Answers
Answer:
cosB = 21/75, tanB = 72/21
Step-by-step explanation:
Here, we can use pythagoras to figure out all sides. 75^2-72^2 = 21^2. So, we have sides with lengths 21, 72, and 75. We are given that sinB = 72/75. The definition of sin is opposite of hypotenuse. So, the opposite of angle B is side CA and the hypotenuse is BA. This allows us to find that BC is the 21 length side. The cos of an angle is adjacent over hypotenuse. In this case, it is BC/BA which is 21/75. similarly, Tan is opposite over adjacent or 72/21. And we are done. Those are the values. TO remember these, use the acronym:
SOH CAH TOA. S refers to sin and OH refers to opposite over hypotenuse. Similarly C is cos, A is adjacent, and H is hypotenuse, and then T is tan, o is opposite and A is adjacent.
Related Questions
plz help me with this i do not understand math stuff
Answers
Answer: Pink choice: y= -6x -2
Step-by-step explanation:
In order to be parallel, the slope must be the same. You find the slope as the number or fraction connected to x. ("co-efficient" of x in math talk)
In the given equation, that is -6. (So that knocks out the first two choices)
The other thing to look at is the y-value of the given coordinate,(-1,4)
(The y-value is the second number in the coordinate (x.y) is the pattern)
and compare it to the the last number in the equations in the choices and Here the Yellow choice has y= -6x + 4 so this line can't pass through the coordinate given, because +4 in this equation is where the line crosses the y-axis. ("y-intercept" in math talk) So yellow choice is out!
The attachment shows what the graphs of the choices look like.
The black line is the correct answer. The given coordinate (-1,4) is the labeled red spot. The blue line is the given equation. (You can see where it "intercepts the y-axis on the +3) And the green line also has the -6 slope, but misses the point and intercepts the y-axis at 4.)
I hope the diagram and explanation helps you understand better. It can be confusing.
What is the value for y
When x=20
Y=-2x+8
Answers
Answer:
y = -32
Step-by-step explanation:
Y=-2x+8
Let x= 20
y = -2 * 20 +8
y = -40+8
= -32
A rectangle on a coordinate plane is translated 5 units up and 3 units to the left. Which rule describes the translation?
(x, y) → (x + 5, y – 3)
(x, y) → (x + 5, y + 3)
(x, y) → (x – 3, y + 5)
(x, y) → (x + 3, y + 5)
Answers
Answer:
The last one (x,y)->(x+3,y+5)
Step-by-step explanation:
Whenever you move the x coordinate it’s the opposite, for example translated 3 units the the left is +3 and translated 3 units to the right is -3.
Whenever you move the y coordinate it’s normal so up 5 units means +5 and down means -5.
Answer:
C
Step-by-step explanation:
simple addition
WHAT IS FUN ABOUT MATH
Answers
Answer:
Maths is universally common. People in every country use maths and all its branches. ... Give it a try, look around you, measure something, solve a sum, count something and there are so many more ways you can start knowing maths. Maths is interesting, it's just numbers to play with.
Answer:
what's fun about math is when you figure out the equations and questions.
Anyone know got a chart by the way on the bottom
Answers
Answer:
41 and then 24 i belive
Step-by-step explanation:
Visitors to a cinematic are either children, adults or pensioners. Ratio of children to adult visitors is 1:2 Ratio of adults to pensioners is 3:4 A stratified sample of 85 is to be taken from the cinema visitors. How many pensioners should there be in the sample?
Answers
Ratio of children, adults and pensioners is 1 : 2 : 8/3 = 3 : 6 : 8.
Let, 3x is number of children.
So, 6x is number of adults and 8x is number of pensioners.
Now,
3x + 6x + 8x = 85
17x = 85
x = 5
Therefore, number of pensioners are 8×5 = 40.
Hence, this is the required solution.
Can you explain why a larger denominator actually means the fraction is smaller than a fraction with a smaller denominator? Why is it helpful to know how to compare and order fractions? Can you think of situations where you will need to compare and/or order fractions?
Answers
Answer:
It is helpful to know how to compare and order fractions because when doing division between different groups or classes it is easy to determine their share and so on.
Step-by-step explanation:
Suppose we have two fractions 1/2 and 1/3 . And suppose we have two cakes of equal sizes. We cut the first cake into 2 equal parts and the 2nd cake into three equal parts.
Now comparing both the cakes the cake with two pieces will have a larger piece as compared to the cake having three pieces.
So 1/2 > 1/3
or half of the cake is greater than one third of the cake.
The larger denominator means a smaller fraction because it shows greater number of divisions. Like wise a fraction with smaller denominator is a larger fraction as it shows smaller number of divisions.
It is helpful to know how to compare and order fractions because when doing division between different groups or classes it is easy to determine their share and so on.
It can be employed between the different groups and to find different rates / scores or for statistical calculations etc.
In finding the order of division and so on.
What is the slope of the line?
I NEED HELPP?!
Answers
Answer:
Slope of a line = rise/run
Your answer:
m = 8/5
Kelsey buys several pairs of uniform pants for $17.95 each, and a sweater for $24. Jeana shops at a different store and buys several pairs of uniform pants for $18.95 each, plus a sweater for $18. They set up the situation with the equation below, where x is the number of pairs of pants. Is there a situation in which they pay the same amount for their purchases? Which statements are true? Select all that apply.Kelsey buys several pairs of uniform pants for $17.95 each, and a sweater for $24. Jeana shops at a different store and buys several pairs of uniform pants for $18.95 each, plus a sweater for $18. They set up the situation with the equation below, where x is the number of pairs of pants. Is there a situation in which they pay the same amount for their purchases? Which statements are true? Select all that apply.
Answers
Answer:
If both Kelsey and Jeana purchase 6 pairs of uniform pants then they would pay the same amount for their purchases.
Step-by-step explanation:
The information provided is as follows:
Kelsey buys several pairs of uniform pants for $17.95 each, and a sweater for $24. Jeana shops at a different store and buys several pairs of uniform pants for $18.95 each, plus a sweater for $18.The variable x is the number of pairs of pants.
The total cost function for Kelsey will be:
[tex]TC_{K}=17.95\cdot x+24[/tex]
The total cost function for Jeana will be:
[tex]TC_{J}=18.95\cdot x+18[/tex]
Consider that both pay the same total cost for their purchases.
Compute the value of x as follows:
[tex]TC_{K}=TC_{J}[/tex]
[tex]17.95\cdot x+24=18.95\cdot x+18\\\\18.95\cdot x-17.95\cdot x=24-18\\\\x=6[/tex]
Thus, if both Kelsey and Jeana purchase 6 pairs of uniform pants then they would pay the same amount for their purchases.
b)
2x-5=2(x-1)
Ayuda
Answers
Solve:
7 - 3(-9x + 3) = 11
Answers
explaination: hope this helped
3. Evaluate 7w – 52 + 9 + w) when w = 4 and z = 5
Answers
Answer:
45
Step-by-step explanation:
7 x 4 - 5 x 5 + 9 (2/3 + 4)
28 - 25 + 9 x 14/3
28 -25 + 3 x 14
28 - 25 + 42
45
Answer:
45
Step-by-step explanation:
Given
7w - 5z + 9([tex]\frac{2}{3}[/tex] + w) ← distribute parenthesis
= 7w - 5z + 6 + 9w ← collect like terms
= 16w - 5z + 6 ← substitute w = 4, z = 5 into the expression
= 16(4) - 5(5) + 6
= 64 - 25 + 6
= 45
Fill in each box with the correct numb
5(X+9)=5. +5.
Answers
Answer:
so
box1 = x
box2= 9
Step-by-step explanation:
5(x+9)
distribute
5(x) + 5(9)
5x + 45
The diameter of a circle is 25 inches. What is the area? Use 3.14 for pi and round to the nearest hundredth.
Answers
Answer:
500 inches
Step-by-step explanation:
r= d÷2
25÷2= 12.5
Area of circle = pi × r²
=3.14×(12.5)²
=490.625
~500 inches
PLEASE HELP!!!! Carlos begins his workout by stretching. Then he spends an equal amount of time on each workout machine. The equation y = 8x + 10 represents the total time, in minutes, of Carlos' workout if he uses x workout machines.Explain what the slope and y-intercept of the equation represent in this situation.
A. Carlos spends 8 minutes stretching And 10 minutes on each workout machine
B. Carlos Spend 10 minutes stretching and eight minutes on each workout machine
C. Carlos Uses eight workout machines for 10 minutes each
D. Carlos spends 10 minutes on one machine and 8 minutes on another
Answers
Answer:
b
Step-by-step explanation:
because X= the amount of time hes on each machine. so 8 times x
Answer: B
Step-by-step explanation:A P E X
Given three collinear points A, B and C. How many line segments do
they determine? Name them.
Answers
Answer:
Three segments: AB, BC, AC
Step-by-step explanation:
Remember to put the line on top since they’re segments.
Hope this helps!
solve for x 2x+ 20
66
Answers
Answer:
x = 23
Step-by-step explanation:
Alternate exterior angles are congruent if a and b are parallel
2x + 20 = 66
2x = 46
x = 23
Hope this helped!
5- ܫ ܐx
.9
Use square roots
Answers
If 5x+1=-14, find the value of 3x+1.
Next question; If 4(s+2)-2=22, find the value of 3s+2.
Thank you!!! If you could answer this quickly pls.
Answers
5x+1=-14
-1 -1
Subtract one on both sides and you will have:
5x=-15
Now divide by five to get x by itself
5x/5=-15/5
x=-3
Now plug that in to 3x+1
3x+1=
3(-3)+1=
-9+1=
-8
Now for the next question 4(s+2)-2=22, you are trying to find the value of s to find the value of 3s+2. So you want to distribute the 4 to the s and to the two:
So 4(s) + 4(2) - 2 = 22
You will get:
4s+8-2=22
Simply:
4s+6=22
Subtract six from both sides of the equation
4s=16
Divide four on both sides to get s by itself:
4s/4 = 16/4
s=4
Plug that in to the second equation:
3s+2=
3(4)+2=
12+2=
14
Hope this helps!
Please help ME!! I need help
Answers
Answer:
You want to make it so you have an even amount of both, correct? This is where you need to know your multiples... here is what I got...
Step-by-step explanation:
By 4 packs of hotdogs and 5 packs of hotdog buns, this way you end up with 40 of each.
I'm stumped. Help please
Answers
AEF and CGH
because they intercept through J
Hope this helps
Can someone help me on questions 10-15
Answers
Answer:
10. Supplementary
11. Congruent
12. Congruent.
13 . congruent
14 supplement
15 supplementary
Hope this helps you Do mark as brainliest!A ball is thrown upward from the top of a 192-foot-high building. The ball is 240 feet above ground level after 1 second, and it reaches ground level in 6 seconds. The height above ground is a quadratic function of the time after the ball is thrown. Write the equation of this function.
Answers
Answer:
The equation of this function is [tex]h = -16\cdot t^{2}+64\cdot t+192[/tex].
Step-by-step explanation:
From Mechanical Physics we must remember that height reached by the ball as a function of time is a quadratic function if and only if ball is uniformly accelerated by gravity and viscous forces and Earth's rotation effects can be neglected. After assuming those considerations as true, the standard form of the quadratic function is:
[tex]h = a\cdot t^{2}+b\cdot t + c[/tex] (Eq. 1)
Where:
[tex]t[/tex] - Time, measured in seconds.
[tex]h[/tex] - Height of the ball, measured in feet.
[tex]a[/tex] - Second order coefficient, measured in feet per square second.
[tex]b[/tex] - First order coefficient, measured in feet per second.
[tex]c[/tex] - Zero order coefficient, measured in feet.
From Algebra, we can obtain a quadratic function by know three distinct points and solving the resulting system of linear equations:
[tex]A(t, h)= (0\,s,192\,ft)[/tex]
[tex]c = 192\,ft[/tex] (Eq. 2)
[tex]B(t,h) = (1\,s,240\,ft)[/tex]
[tex]a+b+c = 240\,ft[/tex] (Eq. 3)
[tex]C(t,h) =(6\,s,0\,ft)[/tex]
[tex]36\cdot a + 6\cdot b + c = 0[/tex] (Eq. 4)
By Algebraic methods, we get this unique solution:
[tex]a = -16\,\frac{ft}{s^{2}}[/tex], [tex]b = 64\,\frac{ft}{s}[/tex], [tex]c = 192\,ft[/tex]
The equation of this function is [tex]h = -16\cdot t^{2}+64\cdot t+192[/tex].
Round this number to the nearest HUNDREDS place
1 point
5,230
Answers
Answer:
5,200
Step-by-step explanation:
Answer:
5,000
Step-by-step explanation: Think back to your elementary days: how did you learn to round numbers? Chances are, your teacher taught the class how to round up or down from the number 5. In other words, if the last number is below five, you might round it down, and if it’s above, it gets rounded up.
In fact, there are a whole plethora of rounding rhymes that can easily be found on the internet. Complete a quick Google search, and you might find something like, “5 and above, give it a shove! 4 and below, let it go!”. While these sayings might seem like a great solution to help kids quickly learn to solve problems, how do children know what place value they are rounding to?
kids with scores
Before the current Common Core or individual state standards were established, mathematics was often taught by encouraging students to memorize facts and learn tricks to complete problems. Rounding is no exception, as many educators have encouraged kids to use rhymes like those described above. Needless to say, it doesn’t teach a child the underlying concept itself.
Below we’ll explore exactly why teaching math tricks don’t work, even if it helps students to arrive at a correct answer. Then, keep reading to discover 7 of the best ways to teach rounding numbers.
Why Getting Answers Correct is Not Enough
As mentioned above, teaching kids tricks or “hacks” to complete math problems can sometimes be helpful, it doesn’t help your child understand the mathematical concept behind the skill. For kids, teaching them to think about the number 5 and round up or down can help them arrive at the right answer, but they aren’t thinking about place value when they use the trick. So, if children are completing a rounding activity, they don’t know if they should round to the nearest ten or hundred. In fact, they might not know why they’re rounding up or down at all!
HAVING BAD DAY
Stanley practices his running, swimming and biking every day. During these practices he runs at 9 mph, bikes at 16 mph and swims at 2.5 mph. Yesterday he ran for half an hour longer than he swam, and his biking time was twice his running time. How long did Stanley run, swim, and bike yesterday if the total distance he covered was 64 miles?
In terms of t, how long did Stanley bike yesterday?
Answers
Answer:
16
Step-by-step explanation:
(2(t3+0.5))=16(2t3+t1)
Answer:
1+2*t
Step-by-step explanation:
I checked it and it seemed right. I think it is. Test it and tell me if wrong. if it is wrong I WILL EDIT THIS
If (8^9)p = 8^18, what is the value of p? (4 points)
2
9
10
18
Answers
Answer:
p is 2.
Step-by-step explanation:
kyler Ran 28 miles in 4 days what was Kyler's unit rate of miles to a day?
Answers
Answer:
7 is the unit rate.
Step-by-step explanation:
7 because 7x4 is the 28.
Answer:
the answer is 7
Step-by-step explanation:
28/4=7 therefore his unit rate of miles a day is 7
What is the slope of the line through (2. 8) and (4, 1)?
Answers
Answer:
m = -7/2
Step-by-step explanation:
Which one?
A. B. C. or D?
Answers
Answer:
I think that the answer is D
Step-by-step explanation:
Mark's cat, Sushi, is missing! Mark makes a bunch of flyers with Sushi's photo and description, and then asks some friends to help him post them around town. Mark divides all the flyers evenly among 4 bags, one for each person. Each bag contains 10 flyers. Which equation can you use to find the number of flyers f Mark makes?
Answers
Answer:
The equation that represents the number of flyers Max made be represented as : 4(x)
Where x is the number flyers Max put in his bag.
Hence, Max made 40 flyers.
Step-by-step explanation:
Mark divides all the flyers evenly among 4 bags, one for each person.
Let the number of flyers Max put in the bag is represented by x
The equation that represents the number of flyers Max made be represented as : 4(x)
Each bag contains 10 flyers.
= 4(10 flyers)
= 40 flyers.