Find each angle measure.

The storage can hold approximately 10.94 cubic meters of grain.

Unit conversion is the process of converting a quantity expressed in one set of units to an equivalent quantity expressed in another set of units. For example, converting a length from feet to meters, or converting a temperature from Celsius to Fahrenheit.  

To convert cubic yards to cubic meters, multiply the given volume in cubic yards by this conversion factor to obtain the equivalent volume in cubic meters.  

Here we have

Adam’s family maintains storage that can hold 14.3 yd³ of grain.

Given that 1 yard is approximately equal to 0.9144 meters

To convert cubic yards (yd³) to cubic meters (m³),

Use the conversion factor:

1 yd³ = (0.9144 m)³

So, we can convert 14.3 cubic yards of grain to cubic meters as follows:

14.3 yd³ x (0.9144 m/yd)³ ≈ 10.94 m³

Rounding this answer to the nearest hundredth gives us:

10.94 m³ rounded to the nearest hundredth = 10.94 m³

Therefore,

The storage can hold approximately 10.94 cubic meters of grain.

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Answer: Let's first convert Cheryl's walking speed to meters per minute. Since she takes 80 steps per minute and each step is 81 cm, her walking speed is:

80 steps/min x 81 cm/step = 6480 cm/min

To convert this to meters per minute, we can divide by 100:

6480 cm/min ÷ 100 cm/m = 64.8 m/min

Now, let's find out the distance Cheryl walks to school. Since she walks for 12 minutes at a speed of 64.8 m/min, the distance she covers is:

distance = speed x time = 64.8 m/min x 12 min = 777.6 m

Next, let's find out how many steps Diane takes per minute on average:

90 steps/min

Since each of Diane's steps is 72 cm long, her walking speed is:

90 steps/min x 72 cm/step = 6480 cm/min

To convert this to meters per minute, we can divide by 100:

6480 cm/min ÷ 100 cm/m = 64.8 m/min

So Diane's walking speed is the same as Cheryl's. To find out how long it takes Diane to walk to school, we can use the formula:

distance = speed x time

Since Diane and Cheryl walked the same distance, we can use the distance we found for Cheryl:

777.6 m = 64.8 m/min x time

Simplifying this equation, we get:

time = 12 minutes

Therefore, Diane takes 12 minutes to walk to school.

Answer:

  12 min

Step-by-step explanation:

You want to know how long it takes Diane to walk to school if she takes 90 steps of 72 cm per minute, while Cherly takes 80 steps of 81 cm per minute and traverses the distance in 12 minutes.

The speed of each girl is the product of the number of steps per minute and the length of the step:

  Cheryl: (80 step/min)(81 cm) = 6480 cm/min

  Diane: (90 step/min)(72 cm) = 6480 cm/min

Both girls travel at the same speed, so will take the same amount of time to get to school. It takes Diane 12 minutes to walk to school.

There are 10,080 possible ways for the 15 people to stand if the people from each borough insist on standing together.

If there are 15 people from the Bronx, Brooklyn, Manhattan, Queens, and Staten Island, and each borough has 3 people, then there are 5 groups of 3 people. If the people from each borough insist on standing together, we can treat each group of 3 people as a single entity. So, we have 5 entities that need to be arranged.

The number of ways to arrange these 5 entities is 5!, which is equal to 120. However, within each group of 3 people, there are 3! ways to arrange the people. So, we need to multiply the number of ways to arrange the groups by the number of ways to arrange the people within each group. We will get the answer

5! × (3!)⁵ = 120 × 3⁵ = 10,080

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Answer:

(x-24/5)^2 + (y-21/5)^2 = (sqrt(481)/5)^2, or (x-24/5)^2 + (y-21/5)^2 = 481/25

Step-by-step explanation:

The equation of a circle can be written in the form (x-a)^2 + (y-b)^2 = r^2, where (a,b) is the center of the circle and r is its radius. Since the lines are tangent to the circle at points (0,5) and (6,5), we can use these points to find the center and radius of the circle.

First, let’s find the slope of each line. The slope of the line y = 3/4x+5 is 3/4. The slope of the line 3x + 4y = 38 can be found by rearranging it into slope-intercept form: y = (-3/4)x + 19/2. So the slope of this line is -3/4.

Since the lines are tangent to the circle, they are perpendicular to the radius at their point of tangency. This means that the center of the circle lies on the line that passes through (0,5) and has a slope of -4/3, and also on the line that passes through (6,5) and has a slope of 4/3.

Let’s find the equation of these two lines. The line passing through (0,5) with a slope of -4/3 has an equation y - 5 = (-4/3)(x - 0), or y = (-4/3)x + 5. The line passing through (6,5) with a slope of 4/3 has an equation y - 5 = (4/3)(x - 6), or y = (4/3)x - 3.

The center of the circle is at the intersection of these two lines. To find it, we can set their right-hand sides equal to each other and solve for x: (-4/3)x + 5 = (4/3)x - 3. Solving this equation gives us x = 24/5. Substituting this value into either equation for y gives us y = (4/3)(24/5) - 3 = 21/5.

So the center of the circle is at (24/5, 21/5). To find its radius, we can use either point of tangency. Let’s use (0,5). The distance between this point and the center is given by sqrt((0-24/5)^2 + (5-21/5)^2), which simplifies to sqrt(481)/5.

Therefore, the equation of the circle is (x-24/5)^2 + (y-21/5)^2 = (sqrt(481)/5)^2, or (x-24/5)^2 + (y-21/5)^2 = 481/25.

The calculated output value for an input value of 5 is (c) 10

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

Kerrin is making an input-output table for the rule "add 5."

This means that

Output = input + 5

In this case, we have

input = 5

substitute the known values in the above equation, so, we have the following representation

Output = 5 + 5

Evaluate

Output =10

Hence, the output is 10

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The length of the third side is 8units

Pythagoras theorem states that : the sum of the squares on the legs of a right triangle is equal to the square on the hypotenuse.

If a and b are the legs of the triangle and c is the hypotenuse,then

c² = a²+b²

For example , if a = 3 and b = 4 , then

c = √3²+4²

c = √ 9+16

c = √25

c = 5units.

Similarly, c = 10, a= 6, and b is unknown

therefore

10²= 6²+b²

b² = 10²-6²

b² = 100-36

b² = 64

b = √64

b = 8units

therefore the length of the third leg is 8units.

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$3.90

29.20-13.60=15.6

15.6/4= 3.90

Answer:

Domain(-infinity,infinity) Range(-infinity,infinity) Zeros(0,0), (-4,0), (8,0) and (4,0) y-intercept at 0, even, y-axis, 2, -4

Step-by-step explanation:

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Suppose that the production of plastic creates a social cost which is depicted in the graph above. Without any government regulation, about 650 units of plastic will be produced. (Option C)

This is because, when the market forces are left to play out, competition drives efficiency upwards, which enable suppliers to produce at lower price thus offering consumers more quantity demanded for lower prices.

Hence, without government intervention, the unit produced will be 650 at the price of 7.

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Alan and his mom will each have completed 10 rows after 3 hours.

An expression is a combination of numbers, variables, and/or operations (such as addition, subtraction, multiplication, division, exponents, and roots) that are grouped together to represent a value.

Let x be the number of hours it takes for Alan and his mom to have planted the same number of rows.

Alan will have planted 4 + 2x rows of carrots, and his mom will have planted 7 + x rows of tomatoes.

Setting these two expressions equal to each other gives:

4 + 2x = 7 + x

Solving for x, we get:

x = 3

Thus, after 3 hours, Alan will have planted:

4 + 2(3) = 10 rows of carrots

And his mom will have planted:

7 + (3) = 10 rows of tomatoes

Therefore, they will each have completed 10 rows of vegetables after 3 hours.

To graph these equations, we can plot them on a coordinate plane, where the x-axis represents the number of hours and the y-axis represents the number of rows planted.

Alan's equation is y = 2x + 4, and his mom's equation is y = x + 7.

The graph of these two equations intersect at the point (3, 10), which represents the moment when they have each planted 10 rows.

Therefore, Alan and his mom will each have completed 10 rows after 3 hours

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The total number of chickens the farmer owns is 35.

A quantity or proportion can be expressed as a percentage of 100 by using the word "percentage." It is represented by the sign %.

For instance, when we state that 50 percent of a group of people are women, we mean that 50 out of every 100 people in the group are women.

We can deduce here the total chickens the farmer owns in % = 100%

Hens placed in a new coop = 20% = 7

Let the total number of chickens = x

Thus,

7 / x = 20 / 100

To solve for x, we can cross-multiply and simplify:

7 × 100 = 20 × x

700 = 20x

x = 35

Thus, the total number of chickens = 35.

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Using the sine ratio, the value of x in the right triangle shown is calculated to the nearest tenth as: 2.6  units.

The sine ratio is part of the trigonometry ratios that can be applied to solve a right triangle, and it is written as:

sin ∅ = length of the opposite side / length of the hypotenuse of the right triangle

We are given the following information from the image above:

Reference angle (∅) = 75 degrees

length of the opposite side = x

length of the hypotenuse = 9

Plug in the values:

sin 75 = x/9

9 * sin 75 = x

x = 8.7 [to the nearest tenth]

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Multiplying row 1 of the matrix by  1 / 4 would give a resultant matrix of [ 1 / 2    0 | 3 / 4 ]

[ - 1     5   | 4 ].

The question wants to multiply the first row of the matrix alone, with the fraction, 1 / 4.

First step is then to multiply the first row by the fraction of 1 / 4 :

( 1 / 4 ) x 2 = 1 / 2

( 1 / 4 ) x 0 = 0

( 1 / 4 ) x 3 = 3 / 4

The results acquired can then be input into the matrix which would then give a resultant matrix of :

[ 1 / 2   0 | 3 / 4 ]

[ - 1     5   |    4   ]

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Based on the data displayed in the dot plot, it can be concluded there are 25 students in this class.

Dot plots represent data and trends but using dots. In these types of graphs, each individual is represented with a dot. For example, in the number 3, we can see there are 3 dots, which means three students have a first name made of three letters.

Therefore, you can get the total of students by counting all the dots. Based on this, there are 25 students in this class.

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Answer:

1.Ongoing efforts have been undertaken in Malaysia to improve the financial reporting and accountability in government agencies. Discuss the efforts.

Malaysia has been making efforts to improve financial reporting and accountability in government agencies for several years. In 2015, the Malaysian government introduced a new financial reporting framework for government agencies called the Malaysian Public Sector Accounting Standards (MPSAS). This framework is designed to improve financial reporting and ensure that government agencies are held accountable for their financial performance.

The MPSAS framework is based on international accounting standards and is meant to increase transparency and consistency in financial reporting. It includes guidelines for budgeting, financial management, and reporting of financial performance. Additionally, the Malaysian government has established the Accountant General's Department, which is responsible for overseeing financial reporting in government agencies.

Other initiatives aimed at improving financial reporting and accountability in Malaysia include the implementation of electronic financial management systems, the introduction of new financial management guidelines, and the establishment of a Financial Management Committee to oversee financial management across all government agencies.

2.Discuss the extent of application for the key accounting concepts in the public sector.

The key accounting concepts that are applicable to the public sector are similar to those used in the private sector, with some important differences. One of the key differences is that in the public sector, accounting practices are focused on ensuring accountability to the public and ensuring that public funds are used responsibly.

Some of the key accounting concepts that are applicable in the public sector include accrual accounting, budgeting, and financial reporting. Accrual accounting is used to record financial transactions as they occur, regardless of when payment is made or received. This helps to ensure that all financial transactions are recorded accurately and transparently.

Budgeting is also an important accounting concept in the public sector. Governments typically create budgets to allocate funds to various programs and projects. These budgets are then used to monitor financial performance and ensure that resources are used efficiently.

Financial reporting is another key accounting concept in the public sector. Governments are required to report on their financial performance to ensure transparency and accountability. This includes reporting on revenue and expenses, assets and liabilities, and cash flow.

3.Clearly describe the regulatory framework and procedures for financial reporting in the public sector.

The regulatory framework for financial reporting in the public sector typically involves a combination of national and international accounting standards. In Malaysia, the regulatory framework is based on the Malaysian Public Sector Accounting Standards (MPSAS), which are based on international accounting standards.

Under this framework, government agencies are required to prepare financial statements in accordance with MPSAS. These statements include the statement of financial position, statement of financial performance, statement of changes in equity, and statement of cash flows.

Additionally, the Accountant General's Department is responsible for overseeing financial reporting in government agencies. They are responsible for ensuring compliance with MPSAS and for providing guidance on financial reporting issues.

Government agencies in Malaysia are required to submit their financial statements to the Accountant General's Department for review and approval. Once approved, these statements are published and made available to the public.

Overall, the regulatory framework and procedures for financial reporting in the public sector are designed to ensure transparency and accountability in the use of public funds.

Answer:

Private saving (Sprivate) is equal to disposable income minus consumption:

Sprivate = Y - T - C = 15,000 - 3,000 - 9,000 = 3,000

Public saving (Spublic) is equal to government revenue minus government spending:

Spublic = T - G = 3,000 - 3,600 = -600

National saving (S) is equal to the sum of private and public saving:

S = Sprivate + Spublic = 3,000 - 600 = 2,400

Investment (I) is given by the investment function:

I = 3,900 - 100r

Equating investment to national saving gives:

I = S

3,900 - 100r = 2,400

Solving for r:

r = 15%

Therefore, the equilibrium real interest rate is 15%.

Substituting r = 15% into the investment function gives:

I = 2,400

Therefore, investment is 2,400.

Finally, to determine if the government has a budget surplus or deficit, we need to calculate the government's budget balance, which is equal to government revenue minus government spending:

Budget balance = T - G = 3,000 - 3,600 = -600

Since the budget balance is negative, the government of Flatland has a budget deficit.

Answer: The least common multiple is (x−5) (x−5)

Step-by-step explanation:

The least common multiple (LCM) of two or more non-zero whole numbers is the smallest whole number that is divisible by each of those numbers. In other words, the LCM is the smallest number that all of the numbers divide into evenly.

Answer:

23098376=890754730.0%

Answer: The overall score obtained is 55.5, which is higher than the passing mark of 45. Therefore, the applicant will be accepted.

Step-by-step explanation:To determine if the applicant will be accepted, we need to calculate their overall score based on the percentage weights and passing mark given for each subject.

The overall score can be calculated as follows:

Overall score = (0.25 x English score) + (0.3 x Math score) + (0.25 x Computer score) + (0.2 x Accounting score)

Substituting the given scores, we get:

Overall score = (0.25 x 60) + (0.3 x 35) + (0.25 x 80) + (0.2 x 50)

= 15 + 10.5 + 20 + 10

= 55.5

b. f(x) = x + 5, which represents a vertical shift of 5 units upwards.  f(x-a) = (x-a)^2, where a is a constant.

9) The function f(x) = x represents a linear function with a slope of 1 and y-intercept of 0. To shift the graph vertically, we need to add or subtract a constant from the function. Thus, the function that represents a vertical shift of f(x) = x would be of the form f(x) = x + b, where b is a constant.

Out of the given options, the correct answer is b. f(x) = x + 5, which represents a vertical shift of 5 units upwards.

10) To shift the graph of f(x) = x^2 horizontally, we need to add or subtract a constant inside the function, affecting the position of the vertex of the parabola. Thus, the function that represents a horizontal shift of f(x) = x^2 would be of the form f(x-a) = (x-a)^2, where a is a constant.

Out of the given options, the correct answer is a. f(x) = (x+2)^2, which represents a horizontal shift of 2 units to the left.

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Therefore, the solution to the equation -2 - 5/4x = 13 is x = -12.

A mathematical statement proving the equality of two expressions is known as an equation. Variables, numbers, and mathematical operations like addition, subtraction, multiplication, and division are frequently included. In addition to representing a connection between variables, an equation may also be used to find an unknown number. As they enable us to define and evaluate connections between things and make predictions about how they will behave under various circumstances, equations are a crucial tool in many domains, including mathematics, physics, engineering, and many more.

To solve for x in the equation -2 - 5/4x = 13, you can follow these steps:

Add 2 to both sides of the equation to isolate the fraction on the left side:

-2 - 5/4x + 2 = 13 + 2

-5/4x = 15

Multiply both sides of the equation by -4/5 to get x by itself:

(-4/5) * (-5/4x) = (-4/5) * 15

x = -12

Therefore, the solution to the equation -2 - 5/4x = 13 is x = -12.

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The row operation performed to obtain  [0    0     -3     9] is R₃ - R₂.

A row operation in a matrix involves making a change to one or more rows of the matrix. The three elementary row operations are, interchanging rows, rows addition, and rows multiplication.

The given matrix;

[9  -2  -9  9]            [9  -2  -9  9]

[1   2  -6   -1]  into   [1   2  -6   -1]

[1  2  -9    8]            [0  0  -3    9]

If we perform R₃ - R₂, that is row 3 minus row 2, we will have the following;

[1  2  -9    8] - [1   2  -6   -1]

= [(1-1)  (2-2)   (-9 + 6)   (8 + 1)]

= [0    0     -3     9]

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Answer:

To find the value of A, we can substitute g(-3) = 2 into the given equation and solve for A.

g(q) = (2q-4) / (q-A)

2 = (2(-3)-4) / (-3-A)

Multiplying both sides by (-3-A), we get:

2(-3-A) = -10 - 2A

Expanding the left side, we get:

-6 - 2A = -10 - 2A

Adding 2A to both sides, we get:

-6 = -10

This is a contradiction, which means that there is no value of A that satisfies the given conditions. Therefore, the answer to the question is:

There is no value of A that satisfies the given conditions.

By permutation and combination we can say there are 25200 ways to allocate the bed

Mathematical concepts like permutation and combination count the number of possible arrangements or choices for an object.

The quantity of possible arrangements of objects in a given order is referred to as a permutation.

Combination refers to the variety of possible selections of objects that are made without respect to their sequence.

The number of ways to distribute the seven students' beds in a way that ensures student A doesn't share a bed with student B is equal to the number of ways to distribute the six students' beds in a way that ensures student A doesn't share a bed with student B multiplied by two. (since there are two possible positions for student B).

The following formula can be used to determine how many options there are to distribute the six available beds among the students so that Student A does not have a bed next to Student B:

In this instance, seven students with the identifiers A, B, C, D, E, F, and G will each receive seven bed places in a dormitory at the university. Because he is aware that student B snores, student A does not want to share a bed with him. As a result, we can group students A and B together and arrange them in six different ways.

Then we can arrange the remaining students C, D, E, F and G in 5! ways. Therefore, the total number of ways to allocate bed spaces to them if the concern of student A is to be honored is 6! * 5! = 17,280 .

the bed spaces to seven students such that student A does not get a bed next to student B

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The true statement is that the difference between the maximum profit earned by the sandwich shop and the smoothie stand is $2,700. (option d).

To determine the maximum profit earned by each business, we need to find the vertex of each quadratic function. The vertex of a quadratic function of the form ax² + bx + c is given by the formula (-b/2a, f(-b/2a)), where f(-b/2a) is the maximum value of the function.

The equations for the two functions are:

f(x) = -500x² + 9000x + 7500 g(x) = -500x² + 7500x + 4200

To find the vertex of f(x), we need to first rewrite the function in standard form:

f(x) = -500(x² - 18x - 15)

Completing the square, we get:

f(x) = -500(x - 9)² + 12000

So the vertex of f(x) is (9, 12000), which represents the maximum profit earned by the sandwich shop.

Similarly, to find the vertex of g(x), we rewrite the function in standard form:

g(x) = -500(x² - 15x - 8.4)

Completing the square, we get:

g(x) = -500(x - 7.5)² + 14100

So the vertex of g(x) is (7.5, 14100), which represents the maximum profit earned by the smoothie stand.

Finally, we can calculate the difference between the maximum profits earned by both businesses as:

12000 - 14100 = -2700

Therefore, the correct answer is option (d).

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The savings amount balance in the account is $ 467.39

Given data ,

You just opened a savings account and deposited $300 at 3% that you plan on withdrawing in 15 years.

Using the formula FV = PV * (1 + i)^n, where FV is the future value, PV is the present value, i is the interest rate, and n is the number of periods, we can calculate the future value of the savings account after 15 years.

PV = $300 (the initial deposit)

i = 0.03 (the interest rate per period)

n = 15 years (the number of periods)

FV = $300 (1 + 0.03)^15

FV = $300 ( 1.5579 )

FV = $467.39

Hence , after 15 years, the savings account will have a balance of $ 467.39

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Answer:

x = 72 cm

Step-by-step explanation:

Because the two figures are similar, we can create a proportion between one set of similar sides (i.e., the side measuring 48 cm and the side measuring 6 cm) and another set (the side measuring x cm and the side measuring 9 cm.  This, will allow us to solve for x:

[tex]\frac{6}{48}=\frac{9}{x}\\ 432=6x\\ 72=x[/tex]

Another way to solve would have been to notice that the scale factor used to create the bigger puzzle piece is 8 since 6 * 48.  In order for the smaller figure to be considered similar to the larger, every side had to be multiplied by the same scale factor.  Since the scale factor is 6, x must be 72 cm as 9 * 8 = 72  

To move Point A(-5, -2) to Quadrant IV, we need to apply one or more transformations that result in a reflection about the x-axis and/or a rotation of 180 degrees. The following transformations would move Point A to Quadrant IV:

Reflection about the x-axis: This transformation would change the sign of the y-coordinate, making it positive. So, the image of A after this transformation would be (−5, 2).

Rotation of 180 degrees about the origin: This transformation would change the sign of both the x and y-coordinates, making them positive. So, the image of A after this transformation would be (5, 2).

Therefore, either a reflection about the x-axis or a rotation of 180 degrees would move Point A to Quadrant IV.

Answer:

x = -2

Step-by-step explanation:

-4x + 3 = 11

Subtract 3 from both sides:

-4x = 8

Divide both sides by -4:

x = -2

The simplified form of given expression a³/a⁶b⁻¹ is b/a³.

Hence, the correct option is C.

Exponents are a shorthand notation used in mathematics to represent repeated multiplication of a number by itself. The exponent is a small number written to the right and above a base number, and indicates how many times the base should be multiplied by itself.

In the given expression, a³/a⁶b⁻¹

We can apply the rules of exponents, and we get

= a³⁻⁶/b⁻¹

= a⁻³/b⁻¹

= b/a³

Hence, the correct option is C.

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