What does 2π/3 equal and cos2π/3 equal?

Answer:

A

Step-by-step explanation:

by putting the value of x

ans was A

Answer:

L x W = 432

Step-by-step explanation:

18 X 24 = 432

Answer:

6a + (6 x 3) = 60

or

6a + 18 = 60

Step-by-step explanation:

You have 6 students who are assigned an unknown amount of problems. We can write it as 6x. Then each is given 3 more problems, so now we have 6x + (6 x 3). We also know that in all they have 60 problems.

Therefore, the equation is:

6x + 18 = 60

Then just solve

6x + 18 = 60

     - 18   -18

6x = 42

x = 7

The equation of line is y = ( 3/4 )x + 2 and the slope is m = 3/4

The equation of a line is expressed as y = mx + b where m is the slope and b is the y-intercept

And y - y₁ = m ( x - x₁ )

y = y-coordinate of second point

y₁ = y-coordinate of point one

m = slope

x = x-coordinate of second point

x₁ = x-coordinate of point one

The slope m = ( y₂ - y₁ ) / ( x₂ - x₁ )

Given data ,

Let the equation of line be represented as A

Now , the value of A is

Let the first point be P ( 4 , 5 )

Now , the slope of the line is m = ( y₂ - y₁ ) / ( x₂ - x₁ )

Substituting the values in the equation , we get

Slope m = 3/4

And , equation of line is y - y₁ = m ( x - x₁ )

On simplifying , we get

y - 5 = ( 3/4 ) ( x - 4 )

y - 5 = ( 3/4 )x - 3

Adding 5 on both sides , we get

y = ( 3/4 )x + 2

Hence , the equation of line is y = ( 3/4 )x + 2

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Answer:

G

Step-by-step explanation:

Answer:

G: The printer prints 3 fewer pages per minute in colored ink than in black ink.

Step-by-step explanation:

The answer is G because the relation between the two different print jobs can be seen in the "33t" and "30t" values. The relation is showing that when the printer prints in black, it prints 3 more pages per minute.

==========================================================

Explanation:

Pick any term that isn't the first term. Then subtract off the previous term. If we get the same result each time, then the sequence is arithmetic, and that result is the common difference.

We get -8 each time, so the sequence is arithmetic with common difference d = -8. It says to add -8 to each term to get the next term. This is the same as subtracting 8 from each term to get the next term.

Note how:

Answer:

Ok so I see 34 as the dynamotor (I think that is how you spell it lol) and 27 as the height 3.14 as PIE would be for the radios divide 34 and you get 17 therefore 17 times 27 is 578 divide that by PIE aka * 3.14 you get 184 I believe this is correct.

Step-by-step explanation:

Answer: 28.8%

Step-by-step explanation:

First find out what her speed is:

Speed = Distance / Time

= 50 / 45

= 1.11 meters/second

Now her speed is:

= 50 / 35

= 1.43 meters/ second

The percentage increase in her speed is:

= (New speed - Old speed) / Old speed

= (1.43 - 1.11) / 1.11

= 0.288

= 28.8%

Answer:

B. 3/5x-3/7

Step-by-step explanation:

You multiply when applying the distributative property

3(1/5x-1/7)

3/5x-3/7 multiply 3 by each value in parentheses.

Given:

Ty’s house is located ( 7,8) and the library is located ( 7,-6).

Each unit on the coordinate plane represents 1 block.

To find:

The number of blocks from Ty’s house to the library.

Solution:

Distance formula:

[tex]D=\sqrt{(x_2-x_1)^2+(y_2-y_1)^2}[/tex]

We need to find the distance between the two points ( 7,8) and ( 7,-6).

Using the distance formula, we get

[tex]D=\sqrt{(7-7)^2+(-6-8)^2}[/tex]

[tex]D=\sqrt{(0)^2+(-14)^2}[/tex]

[tex]D=\sqrt{196}[/tex]

[tex]D=14[/tex]

The distance between the two points ( 7,8) and ( 7,-6) is 14 units.

We know that, each unit on the coordinate plane represents 1 block.

Therefore, there are 14 blocks from Ty’s house to the library.

Answer:

50 inches

Step-by-step explanation:

30²+40² = c² (c²= diagnol)

900+ 1600 = √2500

√2500 = 50

This is also a pythagorean triple (30,40,50).

Answer:

The measure of Angle M = 74.8°

Step-by-step explanation:

Cos(x) = [tex]\frac{adjacent}{hypotenuse}[/tex]

Cos(x) = [tex]\frac{26}{99}[/tex]

x = Cos⁻¹([tex]\frac{26}{99}[/tex])

x = 74.8°

So the measure of Angle M = 74.8°

Hope this helps!

Answer:

Trigonometry

since we have the adjacent and the hypotenuse we use CAH .We are looking for the angle we take the cos inverse

cos x = A

H

cos x = 26

99

x = cos -1 (26 ÷ 99)

x = 74.77404748

x= 74.8

Answer:

30.54

Step-by-step explanation:

Here is the complete question used in answering this question

he given cylindrical container r =3 inches and height= 8in is used to fill the rectangular prism fish tank 24 , 24 and 12 inches with water. What is the least number of full cylindrical needed to completely fill the fish tank?

Number of cylinders needed = volume of prism / volume of cylinder

volume of prism = width x height x length = 24 x 24 x 12 = 6912

volume of a cylinder = nr^2h

n = 22/7

r = radius

(22/7) x (3^2) x 8 = 226.29

6912 / 226.29= 30.54

Answer:

0.45

Step-by-step explanation:

Step-by-step explanation

Answer:

0.45.

Step-by-step explanation:

Dividing 45 by 100 gives us 0.45.

Answer:

44% cahnce

Step-by-step explanation:

To solve this, add up all the customers. Then, divide the amount of debit card customers, by the total amount of customers. This will give you percentage of people who paid in debit, which is also the probability:

20+26+13

=

59

This is the amount of customers. Now we divide:

26/59

=

0.4406

Remember that to create percentage, you must multiply the decimal by 100:

0.4406*100

=

44.06%

The .06 is so small that it doesnt need to be kept in this percentage:

44%

So this is you answer!

Hope it helps! :)

Answer:

Step-by-step explanation:

3+3=6

answer overall is 28

Answer:

100 feet

Step-by-step explanation:

pythagorean theorm

60^2+80^2= 10,000

Square root of 10,000= 100

Answer:

The answer

Step-by-step explanation:

16 nickels and 30 dimes

Answer:

1) 64

2) 8

3) 2187

4) 5[tex]x^{2}[/tex]

5) 4[tex]x^{2}[/tex]

6) 12[tex]n^{5}[/tex]

7) 9[tex]x^{2}[/tex]

8) [tex]p^{9}[/tex]

9) 27[tex]p^{12}[/tex]

10) [tex]\frac{4x}{3}[/tex]

11) 4b

12) [tex]\frac{1}{4a^{2} }[/tex]

Step-by-step explanation:

Answer:

refer to the attachment

Answer:

Angle between vectors u and v: 26.56 degrees

Step-by-step explanation:

I just recently did this question, so here's my response and hopefully that helps you:

Vector u is <-3,-4> and vector v is <-2,-1>. To find the angle between the two vectors, you first need to find their dot product. This means that u*v = <-3,-4> * <-2,-1> = (-3)(-2) + (-4)(-1) = 6 + 4 = 10. Second, you find the product of each of the vectors' magnitudes. The magnitude for vector u is ||u|| = sqrt((-3)^2 + (-4)^2) = sqrt(9+16) = sqrt(25) = 5. The magnitude for vector v is ||v|| = sqrt((-2)^2 + (-1)^2) = sqrt(4+1) = sqrt(5). The product of the magnitudes would thus be ||u||||v|| = 5sqrt(5). Third, divide the dot product by the product of the magnitudes which would be u*v/||u||||v|| = 10/5sqrt(5) = 2sqrt(5)/5. Lastly, you take the arccosine of the result which would be theta=cos^-1(2sqrt(5)/5) = 26.56 degrees, which is the angle between vectors u and v.

The explanation for determining the angle between the two vectors and find the angle in degrees should be explained below.

Since

vector v is from (0,0) to ( -2,-1)

So,

[tex]\bar{v}=-2i-j[/tex]

Here, vector u is from (0,0) to (-3,-4)

So,

[tex]\bar{u}=-3i-j4[/tex]

Now here we used dot product concept

Now

[tex]\bar{u}.\bar{v}=|u|.|v|cos\theta\\ \bar{u}.\bar{v}=(-3i-4j).(-2i-j)=6+4=10\\ |u|=\sqrt{9+16}=5\\ |v|=\sqrt{4+1}=\sqrt{5}\\ cos\theta=10/(5*\sqrt5)=2/\sqrt5\\ \theta=cos^{-1}(2/\sqrt5)= 26.56^o[/tex]

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Answer:

264 bananas

Step-by-step explanation:

11/6 = x/144

cross multiplicaion

6x = 11x144

6x = 1584

x = 265

         It males sense since 11 is almost double than 6

         264 is almost double than 144

Answer:

Absolute value

Step-by-step explanation:

Answer:

Absolute value

A

Step-by-step explanation:

I got it right on edg

Answer:

Ok I'm not sure but (9 hours)

Step-by-step explanation:

50,000 divided by 25,000 = 7

7 plus 2 equals 9.

Answer: Of course, your so welcome :)

Step-by-step explanation:

Yes of course this school was hard but hey we got trough it right. I even have been using this.Every student in my school is right now.

Answer: 40,000

Step-by-step explanation:

First 6 years: 5,000 + 5,000 = 10,000

Second 6 years: 10,000 + 10,000 = 20,000

Third 6 years: 20,000 + 20,000 = 40,000

Hope this helps!

Answer:

any nuber less then 3.5  and 5th awnser

Step-by-step explanation:

x is less then 3.5 so any    number less then 3.5

5th one is true too because you can go into negitves  and tehre is are infanite negitives

Answer:

The following statements and graphs are true:

x < 3.5

Any number that is less than 3.5 is a solution.

There are an infinite number of solutions.

The statement "x ≤ 3.5" is not true because the original inequality states that x is strictly less than 3.5, not less than or equal to 3.5. The statement "Any number that is greater than 3.5 is a solution" is also not true for the same reason. Finally, 3.5 is not a solution to the inequality because the inequality is strict: it only includes values of x that are strictly less than 3.5.

________________________________________________________

The difference between strict and non-strict inequalities is that strict inequalities use "<" or ">" symbols, which exclude the boundary values, while non-strict inequalities use "≤" or "≥" symbols, which include the boundary values.

For example, the inequality x < 5 is a strict inequality, which means that x can be any number less than 5, but it cannot be 5 itself. On the other hand, the inequality x ≤ 5 is a non-strict inequality, which means that x can be any number less than or equal to 5.

Similarly, the inequality y > -3 is a strict inequality, which means that y can be any number greater than -3, but it cannot be -3 itself. The inequality y ≥ -3 is a non-strict inequality, which means that y can be any number greater than or equal to -3.

Inequalities are used in a variety of real-life applications, including:

Business and economics: Inequalities are used to represent constraints in optimization problems, such as maximizing profits subject to resource limitations.

Engineering and physics: Inequalities are used to represent physical constraints, such as maximum and minimum values for quantities like speed, acceleration, and force.

Health and social sciences: Inequalities are used to represent inequalities in health outcomes and access to healthcare, as well as social inequalities related to income, education, and other factors.

Computer science and optimization: Inequalities are used to represent constraints in optimization problems, such as scheduling, routing, and allocation of resources.

Probability and statistics: Inequalities are used to bound the probability of events and to represent relationships between random variables.

Inequalities are also used in various fields of mathematics, including algebra, geometry, and analysis. They are important tools for proving theorems and solving problems in these areas.