a quadrilateral that is not a rectangle is inscribed in a circle. what is the least number of arc measures needed to determine the measures of each antgle in the quadrialteral

Applying the Angle Bisector Theorem, the length of the segments are:

AB = 15;    AC = 20.

The Angle Bisector Theorem states that in a triangle, if a line segment bisects an angle of the triangle and intersects the opposite side, then it divides that side into two segments that are proportional to the lengths of the other two sides of the triangle.

Therefore, we would have the following equation based on the angle bisector theorem:

5y/8 = 4y - 1 / 6

Cross multiply:

8(4y - 1) = 6(5y)

32y - 8 = 30y

32y - 30y = 8

2y = 8

y = 4

AB = 4y - 1 = 4(4) - 1 = 15

AC = 5y = 5(4) = 20

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Answer: question#7 is 7/12

question#8 is 1  3/8

question#5 is 1/2

question#6 is 12

question#9 is 1  1/6

question#10 is 31/40

question#11 is 3/4

Step-by-step explanation: give brainliest

Question #5: Option A, [tex]\frac{1}{2}[/tex]

Question #6: Option A, 12

Question #7: Option A, [tex]\frac{7}{12}[/tex]

Question #8: Option D, [tex]1\frac{3}{8}[/tex]

Question #9: Option D, [tex]1\frac{1}{6}[/tex]

Question #10: [tex]\frac{31}{40}[/tex]

Question #11: [tex]\frac{3}{4}[/tex]

Pls mark brainliest

Thus, the values of x,y, and z for the similar triangles are obtained:

Part A: y = 6.70; z = 13.41 and x = 6.

Part B: z = 17.88 ; y = 35.77 and x = 32.

Congruent triangles and similar triangles are two distinct but closely related concepts. There are two different kinds of similar triangle problems: those that ask you to determine whether a set of triangles is similar and those that ask you to determine the angles and side length of similar triangles that are missing.

Part A: using similarity of the triangle, taking the ratios of corresponding side.

y/15 = x/z = 3/y

Consider

y/15 = 3/y

y² = 15*3

y² = 45

y = 6.70

Now,

applying Pythagorean theorem:

y² = 3² + x²

x² = y² - 3²

x² = 45 - 9

x² = 36

x = 6

And,

z² = 12² + x²

z² = 144 + 36

z² = 180

z = 13.41

Part B:using similarity of the triangle, taking the ratios of corresponding side.

z/(x + 8) = 16/y = 8/x  ... eq 1

applying Pythagorean theorem:

z² = 16² + 8²

z² = 256 + 64

z² = 320

z = 17.88

Now, from eq 1

z² = 8(8 +x)

320 = 64 + 8x

8x = 320 - 64

x = 256/8

x = 32

Now,

applying Pythagorean theorem:

y² = 16² + x²

y² = 256 + 32²

y² = 1280

y = 35.77

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Answer:

2.36 miles

Step-by-step explanation:

radius, r = 3 miles∅ = 45°Length of an arc = ∅/360 * 2πr= 45/360 * 2 * 3.14 * 3= 2.36 miles

The "possible-sources" of in the measurement error of an experiment are Instrument error, Human error, sampling error and environmental factors, these sources "may" or "may-not" be enough to account for the percent differences calculated from the data.

There are several possible sources of "measurement-error" in an experiment which affect the accuracy and precision of the results.

These sources include instrument error, human error, environmental factors, and sampling error.

(i) "Instrument-Error" : is defined as inaccuracies in the measuring instruments used in the experiment. This include issues such as calibration errors, sensitivity of the instruments.

(ii) "Human-Error" can arise from mistakes made by experimenters during data collection or analysis, such as misreading measurements or recording data incorrectly.

(iii) "Environmental-Factors", such as temperature, humidity, or electromagnetic interference, can also cause error into experiment if they affect performance of measuring instruments.

(iv) "Sampling-Error" occur when a subset of the population is used for the experiment, and the results are generalized to the entire population.

Depending on the magnitude of these sources of error, they may or may not be enough to account for the percent differences calculated from the data.

If the measurement errors are small and within an acceptable range for the experiment, they may not significantly impact the results.

If the errors are large or systematic, they can introduce significant bias into the data and affect the percent differences calculated.

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The given question is incomplete, the complete question is

Discuss the possible sources of measurement error in an experiment. Are these sources of error enough to account for the percent differences you calculated from your data? write out your answer in a clear and well supported paragraph.

The missing values in the table that contains the equivalent ratios between X and Y would be = 5

An equivalent ratio is defined as the constant that exists between two different numbers when compared.

The figures in the table is as follows:

X= 1 3 ? 7

y = 5 15 25 35

If X = 1 when y = 5, X= ? when y= 25

That is;

1 =5

?= 25

? = 25/5 = 5

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Answer:

-2

Step-by-step explanation:

The explanation is in the picture

$682.50

Simple interest only builds on the initial deposit.

Interest Formula

Unlike compound interest, the change per time period is constant for simple interest. This means that simple interest can be calculated through the formula:

In this formula, I represents the amount of interest earned. P is the principle, which is the initial deposit. r is the rate of interest expressed as a decimal. t is the time in years.

Solving For Interest

Now, we can use the information we were given to solve for the amount of interest earned. The question states that the principle is $7,000. From the table, we can tell that the rate is 0.0325. Finally, t is 3 years because 36 months = 3 years. Then, plug these values into the formula.

This means that the account at Victory Bank would earn $682.50 over the course of 3 years.

The means of a stock that has a beta measure of 2.5 is 2.5%.

A beta measure of 2.5 indicates that the stock is 2.5 times as volatile as the market.

This means that if the market goes up by 1%, the stock is expected to go up by 2.5%.

The beta measure is a measure of the volatility of a stock relative to the market.

If the market goes down by 1%, the stock is expected to go down by 2.5%.

Therefore,

The stock is considered to be more risky than the average stock in the market.

A beta measure of 2.5 indicates that the stock is 2.5 times as volatile as the market.

This means that if the market goes up by 1%, the stock is expected to go up by 2.5%.

Conversely, if the market goes down by 1%, the stock is expected to go down by 2.5%.

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Answer: To find the new balance including interest, we need to take into account the interest charged on the current balance and the new purchase.

First, let's calculate the interest charged on the current balance. The monthly interest rate is 18.99% / 12 = 1.5825%.

The interest charged on the current balance is therefore:

interest on current balance = 0.015825 * 9160.00 = 144.98

So the total balance including interest for the current month is:

current balance including interest = 9160.00 + 144.98 = 9304.98

Next, let's calculate the interest charged on the new purchase of $1,098.00. The interest charged on the new purchase is:

interest on new purchase = 0.015825 * 1098.00 = 17.39

So the total balance including interest for the new purchase is:

new balance including interest = 1098.00 + 17.39 = 1115.39

Finally, we add the current balance including interest and the new balance including interest to get the total balance including interest:

total balance including interest = current balance including interest + new balance including interest

total balance including interest = 9304.98 + 1115.39

total balance including interest = 10420.37

Therefore, the new balance including interest is $10,420.37.

Step-by-step explanation:

The value of the given expression -0.4( -6g - 9h ) - 2h - 0.2( -5h + 3g ) in the simplest form  is equal to  1.8g + 2.6h.

The expression is equal to,

-0.4( -6g - 9h ) - 2h - 0.2( -5h + 3g )

Apply distributive law multiplication over addition.

A ( B + C ) = A × B + A × C

Simplify the expression by first distributing the -0.4 and -0.2 coefficients to the terms inside the parentheses,

= (-0.4 × -6g  + 0.4 × 9h ) -2h - ( 0.2 × -5h  + 0.2 × 3g )

= 2.4g + 3.6h - 2h + h - 0.6g

Combine like terms,

= (2.4g - 0.6g) + (3.6h - 2h + h)

= 1.8g + 2.6h

Therefore, the simplest form of the expression is 1.8g + 2.6h.

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The above question is incomplete, the complete question is:

Rewrite in simplest terms:

− 0. 4 ( − 6 g − 9 h ) − 2 h − 0. 2 ( − 5 h + 3 g )

The value of x is approximately 10.57 and the value of y is approximately 15.25.

In mathematics, a chord is a straight line segment that connects two points on a curve. More specifically, a chord is a line segment that has its endpoints on the curve.

The term "chord" is most commonly used in the context of circle geometry, where a chord is a line segment that connects two points on the circumference of a circle. In this context, the length of a chord can be calculated using the Pythagorean theorem, given the lengths of the radii of the circle and the distance between the endpoints of the chord.

In a circle, if four chords are connected to form a quadrilateral, then opposite angles of the quadrilateral are supplementary. Using this property, we can set up the following equation:

105 + (7y + 1) + (7x + 1) + (4y + 14) = 180

Simplifying and solving for x and y, we get:

7x + 4y + 122 = 180

7x + 4y = 58 ......(1)

Also, we know that the opposite angles of a cyclic quadrilateral are supplementary. Therefore, we can set up the following equations:

105 + (4y + 14) = 180 ......(2)

(7y + 1) + (7x + 1) = 180 ......(3)

Simplifying and solving for y in equation (2), we get:

4y + 119 = 180

4y = 61

y = 15.25

Substituting this value of y in equation (3) and solving for x, we get:

(7x + 1) + (7*15.25 + 1) = 180

7x + 106 = 180

7x = 74

x = 10.57

Therefore, the value of x is approximately 10.57 and the value of y is approximately 15.25.

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Answer:

p < -2

Step-by-step explanation:

Answer:

The answer is -2

Step-by-step explanation:

4/5-1/2p>9/5

C.L.T

-1/2p>9/5-4/5

-1/2p>5/5

-1/2p=1

-p/2>1

-p=2

p= -2

The product of 7 and 4 is 28, which is equal to the number of tiles in the product area.

Therefore, this configuration represents the factors of the quadratic expression [tex]x^2 + 9x + 8.[/tex]

To represent the factors of the quadratic expression x^2 + 9x + 8 using algebra tiles, we need to arrange the tiles into two rectangular areas representing the two factors, and the total number of tiles in the product area should be equal to the product of the number of tiles in each factor area.

Based on the information given, we can arrange the tiles as follows:

Factor 1 area: 7 tiles, with 1 x-tile and 6 blank tiles (represented by underscores):

Copy code

x

_

_

_

_

_

_

Factor 2 area: 4 tiles, with 1 x-tile and 3 blank tiles (represented by underscores):

Copy code

x

_

_

_

Product area: 28 tiles, with 1 x^2-tile, 9 x-tiles, 9 negative tiles (represented by red tiles), and 9 blank tiles (represented by underscores):

Copy code

x^2   -     -     -

x     x     x     x

_     _     _     _

_     _     _     _

_     _     _     _

_     _     _     _

_     _     _     _

To check that this configuration represents the given quadratic expression, we can count the number of tiles in each area and verify that the product of the two factors equals the number of tiles in the product area:

Factor 1 area: 7 tiles

Factor 2 area: 4 tiles

Product area: 28 tiles.

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True, there exists a function f such that f(x) > 0, f'(x) < 0, and f"(x) > 0 for all x.

An example of such a function is[tex]f(x) = e^(-x)[/tex], where e is the base of the natural logarithm (approximately 2.718).

Let's verify the given conditions:

f(x) > 0:

Since e^(ax) is always positive for any real value of x and any constant a, [tex]e^(-x)[/tex]is also always positive for any real value of x.

f'(x) < 0:

To find the first derivative, apply the chain rule: [tex]f'(x) = -e^(-x). As e^(-x)[/tex] is always positive, the derivative

[tex]f'(x) = -e^(-x)[/tex] is  always negative for all x.

f"(x) > 0:

To find the second derivative, apply the chain rule again:

[tex]f"(x) = e^(-x). As e^(-x)[/tex]is always positive, the second derivative[tex]f"(x) = e^(-x)[/tex] is always positive for all x.

Thus, it is true that there exists a function f with the given conditions.

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The function [tex]f(x) = e^(-x)[/tex] meets all the given conditions.

True. There exists a function f such that [tex]f(x) > 0, f'(x) < 0, and f"(x) > 0[/tex] for all x. One example of such a function is [tex]f(x) = e^(-x)[/tex].
True. There exists a function f(x) that satisfies the given conditions: f(x) > 0, f'(x) < 0, and f''(x) > 0 for all x.

Consider the function [tex]f(x) = e^(-x)[/tex]. This function has the following properties:

1. f(x) > 0 for all x because the exponential function is always positive.
2. [tex]f'(x) = -e^(-x)[/tex]which is always negative because e^(-x) is always positive, and the negative sign in front makes the derivative negative.
3. [tex]f''(x) = e^(-x)[/tex]which is always positive.

Thus, the function [tex]f(x) = e^(-x)[/tex]meets all the given conditions.

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The range of a function is the set of all possible output values (y-values) of the function. To find the range of f(x) = (5/2)^x - 5, we need to find the minimum and maximum values of y that can be obtained by plugging in all possible x values.

To find the maximum value of f(x), we can take the limit as x approaches infinity:

Answer:

d. 1 7/30...............

Answer:

D

Step-by-step explanation:

2/5 + 5/6

Make the denominator same

(2×6)/30 + (5×5)/30

12+25/30

37/30

1 7/30

The standard deviation of the ACT scores is approximately 4.2.

Standard deviation is a measure of the amount of variation or dispersion in a set of data values. It indicates how much the data values deviate, on average, from the mean (or average) of the data set. A higher standard deviation indicates greater variability or spread in the data, while a lower standard deviation indicates less variability or spread.

According to the given information:

To find the standard deviation of ACT scores, we can use the given information about the mean and the percentage of scores above a certain threshold.

Given:

Mean (μ) = 21.4

Percentage of scores above 26 = 15%

Since the distribution is approximately normal, we can use the Z-score formula to find the Z-score corresponding to the given percentage. The Z-score is the number of standard deviations a particular value is from the mean in a normal distribution.

Z-score formula:

Z = (X - μ) / σ

Where:

Z = Z-score

X = Value (in this case, 26)

μ = Mean (21.4)

σ = Standard deviation (to be found)

We can rearrange the formula to solve for σ:

σ = (X - μ) / Z

Substituting the given values:

X = 26

μ = 21.4

Z = Z-score corresponding to 15% (which can be found using a standard normal distribution table or a Z-score calculator)

Assuming a standard normal distribution table or calculator gives us a Z-score of approximately 1.04 for a percentage of 15%, we can plug in the values:

σ = (26 - 21.4) / 1.04

σ = 4.4 / 1.04

σ ≈ 4.2 (rounded to the nearest tenth)

So, the standard deviation of the ACT scores is approximately 4.2.

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A number multiplied by itself.

What is square?

In mathematics, a square is a number that is obtained by multiplying a number by itself. It is also a geometric shape with four equal sides and four right angles. The area of a square is calculated by multiplying the length of one of its sides by itself. The formula for calculating the area of a square is A = s^2, where A is the area and s is the length of one side.

Squares have many important applications in mathematics, including in algebra, geometry, trigonometry, and calculus. They are used in the Pythagorean theorem, which relates to the sides of a right triangle, and they are used to represent variables in algebraic equations. Squares are also important in geometry, where they are used to construct geometric shapes and to calculate their areas and perimeters.

The better definition of squares is:

A number multiplied by itself.

In mathematics, a square refers to the product of a number multiplied by itself. For example, the square of 4 is 16, because 4 multiplied by 4 equals 16. Squares have a variety of important applications in mathematics, including in geometry, algebra, and calculus.

While a result that has been proved to be true is sometimes referred to as a "square" in certain contexts, it is not the primary definition of the term. Similarly, a triangle with a right angle is referred to as a "right triangle" or a "right-angled triangle," but not a square.

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Answer:

Your answer should be A

Maybe 9/12? I counted the amount of times 6 or 9 shows up on the graph. :D. Hope that helps.

the volume of the apple would increase by ΔVtotal over the five-week period

The volume of the apple is directly proportional to the cube of its radius. Therefore, if the radius increases by 1/8 inch per week for five weeks, the total increase in radius would be 5/8 inches.

To calculate the change in volume, we can use the formula V = (4/3)πr^3.

Initially, let's assume the radius of the apple is r.

After the first week, the radius would be r + 1/8 inches. Therefore, the new volume would be:
[tex]V_1 = (4/3)\pi(r + 1/8)^3[/tex]

To calculate the change in volume, we can subtract the initial volume from the new volume:

[tex]\DeltaV_1 = V_1 - V_0[/tex]

where V0 is the initial volume of the apple.

Similarly, after the second week, the radius would be r + 2/8 inches, and the new volume would be:

[tex]V2 = (4/3)\pi(r + 2/8)^3[/tex]

The change in volume after the second week would be:

ΔV2 = V2 - V1

We can repeat this process for the remaining three weeks and find the total change in volume by adding all the individual changes:

ΔVtotal = ΔV1 + ΔV2 + ΔV3 + ΔV4 + ΔV5

By simplifying this equation, we get:

[tex]\Delta V_{total }=  (4/3) \pi r^3[(r + 1/8)^3 + (r + 2/8)^3 + (r + 3/8)^3 + (r + 4/8)^3 + (r + 5/8)^3 - 5r^3][/tex]

Therefore, the volume of the apple would increase by ΔVtotal over the five-week period.

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The volume of the apple will increase by [tex](4/3)π[(r0 + 5/8)^3 - r0^3][/tex] during the five-week period.

Assuming that the apple is a perfect sphere, we can use the formula for the volume of a sphere:

[tex]V = (4/3)πr^3[/tex]

where V is the volume of the sphere and r is the radius of the sphere.

Let's start by finding the initial volume of the apple. We are not given the initial radius, so let's assume it to be r0.

[tex]V0 = (4/3)πr0^3[/tex]

After one week, the radius increases by 1/8 inch, so the new radius is r1 = r0 + 1/8. The new volume is:

[tex]V1 = (4/3)π(r0 + 1/8)^3[/tex]

After two weeks, the radius increases by another 1/8 inch, so the new radius is r2 = r0 + 2/8. The new volume is:

[tex]V2 = (4/3)π(r0 + 2/8)^3[/tex]

Similarly, after three weeks, the new radius is r3 = r0 + 3/8 and the new volume is:

[tex]V3 = (4/3)π(r0 + 3/8)^3[/tex]

After four weeks, the new radius is r4 = r0 + 4/8 and the new volume is:

[tex]V4 = (4/3)π(r0 + 4/8)^3[/tex]

Finally, after five weeks, the new radius is r5 = r0 + 5/8 and the new volume is:

[tex]V5 = (4/3)π(r0 + 5/8)^3[/tex]

To find how the volume changes during the five-week period, we need to subtract the initial volume from the final volume:

ΔV = V5 - V0

[tex]ΔV = (4/3)π(r0 + 5/8)^3 - (4/3)πr0^3[/tex]

Simplifying this expression, we get:

[tex]ΔV = (4/3)π[(r0 + 5/8)^3 - r0^3][/tex]

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Answer:

40 people are currently planning to attend the reunion.

Step-by-step explanation:

If we don't know how many people are coming, we can call that number x.

If those people split the cost ($200) it will be 200/x.

If 10 more people come, the head count is now x+10.

So the cost becomes 200/(x+10)

The cost when more people pitch in is less money per person. If fewer people split the cost its more per person. They are saying the difference here is $1.

So we can write an equation.

200/x = 200/(x+10) + 1

OR

200/x - 1 = 200/(x+10)

Cross multiply. This gives you a quadratic equation so factor to solve or use Quadratic Formula. See image. It shows how to solve by factoring.

see images. There are 2 images.

Systematic sampling is a type of probability sampling method where every nth item in a population is selected for inclusion in the sample.

For example, if a researcher wanted to select a systematic sample of 100 students from a school population of 1,000 students, they would randomly select one of the first 10 students (1/10th of the population) and then select every 10th student thereafter until they reach 100. Systematic sampling is often used when the population is too large to enumerate and it is more efficient than simple random sampling. However, it is important to ensure that the sampling interval is not biased in any way, otherwise the sample may not be representative of the population.

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Systematic sampling is a relatively easy and quick method of sampling, as it requires less effort and time than other methods such as stratified or cluster sampling.

The starting point is truly random, and that the interval selected does not create any bias in the sample.

Systematic sampling is a method of selecting a sample from a population using a system or a pattern.

It involves selecting every nth item or person from the population after a random starting point has been determined.

To perform systematic sampling, the first item or individual in the sample is randomly selected from the population.

Then, the remaining items or individuals are selected at regular intervals, such as every 10th or 20th item or individual.

The interval is calculated by dividing the population size by the desired sample size.

A researcher wants to select a sample of 100 from a population of 1000, the interval would be. [tex]1000/100 = 10.[/tex]

The researcher would randomly select the first item or individual from the population, and then select every 10th item or individual thereafter until the desired sample size is reached.

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The total number of oranges used in Bertha's pyramid is 24 + 6 + 2 + 1 = 33 oranges.

To calculate how many oranges are used in Bertha's pyramid, we first need to find out how many oranges are in each

layer of the pyramid. Since the base of the pyramid is a rectangle that is 4 oranges by 6 oranges, there are a total of 4 x 6 = 24 oranges in the base layer.

For the second layer of the pyramid, each orange rests on 4 oranges below it.

Since the base layer has 24 oranges, there will be 24 / 4 = 6 oranges in the second layer.

For the third layer, each orange again rests on 4 oranges below it.

So there will be 6 / 4 = 1.5 oranges in the third layer.

Since we cannot have half an orange, we round up to 2 oranges.

Finally, the top layer of the pyramid will consist of a single orange.

Therefore, the total number of oranges used in Bertha's pyramid is 24 + 6 + 2 + 1 = 33 oranges.

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Answer:

≈ $26

Step-by-step explanation:

13% = 0.13

199.99 x 0.13 = $25.9987

So, 13% markup is ≈ $26

The sine ratio of for angle A is 4/5 and the right option is B. 4/5.

Sine ratio is the ratio of the length of the opposite side divided by the length of the hypotenuse.

The formula for the sine ratio of angle A is given in the formula below

Formula:

From the diagram.

Given:

Substitute these values into equation 1

Hence, the right option is B. 4/5.

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Answer: If you want me to evaluate its 18x - 2

Hope it helped :D