The diameter of a plate is 10 inches. What is the radius of the plate? Also can you explain how you got the answer? Thank you! And quickly please

Using the corresponding and alternate angles, we found the measures of the following angles:

1) m∠ABE = 82°

2) m∠EBF = 53°

3) m∠BFE = 45°

4) m∠BEF = 82°

What are corresponding angles?

Corresponding angles are those that are created when two parallel lines are intersected by another line, whether it be a transversal or a matching corner (i.e. the transversal). According to the definition of corresponding angles, when two parallel lines are intersected by a third line, the angles that are present at each intersection and are in the same relative position are said to be corresponding angles.

The angles created when a transversal cuts two straight lines are known as alternative angles, and they are formed on the opposite side of the transversal with regard to both lines.

Here the lines AC and DF are parallel to each other.

The line EB cuts them.

So corresponding angles are formed.

∠DEB = ∠ABG = 98°

Now ∠ABG + ∠ABE = 180°

So ∠ABE = 180 - ∠ABG = 180 - 98 = 82°

∠ABE + ∠EBF + 45° = 180°

82 + ∠EBF + 45 = 180

∠EBF = 53°

∠BFE = ∠FBE = alternate angles

∠BFE = 45°

∠BEF = ∠ABE = alternate angles

∠BEF = 82°

Therefore using the corresponding and alternate angles, we found the measures of the following angles:

1) m∠ABE = 82°

2) m∠EBF = 53°

3) m∠BFE = 45°

4) m∠BEF = 82°

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Answer:

6 students

Step-by-step explanation:

We know

There are 120 students in the seventh grade.  5% are in the Environmental Club.

How many students are in the Environmental Club?

5% = 0.05

120 x 0.05 = 6 students

So, there are 6 students in the Environmental Club.

Answer:

6

Step-by-step explanation:

To find the answer to this question we have to find 5% of 120, this will give us how many students there are in the Environmental Club.

To do this we have to do...

Then...

This means that 6 of the students in the seventh grade are in the Environmental Club!

Hope this helps, have a lovely day! :)

Answer:

23,520

Step-by-step explanation:

The population of an island has decreased by 2% when the population was 24000. What we want to do is find out how much of a population is each percentage. We want to divide 24,000 with 100 because 24,000 is 100% of the population 10 years ago.

24,000 ÷ 100 = 240

Now we know 1% of the population is 240, but we want to find out 2% of the population. Now we want to multiply by 2.

240 × 2 = 480

Now we know the population has decreased by 480 over the last 10 years, but we want to know the population of the island now. This is easy, all we got to do is take the original population and subtract how much the population it has decreased over 10 years.

24,000 - 480 = 23,520

The population of the island now is 23,520

Hope this helps : )

Answer:

23,520

Step-by-step explanation:

A percentage is a ratio or a number expressed in the form of a fraction of 100. Percentages are often used to express a part of a total.

If the island had a population of 24,000 10 years ago, we could solve for the population decrease by using this expression:

Well, if percentages are fractions of 100, this means that 2% is equivalent to [tex]\frac{2}{100}[/tex], which is also equivalent to 0.02.

This means over the past 10 years the population decreased by 480.

Now that we know this, we can subtract that from the total amount to get the population now.

This means that the population of the island now is 23,520.

Therefore, the population of the island now with a 2% decrease is 23,520.

Answer: 5 percent

Step-by-step explanation:

Step-by-step explanation:

1year=12month

8years =12×8=86month

11/100×12000=1320

12000-1320=10680

10680/86

they will deposit 124

Answer:486

Step-by-step explanation:

V=a*a*a=729

a=9

S=6a*a=6*81=486

Answer:

486

hope this helps

The mean self-esteem score after the program (M = 43) is not significantly different from the population mean self-esteem score (μ0 = 40) at the α = 0.05 level.

what is probability?

Probability is a measure of the likelihood of an event occurring. It is a number between 0 and 1, where 0 indicates that the event is impossible and 1 indicates that the event is certain.

a. The null hypothesis (H0) is that the new physical education program has no effect on the self-esteem scores of elementary school children, or in other words, the mean self-esteem score after the program (μ) is equal to the population mean self-esteem score (μ0): H0: μ = μ0 = 40.

The alternative hypothesis (Ha) is that the new program has an effect on the self-esteem scores, either positive or negative, or in other words, the mean self-esteem score after the program (μ) is not equal to the population mean self-esteem score (μ0): Ha: μ ≠ μ0.

b.

Step 1: Set up the hypothesis:

H0: μ = μ0 = 40

Ha: μ ≠ μ0

Step 2: Determine the significance level: α = 0.05

Step 3: Calculate the test statistic:

z = (M - μ0) / (σ / sqrt(n))

z = (43 - 40) / (8 / sqrt(36))

z = 1.5

Step 4: Determine the critical value or p-value:

For a two-tailed test with α = 0.05, the critical values are -1.96 and 1.96.

Since the calculated test statistic (z = 1.5) is not in the rejection region (it falls between -1.96 and 1.96), we fail to reject the null hypothesis.

Alternatively, we can calculate the p-value using a standard normal distribution table or a calculator. The p-value for a two-tailed test with z = 1.5 is 0.134. Since the p-value is greater than the significance level (p > α), we fail to reject the null hypothesis.

Cohen's d can be calculated as d = (M - μ0) / s, where s is the standard deviation of the population.

d = (43 - 40) / 8 = 0.375

This means that the mean self-esteem score of the sample is 0.375 standard deviations higher than the population mean self-esteem score.

Therefore,  The mean self-esteem score after the program (M = 43) is not significantly different from the population mean self-esteem score (μ0 = 40) at the α = 0.05 level.

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The required area of the sector is  106 sq units.

A part of a circle's interior is called a segment. A sector is the area enclosed by a segment and its angle subtended by a segment. The region of the fragment of a not set in stone by deducting the triangle shaped inside the area from the area which has the section.

We have given

Radius of sector = 9 ft and angle of sector = 150°

[tex]$Area of sector = \frac{angle}{360}\times\pi r^2[/tex]

[tex]Area of sector = \frac{150}{360} \times\pi 9^2[/tex]

Area of sector = 106 sq units.

Thus, required area of the sector is  106 sq units.

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The length of the wire with a radius of 0.236 millimeters is 16.5 cm.

We are given the formula for the radius of a platinum wire in terms of its length L and resistance R:

[tex]r = 0.059L^{(1/2) } \ mm[/tex]

We are also told that the resistance of the wire is 0.1 ohm.

We can use the formula for the resistance of a wire in terms of its length L, cross-sectional area A, and resistivity rho:

R = ρL/A

where;

We can rearrange this formula to solve for the cross-sectional area:

A = ρL/R

Substituting the given values, we have:

A = (10.6 x 10⁻⁸ ohm. m)(L m)/(0.1 ohm)

A = 1.06 x 10⁻⁶ m L

We can also use the formula for the area of a circle in terms of its radius:

A = πr²

Solving for the radius, we have:

r = √(A/π)

Substituting the expression for A, we have:

r = √[(1.06 x 10⁻⁶ m.L )/π]

Substituting the given radius of 0.236 mm, we can solve for the length L:

0.236 x 10⁻³ m = √[(1.06 x  10⁻⁶ m.L)/π]

Squaring both sides, we have:

(0.236 x 10⁻³ m)² = (1.06 x 10⁻⁶ m.L)/π

Solving for L, we have:

L = [(0.236 x 10⁻³ m)² π]/(1.06 x  10⁻⁶ m)

L = 0.165 m = 16.5 cm

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Step-by-step explanation:

write true if the statement is correct if not write False

Therefore , the solution of the given problem of expressions comes out to be 14x + 70(900 - x) .

Estimates that combine joining, deactivating, but instead random divide should be produced with shifting variables. If they banded together, they could do the following: a mathematical conundrum, some data, and software. A statement of truth contains formulas, components, and arithmetic procedures like adding, subtractions, omissions, and groupings. It is possible to assess and analyse both words and sentences.

Here,

Assume that her vehicle contains x 14-ounce cans.

900 - x = the amount of bottles in her truck (since the total number of cans and bottles is 900.

The cans in her truck carry a total of 14 ounces.

Similar to that, her truck's entire bottle weight is

=>  70(900 - x) ounces.

As a result, the cans and bottles in her truck's entire combined weight (in ounces) can be expressed as follows:

=> 14x + 70(900 - x)

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Answer:

We can use the formula distance = speed x time to find the distance traveled by the bullet.

distance = speed x time

distance = 3 mi/s x 3290 s

distance = 9870 miles

Therefore, the target is 9870 miles away.

Step-by-step explanation:

Answer:

242 cm

Step-by-step explanation:

20x12x0.2=242

Answer:

Step-by-step explanation:

1 treat bag [tex]=\frac{\$5.20}{2} =\$2.60[/tex]

So 5 treat bags [tex]=5\times \$2.60=\$13.00[/tex]

Dani would have to spend an extra $13 to make 5 more bags.

Answer:

There are duplicate letter choices for example, two E's and three Hs so be sure to choose the right one

1, ⇔ A   3221.21

2 ⇔ E   10.13

3 ⇔ H  133.63

4 ⇔  L    11.59

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

5 ⇔  H   346.77

6  ⇔  E   1.35

7   ⇔  R   0.54

8.  ⇔ T    0.02

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

9 ⇔  O  [tex]f(t) = 33,000( 1- 0.27)^t[/tex]

10 ⇔ H  [tex]f(t) = 9.56(1.03)^t[/tex]

11 ⇔  F   [tex]f(t) = 5(1+ 0.125)^t\\[/tex]

12 ⇔  T  [tex]f(t) = 4000(1.01)^t[/tex]

Step-by-step explanation:

These questions can be solved by plugging in the value of each of the given variables into each equation and solving using a calculator

I will provide the solution steps for one from each batch.
Q1 - Q4
t  = 4

Q1.
[tex]y =275 ( 1 + 0.85)^4\\\\= 275(1.85)^4\\\\= 275 \times 11.71350625\\\\= 3221. 21 \text{ to the nearest hundredth}[/tex]

You really don't have to compute (1.85)⁴ separately; most calculators can do everything in one shot

Correct answer: A

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

5 - 8
Q8
[tex]h(t) = 0.8\left(\dfrac{3}{5}\right)^t \\\\\text{When t = 7}\\h(7) = 0.8\left(\dfrac{3}{5}\right)^7 \\\\= 0.8(0.6)^7 \;\;\;\;\left(\dfrac{3}{5} = 0.6} \right)\\\\= 08 \times 0.0279936\\\\= 0.02239488\\\\= 0.02\text{ to the nearest hundredth}[/tex]

Corresponds to T

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

9 - 12

You can determine all of these by looking at the multiplier in the given equations for f(t) where the multiplier is the constant outside the parentheses

Question 9
Multiplier is 33,000 so the equation is
[tex]f(t) = 33,000( 1- 0.27)^t[/tex]   ==> O

Question 10
Answer choice ==> H

Question 11
Answer Choice ==> F

Question 12
Answer choice ==> T

The length of QS in parallelogram RSTU is 7c - 1.

A parallelogram is a quadrilateral with two pairs of parallel sides. This means that opposite sides of the parallelogram are parallel and have the same length. Additionally, opposite angles of a parallelogram are congruent, meaning they have the same measure.

Some important properties of parallelograms include:

Diagonals bisect each other: The diagonals of a parallelogram bisect each other. This means that the point where the diagonals intersect is the midpoint of each diagonal.

Opposite sides are congruent: The opposite sides of a parallelogram are congruent. This means that they have the same length.

Consecutive angles are supplementary: Consecutive angles of a parallelogram are supplementary, meaning they add up to 180 degrees.

Each pair of opposite sides is parallel: In a parallelogram, each pair of opposite sides is parallel. This means that the distance between the parallel sides is constant along the length of the parallelogram.

In a parallelogram, opposite sides are equal in length. Therefore, if we can find the length of TU, we can use it to find the length of QS.

To find TU, we can use the fact that SU and RT are diagonals that intersect at Q. Since diagonals of a parallelogram bisect each other, we know that QU = QT and QS = QS. Therefore, we can write:

TU = QU + QS = (c + 7) + (6c - 8) = 7c - 1

Now that we know TU, we can use it to find QS. Since QS = TU, we have:

QS = 7c - 1

Therefore, the length of QS in parallelogram RSTU is 7c - 1.

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In response to the supplied query, we may state that 759 is the value decimal entered into the green box.

Both integer and non-integer values are frequently stated in decimal form. Non-integer values are now part of the enlarged Hindu-Arabic numeral system. The process of representing numbers in the decimal system is referred to as decimal notation. A decimal is a number that consists of both a whole and a fractional part. Whole and partially entire quantities are expressed numerically using decimal numbers, which fall between integers. A decimal number's whole number and its fractional component are separated by a decimal point. The decimal point is the dot that separates the full number from the fractions. For instance, 25.5 is a decimal number.  

We may leverage the fact that 0.83 is a decimal representation of a rational number with a finite decimal portion to express 0.83 as a fraction. We may say it this way:

0.83 = 83/100

[tex]8.39 = 8 + 0.39\s= 8 + 39/100\s= 8 + 39/(10^2)\s= 8 + F/(10) (10)[/tex]

Now that the decimal is gone from the right-hand side's numerator, we may multiply both sides by 10:

[tex]10 * 8.39 = 10 * (8 + F/10)\\839 = 80 + F\sF = 839 - 80 = 759[/tex]

So, 8.39 may be expressed as the following fraction:

8.39 = 8 + 0.39 = 8 + 39/100 = 8 + 759/1000

759 is the value entered into the green box.

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We can deduce from these findings that the actual population mean is variable probably lower and reject the null hypothesis that the population mean for body temperature is 98.6o.

In the context of a mathematical idea or experiment, a variable is something that can be altered. Frequently, a single symbol is used to symbolize a variable. Variables are frequently represented by the letters x, y, and z as abstract symbols.

The first thing I want to say is that it is a widespread misconception that the average body temperature is 98.6 degrees. Although the "normal" or average body temperature is frequently stated as 98.6 degrees Fahrenheit (or 37 degrees Celsius), this value is not true for everyone. The average body temperature may actually be lower than previously thought, hovering around 97.5–97.7 degrees Fahrenheit, according to study.

Here is the SPSS output for the one-sample t-test so that we can get back to the job at hand:

Descriptive Statistics

N       Mean      Std. Deviation   Std. Error Mean

25      97.528    0.694            0.139

One-Sample Test

Test Value = 98.6

t         df        Sig. (2-tailed)   Mean Difference

-5.238    24        .000              -1.072

We can deduce from these findings that the actual population mean is probably lower and reject the null hypothesis that the population mean for body temperature is 98.6o.

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The statement that isn't true is:

B. The median can be different from all of the data values.

The median of a set of data is the middle value when the data is arranged in order from smallest to largest.  

Let's check the given options

A. The median can be the same value as the IQR.

This statement is true, as the IQR is defined as the difference between the third quartile (Q3) and the first quartile (Q1), which are both data values that can include the median.

C. The median can be less than the lower quartile.

This statement is true, as the median is simply the middle value of the dataset when it is arranged in order, whereas the lower quartile (Q1) is the value that separates the bottom 25% of the data from the top 75%.

D. The median can be the same value as the mean.

This statement is true in a symmetric distribution, where the mean and median are equal. However, in skewed distributions, the mean and median can be different values.

B. The median can be different from all of the data values.

The median is a value that divides the dataset into two equal halves. It is always a data value, and it is not possible for the median to be different from all of the data values.  

Therefore,

The statement that isn't true is:

B. The median can be different from all of the data values.

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Answer:

The unit is unit square or we can also find a by replacing pi by 3.1. 4 point so this equals 2 times of 3.14 and this equals 6.28. This is a unit square, and so the exact area of semicircle is 2 pi unit square or in terms of decimals. It is 6.28 unit square.

Answer:

6.28

Step-by-step explanation:

The total area of the given composite figure found using the areas of right triangles and rectangle is 231.68sq. yards.

What is a composite figure?

Composite geometric figures are made from two or more geometric figures. Finding the area of a composite shape can be done using one of two broad approaches.

The given composite figure consists of two right triangles and a rectangle.

The area of the figure is the sum of the areas of the right triangles and the rectangle.

Both the right triangle are the same.

So the area of one triangle = 0.5 * base * height = 0.5 * 6.4 * 12.8

                                                                = 40.96 sq. yards

So the total area of both triangles = 2 * 40.96 = 81.92 sq. yards.

Now the area of the rectangle = length * breadth = 14.9 * 12.8

                                                            = 190.72 sq. yards

The total area of the figure = 190.72+40.96 = 231.68 sq. yards.

Therefore the total area of the given composite figure found using the areas of right triangles and rectangle is 231.68sq. yards.

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a. The balances in the accounts after 5 and 20 years is $12,164.77.

b. The percentage of the balance that is interest is 70%.

c. We need to deposit $17,426.93 today to have $25,000 in 8 years in an account with annual compounding and an APR of 5%.

Principal refers to  initial amount of money invested or borrowed. It is  starting point for calculating  interest or return on investment, or amount owed on loan.

96)

a) To compute the balances in the accounts after 5 and 20 years, we can use the formula for compound interest:

[tex]A = P(1 + \frac{r}{n})^{nt}[/tex]

where A is the ending balance, P is the principal, r is the annual interest rate, n is the number of times the interest is compounded per year, and t is the number of years.

For Paula's account:

After 5 years:

A = 4000(1 + 0.048/365[tex])^{(3655)[/tex] = $5,478.71

After 20 years:

A = 4000(1 + 0.048/365[tex])^{(36520)[/tex] = $9,847.15

For Petra's account:

After 5 years:

A = 3600(1 + 0.056/365[tex])^{(3655)[/tex] = $5,029.80

After 20 years:

A = 3600(1 + 0.056/365[tex])^{(36520)[/tex] = $12,164.77

b) To determine the percentage of the balance that is interest, we can subtract the principal from the ending balance, and then divide by the ending balance:

For Paula's account:

After 5 years:

Interest = $5,478.71 - $4,000 = $1,478.71

Percentage of balance that is interest = (Interest / $5,478.71) * 100% = 27%

After 20 years:

Interest = $9,847.15 - $4,000 = $5,847.15

Percentage of balance that is interest = (Interest / $9,847.15) * 100% = 59%

For Petra's account:

After 5 years:

Interest = $5,029.80 - $3,600 = $1,429.80

Percentage of balance that is interest = (Interest / $5,029.80) * 100% = 28%

After 20 years:

Interest = $12,164.77 - $3,600 = $8,564.77

Percentage of balance that is interest = (Interest / $12,164.77) * 100% = 70%

c) The effect of interest rates and patience can be observed in the significant differences between the ending balances and percentage of interest earned by Paula and Petra. Petra's account had a higher interest rate, resulting in a larger ending balance and a higher percentage of interest earned. Additionally, the longer the investment period, the more the interest compounds and the greater the ending balance becomes. Therefore, patience is key in allowing the investment to grow over time.

81) An account with annual compounding and an APR of 5%

P = 25,000 / (1 + 0.05/[tex]1)^{(1\cdot 8)[/tex] = $17,426.93

Therefore, we need to deposit $17,426.93 today to have $25,000 in 8 years in an account with annual compounding and an APR of 5%.

82) An account with quarterly compounding and an APR of 4.5%

P = 25,000 / (1 + 0.045/4[tex])^{(4 \cdot 8)[/tex] = $17,721.15

Therefore, we need to deposit $17,721.15 today to have $25,000 in 8 years in an account with quarterly compounding and an APR of 4.5%.

87)  An APR of 2.8%, compounded quarterly

First, we need to convert the annual interest rate to a quarterly interest rate by dividing it by 4:

r = 0.028/4 = 0.007

Then, we can use the formula:

P = 120,000 / (1 + 0.007[tex])^{(4\cdot 15)[/tex] = $70,055.47

Therefore, we need to deposit $70,055.47 today in an account with an APR of 2.8%, compounded quarterly, to have a $120,000 college fund in 15 years.

89)  We can use the formula for compound interest to calculate the balance in the accounts after 10 and 30 years:

Balance for Chang: B = [tex]P(1 + r)^t[/tex]

where P = 500, r = 0.035, and t = 10 or 30 years.

Balance for Kio: B = [tex]P(1 + r)^t[/tex]

where P = 500, r = 0.0375, and t = 10 or 30 years.

After 10 years:

Chang's balance: B = [tex]500 (1 + 0.035)^{10[/tex] = $743.22

Kio's balance: B = 500*(1 + 0.0375)^10 = $779.58

After 30 years:

Chang's balance: B = [tex]500 (1 + 0.035)^{30[/tex] = $1,373.63

Kio's balance: B = [tex]500(1 + 0.0375)^{30[/tex] = $1,441.39

As we can see, even though the difference in interest rates is small (0.035 vs 0.0375), it can have a significant impact on the final balance of the account over a long period of time. In this case, after 30 years, Kio's account balance is almost $70 higher than Chang's account balance, even though they both invested the same amount of money.

91)   The formula for calculating the annual percentage yield (APY) is:

APY = [tex](1 + r/n)^n - 1[/tex]

where r is the annual interest rate (in decimal form) and n is the number of compounding periods per year.

For quarterly compounding:

n = 4

APY = (1 + 0.066/4)⁴ - 1 = 0.0677 or 6.77%

For monthly compounding:

n = 12

APY = (1 + 0.066/12)¹² - 1 = 0.0681 or 6.81%

For daily compounding:

n = 365

APY = (1 + 0.066/365[tex])^{365[/tex] - 1 = 0.0682 or 6.82%

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The sample proportion should fall between 56.8% and 65.2% of the time for 68% confidence, between 54.6% and 67.4% of the time for 95% confidence, and between 53.4% and 68.6% of the time for almost all of the time.

a. 68%: The sample proportion should fall between 56.8% and 65.2% of the time.

95%: The sample proportion should fall between 54.6% and 67.4% of the time.

Almost all of the time: The sample proportion should fall between 53.4% and 68.6% of the time.

b. Yes, the observed value of 61% is reasonable, based on the answer to part a.

c. For a sample of 400 people, the standardized score corresponding to the 61% response would be 0.5, which would not be considered extreme.

The sample proportion should fall between 56.8% and 65.2% of the time for 68% confidence, between 54.6% and 67.4% of the time for 95% confidence, and between 53.4% and 68.6% of the time for almost all of the time. For a sample of 400 people, the standardized score corresponding to the 61% response would be 0.5, which would not be considered extreme.

The complete question is :

In Case Study 19. 1, we learned that about 56% of American adults actually voted in the presidential election of 1992, whereas about 61% of a random sample claimed that they had voted. The size of the sample was not specified, but suppose it were based on 1600 American adults, a common size for such studies.

a. Into what interval of values should the sample proportion fall 68%, 95%, and almost all of the time?

b. Is the observed value of 61% reasonable, based on your answer to part a?

c. Now suppose the sample had been of only 400 people. Compute a standardized score to correspond to the 61% response and determine if this would be considered extreme.

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Answer:

42

Step-by-step explanation:

7 x 6 = 42, making 42 a multiple of seven and less than 45.

Answer:

100 times

Step-by-step explanation:

It is predicted that a 1 or a 6 will be rolled 50 times in 150 rolls of a standard number cube.

A standard number cube has six faces, each numbered from 1 to 6.

The probability of rolling a 1 or a 6 on any given roll is,

P = 2/6

P = 1/3

Since, there are two favorable outcomes out of six possible outcomes.

Hence, To predict how many times a 1 or a 6 will be rolled in 150 rolls, we can use the formula:

Number of times = Probability x Total number of rolls

So, the number of times a 1 or a 6 is expected to be rolled in 150 rolls is:

Number of times = (1/3) x 150 = 50

Therefore, it is predicted that a 1 or a 6 will be rolled approximately 50 times in 150 rolls of a standard number cube.

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Answer:

1.89m

Step-by-step explanation:

The area of the wall is given by:

Area = length x height

Area = 15m x 12m

Area = 180m²

Since the mural is to cover 75% of the area of the wall, the area of the mural is:

Mural area = 75% x Area

Mural area = 0.75 x 180m²

Mural area = 135m²

Let x be the width of the border. Then the dimensions of the mural (including the border) will be:

Length = 15m + 2x

Height = 12m + 2x

The area of the mural (including the border) will be:

Mural area = Length x Height

Mural area = (15m + 2x) x (12m + 2x)

Mural area = 180m² + 54x + 4x²

Since the area of the mural is given by 135m², we can write:

180m² + 54x + 4x² = 135m²

Simplifying and rearranging, we get:

4x² + 54x + 45m² = 0

Solving for x using the quadratic formula, we get:

x = (-54 ± sqrt(54² - 4(4)(45))) / (2(4))

x = (-54 ± sqrt(1536)) / 8

x = (-54 ± 39.12) / 8

We take the positive value for x, since it represents the width of the border:

x = (-54 + 39.12) / 8

x = 1.89m (rounded to the nearest hundredth)

Therefore, the width of the border should be approximately 1.89 metres.