Trig experts...help! Will give brainly!

Step-by-step explanation:

I hope this works for ya.

Answer:

Step-by-step explanation:

Answer:

The ans is (3,-9) which means it's the second option

Answer:

D. They have the same y-intercep

Step-by-step explanation:

Before the comparison will be efficient, let's determine the equation of the two points and the x intercept .

(–2, –9) and (4, 6)

Gradient= (6--9)/(4--2)

Gradient= (6+9)/(4+2)

Gradient= 15/6

Gradient= 5/2

Choosing (–2, –9)

The equation of the line

(Y+9)= 5/2(x+2)

2(y+9)= 5(x+2)

2y +18 = 5x +10

2y =5x -8

Y= 5/2x -4

Choosing (4, 6)

The equation of line

(Y-6)= 5/2(x-4)

2(y-6) = 5(x-4)

2y -12 = 5x -20

2y = 5x-8

Y= 5/2x -4

From the above solution it's clear that the only thing the both equation have in common to the given equation is -4 which is the y intercept

Opportunity Cost of attending college, in terms of room and board is $4000 . Explicit Cost, Implicit Cost of attending college is $14000, $20000. Total Opportunity Cost of attending college is $34000

1. Opportunity Cost is the cost of next best alternate foregone, as in value of sacrifice made, while choosing an alternative.

2. Explicit Cost is the actual out of pocket cash expenses outflow, done for choosing an option. Eg : Cash expenditures

3. Implicit Cost is the implied estimated cost of self supplied factors of production, like value of self labour & self owned land etc.

4. Total opportunity cost of attending college = Explicit Cost + Implicit Cost = 14000 + 20000 = 34000

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Answer:

3x + 1 = 2x - 4.  x = -5

Step-by-step explanation:

Answer: 15m²-2m+1

Step-by-step explanation:

To simplify, you want to combine like terms.

15m²-2m+1

Answer:

[tex]\huge\boxed{15m^2-2m+1}[/tex]

Step-by-step explanation:

[tex]6m^2-5m-3+3m+4+9m^2\\\\\text{combine like terms}\\\\=(6m^2+9m^2)+(-5m+3m)+(-3+4)\\\\=(6+9)m^2+(-5+3)m+1\\\\=15m^2-2m+1[/tex]

The construction illustrated in the figure is that of a line parallel to [tex]\overrightarrow{HJ}[/tex] through point N.

Given: Figure containing illustration of the construction

To find: The construction illustrated in the figure

It can be seen that the figure contains a straight line passing through H and J, a straight line passing through H and N, and a straight line passing through N which seems to be parallel to [tex]\overrightarrow{HJ}[/tex].

The figure also contains arcs made by a compass that measures the angle between [tex]\overrightarrow{HJ}[/tex] and [tex]\overrightarrow{HN}[/tex]. These arcs have been replicated at the point N on the straight line [tex]\overrightarrow{HN}[/tex].

This implies that the straight line through N has been constructed in such a way, so that the angle between that straight line and [tex]\overrightarrow{HN}[/tex] is equal to the angle between [tex]\overrightarrow{HJ}[/tex] and [tex]\overrightarrow{HN}[/tex]. This makes these angles, corresponding angles and [tex]\overrightarrow{HN}[/tex] as the transversal. Thus, the new straight line is constructed parallel to [tex]\overrightarrow{HJ}[/tex].

A strong counterargument that this illustration is not that of a line perpendicular to [tex]\overrightarrow{HJ}[/tex] through point N is that the figure does not contain any straight line perpendicular to [tex]\overrightarrow{HJ}[/tex].

Thus, the construction illustrated in the figure is that of a line parallel to [tex]\overrightarrow{HJ}[/tex] through the point N.

Learn more about construction of parallel lines here:

https://brainly.com/question/12440487

9514 1404 393

Answer:

  59

Step-by-step explanation:

Put 5 where t is and do the arithmetic.

  [tex]h(t)=2t^2+9\\\\h(5)=2\cdot5^2+9=2\cdot25+9\\\\\boxed{h(5)=59}[/tex]

Answer:

The passenger train is moving at 45 miles per hour

Step-by-step explanation:

Let the amount of time it took the two trains to travel the distance = t.

Since the two trains traveled the distance at the same time,

Rate of the passenger train =[tex]\frac{180}{t}[/tex]

Rate of the freight train = [tex]\frac{120}{t}[/tex]

Where t is in hours.

From the problem, we can see that the rate of the freight train was 15 miles per hour slower than the rate of the passenger train. Mathematically, we can represent this as

[tex]\frac{120}{t}= \frac{180}{t}-15[/tex]

from the above equation, we can now get our value for t  as

[tex]\frac{120-180}{t}=-15\\\frac{-60}{t}=-15\\t=4 hours[/tex]

We have our time of travel for the two trains as 4 hours.

The rate of the passenger train can now be calculated by 180/4 = 45 miles per hour

Answer:

Beginning (t=0) population with flu is 23.

After 4 weeks, population with flu is 1250.

After an infinite amount of weeks, the population witf flu is 102000

Step-by-step explanation:

First question asks you to replace t with 0 because it says beginning.

102000/(1+4400e^-0)=102000/(1+4400)=102000/4401=23.17655 approximately. To nearest whole number this is 23.

After 4 weeks means we replace t with 4:

102000/(1+4400e^-4)

Calculator time:

1250.17142 which to nearest whole number is 1250

If t is super large, then e^-t is super close to 0.

So the limiting number is

102000/(1+4400×0)=102000/1=102000

Answer:

50

Step-by-step explanation:

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Answer:

50

Step-by-step explanation:

Hi there!

Determining how much 1/2 can go into 25 is the same as solving for 25÷1/2:

[tex]25\div\frac{1}{2}[/tex]

Dividing by a fraction is the same as multiplying its reciprocal:

[tex]=25\times\frac{2}{1}\\=25\times2\\=50[/tex]

I hope this helps!

Answer:

Option (D)

Step-by-step explanation:

By applying Sine rule in the right ΔABD,

Sin(A) = [tex]\frac{\text{Opposite side}}{\text{Hypotenuse}}[/tex]

Sin(60)° = [tex]\frac{\text{BD}}{\text{AB}}[/tex]

[tex]\frac{\sqrt{3}}{2}=\frac{\text{BD}}{7\sqrt{3}}[/tex]

BD = [tex]7\sqrt{3}\times \frac{\sqrt{3} }{2}[/tex]

     = [tex]\frac{21}{2}[/tex]

Now by applying Cosine rule in the right ΔBDC,

Cos(45)° = [tex]\frac{\text{Adjacent side}}{\text{Hypotenuse}}[/tex]

[tex]\frac{1}{\sqrt{2}}=\frac{\frac{21}{2}}{x}[/tex]

x = [tex]\frac{21}{2}\times \sqrt{2}[/tex]

x = [tex]\frac{21\sqrt{2}}{2}[/tex]

Therefore, Option (D) is the correct option.

Answer:

1. 24

2. 4.444... (or 4 rounded to the nearest whole number)

Step-by-step explanation:

1. 80/100 = x/30

cross-multiply

100 × x = 100x

80 × 30 = 2400

divide

100x/100 = x

2400/100 = 24

answer

x = 24

2. 90/100 = 4/x

cross-multiply

90 × x = 90x

100 × 4 = 400

divide

90x/90 = x

400/90 = 4.444...

answer

x = 4.444...

Step-by-step explanation:

Using Sine Rule

[tex] \frac{ \sin(a) }{ |a| } = \frac{ \sin(b) }{ |b| } = \frac{ \sin(c) }{ |c| } [/tex]

[tex] \frac{ \sin(42) }{5} = \frac{ \sin(38) }{a} [/tex]

[tex]a = \frac{5( \sin(38))}{ \sin(42) } [/tex]

[tex]a = 4.6[/tex]

[tex] \frac{ \sin(42) }{5} = \frac{ \sin(100) }{b} [/tex]

[tex]b= \frac{5( \sin(100))}{ \sin(42) } [/tex]

[tex]b = 7.4[/tex]

Answer:

Hey there!

Using the foil method: (3x+2)(5x-7)

15x^2+10x-21x-14

15x^2-11x-14

Let me know if this helps :)

Answer:

V = 904.32 ft^3

Step-by-step explanation:

The volume of a sphere is given by

V = 4/3 pi r^3

The radius is 6 and pi = 3.14

V = 4/3 ( 3.14) (6)^3

V = 904.31999 ft^3

Rounding to the hundredths place

V = 904.32 ft^3

[tex] \large\begin{gathered} {\underline{\boxed{ \rm {\red{Volume \: of \: sphere \: = \: \frac{4}{3} \: \pi \: {r}^{3} }}}}}\end{gathered}[/tex]

[tex] \bf \large{\purple{ \implies}} \tt \: Volume \: of \: sphere \: = \: \frac{4}{3} \: \times \: 3.14 \: \times \: {6}^{3} \\ [/tex]

[tex]\bf \large{\purple{ \implies}} \tt \: Volume \: of \: sphere \: = \: \frac{4}{3} \: \times \: 3.14 \: \times \:216[/tex]

[tex]\bf \large{\purple{ \implies}} \tt \: Volume \: of \: sphere \: = \: \frac{4}{ \cancel3} \: \times \: 3.14 \: \times \: \cancel{216 \: {ft}^{3} } \: \: \: ^{72 \: {ft}^{3} } [/tex]

[tex]\bf \large{\purple{ \implies}} \tt \: Volume \: of \: sphere \: = \: 4 \: \times \: 3.14 \: \times \: 72 \: {ft}^{3} [/tex]

[tex]\bf \large{\purple{ \implies}} \tt \: Volume \: of \: sphere \: = \: 12.56 \: \times \: 72 \: {ft}^{3} [/tex]

[tex]\bf \large{\purple{ \implies}} \tt \: Volume \: of \: sphere \: = \: 904.32 \: {ft}^{3} [/tex]

Answer:

Step-by-step explanation:

The comparison will be the same if you subtract the right side and compare to zero:

  a/b ?? c/d . . . . . . . using ?? for the unknown comparison symbol

  a/b - c/d ?? 0 . . . . subtract the fraction on the right

  (ad -bc)/bd ?? 0 . . . combine the two fractions

  ad - bc ?? 0 . . . . . . multiply by bd to make the job easier

__

5/6 and 2/5

  5(5) -6(2) = 25 -12 > 0   ⇒   5/6 > 2/5

4/10 and 7/8

  4(8) -10(7) = 48 - 70 < 0   ⇒   4/10 < 7/8

3/12 and 1/4

  3(4) -12(1) = 0   ⇒   3/12 = 1/4

_____

Of course, you can use your calculator (or your memory) to change each of these to a decimal equivalent. The comparison should be easy at that point.

  0.833 > 0.400

  0.400 < 0.875

  0.250 = 0.250

Answer:

6/7 =

6 ÷ 7 ≈0.857142857142857

Answer:

$3 per pineapple

Step-by-step explanation:

Hey there!

If 2 pineapples are $6,

6 / 2 = 3

So 1 pineapple is $3.

Hope this helps :)

Answer:

3 dollars for 1 pineapple

Step-by-step explanation:

well 2 pinapples is 6 bucks. so 2x=6, and to get x, just divide each side by 2. 6/2=3.

Answer:

x = sqrt(50) = 5sqrt(2) = 7.071 ft (to 3 decimals)

Step-by-step explanation:

referring to the diagram

theta (x) = atan(10/x) - atan(5/x)

differentiate with respect to x

theta'(x) = 5/(x^2+25) - 10/(x^2+100)

For x to have an extremum (max. or min)

theta'(x) = 0  ="

5/(x^2+25) - 10/(x^2+100) = 0

transpose and cross multiply

10(x^2+25) -5(x^2+100) = 0

expand and simplify

10x^2+250 - 5x^2-500 = 0

5x^2 = 250

x^2=50

x = sqrt(50) = 5sqrt(2) = 7.071 ft (to 3 decimals)

Since we know that if x becomes large, theta will decrease, so

x = 5sqrt(2) is a maximum.

Answer:

15- 6 =9

Step-by-step explanation:

- ×- =+ now above the question .we can say that _ 5×_ 3=15 .similarly _ 2×_ 3 = 6 now,

15 _6 =9

Answer:

option A

Step-by-step explanation:

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Answer:

70%

Step-by-step explanation:

Given

Number of Siblings:   ||    0  ||    1    ||      2     ||       3

Number of Students: ||    4  ||    18    ||    10     ||       8

Required

Determine the probability of a student having at least one but not more than 2 siblings

First, we have to determine the total number of 10th grade students

[tex]Total = 4 + 18 + 10 + 8[/tex]

[tex]Total = 40[/tex]

The probability of a student having at least one but not more than 2 siblings = P(1) + P(2)

Solving for P(1)

P(1) = number of students with 1 sibling / total number of students

From the given parameters, we have that:

Number of students with 1 sibling = 18

So:

[tex]P(1) = \frac{18}{40}[/tex]

Solving for P(2)

P(2) = number of students with 2 siblings / total number of students

From the given parameters, we have that:

Number of students with 2 siblings = 10

So:

[tex]P(2) = \frac{10}{40}[/tex]

[tex]P(1) + P(2) = \frac{18}{40} + \frac{10}{40}[/tex]

Take LCM

[tex]P(1) + P(2) = \frac{18 + 10}{40}[/tex]

[tex]P(1) + P(2) = \frac{28}{40}[/tex]

Divide numerator and denominator by 4

[tex]P(1) + P(2) = \frac{7}{10}[/tex]

[tex]P(1) + P(2) = 0.7[/tex]

Convert to percentage

[tex]P(1) + P(2) = 70\%[/tex]

Hence, the required probability is 70%

Answer:

Step-by-step explanation:

bB

with no further informations, just go by looking at it.

it's 90°, all other options are too far off

Answer:

B) x=80°

Step-by-step explanation:

This is a hexagon, so it has interior angles equaling 720°.  (N-2)*180

So the equation would be

78+134+136+132+2x+x=720

480+3x=720

3x=720-480

3x=240

x=80°

Answer:

The answer is

Step-by-step explanation:

First factor (x+1)² out of the expression

That's

[tex] \frac{ ({x + 1})^{2} (6 \cos( \frac{\pi}{3} )) {x}^{2} - {x}^{3} \times 2 \sin( \frac{\pi}{2} ) }{ ({x + 1})^{2} } [/tex]

Reduce the expression by (x + 1)²

We have

[tex]6 \cos( \frac{\pi}{3} ) \times {x}^{2} - {x}^{3} \times 2 \sin( \frac{\pi}{2} ) [/tex]

Using trigonometric values table

[tex] \cos( \frac{\pi}{3} ) = \frac{1}{2} [/tex]

[tex] \sin( \frac{\pi}{2} ) = 1[/tex]

So we have

[tex]6 \times \frac{1}{2} \times {x}^{2} - {x}^{3} \times 2 \times 1[/tex]

Simplify

We have the final answer as

[tex] {3x}^{2} - 2 {x}^{3} [/tex]

Hope this helps you

Answer:

x=nπ3, n∈I

Step-by-step explanation:

sin x + sin 5x = sin 2x + sin 4x

⇒⇒   2 sin 3x cos 2x = 2 sin 3x cos x

⇒⇒   2 sin 3x(cos 2x - cos x) = 0

⇒    sin 3x=0 ⇒ 3x=nπ ⇒ x=nπ3⇒    sin 3x=0 ⇒ 3x=nπ ⇒ x=nπ3 , n∈I, n∈I

or    cos 2x−cos x=0 ⇒ cos 2x=cos xcos 2x-cos x=0 ⇒ cos 2x=cos x

⇒   2x=2nπ±x  ⇒  x=2nπ, 2nπ3⇒   2x=2nπ±x  ⇒  x=2nπ, 2nπ3 , n∈I, n∈I

But solutions obtained by x=2nπx=2nπ , n∈I, n∈I or x=2nπ3x=2nπ3 , n∈I, n∈I are all involved in x=nπ3x=nπ3 , n∈I

Answer:

Yes.

It is 1.45 x 10^-7 or 0.000000145

Hope it helps!

Answer:

It is 1.45 x 10^-7 or 0.000000145

Step-by-step explanation:

Answer:

I don't knowledge bro sorry