You are planning on buying yourself a car when you graduate college with cash, you have saved $15,000 so far. The car you will buy is valued at $26,795. You are offered a couple of options in terms of investing the $15,000 you currently have. Explore the options and determine which one will get you $26,795 the fastest. Bank 'A' provides a 5. 45% interest rate, compounding continuously, how long will it take you, in years, if you invest $15,000 to make enough to buy the car? (round your answer to the nearest tenth) Bank "B" provides a 5. 75% interest rate, compounding monthly, how long will it take you, in years, if you invest $15,000 to make enough to buy the car? (round your answer to the nearest tenth) *​

The trigonometric function equivalent to sec(-270) is -1.

The secant function is defined as the reciprocal of the cosine function, i.e., sec(x) = 1/cos(x). To find the value of sec(-270), we need to first find the cosine of -270 degrees. The cosine function has a period of 360 degrees, which means that cos(-270) is the same as cos(-270 + 360) = cos(90) = 0. Therefore, we have sec(-270) = 1/0, which is undefined.

However, we can determine the sign of sec(-270) by examining the quadrant in which the angle -270 degrees lies. Since -270 degrees is in the fourth quadrant, the cosine function is negative in that quadrant. Therefore, we can write sec(-270) = -1/0-, which is equivalent to -1. Hence, the trigonometric function equivalent to sec(-270) is -1.

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Answer:

1,425 miles

Step-by-step explanation:

To find out how much farther it is from Atlanta to Boise than from Atlanta to Houston, we need to subtract the distance from Atlanta to Houston from the distance from Atlanta to Boise:

[tex]\sf:\implies 2,214\: miles - 789\: miles = \boxed{\bold{\:\:1,425\: miles\:\:}}\:\:\:\green{\checkmark}[/tex]

Therefore, it is 1,425 miles farther from Atlanta to Boise than from Atlanta to Houston.

The sales tax is 8.25% of the total cost of the shirt and shoes, so we need to add this to the cost of the items:

Cost of shirt = $15.75

Cost of shoes = $10.25

Total cost before tax = $15.75 + $10.25 = $26.00

Sales tax = 8.25% of $26.00 = 0.0825 x $26.00 = $2.15

Therefore, the TOTAL amount Cassie will pay is:

Total cost after tax = $26.00 + $2.15 = $28.15

So, Cassie will pay $28.15 in total.

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The volume of the diamond is  609.3 cm³.

To find the volume of the diamond, we can use the formula:

Volume = Mass / Density

Given:

Mass = 2138.7 grams

Density = 3.51 g/cm³

Substituting these values into the formula:

Volume = 2138.7 g / 3.51 g/cm³

Calculating the division:

Volume ≈ 609.3 cm³

Therefore, the volume of the diamond is approximately 609.3 cm³.

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(a) To find the current population of Glen Cove, we need to substitute t = 0 in the given function.

P(0) = (45(0)^2 + 125(0) + 200)/(0)^2 + 6(0) + 40
P(0) = 200/40
P(0) = 5

Therefore, the current population of Glen Cove is 5,000 people (since the function is in thousands).

(b) To find the population in the long run, we need to take the limit of the function as t approaches infinity.

lim P(t) as t → ∞ = lim (45t^2 + 125t + 200)/(t^2 + 6t + 40) as t → ∞

Using L'Hopital's rule, we can find the limit of the numerator and denominator separately by taking the derivative of each.

lim P(t) as t → ∞ = lim (90t + 125)/(2t + 6) as t → ∞

Now, we can just plug in infinity for t to get the population in the long run.

lim P(t) as t → ∞ = (90∞ + 125)/(2∞ + 6)
lim P(t) as t → ∞ = ∞/∞ (since the numerator and denominator both go to infinity)

We can use L'Hopital's rule again to find the limit.

lim P(t) as t → ∞ = lim 90/2 as t → ∞
lim P(t) as t → ∞ = 45

Therefore, the population in the long run will be 45,000 people (since the function is in thousands).
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Answer:

238 ft²

Step-by-step explanation:

Base area is l*w and there are two of these so 2(7*7) = 98

Then there 4 faces that have dimensions 4(7*5)=140

98+140=238

The amount of penny that you should receive from your friend after the seventh shoveling job would be = 2,187 pennies.

To calculate the number of penny that you will receive after the seventh job the following is carried out.

The agreement stated that the money would be tripled for each completed shoveling job.

That is for 2 jobs = 3×3 = 9

3 jobs = 3×3×3 = 27

7 jobs = 3×3×3×3×3×3×3

= 2,187 pennies.

Therefore, the 2,187 pennies would be received from your friend after the seventh shoveling job.

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The density of the copper used in the pyramid is 8.4 g/cm³.

To find the density of the copper used in the pyramid, we first need to determine the volume of the cuboid and pyramid, and then find the mass of the copper.

1. Find the volume of the cuboid (V_cuboid):

V_cuboid = length × width × height

Since the base is a square, the length and width are both 3 cm.

V_cuboid = 3 cm × 3 cm × 8 cm = 72 cm³

2. Find the volume of the pyramid (V_pyramid):

First, find the height of the pyramid: total height (15 cm) - height of the cuboid (8 cm) = 7 cm.

V_pyramid = (1/3) × area of base × perpendicular height

The area of the base is 3 cm × 3 cm = 9 cm².

V_pyramid = (1/3) × 9 cm² × 7 cm = 21 cm³

3. Find the mass of the iron cuboid (m_iron):

Density of iron = 7.8 g/cm³

m_iron = density × V_cuboid = 7.8 g/cm³ × 72 cm³ = 561.6 g

4. Find the mass of the copper pyramid (m_copper):

Total mass of sculpture = 738 g

m_copper = total mass - m_iron = 738 g - 561.6 g = 176.4 g

5. Calculate the density of the copper (density_copper):

density_copper = m_copper / V_pyramid

density_copper = 176.4 g / 21 cm³ ≈ 8.4 g/cm³

The density of the copper is approximately 8.4 g/cm³.

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There will be a total of 7 rows for nails and 6 rows for screws, making 13 rows in total.

To solve it, we need to find the greatest common divisor (GCD) of the number of boxed nails (42) and boxed screws (36). This will tell us the greatest number of boxes that can be displayed in one row without mixing nails and screws.

Step 1: List the factors of each number.
- Factors of 42: 1, 2, 3, 6, 7, 14, 21, 42
- Factors of 36: 1, 2, 3, 4, 6, 9, 12, 18, 36

Step 2: Find the greatest common divisor (GCD) by identifying the largest factor they have in common.
- The largest common factor is 6.

So, the greatest number of boxes that can be displayed in one row is 6.

Next, we'll find out how many rows will there be if the manager puts the greatest number of boxes in each row.

Step 3: Divide the total number of boxed nails and boxed screws by the GCD.
- Rows for nails: 42 ÷ 6 = 7
- Rows for screws: 36 ÷ 6 = 6

Therefore, there will be a total of 7 rows for nails and 6 rows for screws, making 13 rows in total.

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The newspaper should increase its subscription price by $2.19 to maximize its weekly income and the new subscription price would be  $8.19 per week.

To maximize the newspaper's income, we need to find the price that will result in the highest revenue. Let's assume that the newspaper increases the subscription price by x dollars.

Then the revenue R(x) can be expressed as:
R(x) = (700 - 40x) * (6 + 0.75x)

Expanding the expression, we get:

R(x) = 4200 + 1050x - 240x^2

To find the price that maximizes revenue, we need to find the value of x that maximizes R(x). We can do this by taking the derivative of R(x) with respect to x and setting it equal to 0:

dR/dx = 1050 - 480x = 0

Solving for x,

x = 1050/480 = 2.1875

Therefore, the newspaper should increase its subscription price by $2.19 to maximize its weekly income. The new subscription price would be:

6 + 2.19 = $8.19 per week.

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Step-by-step explanation:

Finding the square root of a number is simply jist dividing the given number by 2 till you get to the last number which should be 1 then you pair up the number of two's and multiply. For example you have 6 two's when you pair them in two's you get 3 two's left then you multiply the remaining two's which would then be 2×2×2 which is 6

Answer:

Step-by-step explanation:

so basically, a square root is just the number that is multipled together to equal that, so sq rt of 64 is 8. This is because 8x8= 64. If you were to take a weird number like sq rt of 112, it would be a little bit more difficult, however its pretty easy to do this through thinking of your multiplication charts. if you think about it 11x10 but thats 110, it would have to be a number around there. 11x11 is too high but 10x10 is too low. SO it would have to be a number around there. if you did 10.5x10.5 it would give 110.25. so if you try to do 10.6x10.6 it would equal 112.36. (The actual answer is 10.58300524425836)  So that is how you determine how close you can get. It is very tedious to do this process and very time consuming. However, i would just advise you try to use a calculator (??)

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The surface area of revolution about the x-axis of y=4x+2 over the interval 2 is approximately 88.99 square units.

To find the surface area of revolution about the x-axis of y=4x+2 over the interval 2, we first need to express the equation in terms of x.

Rearranging the equation, we get x = (y-2)/4.

Next, we need to determine the limits of integration.

Since we are rotating about the x-axis, the limits of integration are the x-values, which in this case are 0 and 2.

Using the formula for the surface area of revolution, S = 2π∫(y√(1+(dy/dx)^2))dx, we can plug in the values we have found.

dy/dx for y=4x+2 is simply 4, so we get:

S = 2π∫(4x+2)√(1+16)dx from 0 to 2

Simplifying this, we get:

S = 2π∫(4x+2)√17 dx from 0 to 2

Evaluating this integral using calculus, we get:

S = 32π√17/3

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Answer:

179.3

Step-by-step explanation:

Rectangle:

L x W

10 x 14 = 140

Semicircle:

(π · r²) / 2

D = 10, r = 10 ÷ 2 = 5

(3.14 · 5²) / 2 = 39.25

Area of figure = 140 + 39.25 = 179.25 = 179.3 (rounding to tenth)

b. <2 ≅ < 3; corresponding angles are equal

d. < 1 + < 2 = 180 degrees; sum of angles on a straight line

To determine the reasons, we need to know about transversals

Transversals are lines that passes through two lines at the given plane in two distinct points.

It intersects two parallel lines

It is important to note the following;

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The possible values of x as required to be determined in the task content are; ±½.

It follows from the task content that the possible values of x are to be determined from the given task content.

The given equation can be written algebraically as;

√(8x) • √(10x) • √(3x) • √(15x) = 15

√3600x² = 15

60x² = 15

x² = 15 / 60

x² = 1/4.

x = ± ½.

Ultimately, the possible values of x as required in the task content are; +½ and -½.

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The measure of the angle of the near arc of the monument that her lines of sight intersect with is 124°

The angle of an arc of a circle is the angle formed by the two radii of the circle that intersects with the boundaries of the arc

The distance the park maintenance person stands from the monument = 16 m

The angle the lines of sight from the maintenance person that are tangent with the monument make where they intersect = 56°

Whereby the tangent lines from the monument to the maintenance person intersect and form an angle of 56°, we get that the tangent lines form two right triangles, please see the attached figure which is created with MS Excel;

The right triangles ΔABO and ΔACO are congruent by Leg Hypotenuse, LH, congruence rule

Therefore; ∠OAC ≅ ∠OBC

m∠OAC = m∠OBC (Definition of congruent angles)

Similarly, m∠BOA = m∠COA

However, m∠BAC = m∠OAC  + m∠OBC (Angle addition postulate)

m∠BAC = 2 × m∠OAC = 56°

m∠OAC = 56° ÷ 2 = 28°

m∠BOA = 90° - m∠OBC (Acute angles of a right triangle)

m∠BOA = 90° - 28° = 62°

Therefore, m∠BOA = m∠COA = 62°

The angle at the center = m∠BOC = m∠BOA + m∠COA

m∠BOC = 62° + 62° = 124°

Angle formed at the center of the monument, m∠BOC = 124°

The arc angle of a circle = The angle the radius of the arc forms at the center of the circle.

The measure of the arc close to the park maintenance person is 124°

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The measure of ∠4 is 151°.

The equation that can be used to solve for the value of x is: 3x - 8 = 151°

The value of x is 53.

(a) The measure of ∠4 is found as follows:

∠2 + ∠4 = 180° ( sum of angles on a straight line)

However, ∠2 = 29°

29° + ∠4 = 180°

∠4 = 180° - 29°

∠4 = 151°

(b) The equation that can be used to solve for the value of x is found as follows:

∠3 = ∠4 ( vertical angles are equal)

Substituting for ∠3 = 3x - 8 and ∠4 = 151°,

3x - 8 = 151°

(c) The value of x is detremined as follows:

3x - 8 = 151°

3x = 159°

x = 53

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As we have proved that the series cosh(f(n)) ne1 diverges regardless of the rule for f, and that the series f(n) 2n³ - 1 converges regardless of the rule for f.

The comparison test states that if the terms of a series can be bounded below by a divergent series, then the given series also diverges.

In this case, we can bound the terms of cosh(f(n)) below by the series eⁿ. To see why, note that cosh(x) >= 1 for all x > 0. Thus, we have cosh(f(n)) >= 1 for all n. On the other hand, we know that e^x > 1 for all x > 0. Therefore, we have eⁿ > 1 for all n.

Since eⁿ diverges by the assumption that f satisfies O<f(), the comparison test tells us that cosh(f(n)) ne1 also diverges. Thus, the series cosh(f(n)) ne1 diverges regardless of the rule for f.

Moving on to the second part of the question, we are asked to show that the series ( f(n) 2n3 - 1 converges regardless of the rule for f. Again, we can use the comparison test to show convergence.

We can bound the terms of the given series by the series 1/n². To see why, note that for all n > 1, we have f(n) > 0 since the domain of f is restricted to R+. Thus, we have f(n)² < f(n) 2n³ - 1. Dividing both sides by n⁶, we get f(n)²/n⁶ < ( f(n) 2n³ - 1)/n⁶.

Now, note that the series 1/n² converges by the p-test (which states that the series 1/nᵃ converges if p > 1).

Therefore, by the comparison test, the series ( f(n) 2n³ - 1 also converges regardless of the rule for f.

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Complete Question:

Let f: R+R be a function that satisfies O<f() So for all x > 0. (a) Show that the series cosh(f(n)) ne1 diverges regardless of the rule for f. (b) Show that the series ( f(n) 2n3 - 1 converges regardless of the rule for f.

Definite integral of ∫(9x^2 - 4x - 1)dx from a to b is 3(b^3 - a^3) - 2(b^2 - a^2) - (b - a).

To evaluate the definite integral ∫(9x^2 - 4x - 1)dx, you need to first find the indefinite integral (also known as the antiderivative) of the function 9x^2 - 4x - 1. The antiderivative is found by applying the power rule of integration to each term separately:
∫(9x^2)dx = 9∫(x^2)dx = 9(x^3)/3 = 3x^3
∫(-4x)dx = -4∫(x)dx = -4(x^2)/2 = -2x^2
∫(-1)dx = -∫(1)dx = -x
Now, sum these results to obtain the antiderivative:
F(x) = 3x^3 - 2x^2 - x
∫(9x^2 - 4x - 1)dx from a to b = F(b) - F(a)

To evaluate the definite integral ∫(9x^2 - 4x - 1)dx =, we need to use the formula for integrating polynomials. Specifically, we use the power rule of integration, which states that ∫x^n dx = (x^(n+1))/(n+1) + C, where C is the constant of integration.
Using this formula, we integrate each term in the given expression separately. Thus, we have:
∫(9x^2 - 4x - 1)dx = (9∫x^2 dx) - (4∫x dx) - ∫1 dx
                  = 9(x^3/3) - 4(x^2/2) - x + C
                  = 3x^3 - 2x^2 - x + C
Next, we need to evaluate this definite integral. A definite integral is an integral with limits of integration, which means we need to substitute the limits into the expression we just found and subtract the result at the lower limit from the result at the upper limit. Let's say our limits are a and b, with a being the lower limit and b being the upper limit. Then, we have:
∫(9x^2 - 4x - 1)dx from a to b = [3b^3 - 2b^2 - b] - [3a^3 - 2a^2 - a]
                                              = 3(b^3 - a^3) - 2(b^2 - a^2) - (b - a)
Therefore, the definite integral of ∫(9x^2 - 4x - 1)dx from a to b is 3(b^3 - a^3) - 2(b^2 - a^2) - (b - a).

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The total number of students in Mrs. Cunningham's class is 30.

From the question we know that the ratio of boys to girls in Mrs. Cunningham's class is 2 to 3 so we can write

no.of boys: no.of girls = 2:3

The total number of girls in the class is given as 18 so with this we can find out the number of boys in the class that is :

no.of boys= (2/3)*no.of girls in class

now after substituting the values in the equation, we get

no. of boys = (2/3) * 18

no.of boys = 12.

So, now we know the number of boys in the class that is 12 and the number of girls in the class is 18.

We can calculate the total number of students in the class which is equal to

= no.of boys + no.of girls.

= 12+18

=30

Therefore, the total number of students in Mrs. Cunningham's class is 30.

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The given expression is sin⁻¹ (sin((-5t-6)). Since the argument of sin⁻¹ and sin is the same, we can simplify the expression as follows:
sin⁻¹ (sin((-5t-6))) = -5t-6
OR, -5t-6 = (-2π/π)(-5t-6/2) = -2π(2.5t+3)/π = -5π/2(2.5t+3)
Therefore, the answer is -5π/2(2.5t+3).

Given the expression: sin^-1(sin(-5t-6))
To find the angle -z/2, we can use the following properties:
1. sin⁻¹ (sin(x)) = x, if -π/2 ≤ x ≤ π/2 (i.e., x is in the range of the principal branch of the inverse sine function).
2. The sine function has a periodicity of 2π. Therefore, sin(x) = sin(x + 2nπ), where n is an integer.

Given angle: -5t - 6
We need to add 2nπ to this angle to bring it into the range of -π/2 to π/2:
⇒ -5t - 6 + 2nπ, where n is an integer.

Now, we apply the sine and inverse sine functions:
sin⁻¹ (sin(-5t - 6 + 2nπ))

Since sin^-1(sin(x)) = x when x is in the range of the principal branch, our final expression becomes:
-z/2 = -5t - 6 + 2nπ

In this expression, -z/2 represents the angle in radians, written as a multiple of r. To find the multiple, you simply have to solve for -z/2 in terms of r.
Therefore, the answer is: -z/2 = -5t - 6 + 2nπ.

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The area of the largest outside circle in square centimeters is closest to e)1,017.36 cm².

The area of the largest circle is equal to the sum of the areas of the three inner circles and the area of the white region between them. Since the three inner circles are congruent, we can divide the white region into three equal parts. Let the radius of each inner circle be 'r'. Then, the radius of the largest circle is '3r'.

The area of the white region is the difference between the area of the square and the sum of the areas of the three congruent sectors. The area of each sector is (1/6)πr².

Therefore, the area of the white region is (9/4) r². Finally, we can use the formula for the area of a circle to find the area of the largest circle: A = π(3r)² + 3(1/6)πr² - (9/4) r² = (63/4)πr². If we substitute the value of r as 6 cm (since the diameter of the inner circle is 12 cm), we get the area of the largest circle as (63/4)π(6)² ≈ 1,017.36 cm²(e).

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In this carnival game, a player flips a coin that has a 3 on one side and a 7 on the other, and then rolls a number cube that has numbers 1-6.

To determine the probabilities, we need to analyze each event separately and then use the multiplication rule of probability to find the probability of both events happening together.

The probability of getting a 3 on the coin is 50%, since there are only two possible outcomes. The probability of rolling each number on the cube is 16.67%, since the cube has six sides.

The probability of both events happening together depends on the individual probabilities and is found by multiplying them. Finally, we can use the addition rule of probability to find the probability of either event happening.

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Answer:

Step-by-step explanation:

Acellus is a powerful tool for students looking to achieve academic success and gain the skills they need to succeed in today's competitive world.

Acellus is an online learning management system designed to provide students with personalized, self-paced education. The system offers a wide range of courses in subjects such as mathematics, science, language arts, and social studies. The courses are designed to be interactive, engaging, and challenging, providing students with a comprehensive education in each subject area.

Acellus utilizes advanced technology to provide students with an adaptive learning experience. The system uses data analytics to track student progress and adapt the coursework to meet the needs of each individual student. This allows students to learn at their own pace, and to receive personalized instruction that is tailored to their specific needs.

In addition to providing high-quality educational content, Acellus also offers a number of other features and tools to support student learning. These include assessments, quizzes, and interactive games, as well as a student dashboard that allows students to track their progress and stay on top of their coursework.

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Answer:

(-2,-8)

Step-by-step explanation:

First, we have to make these linear equations into standard form:

-3x+y=-2

and

9x-y=-10

Now we tell my using elimination method, we can cross out the y variables because when added(y+(-y)) is just 0, so we just cross them out

Add liked terms

6x=-12

Solve for X:

X=-2

Plug 2 for X in any equation (lets do -3x+y=-2)

Plug in -2 for X:

-3(-2)+y=-2

Thus we get 6+y=-2

Solve for Y:

y=-8

Now that we have both our variables, we know that the answer is (-2,-8)

A function that forms an arithmetic sequence include the following: D. F(x) = 2x - 4.

In Mathematics and Geometry, the nth term of an arithmetic sequence can be calculated by using this equation:

aₙ =  a₁ + (n - 1)d

Where:

Next, we would determine the common difference as follows.

Common difference, d = a₂ - a₁

Common difference, d = -6 + 8 = -4 + 6 = -2 + 4

Common difference, d = -2.

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2, 3 are the common prime factors of 12 and 42.

The data suggests that the model is exponential.

When we look at the values of y, we see that they are increasing at a much faster rate as x increases. For example, when x increases from 1 to 2, y doubles from 5 to 10, and when x increases from 3 to 4, y doubles from 20 to 40. This is a characteristic of exponential growth where the rate of increase gets larger and larger as the quantity being measured gets larger.

We can also see this by looking at the ratio of consecutive terms in the y values. For example, the ratio of y(1) to y(0) is 5/2.5 = 2, and the ratio of y(2) to y(1) is 10/5 = 2, indicating a constant ratio. This is a characteristic of exponential functions where the ratio between consecutive terms is constant.

Therefore, based on the rapid growth rate and the constant ratio of consecutive terms, we can conclude that the model for this data is exponential.

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The probability of spinning fewer than four nines is 1,626,101,367 / 1073741824, which simplifies to approximately 1.514%.

To find the probability of spinning fewer than four nines, we need to first calculate the total number of possible outcomes. The spinner can land on any of the eight sections on the board, and it is spun 10 times. So, the total number of possible outcomes is 8^10, which is 1073741824.

Next, we need to calculate the number of outcomes where fewer than four nines are spun. We can do this by finding the number of outcomes with 0, 1, 2, or 3 nines, and adding them up.

To find the number of outcomes with 0 nines, we need to find the number of ways to choose from the non-nine sections on the board. There are 5 non-nine sections, and we need to choose 10 of them. This is a combination problem, and the number of outcomes is 252.

To find the number of outcomes with 1, 2, or 3 nines, we need to use a similar approach. We can use combinations to find the number of ways to choose the nines and the non-nines, and then multiply them together. The number of outcomes with 1 nine is 9 x 5^9, with 2 nines is 9 x 9 x 5^8, and with 3 nines is 9 x 9 x 9 x 5^7.

Adding up all these outcomes, we get 252 + 9 x 5^9 + 9 x 9 x 5^8 + 9 x 9 x 9 x 5^7 = 1,626,101,367.

So, the probability of spinning fewer than four nines is 1,626,101,367 / 1073741824, which simplifies to approximately 1.514%.

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