Answer:
22.6 feet
SOH - CAH - TOA
you are working with "o" opposite , and "a" adjacent.
O/A is TOA - tan()
tan(37) = x/30
x = 30* tan(37) = 22.6
Step-by-step explanation:
f(x)= x^2-6x+5 Plot the x-intercept(s), y-intercept, vertex, and axis of symmetry for the function.
Step-by-step explanation:
The real part (red) and imaginary part (blue) of the Riemann zeta function along the critical line Re(s) = 1/2. The first non-trivial zeros can be seen at Im(s) = ±14.135, ±21.022 and ±25.011. The Riemann hypothesis, a famous conjecture, says that all non-trivial zeros of the zeta function lie along the critical line.
Describe how you would determine the x-intercepts from the factored form of a quadratic equation
Answer:
Please check explanations
Step-by-step explanation:
Given the factored form, all we have to do is to equate each of the factor to zero, then solve for x
The particular value of x represents the solution that shows the value of the x-intercept
for example
In a case of a quadratic equation where we have
(x-a)(x-b) = 0
Then we can have
(x-a) = 0 or ((x-b) = 0
Then we have x = a or x = b
a and b are the x intercepts in this case
PLZ HELP solve the following equations:
a) |3x+2|+3x+2=0
b) |2x+3|+|x-2|=6x
Answer:
a) x is less than or equal to −2/3
b) x=1
Step-by-step explanation:
PLEASE HELP
Type the correct answer in the box. Use numerals instead of words. If necessary, use / for the fraction bar.
Write the expression in simplest form.
Question: (-11/2x+3)-2(-11/4x-5/2)=??
Answer:
The answer is 8.
Step-by-step explanation:
Hope it will help you
Answer:
-22x + 88
Step-by-step explanation:
Simplify it into (-11/2x+3) + (11/4x-5)
Multiply by LCM (2x+3)(4x-5)
You will get -11(4x-5) + 11(2x+3)
Simplify it to -44x+55 + 22x + 33
Simplify it to -22x + 88
Miguel is building a skate ramp. He needs to cut a board that is Two-thirds of a yard long into 3 equal pieces
Given:
Miguel needs to cut a board that is Two-thirds of a yard long into 3 equal pieces.
To find:
The expressions that can you use to find the length of each piece.
Solution:
It is given that Miguel needs to cut a board that is Two-thirds of a yard long into 3 equal pieces. It means [tex]\dfrac{2}{3}[/tex] is divided in 3 equal parts.
[tex]\dfrac{2}{3}\div 3[/tex]
It can be written as:
[tex]\dfrac{2}{3}\div 3=\dfrac{2}{3}\times \dfrac{1}{3}[/tex]
[tex]\dfrac{2}{3}\div 3=\dfrac{2}{9}[/tex]
Therefore, the required expression is [tex]\dfrac{2}{3}\div 3[/tex] and the length of each piece is [tex]\dfrac{2}{9}[/tex] yards.
Answer:
a and c
Step-by-step explanation:
what is tooth plapue
Answer:
It is a cavity.
Step-by-step explanation:
If it is not treated well you may feel pain in your gum.
Given the equation -2x+3y=12, find the missing value in the ordered pair 3,
Noo linkss plz
Answer:
(3,6)
Step-by-step explanation:
-2x+3y=12
Let x = 3
-2(3) +3y = 12
-6+3y = 12
Add 6 to each side
-6+6 +3y = 12+6
3y = 18
Divide each side by 3
3y/3 = 18/3
y = 6
if x=1 -√2 find the value of ( x-1/x) ⁴
Answer:
Step-by-step explanation:
side note i love ur pfp
ok so basically u want to plug in ur value of x into the expression right away and combine everything in the parentheses so it's one fraction which is -
((1 -√2-1)/(1 -√2))⁴ = (-√2/(1 -√2))⁴ and then u get 4/(1 -√2)⁴ as ur final answer
Which of the following shows the general formula for factoring the difference of cubes?
O (a - b)(a? - ab – b?)
O (a + b)(a² + ab + b2)
O (a + b)(a? - ab + b)
O (a - b)(a² + ab + b)
Answer:
(a - b)(a² + ab + b²)
Step-by-step explanation:
The difference of cubes is expressed as:
a³-b³
Using trial and error:
a³-b³
Check (a - b)(a² + ab + b²)
Expand
(a - b)(a² + ab + b²)
= a(a²)+a(ab)+a(b²)-a²b-ab²-b³
= a³+a²b+a(b²)-a²b-ab²-b³
Collect the like terms
= a³+a²b-a²b+ab²-ab²-b³
= a³-b³
Hence the required option is
Answer:
(a - b)(a² + ab + b²)
Step-by-step explanation:
i took the quiz :)))
What is the system of inequalities associated with the following graph
Answer:
y<3
x+y≥1
This is the system of inequalities which will give you the result shown in the graph
Answered by GAUTHMATH
SOMEONE HELP ME PLEASE
Answer:
52.8988%
Step-by-step explanation:
Add the bach degrees together and divide it by the total number of degrees
if all possible diagonals formed are 740 then find the number of sides
Answer:
40 sides
Step-by-step explanation:
The number os sides can be calculated using
[tex]\frac{n(n-3)}{2}[/tex] = d ( n is number of sides and d number of diagonals )
Here d = 740 , then
[tex]\frac{n(n-3)}{2}[/tex] = 740 ( multiply both sides by 2 )
n(n - 3) = 1480
n² - 3n = 1480 ( subtract 1480 from both sides )
n² - 3n - 1480 = 0 ← in standard form
(n - 40)(n + 37) = 0 ← in factored form
Equate each factor to zero and solve for n
n - 40 = 0 ⇒ n = 40
n + 37 = 0 ⇒ n = - 37
A polygon cannot have a negative number of sides.
Then number of sides is 40
2. Given f(x) = 4x -2 and g(x) = x2 + 1, evaluate:
a) f(5)
b) g(-3)
c) g(x - 2)
d) f(g(x))
Answer:
a).
f(5) = 18
b).
g(-3) = 10
c).
g(x-2) = x²- 3
d).
f(g(x)) = 4x²- 1
which choice is equivalent to the expression below? square root of 50 - square root of 2
Answer:
square root of 50
Step-by-step explanation:
Find the size of one interior angle of a regular 10-sided polygon.
Answer:
144
Step-by-step explanation:
Exterior angle = [tex]\frac{360}{number \ of \ sides}[/tex]
[tex]=\frac{360}{10}[/tex]
= 36
Interior angle and exterior angles are supplementary.
interior angle + exterior angle = 180
Interior angle + 36 = 180
Interior angle = 180 - 36
= 144
What is Index Law 3?
please give explanation
Answer:
hi hi hi hi hi
Step-by-step explanation:
plz follow me
The third and last law tells us that when we have to multiply a power in a bracket, by another power outside the bracket, we have to multiply the two powers together to get the answer.
The variables x and y vary inversely, and y=-11 when x = 16. Write an equation that relates x and y. Then
find y when x = -9.
Answer:
y=-176/x
y=176/9
Step-by-step explanation:
[tex]y = \frac{k}{x} \\ - 11 = \frac{k}{16} \\ k = - 176 \\ y = \frac{ - 176}{x} \\ y = \frac{ -176}{ -9} = 19 \frac{5}{9} [/tex]
The number of music CDs sold in 1993 by one company was approximately 2.3×10^6.The number of music CDs sold by the same company in 2001 was approximately 7.9×10^7. What is the difference in CDs sold between 1993 and 2001?
Answer:
84%
Step-by-step explanation:
I'm not sure how I got that answer but I'm just smart like that. I'm sorry I couldn't give a better explanation. I'm in a bit of a rush but I hope this answer is helpful to you. Percentage was the only way I could think of. Sorry again.
The difference between CDs sold between 1993 and 2001 will be 76.7 × 10⁵.
What is subtraction?To subtract in mathematics is to take something away from a group or a number of objects.
In another meaning subtraction is a mathematical operation such that two values are going to subtract and give a resultant value.
The group's total number of items decreases or becomes lower when we subtract from it.
Given that sell of CDs in 1993 is 2.3 × 10⁶.
Sell of CDs in 2001 is 7.9 × 10⁷.
The difference between sell is = 7.9 × 10⁷ - 2.3 × 10⁶
⇒ 76.7 × 10⁵ hence it will the correct option.
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similarity transformations geometry :) answer 3 blanks
1. 2
2. The Y axis
3. 3 rights and 1 down (3, -1)
Write an equation in slope intercept form for the line with slope -2 and y intercept-5
Answer:
Y=-2x-5
Step-by-step explanation:
Y=Mx + b where m is the slope and b is the y intercept
y=-2x-5
brainliest is appreciated
Answer both of the following questions.
Think of two things that you can measure. Give one that requires high precision, or a low level of uncertainty. Give another that can have lower precision, or a higher level of uncertainty.
Explain why you made your choices. Why does one measurement need to be more precise than the other?
One example of a measurement that requires high precision or a low level of uncertainty is the length of a silicon microchip. In the field of electronics manufacturing, even small variations in the length of a microchip can have significant impacts on its performance.
Therefore, it is essential to measure the length of a microchip with high precision, such as down to the nanometer scale, to ensure its functionality and reliability.
On the other hand, an example of a measurement that can have lower precision or a higher level of uncertainty is the temperature of a room. While temperature control is crucial in certain environments, such as a laboratory or a data center, in most cases, a general estimate of the temperature is sufficient.
A variation of a few degrees Celsius is unlikely to cause significant problems, making it unnecessary to measure the temperature with high precision.
The level of precision required for a measurement depends on the nature of the object being measured and the context in which the measurement is taken. In the case of the microchip, the manufacturing process is highly precise, and even small variations can lead to significant problems.
Therefore, it is essential to measure the length of the microchip with high precision. On the other hand, in the case of room temperature, the impact of small variations is usually insignificant, so a lower level of precision is acceptable. Overall, the precision required for a measurement depends on the importance of the measurement's accuracy and the potential consequences of imprecision.
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Please help! I thought it was 90º but it says thats wrong.
Answer:
30°
Step-by-step explanation:
As the chord has same length of radius, the chord and the two radius form a equilateral triangle. Each angle of triangle is 60.So the chord subtended at the center is 60. So the angle subtended at the remaining part of the circle = 30°
The measure of angle between the tangent and chord = 30 {Alternate segment theorem}
Answer:
Step-by-step explanation:
I posted a picture at the bottom of the post that you need to look at in order to understand this problem. I labeled everything inside that circle and then created a triangle. That triangle is made up of 3 sides that are all the same length, and that length is the length of the radius. By definition, if a triangle has all 3 of its sides the same length, it is equilateral. It is also equiangular. That means that every angle inside that triangle measures 60 degrees. The central angle, the one that comes off the center, intercepts an arc. The arc measure is the same measure as this angle, so the intercepted arc measures 60 degrees. To find the measure of the angle in question, the one you need that is labeled with a pink θ, has a rule that says the angle is going to be half the measure of the intercepted arc. That means that your angle is going to measure 30 degrees.
Determine if the following system of equations has no solutions, infinitely many solutions or exactly one solution. 5x + 6y = 1; - 5x - 8y = 2
Answer:
One solution
Step-by-step explanation:
Hi there!
We are given this system of equations:
5x+6y=1
-5x-8y=2
And we want to see how many solutions the equation has.
Let's solve the system in order to see how many solutions it has
Let's solve this system by elimination, where we will clear one variable by adding or subtracting the equations, solve for the other variable which wasn't cleared, and then use the value of the un-cleared variable to find the value of the variable we cleared earlier.
In order to clear a variable, the coefficients in front of those variables need to be opposites of each other (ex. if we wanted to clear y, the coefficients in front of y need to be -2 and 2 respectively). In this case, the coefficients in front of x are 5 and -5, so we can immediately add the equations
Add both equations together
-2y=3
Divide both sides by -2
y=-3/2
Now substitute -3/2 as y in either one of the equations to solve for x
If we were to do it in 5x+6y=1 for instance:
5x+6(-3/2)=1
multiply
5x-9=1
add 9 to both sides
5x=10
divide both sides by 5
x=2
So we solved the system and got x=2, y=-3/2 (or as a point, (2, -3/2)). This is the point of intersection of the two equations (in case you didn't notice, the equations are actually linear equations written in standard form). This is the ONLY point at which the lines will intersect.
Therefore, the system has one solution.
Hope this helps!
There are 16 kids on a soccer team. The players are either boys or girls, and they either prefer playing offense or defense. There are 6 boys who prefer offense, 3 boys who prefer defense, 5 girls who prefer offense, and 2 girls who prefer defense.
Suppose you choose one player from the team at random. Let event A be that the player is a girl, and event B be that the player prefers defense. Fine P(B | A).
Answer:
[tex]P(B|A)=\frac{2}{7}[/tex]
Step-by-step explanation:
The probability of [tex]P(B|A)[/tex] can be read as the probability of event B occurring given event A. In this question, event A occurs when the chosen player is a girl. There are 7 girls on the soccer team. Event B occurs when the chose player plays defense. Since [tex]P(B|A)[/tex] stipulates that event A already occurred, we want the probability of choosing a player who prefers defense from the 7 girls. There are 2 girls who prefer defense, hence [tex]P(B|A)=\boxed{\frac{2}{7}}[/tex].
Alternative:
For dependent events [tex]A[/tex] and [tex]B[/tex], the conditional probability of event B occurring given A is given by:
[tex]P(B|A)=P(B\cap A)\div P(A)[/tex]
[tex]P(B\cap A)[/tex] indicates the intersection of [tex]P(B)[/tex] and [tex]P(A)[/tex]. In this case, it is the probability that both events occur. Since there are 16 kids on the soccer team and only 2 are girls and prefer defense, [tex]P(B\cap A)=\frac{2}{16}=\frac{1}{8}[/tex]. The probability of event A occurring (chosen player is a girl) is equal to the number of girls (7) divided by the number of kids on the team (16), hence [tex]P(A)=\frac{7}{16}[/tex].
Therefore, the probability of event B occurring, given event A occurred, is equal to:
[tex]P(B|A)=\frac{1}{8}\div \frac{7}{16},\\\\P(B|A)=\frac{1}{8}\cdot \frac{16}{7}=\boxed{\frac{2}{7}}[/tex]
Help fast
Find all values of x that make the equation true.
Answer:
x=10
Step-by-step explanation:
Please hurry I will mark you brainliest
What is the slope of this?
Answer:
Step-by-step explanation:
you can use the rise over run technique, where you count how many units you go down or up, left or right to get to the next point. or use the slope formula :
(y2-y1)/(x2-x1)
the pairs given :
(1,6) and (3,2)
(2-6)/(3-1) = -4/2 = -2
-2 is the slope. the line is going downwards so there is a negative slope
Solve for all positive values of θ less than 360° ,[tex]3 tan \theta+2 =-1[/tex]
[tex]\theta=225°,315°[/tex]
Answer:
Solution given:
[tex]3 tan \theta+2 =-1[/tex]
keeping constant term on one side
[tex]3Tan\theta=-1-2[/tex]
[tex]Tan\theta=-3/3[/tex]
[tex]Tan\theta =-1[/tex]
Since tan is negative in third and fourth quadrant.
[tex]Tan\theta=Tan(180+45),Tan(360-45)[/tex]
[tex]\theta=225°,315°[/tex]
7. Which set of points could represent
a linear function?
A {(2, 1), (5,3), (6, 7), (7, 11)}
B ((2.-1), (5,3), (8, 7). (11.11 )}
C {(2, -1), (5,5), (8,7), (11, 11 )}
D (5.-1), (5,5), (8,7), (11, 11)}
Answer:
B ((2.-1), (5,3), (8, 7). (11.11 )}
Step-by-step explanation:
Linear function:
The rate of change is always the same.
Item a:
x = 2 to x = 5 -> y = 1 to y = 3. Rate of change of 2/3.
x = 5 to x = 6 -> y = 3 to y = 7. Rate of change of 4.
Different rates of change, so not linear.
Item b:
We can look that for each point, when x changes by 3, y changes by 4, so the rate of change is the same and this set of points represents a linear function, and the answer is option b.
Find the value of the expression 8x^3 if x=0
8. In an examination 40% of the students failed. The number of students that passed was 180. How many students failed?
A.120 B.270
C.300 D.450
Answer:
A
Step-by-step explanation:
Given 60% of students passed , then 40% of students failed.
60% = 180 ( divide both sides by 60 )
1% = 3
Then
40% = 40 × 3 = 120
120 students failed the exam
If the number of students that passed was 180, the number of students who failed the examination is 120. So, correct option is A.
To determine the number of students who failed the examination, we need to find 40% of the total number of students.
We are given that 40% of the students failed, which means that 60% of the students passed. Since we know that the number of students who passed is 180, we can set up the following equation:
60% of total students = 180
To solve for the total number of students, we divide both sides of the equation by 60% (or 0.6):
Total students = 180 / 0.6
Calculating the right-hand side of the equation, we get:
Total students = 300
Therefore, the total number of students is 300.
To find the number of students who failed, we multiply the total number of students by the percentage who failed:
Number of students who failed = 300 * 40% = 120
Hence, option A, 120, is the correct answer.
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