6. If sin θ = - 3/5and the terminal side of θ lies in quadrant III, find cosθ .

Using graphical method, the solution to the system of linear inequality (x, y) are (1, 5)

A mathematical statement called a linear inequality depicts the relationship between two different variables, typically on a graph. A line or border that divides the area of all the points that fulfill the inequality from the areas of the points that do not constitutes the graph of a linear inequality. A set of lines in the coordinate plane that represent the equations of a system of linear inequalities is called a graph. The region of the coordinate plane where each of the inequalities holds can be seen by joining these lines to create a graph.

The inequality given are;

This can be solved using a graphing calculator;

The point of intersection shows the solution to the graph

The solution to the linear inequalities (x, y) are (1, 5)

The broken lines in the graph is from the greater than inequality, while then straight unbroken lines is the inequality with greater than or equal to sign.

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The distance between the girl and her bike is 25.00 ft.

Distance is the measure of how far apart two objects, places, or points are. It can be measured in a variety of units, such as miles, kilometers, inches, centimeters, or other units.

The distance between the girl and her bike can be found using the Pythagorean Theorem. The Pythagorean Theorem states that the sum of the squares of the sides of a right triangle is equal to the square of the hypotenuse.

In this case, the girl is 20 ft. east of the school and 21 ft. south of the school. Therefore, the two sides of the triangle are 20 ft. and 21 ft. and the hypotenuse is the distance between the girl and her bike.

Using the Pythagorean Theorem, the hypotenuse is equal to the square root of (20^2 + 21^2) = 25.00 ft.

Therefore, the distance between the girl and her bike is 25.00 ft.

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the length of the altitude drawn to the hypotenuse. The triangle is not drawn to scale is 4√5

What is altitude Class 9?

The altitude of a triangle is the perpendicular line segment drawn from the vertex to the opposite side of the triangle.

In geometry, a line segment is bounded by two distinct points on a line. Or we can say a line segment is part of the line that connects two points. A line has no endpoints and extends infinitely in both the direction but a line segment has two fixed or definite endpoints.

Let's call it x

According to Euclidean theorem x^2 = 5×16

x^2= 80 and

x = 4√5

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Answer:

aida:$7500

Bernardo:$6000

Christiano :$4500

b.i $10500

b.ii 13/60

b.iii $13000

c. 24%

The area of the pool increasing at the rate of 753.98 cm²/min when the radius is 5 cm

Given:

radius of the pool increases at a rate of 24 cm/min

To Find:

How quickly does the pool's area grow when the radius is 5 cm?

Solution:

we are given with the circular pool

hence the area of the circular pool =

A = πr²-----------------------------(1)

The area of the pool os increasing at the rate of 24 cm/min, meaning that the area of the pool is changing with respect to time t

so differentiating eq (1)  with respect to t , we have

dA/dt =π 2r dr/dt

we have to find  dA/dt    with  dr/dt  = 24 cm/min and  r =  5cm

substituting the values

dA/dt = π 2(5)24

dA/dt =  π 26*8

dA/dt =  π 240

dA/dt =240π

dA/dt = 753.98

The area of the pool increasing at the rate of 753.98 cm²/min when the radius is 5 cm

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The only difference is a -2 in x in 1 transformation in 2 transformation. The function is shifted up by b units with f (x) + b.

Transformations can be divided into four categories: translation, reflection, rotation, and dilation. Rotate, reflect, or translate the geometric figures on a coordinate plane. The label given to a function, f, that maps to itself is the transformation, or f: X X. The pre-image X is transformed into the picture X after the transformation. It is possible to utilize any operation, or a combination of operations, in this transformation, including translation, rotation, reflection, and dilation.

given

J(2, 2), (3, 4), H(4,3), G(3,0) to J'(-1,2), I'(0, 4), H'(1, 3), G'(0, 0)

in 2 transformation as the only change is that -2 in x in 1 transformation

The function is shifted up by b units with f (x) + b.

The function is shifted downward by b units when f (x) b.

The function is moved left by b units when f (x + b) is used.

The function is moved right b units by the expression f (x b).

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Yes Michael has 36 doughnuts 6 extra

3*12=36

36>30

Answer:

10.6 units

Step-by-step explanation:

Answer:x=20

Step-by-step explanation: <2 and <3 must be equal, so set 3x-10 equal to x+30, once simplified you get x equal to 20.

Answer:

x = 20

Step-by-step explanation:

Angle 2 and 3 are alternate (interior) angles which means that they are equivalent to each other.

3x-10=x+30

-x       -x

2x-10=30

  +10  +10

2x=40

x=20

There are 24 ways for Alice, Bob, and Charlie to buy pets and leave the store satisfied. They could each buy a puppy, a kitten, and a hamster, or they could each buy a different combination of the three types of pets.

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The number of machine fed copies are 25 and the number of hand fed copies are 55. This is solved forming simultaneous equations.

What are simultaneous equations?

Two or more algebraic equations that share variables, such as x and y, are said to be simultaneous equations. Since the equations are solved simultaneously, they are known as simultaneous equations. These equations alone could have an infinite number of solutions.

Given cost per page of machine fed copies = $0.08

          cost per page of hand fed copies = $0.20

Let,

  number of machine fed copies = x

 number of hand fed copies = y

Given the total number of copies = 80

So we can write the equation as

  x + y = 80  ⇒   (1)

It is also given that the total cost of the movie script is $13

So we can the equation as

0.08x + 0.20y = 13 ⇒ (2)

Solving the simultaneous equations (1) and (2)

From (1),

x = 80 - y

Substituting the above in (2)

0.08(80 - y) + 0.20y = 13

0.12y = 6.6

y = 55

x = 80 - 55 = 25

Therefore the number of machine fed copies are 25 and the number of  hand fed copies are 55.

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The simplification of all the given algebra fractions are;

1) a/c

2) (a - b)/(a - 1)

3) (x + 1)/(x - 4)

An algebraic fraction is defined as a fraction whose numerator and denominator are algebraic expressions.

1) (abc + ab²)/(b²c + bc²)

Factorizing numerator and denominator gives;

ab(c + b)/bc(b + c)

b(b + c) will cancel out to get; a/c

2) (a² - b²)/(a² - a + ab - b)

Factorizing numerator and denominator gives;

[(a + b)(a - b)]/[a(a - 1) + b(a - 1)]

= [(a + b)(a - b)]/(a + b)(a - 1)

(a + b) will cancel out to get;

(a - b)/(a - 1)

3) (x² - 2x - 3)/(x² - 7x + 12)

Expanding the numerator and denominator gives;

(x² - 3x + x - 3)/(x² - 4x - 3x + 12)

= ((x + 1)(x - 3))/((x - 3)(x - 4)

(x - 3) will cancel out to get;

(x + 1)/(x - 4)

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Jolene will have 4096 virus cells in her body after 12 divisions

Viruses are something more than living or dead, they are both. Maybe we need a new classification of life for them, a life that lives when the environment is favorable and hibernate when it is not.

The function provided to determine the number of virus cells in the body after h hours is 2^h. To find the number of virus cells after 12 divisions, we can plug in 12 for h in the function.

2^12 = 4096.

So, Jolene will have 4096 virus cells in her body after 12 divisions.

Please note that Jolene would not develop a rash after 12 divisions as it would take 30 divisions (120 hours) for the rash to appear.

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Division is the antithesis of multiplication. When you divide twelve into three equal groups, you get four in each group when you multiply three groups of four to create twelve.

The opposite of multiplication is division. When you multiply three groups of four to produce twelve, you get four in each group when you split twelve into three equal groups. The basic objective of splitting is to determine how many equal groups are created or how many people are in each group after a fair distribution.

The phrase to use is "divide in half," not "divide by half," when discussing splitting something into two equal portions. In mathematics, multiplying by two is equivalent to dividing by half. Additionally, see "multiply by two."

The French term "douzaine," which denotes a group of 12, is where the word "dozen" originates.

2 dozen apples equals 24, and 24 divided by 8 is 3.

Therefore, the answer is 3.

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y=­−12(x+4)(x−1) A quadratic function that satisfies the requirement and passes through the points (4, 2) and has the equation +2 (1,2) .

A mathematical formula known as an equation combines two assertions using the equal sign (=) to denote equivalence. The terms 3x + 5 and 14 are separated by an equal sign in the equation 3x + 5 = 14, for example. Mathematical equations are used to express the relationship between two phrases on either side of a letter. In most cases, the symbol serves as the sole variable. a good example is 2x - 4 = 2.

given

a )a vertex at (­−2,−­5) :

y=[tex](x+2)^{2}[/tex]−5

y=­−[tex](x+2)^{2}[/tex]−5

y=3[tex](x+2)^{2}[/tex]−5

b) a y-­intercept of (0,−­6) :

y=[tex]x^{2}[/tex]−6

y=[tex]x^{2}[/tex]+13x−6

y=2[tex]x^{2}[/tex]−6

c)  the points (−­4,2) and (1,2):

y=(x+4)(x−1)+2

y=2(x+4)(x−1)+2

y=­−12(x+4)(x−1)+2

y=­−12(x+4)(x−1) A quadratic function that satisfies the requirement and passes through the points (4, 2) and has the equation +2 (1,2).

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Answer:

a) 5 divided by 3/10

To solve this problem, we need to perform the division first, followed by the division. Dividing 5 by 3/10, we have:

5 / (3/10) = (5*10)/3 = 50/3

Simplifying, we have:

50/3 = 16 2/3

Therefore, the result of 5 divided by 3/10 is 16 2/3.

b) 5 divided by 9/10

To solve this problem, we need to perform the division first, followed by the division. Dividing 5 by 9/10, we have:

5 / (9/10) = (5*10)/9 = 50/9

Simplifying, we have:

50/9 = 5 5/9

Therefore, the result of 5 divided by 9/10 is 5 5/9.

Step-by-step explanation:

Answer:

a).5 divided by 3/10

= 16.6666666667

And,

b).5 divided by 9/10

=4.5

The statement that is correct about the behavior of the given graph is; D:

The range of the function is all real numbers greater than or equal to 0.

The graph of the function  is as shown in attached diagram.

The function is;

y = √-x

1. The domain of the function is defined the set of all possible input values for x. Therefore, upon close inspection of the graph, we can say that the domain of this function is;

x ∈ (-∞, 0]

2. The range of the function is defined as the set all possible output values for y. By closely inspecting the attached graph, we can say that  the range of this function is; y ∈ [0, -∞)

From the above, we can tell that the range of the function is all real numbers greater than or equal to 0.

Looking at the options, only option D can be said to be correct about the behavior of the given graph.

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The missing options are;

The domain of the function is all real numbers greater than 0.

The range of the function is all real numbers less than or equal to 0.

The domain of the function is all values less than 0.

The range of the function is all real numbers greater than or equal to 0.

Answers:

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

Explanation:

We have a function since the curve passes the vertical line test. Recall that this test is where we try to draw a single vertical line through more than on point on the curve. Such a task isn't possible in this case.

-----------

On the other hand, the curve does not pass the horizontal line test. It is possible to draw a single horizontal line through more than one point on the curve.

This function is not one-to-one since it does not pass the horizontal line test.

------------

Because the graph isn't one-to-one, the inverse won't be a function. The process of finding the inverse involves swapping x and y; which means we swap from "horizontal line test" to "vertical line test".

The original function failing the horizontal line test would mean the inverse fails the vertical line test.

The angles and their relationships are -

a) ∠x = 135° (corresponding angles), ∠y = 135° (vertical angles)

b) ∠y = 45° (liner pair angles), ∠x (not enough information provided)

c) ∠x = 135° (corresponding angles), ∠y = 45° (liner pair angles)

d) ∠x = 45° (liner pair angles), ∠y (not enough information provided)

What is angle pair relationship?

In Geometry, there are five fundamental angle pair relationships:

Complementary Angles

Supplementary Angles

Adjacent Angles

Linear Pair

Vertical Angles

a) In the first diagram -

∠x = ∠a as they are both corresponding angles to each other.

So, ∠x = 135°.

Similarly, ∠y = ∠x as they both are vertically opposite angles to each other.

So, ∠y = 135°.

b) In the second diagram -

∠y + ∠a =180° as they are both form a linear pair of angles.

So, ∠y = 180° - ∠a

∠y = 180° - 135°

∠y = 45°.

Now, ∠x cannot be deduced and no proper information is given in the image.

c) In the third diagram -

∠x = ∠a as they are both corresponding angles to each other.

So, ∠x = 135°.

Now, ∠y + ∠x =180° as they are both form a linear pair of angles.

So, ∠y = 180° - ∠x

∠y = 180° - 135°

∠y = 45°.

d) In the fourth diagram -

∠x + ∠a =180° as they are both form a linear pair of angles.

So, ∠x = 180° - ∠a

∠x = 180° - 135°

∠x = 45°.

Now, ∠x cannot be deduced and no proper information is given in the image.

Therefore, all the angles are and their relationships are found.

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Answer:

168 - 147 = 21

21/168 = 12.5

The expression is 8n – 3; The 100th term is 797

The nth term of an arithmetic sequence is given by:

an=a1+(100-1)d          ....[1]

where

a1  is the first term

d is the common difference of two consecutive terms.

n is the number of terms.

Given the sequence:

5, 13, 21, 29, 37, 45, …

This is an arithmetic sequence with first term  = 5 and common difference(d) = 8

Since;

13-5 = 8,

21-13 = 8,

29-21 = 8  and so on....

We have to find the 100th term in the sequence

Substitute in [1] we have;

an=a1+(100-1)d

an=5+(n-1)8=5+8n-8 = 8n-3

Substitute the given values and n=100 we have;

a100= 800 - 3 = 797

Therefore, the 100th term in the sequence is, 797 and an expression to describe a rule for the sequence is, 8n – 3;

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Answer:

x = 32

Step-by-step explanation:

the sum of the exterior angles of a polygon is 360°

All the indicated angles in the diagram are exterior angles of the polygon.

sum the 5 exterior angles and equate to 360

2x + 71 + 85 + 44 + 3x = 360

5x + 200 = 360 ( subtract 200 from both sides )

5x = 160 ( divide both sides by 5 )

x = 32

The factors for the Polynomial are (x+1) and (x+2).

According to factor theorem, if f(x) is a polynomial of degree n ≥ 1 and 'a' is any real number, then, (x-a) is a factor of f(x), if f(a)=0.

Given:

f(x) = 2x³ + 9x² + 13x + 6

Now, first (x+1) =0

x= -1

put x= -1 in f(x) as

f(-1) = 2(-1) + 9(1) + 13(-1) + 6

      = -2 + 9 - 13 + 6

      = 0

So, (x+1) is factor of f(x).

Now, second (x-1)= 0

x= 1

put x= 1 in f(x) as

f(1) = 2(1) + 9(1) + 13(1) + 6

      = 2 + 9 + 13 + 6

      = 31

So, (x-1) is not a factor of f(x).

Now, second (x+2)= 0

x= -2

put x= -2 in f(x) as

f(1) = 2(-2)³ + 9(-2)² + 13(-2) + 6

      = -16 + 36 - 26 + 6

      = 0

So, (x+2) is factor of f(x).

Now, second (x-2)= 0

x= 2

put x= 2 in f(x) as

f(1) = 2(2)³ + 9(2)² + 13(2) + 6

      = 16 + 36 + 26 + 6

      = 84

So, (x-2) is not a factor of f(x).

Now, second (x+3)= 0

x= -3

put x= -3 in f(x) as

f(1) = 2(-3)³ + 9(-3)² + 13(-3) + 6

      = -54 + 81 - 39 + 6

      = -6

So, (x+3) is not a factor of f(x).

Now, second (x-3)= 0

x= 3

put x= 3 in f(x) as

f(1) = 2(3)³ + 9(3)² + 13(3) + 6

      = 54 + 81 + 39 + 6

      = 180

So, (x-3) is not a factor of f(x).

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Answer:

this is the answer (-3,-6)

The maximum profit she can make if each goose produces a profit of $6 and each pig a profit of $20.

Making the Most of Total Revenue and Total Cost Data. Just multiply the price by the quantity at each quantity to find the company's total revenue. Next, deduct the company's total cost at each quantity, which is provided in the table.

Let the number of geese be x and the number of pigs be y

From the given information, we can form the following inequalities:

x ≤ 10

y ≥ 05

x + 15y ≤ 180

Maximize 6x + 20y.

We want to find the intersection points of the first three equations since x and y are bounded within the area under these

These points are (0,0), ( 10,0), (0,12), (10,65/3).

At (0,0) , the profit is $0

At ( 10,0), the profit is $60

At (0,12) , the profit is $240

At (10,65/3) , the profit is $499.33

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Answer:

Step-by-step explanation:

Work for finding the equation, feel free to skip it:

So first off, to write the equation, we will use an equation in slope intercept form: y = mx + b, where y is the numbers of pages she has read, m is the number of pages she reads per hour, x is the number of hours she read, and b is the number of pages she has already read.

To find the slope(The number of pages she reads per hour), we can subtract the number of pages she had read at 2 hours from the number of pages she had read at 4 hours:

297 - 195 = 102.

This tells us she read 102 pages over 2 hours. Thus, over 1 hour, she had read 102/2 = 51 hours. This is m. So our equation so far is y = 51x + b

To find b, we can take 195(the pages she had read after 2 hours), and subtract it by the pages she can read over 2 hours(51 * 2), giving us the amount of pages she had already read(b):

195 - (51*2) = 195 - 102 = 93.

So our equation is:
y = 51x + 93.

Work for finding how many hours it will take Kya to read the whole book:

Y is the total number of pages Kya has read when we plug in x hours. However, if we already know the total number of pages in a book, we can plug in that number for Y, and then solve for x to find how many hours it takes for Kya to read the book:

399 = 51x + 93

Subtracting 93 from both sides gets us:

51x = 306

=

x = 6

This means it takes 6 hours for Kya to read the whole book.

Since Kya has already been reading for 4 hours, the time she has left is:

6-4 = 2

So it takes Kya 2 more hours to finish reading the 399 pages in the book.

Hope this helps!

Answer:

b and d

Step-by-step explanation:

slope is  -0.632 which is quite literally what d is saying, (on terms of graphs) for every 1 square over it goes -0.63 squares down

The of the function a remainderre 3, 2,1,0

You should understand that substitution means replacing figures in a variable to get a value

the given function is

y=-x/3 +2

The given parameter or table to be completed is

x  -6    -3    0    3    6    

y   4      3    2    1     0  

The table above was completed in the following ways

1)  y= 6/3 +2 = 2+2 4

2) y = 3/3 + 2 = 1+2 = 3

3) 0/2 + 2 = 2

4)  -3/3 +2 = -1+2 = 1

5) y = -6/3+2 = -2+2 = 0

Therefore the table has values descending from 4 to 0

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Exponential growth on a logarithmic graph looks like a straight line. On a regular graph, the line would appear to be curved, but when plotted on a logarithmic graph, the line appears to be a straight line.

Exponential growth on a logarithmic graph appears as a straight line. This is because the logarithmic scale is a compressed scale, meaning that it takes a large range of values and compresses them into a smaller range. This makes the data easier to read and understand. The straight line occurs because the logarithmic scale is designed to fit the data points more closely, making the line appear linear. This is in contrast to the regular scale, where the line appears curved due to the large range of values being plotted. Thus, exponential growth appears as a straight line on a logarithmic graph.

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