Please help will give brainliest

Answer:

1597

Step-by-step explanation:

Answer:

Answer is B: (-sqrt(3/2 , -1/2)

Step-by-step explanation:

First convert radians to degrees

theta = (7pi/6)*(180/pi)

=210 degrees

Cos(210 degrees)= -sqrt3/2

Thats the x coordinate

sin(210 degrees)= -1/2

thats the y coordinate

Answer:

The corresponding point on the unit circle for the radian measure is [tex](\frac{\sqrt{3} }{2},\frac{1}{2})[/tex]

Step-by-step explanation:

What is unit circle?

A unit circle is typically drawn around the origin (0,0) of a X,Y axes with a radius of 1.

What is radian measure?

One radian is the measure of a central angle that intercepts an arc s equal in length to the radius r of the circle.

The radian measure is,

α=[tex]\frac{7\pi }{8}[/tex]

Changing to degree measure,

[tex]\frac{7\pi }{6} *\frac{180}{\pi } \\=210^{o}[/tex]

The measure on the unit circle is,

(cos [tex]\alpha[/tex] , sin [tex]\alpha[/tex])=(cos 210 , sin 210)

                    =[tex](\frac{\sqrt{3} }{2},\frac{1}{2})[/tex]

Option A.

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Answer:

SAT average divided by budget per student

Graduation rate divided by budget per student

No. The definitions have opposite results.

Step-by-step explanation:

DID IT ON KHAN and

The key understanding here is that there isn't a single way to define "academic achievement." Graduation rate can be a good measure of that. Average SAT is also a good measure. The rate of students who are accepted into college can also be a good measure, but we are not given information about that.

Now let's go over the options and see which of them might be used to describe "academic achievements relative to the budget per student."

Hint #22 / 4

Definition Analysis Appropriate?

SAT average divided by budget per student "SAT average" is a measure of academic achievement. Dividing this by the budget per student gives us a good definition.

Yes

Yesstart color #1fab54, start text, Y, e, s, end text, end color #1fab54

Graduation rate divided by budget per student "Graduation rate" is a measure of academic achievement. Dividing this by the budget per student gives us a good definition.

Yes

Yesstart color #1fab54, start text, Y, e, s, end text, end color #1fab54

Number of sports medals won divided by budget per student "Number of sports medals won" isn't a measure of academic achievement.

No

Nostart color #e84d39, start text, N, o, end text, end color #e84d39

Graduation rate divided by number of sports medals won "Graduation rate" is a measure of academic achievement, but it's divided by the number of sports medals won, and not by the budget per student.

No

Nostart color #e84d39, start text, N, o, end text, end color #e84d39

Hint #33 / 4

We are left with two definitions for academic achievements relative to the budget per student:

SAT average divided by budget per student

Graduation rate divided by budget per student

Let's calculate the academic achievements relative to the budget per student for each school according to each definition:

School Definition #1 Definition #2

A

≈

0.114

student points

dollar

≈0.114

dollar

student points

​

approximately equals, 0, point, 114, start fraction, start text, s, t, u, d, e, n, t, space, p, o, i, n, t, s, end text, divided by, start text, d, o, l, l, a, r, end text, end fraction

≈

0.0082

student percents

dollar

≈0.0082

dollar

student percents

​

approximately equals, 0, point, 0082, start fraction, start text, s, t, u, d, e, n, t, space, p, e, r, c, e, n, t, s, end text, divided by, start text, d, o, l, l, a, r, end text, end fraction

B

0.105

student points

dollar

0.105

dollar

student points

​

0, point, 105, start fraction, start text, s, t, u, d, e, n, t, space, p, o, i, n, t, s, end text, divided by, start text, d, o, l, l, a, r, end text, end fraction

0.009

student percents

dollar

0.009

dollar

student percents

​

0, point, 009, start fraction, start text, s, t, u, d, e, n, t, space, p, e, r, c, e, n, t, s, end text, divided by, start text, d, o, l, l, a, r, end text, end fraction

Which school has higher academic achievements relative to the budget per student? School A School B

[Show me the calculations used for this table.]

Hint #44 / 4

In conclusion:

1) These are the two definitions Analia came up with to define the quantity:

SAT average divided by budget per student

Graduation rate divided by budget per student

2) The definitions have opposite results.

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Answer: x=133

Step-by-step explanation:

This is a hexagon that has a total of 720 degrees (which you can get by the formula of degrees = (# of sides – 2) * 180).

You first add up all your side:

150+130+97+120+90 +x = 587 + x

587+x = 720

x=133

Answer:

100

4

1500

22

Step-by-step explanation:

1 meter ⇒ 100 centimeters

Answer:

1 m = 100 cm

4 m = 400 cm

15 m = 1500 cm

22 m = 2200 cm

Step-by-step explanation:

Every Meter is 100 Centimeters

Answer:

Step-by-step explanation:

We can use Hypotenuse Theorem for this:

For triangle ABC,

AC²=CB²+BA²

9²=CB²+3²

Switch the sides

-CB²=3² -9²

-CB²= 9-81

-CB²= -72

the signs cut each other

CB²=72

the square changes sides

CB=√72

CB= 8.49 cm

Now triangle CBD

We have the length of CB but not the other two whereas we have the angle

It will be sin

As we know sin= O/H

Here O is CB whereas H is CD

Put the values

sin 50= 8.49/H

H= 8.49 ÷sin 50

Calculate

H=11.1 cm

As we know H is CD so CD is 11.1 cm

Hope it helps

Answer:

[tex]\displaystyle [-2, -1][/tex]

Step-by-step explanation:

To use the Elimination method, you must get rid of one pair of variables, so that one side is set to zero. So, in this case, we must get rid of [tex]\displaystyle x,[/tex]therefore we will split the second equation in negative half :

[tex]\displaystyle \left \{ {{y = 2x + 3} \atop {-\frac{1}{2}[y = 4x + 7]}} \right. \\ \\ \\ \left \{ {{y = 2x + 3} \atop {-\frac{1}{2}y = -2x - 3\frac{1}{2}}} \right. \\ \\ \frac{1}{2}y = -\frac{1}{2}; -1 = y, -2 = x \\ \\ \\ \boxed{[-2, -1]}[/tex]

I am joyous to assist you at any time.

The quotient and remainder of the polynomial after division are u²+5u-2 and 0 respectively.

A polynomial is an expression consisting of indeterminates and coefficients, that involves only the operations of addition, subtraction, multiplication, and positive-integer powers of variables.

Given is a polynomial p(u) =u³+3u²-12u+4  which is to be divided by g(u)=u-2

When we divide the polynomial, we get,

Quotient = u²+5u-2

And for this remainder will be zero

Hence, the quotient and remainder of the polynomial after division are u²+5u-2 and 0 respectively.

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Answer:

See below.

Step-by-step explanation:

Let x = the first number

Let y = the second number

First sentence: Equation 1: x+y=15

Second sentence: Equation 2: y=x+1

Part 2: Find the numbers.

x + y = 15

y = x + 1

x + x + 1 = 15

2x + 1 = 15

2x = 14

x = 7

y = x + 1 = 7 + 1 = 8

The numbers are 7 and 8.

Answer:

x = 7

y = 8

Step-by-step explanation:

x + y = 15

y = x + 1

Part 2:

x + (x + 1) = 15

x + x + 1 - 1 = 15 - 1

2x = 14

2x/2 = 14/2

x = 7

y = 7 + 1

y = 8

Therefore, x = 7 and y = 8

Answer:

The probability that the result of one die roll is greater than 4 is the number of events in set A divided by the total number of possible outcomes (the size of the sample space S) and so the probability of getting a number greater than 4 on one die roll is  2/6  which reduces to  1/3 .

Step-by-step explanation:

Assuming you mean “greater”, rather than “greater than or equal to”, the “successful” rolls are 5 and 6. That’s two out of six choices, so the probability is 2/6 or 1/3.

It gets more interesting when you want the total of several dice to be above a certain number, or to get that number on M of N dice rolls.

But the two basic probability formulas work - 1) add up all possible successful results and all possible results, then divide the number of successes into the total. 2) Multiply all the failure probabilities together, then subtract the result from 1 (100%) to get the success probability. With these two rules, you can solve most simple probability problems.

Playing D&D, and want to know the chance of scoring a 17 or 18 total when rolling 3 dice? You can only get an 18 one way - 6 6 6. You can get a 17 three ways - 6 6 5, 6 5 6, or 5 6 6. So that’s 4 chances out of 6 x 6 x 6 possibilities, which is 216. That’s about 1.85%. With quite a bit more work, you can discover the chance of getting a 17 or better when rolling 4 dice and adding the 3 highest.

Answer:

The volume of the figure is 720 cm^3

Step-by-step explanation:

Here, we want to find the volume of the figure

mathematically, we can have this as the product of the base of the figure and it’s height

the base is a rectangle and the area is the product of the side lengths

Mathematically, we have this as;

9 * 20 = 180 cm^2

So the volume here can be obtained by simply multiplying by the height of the shape

we have this as;

180 cm^2 * 4 cm = 720 cm^3

Answer:

8.07, excluding taxes.

Step-by-step explanation:

7x5.99 = 41.93

50-41.93 = 8.07

Answer:

The angle type is acute

Step-by-step explanation:

It's smaller than 90 degrees

Answer:

B.

Step-by-step explanation:

Perpendicular lines intersect at exactly one point.

(perpendicular lines form an x with right angles)

Answer:

The vertex is (-2,5). And the y intercept of the graph is (0,-7)

Step-by-step explanation:

Answer:

4a) 9n - 3

4b) n = 11

Step-by-step explanation:

3(3n - 1)

9n - 3

9n - 3 = 96

9n - 3 + 3 = 96 + 3

9n = 99

9n ÷ 9 = 99 ÷ 9

n = 11

Answer:

-3.5   <   2.8

7.4   >   -9

Step-by-step explanation:

If you have a negative number and a positive number the positive number is always greater.

When you have a negative number and another negative, the smallest number is greater.

For example: -2.5       -3.7

-2.5 is greater than -3.7 because it is less negative.

-2.5   >   -3.7

When you have a positive number and a positive number, the biggest number is greater.

For example: 8.3       4.2

8.3 is greater than 4.2 because it is a bigger number.

8.3   >   4.2

Answer:

obtuse isosceles

hope it helps

28ft

dkdkdk

dkdkdkdkdkdkd

ddjdjddddddddddddddddddddddddddddddddddddddddd

Answer:

5

Step-by-step explanation:

Answer:

5

hope it helped you out

Answer:

check the pdf .

Step-by-step explanation:

Answer:

E

Step-by-step explanation:

E

Answer:

The median is 8

Step-by-step explanation:

4+4=8

It is 8 because the middle numbers there are 4 and 4

Answer:

FV= $2,139.71

Step-by-step explanation:

Giving the following information:

You invest $1,900 at 4% and it's compounded semi-annually (twice a year) for 3 years.

First, we need to calculate the semiannual interest rate:

Semmi-annual interest rate= 0.04 / 2= 0.02

To calculate the future value, we need to use the following formula:

FV= PV*(1 + i)^n

PV= $1,900

i= 0.02

n= 2*3= 6 semesters

FV= 1,900*(1.02^6)

FV= $2,139.71

Answer:

x=3±√5/2

Step-by-step explanation:

Answer:

the answer is c

Step-by-step explanation:

inscribed angles made by same base should be equal

Given:

The equation is:

[tex]12=5^x[/tex]

To find:

The logarithmic equation that is equivalent to the given exponential equation.

Solution:

According to the property of logarithm:

[tex]a=b^x\Leftrightarrow \log_b a=x[/tex]

We have,

[tex]12=5^x[/tex]

Here, [tex]a=12,b=5[/tex]. By using the above property of logarithm, we get

[tex]\log_{5}12=x[/tex]

[tex]x=\log_{5}12[/tex]

Therefore, the correct option is C.

Answer:

62.83

Step-by-step explanation:

10 times 3.14 times 2