equals Distance/Time

Or, Distance = Speed X Time.

Mishka travelled a total of Mishka miles on the roadway =

= Highway Speed X Highway Travel Time

= 65 X 3

= 195 km

Mishka travelled the following distance via side roads:

= Speed on side street X Travel time

= Speed on side road X Time taken on side road

  = 35 X 1

 = 35 km

Total distance travelled by Mishka = Distance travelled on highway + Distance travelled on side road

= 195 + 35

= 230 km

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The missing length LN for the similar triangles is found to be 33 units.

For the stated triangles.

Using the similarity of triangles, the ratios of the sides of the triangles are equal.

Let the missing length LN be 'x'.

Thus,

8/ 24 = 11 / x

x = 24*11 / 8

x = 33

Thus, the missing length LN for the similar triangles is found to be 33 units.

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The correct question is-

Segment VU is parallel to segment LM. Find the missing length LN.

The answer is 44. By setting up a proportion, it would look like 8/24 = 11/33. The question is asking for the length of LN. So you would add 11 + 33, which will give you the answer of 44.

1728 is the cubic of the number 12.

Cube of given number = [tex]12^{3}[/tex] which is equal to 1728.

The cubes are made up of values that are obtained by multiplying integers by themselves three or four times. The cube's original number can be found by raising any natural number to the power of three.

Cubes are the numbers that are produced when an integer is multiplied by itself three times. We can find cubes for any number, whether it be an integer or a fraction. In order for the cube of a whole number (x) to produce a perfect cube, the cube root of x3 must equal x. The procedure of locating cubes is thus the opposite of locating the cube root.

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Answer:21

Step-by-step explanation:

if the triangles are similar , then ,

The small trapezoid is a scaled-down version of the large trapezoid, but is also a mirror image.

So the side x corresponds to the length 45 in the larger trapezoid.

[tex]45 = 2x + 4 \\ 2x = 45 - 4 \\ x = \frac{41}{2} \\ x = 20.5[/tex]

Player A is more consistent with a range of 7.

The interquartile range serves as a gauge for where a data set's "middle fifty" lies. An interquartile range (IQR) measures where the majority of the values lay, whereas a range measures where a set's start and finish are.

Arranging the data in ascending order for player A,

1, 1, 2, 2, 3, 3, 4, 4, 8.

The range of this data set is the last term minus the first term which is,

= 8 - 1.

= 7.

Arranging the data in ascending order for player B,

1, 1, 2, 4, 4, 5, 5, 5, 10.

The range of player B is 10 - 1 = 9.

We know less range signifies more consistency therefore, Player A is more consistent.

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The modulus of the complex number 4i is 4.

Now, According to the question:

Consider the given number 4i .

The number is a complex number which is of the form z = x + iy .

We can write the above question as z = 4i where x = 0 and y = 4 . The modulus of the complex number is given by:

[tex]|z| =\sqrt{Re(z)^2+Im(z)^2}[/tex]

where real part is x and imaginary part is y. Hence the modulus of a complex number is :

[tex]|z| =\sqrt{0^2+4^2}[/tex]

[tex]|z| = \sqrt{16} \\[/tex]

|z| = 4

Hence the modulus of the complex number 4i is 4.

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Answer:

To calculate the number of jars you need to sell to break even, we can use the following formula:

(Cost of materials + Cost of ingredients per jar) / Price per jar = Number of jars needed to break even

We know that the cost of materials is $70, the cost of ingredients per jar is $18 ( $12 for peanuts + $6 for cashews) and the price per jar is $5.

Plugging in these values into the formula we get:

($70 + $18) / $5 = (88/5) = 17.6 jars

So, you need to sell at least 17.6 jars to break even.

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

Cost of materials / (Price per jar - Cost of ingredients per jar) = Number of jars needed to break even

We know that the cost of materials is $70, the cost of ingredients per jar is $18 ( $12 for peanuts + $6 for cashews) and the price per jar is $5.

Plugging in these values into the formula we get:

$70 / ($5 - $18) = 70 / -13 = -5.38 jars

It is not possible to sell -5.38 jars, which means you are making a loss. This indicates that your cost of materials and ingredients is higher than the price you are selling the jars for. To break even, you will have to lower your costs or increase the price of the jars.

The zeros of function f(x) = x² -x - 2 are: x = 2 and x = -1

Consider given polynomial function  f(x)=x² -x - 2

As we know the zeros of a function are nothing but the values of the variable of the function that makes the function value equal to 0.

To find the zeros of function f(x), we need to equate f(x) to zero then solve it for x.

⇒ f(x) = 0

⇒ x² -x - 2 = 0

using the Quadratic Formula where

a = 1, b = -1, and c = -2

[tex]\Rightarrow x=\frac{-b\pm \sqrt{b^2 -4ac} }{2a}\\\\\\ \Rightarrow x = \frac{1\pm \sqrt{9} }{2}\\\\\\\Rightarrow x = \frac{1\pm 3 }{2}[/tex]

Thus x = 2 and x = -1 are zeros.              

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The complete question is:

What are the zeros of f(x)=x² -x - 2 ?

Answer:

Step-by-step explanation:    Divide the numerator by the denominator.

   Write down the whole number part of the quotient.

   Take the remainder and write it over the original denominator.

The number of cups of each ingredient Kwame and Olivia could have used is 6 cups and 10 cups respectively.

In mathematics, a combination is a selection of items from a collection, such that the order of selection does not matter. For example, the combination of three fruits from a basket containing apples, oranges, and bananas would be the set {apple, orange, banana}, {apple, banana, orange}, {orange, apple, banana}, {orange, banana, apple}, {banana, apple, orange}, and {banana, orange, apple}. The number of possible combinations is often represented using the combination formula, which is often written as "nCr", where "n" is the total number of items in the collection.

It's not possible to give an exact example of the number of cups of each ingredient each person used, as there are infinitely many ways that Kwame and Olivia could have combined orange juice and mango juice to make 12 and 20 cups respectively.

However, one example of the number of cups of each ingredient each person could have used is:

Kwame: 6 cups orange juice, 6 cups mango juice Olivia: 10 cups orange juice, 10 cups mango juice

This satisfies the constraints that Kwame uses less orange juice than Olivia and his orange-mango juice tastes more like oranges than hers does.

This is an example of the possible combination, but it might not be the only one. Also, it's possible that there are other combinations that could satisfy the given information, but this is one example.

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The fraction that represents the colored part of each shape is i) ½ ii) 8/9 iii) ½ iv) ¼ v) 3/7 vi) ¼ vii) 1 viii) 4/9 ix) ½ x) 1/2.

Fractions refer to the parts of a whole. A fraction is a ratio between specified parts of a figure to all parts of a figure. The numerator indicates the parts of the whole and the denominator indicates the total number of equal parts. In the given shapes, as everything is equally divided, the fraction of shaded region is equal to the number of shaded parts divided by the number of total parts.

i) The number of shaded regions = 2

The total number of regions = 4

Fraction = 2/4 = 1/2

ii) The number of shaded regions = 8

The total number of regions = 9

Fraction = 8/9

iii) The number of shaded regions = 4

The total number of regions = 8

Fraction = 4/8 = ½

iv) The number of shaded regions = 1

The total number of regions = 4

Fraction = 1/4

v) The number of shaded regions = 3

The total number of regions = 7

Fraction = 3/7

vi) The number of shaded regions = 3

The total number of regions = 12

Fraction = 3/12 = 1/4

vii) The number of shaded regions = 10

The total number of regions = 10

Fraction = 10/10 = 1

viii) The number of shaded regions = 4

The total number of regions = 9

Fraction = 4/9

ix) The number of shaded regions = 4

The total number of regions = 8

Fraction = 4/8 = 1/2

x) The number of shaded regions = 1

The total number of regions = 2

Fraction = 1/2

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Answer:1/7

Step-by-step explanation: You take the amount that are springer spaniels and you put them with the whole of the dogs in the park 14 so you would have 2/14. You can reduce this fraction to 1/7 by dividing both the top and bottom of the fraction by 2.

There are four types of division are:

Now, According to the question:

Division is one of the four basic math operations with addition, subtraction, and multiplication. Division is an important operation because it is common in everyday life and helps people understand multiplication better. Division is splitting a group into equal parts. Division is used to split up a class into equal groups for a game or activity or even split a pizza into equal portions between a group of friends.

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Answer: I can provide you with the data in tabular format if you want to create the graph with the provided data.

Airtime (min) | Prepaid costs | Contract costs

0 | 41.67 | 108.42

10 | 54.67 | 108.42

20 | 67.67 | 108.42

30 | 80.67 | 108.42

40 | 93.67 | 108.42

50 | 102.14 | 108.42

60 | 114.64 | 108.42

This table shows the airtime (in minutes) used, and the corresponding costs for both prepaid and contract call plans. The prepaid costs are calculated using the formula: R41.67 + R1.30 x airtime used, whereas the contract costs are fixed at R108.42.

It's worth noting that the costs for the contract call plan is fixed and doesn't change with the airtime used, while for the prepaid plan the costs increase as the airtime increases.

Step-by-step explanation:

The given expression 3(2x+1) = 2(3x+2) does not have a solution.

What is Linear equation ?

A linear equation is an equation that can be written in the form ax + b = 0, where x is a variable and a and b are constants. This type of equation is used to describe relationships between two variables, and it can be used to find the solution to a variety of problems.

Given expression ,

3(2x+1) = 2(3x+2)

3*2x+3 = 2*3x + 4

shifting 6x to the LHS , we get

6x+3 = 6x+ 4

6x-6x = 4-3

As 6x-6x is 0 , so there is no solution

0 = -1

Here we do not have a solution as there is no x exponent.

Hence, The given expression 3(2x+1) = 2(3x+2)  does not have a solution.

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Answer: She makes around $22 dollars per hour.

Step-by-step explanation:

You can divide her wage by the amount of hours she works.

The difference between the two expressions:

2x^5 and (2x)^5

Is the coefficient that multiplies the variable.

We want to see how the expressions:

2x^5 and (2x)^5

Are different.

Remember that the exponents can be distributed, then we can write the rule:

(a*b)^n = (a^n)*(b^n)

Then we can rewrite the second expression as:

(2x)^5 = (2^5)*x^5 = (2*2*2*2*2)*x^5 = 32x^5

So the difference between the two expressions is the coefficient that is multiplying the variable x.

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Answer: 154.53

Step-by-step explanation:

sin x° = 0.43

t = arcsin (0.43) = 25.47

x= 18 - t= 18 - 25.47 = 154.53

Solving the system of equations:

x + y = 45

y = 2x

We can see that he made a total of 30 hot dogs and 15 hamburgers.

We can define the variables:

We know that he cooked a total of 45 dishes, then we can write the equation

x + y = 45

And he cooked twice as many hot dogs as hamburgers, then we can write:

y = 2x

Then we can write a system of equations at:

x + y = 45

y = 2x

We can replace the second equation into the first one, then we have:

x + (2x) = 45

3x = 45

x = 45/3

x = 15

And the solution of y is:

y = 2x

y = 2*15 = 30

The solution of the system is:

x = 15

y = 30

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The required perimeter of the polygon is 92 cm.

Polygon is defined as a geometric shape that is composed of 3 or more sides these sides are equal in length, and an equal measure of angle at the vertex,

Examples of polygons, equilateral triangles, squares, pentagons etc

here,
∠B ≅ ∠C

tangent drawn from D = tangent drawn from B
tangent drawn from D = 11.5 cm

The perimeter of the polygon is given = as the sum of a tangent from all points
= 11.5 + 11.5 + 11.5 + 11.5 + 10.5 + 10.5 + 12.5 + 12.5
= 92 cm

Thus, the required perimeter of the polygon is 92 cm.

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a. The equation connecting y and x is: y = 5x.

b. The value of y = 60.

Given that y is directly proportional to x, the equation that is connecting y and x can be expressed as y = kx, where k is the constant of proportionality.

a. We are given that when y = 30, x = 6, therefore, find the value of k by substituting the values of x and y into y = kx:

30 = k(6)

30/6 = k

5 = k

k = 5

Substitute the value of k into y = kx to write the equation:

y = 5x

b Substitute x = 12 into y = 5x:

y = 5(12)

y = 60

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Draci sets up a room for a banquet with 6 tables.

An equation can be represented by a linear function. The standard form for the linear equation is: y= mx+b , for example, y=15x+7. Where:

m= the slope.

b= the constant term that represents the y-intercept.

The problem is a literal math question, that you can convert into a linear equation. Where:

x= number of tables

y= number of chairs

From the information of the question, you can write:

y=mx+b, where:

y= total number of chairs= 54

m= number of chairs in each table = 9

b=0 , because you have a constant function since Draci places 9 chairs at each table. Thus:

54=9x

x=54/9

x=6

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A 90-degree angle, also known as a right angle, is an angle that measures exactly 90 degrees.

A 90-degree angle is an angle that measures exactly 90 degrees. It is also known as a right angle, since it is an angle that forms a right angle.

In geometry, angles are measured in degrees, and a full rotation is equal to 360 degrees. The angle formed by two intersecting lines is measured by the amount of rotation needed to bring one line to overlap the other. A 90-degree angle is formed by rotating one line by exactly 90 degrees, so that the two lines form a right angle.

A right angle is an angle that measures 90 degrees and it is represented by a small square at the angle's vertex. This square is a symbol of the angle's measure. In addition, the right angle is the only angle that can be used in geometry to create perpendicular lines which are lines that meet at 90 degrees.

In real-world applications, right angles are found in many things such as the corners of a room, the corners of a square or rectangle, and the corners of tools like a square, a ruler, and a protractor.

Therefore, In short, a 90-degree angle, also known as a right angle, is an angle that measures exactly 90 degrees. It's represented by a small square at the angle's vertex, and it's the only angle that can be used in geometry to create perpendicular lines.

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