Find θ. Round to the nearest degree. Right Triangle Trigonometry.

Answer: B

Step-by-step explanation: put the points on a graph

Answer: I believe B.

If not I apologize I haven't had to do this type of math in a while.

Answer:

B.Divide the numerator and denominator by 11

Answer:

y= 2x + 5

Step-by-step explanation:

Answer:

70%

Step-by-step explanation:

21/30      p/100

30/30=2,100/30=70

Answer:

slope = 3

Step-by-step explanation:

Calculate the slope m using the slope formula

m = [tex]\frac{y_{2}-y_{1} }{x_{2}-x_{1} }[/tex]

with (x₁, y₁ ) = (3, 8) and (x₂, y₂ ) = (1, 2) ← 2 ordered pairs from the table

m = [tex]\frac{2-8}{1-3}[/tex] = [tex]\frac{-6}{-2}[/tex] = 3

Answer:

it's the last choice, by process of elimination that's the only one that includes the 4. and of course the math adds up

Answer:

60

Step-by-step explanation:

24+36

20+30=50

4+6=10

50+10=60

Answer:

A= l×l

= 13×13

A= 169

P= 4l

= 4×13

= 52

so the answer is C

Answer:

-5

Step-by-step explanation:

You can count backwards from -1.

-1, -2, -3, -4, and then -5 is the blue dot.

The left side of 0 is the negative side. The right side is the positive side.

Hope this helps!

Answer:

-5

Step-by-step explanation:

If you're going backward on the number line then you are in the negative zone because of -1

Answer:

5

Step-by-step explanation:

7+(8-(1+9))

7+(8-10)

7+(-2)

7-2

5

Answer:

They walked 25 miles in 40 days.

Step-by-step explanation:

The answer is 40 because 5 divided by 8 is 0.625 and 0.625 multiplied by 40 is 25.

P.S Can I have brainliest?

Answer:

342

Step-by-step explanation:

50+4x=y

x=73

Answer:

2.72 × 10^8 seconds

Step-by-step explanation:

1. Organize the given information to help you create the equation:

- Light travels 1.86 × 10^5 miles per 1 second

- Light travels 5.062 × 10^13 miles per n seconds

- Need to solve for n

2. Set up the equation (Make sure that both numerators and both denominators match units, so the seconds are either both on top or both on bottom, NOT switched):

[tex]\frac{1.86 * 10^5}{1}[/tex] = [tex]\frac{5.062 * 10^1^3}{n}[/tex]

3. Cross multiply (Multiply the first fraction's numerator by the second's denominator, and vice versa. It doesn't matter what number is on which side of the = sign)

n × (1.86 × 10^5) = 5.062 × 10^13

4. Solve for n by isolating the variable and dividing.

[tex]\frac{n (1.86 * 10^5)}{1.86 * 10^5}[/tex] = [tex]\frac{5.062 * 10^1^3}{1.86 * 10^5}[/tex]

n = [tex]\frac{5.062 * 10^1^3}{1.86 * 10^5}[/tex]

n = 2.72 × 10^8 (Make sure to include the unit, seconds)

The number of seconds it takes light to travel from Sirius to Earth is [tex]2.72\times10^{8}[/tex].

Given that, the speed of light is about 1.86×10^5 miles per second. The star Sirius is about 5.062×10^13 miles from Earth.

We need to find out how many seconds it takes light to travel from Sirius to Earth.

To determine the power or exponent of 10, let us understand how many places we need to move the decimal point after the single-digit number.

Let the number of seconds it takes light to travel from Sirius to Earth be n seconds

Now, the proportion=[tex]\frac{1.86\times10^{5}}{1} =\frac{5.062\times10^{13}}{n}[/tex]

⇒[tex]n=\frac{5.062\times10^{13}}{1.86\times10^{5}}[/tex]

⇒[tex]n=2.72\times10^{13-5}=2.72\times10^{8}[/tex]

Therefore, the number of seconds it takes light to travel from Sirius to Earth is [tex]2.72\times10^{8}[/tex].

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Answer:

83 adults visited the museum on february...

Step-by-step explanation:

hope this helps

Answer:

It is going to be the first one on the top left.

Step-by-step explanation:

the rule for something to be a function is every input must have exactly one output. now that does not mean that two different inputs cannot have the same output. but on a vertical line test every other one would be wrong.

A relation will be a function if for every single input there is only one output thus option (A) is correct.

A certain kind of relationship called a function binds inputs to essentially one output.

A function can be regarded as a computer, which is helpful.

The machine will only accept specified inputs, described as the function's domain, and will potentially produce one output for each input.

As per the given diagrams,

A relation will be a function if for every single input there is only one output.

In the second diagram for input = 5 the output is 2 and -3 so it will not a function. Similarly third and fourth will also not function.

In the first diagram for  every single input there is only one output.

Hence "A relation will be a function if for every single input there is only one output".

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Answer:

b

Step-by-step explanation:

i did the math for over an hour and got the same answer 25 times

Answer:

9 5/24

Step-by-step explanation:

Answer:

$ 60

Step-by-step explanation:

hope it helps!

.....

Answer:

It is B

Step-by-step explanation:

Got it right on unit review

Answer:

i think its 4

Step-by-step explanation:

Answer:

[tex]10!\:\times \:20!=\:8.82851\:\times\:10^{24}[/tex]

[tex]17!\:\times \:9!\:=\:1.29072\:\times \:10^{20}[/tex]

Step-by-step explanation:

1)

Given the expression

[tex]10!\times \:20![/tex]

[tex]\mathrm{Apply\:factorial\:rule}:\quad \:n!=1\times 2\times 3\times \ldots \times \:n[/tex]

[tex]10!=1\times \:2\times \:3\times \:4\times \:5\times \:6\times \:7\times \:8\times \:9\times \:10[/tex]

[tex]20!=1\times \:2\times \:3\times \:4\times \:5\times \:6\times \:7\times \:8\times \:9\times \:10\times \:11\times \:12\times \:13\times \:14\times \:15\times \:16\times \:17\times \:18\times \:19\times \:20[/tex]

Now, multiplying the result

[tex]10!\times \:20!= 1\times \:2\times \:3\times \:4\times \:5\times \:6\times \:7\times \:8\times \:9\times \:10\times \:1\times \:2\times \:3\times \:4\times \:5\times \:6\times \:7\times \:8\times \:9\times \:10\times \:11\times \:12\times \:13\times \:14\times \:15\times \:16\times \:17\times \:18\times \:19\times \:20[/tex]

so

[tex]10!\:\times \:20!=\:8.82851\:\times\:10^{24}[/tex]

Thus, we conclude that:

[tex]10!\:\times \:20!=\:8.82851\:\times\:10^{24}[/tex]

2)

Given the expression

[tex]17!\:\times \:9![/tex]

[tex]\mathrm{Apply\:factorial\:rule}:\quad \:n!=1\times 2\times 3\times \ldots \times \:n[/tex]

[tex]17!=1\times \:2\times \:3\times \:4\times \:5\times \:6\times \:7\times \:8\times \:9\times \:10\times \:11\times \:12\times \:13\times \:14\times \:15\times \:16\times \:17[/tex]

[tex]9!=1\times \:2\times \:3\times \:4\times \:5\times \:6\times \:7\times \:8\times \:9[/tex]

Now, multiplying the result

[tex]17!\:\times \:9!=1\times \:2\times \:3\times \:4\times \:5\times \:6\times \:7\times \:8\times \:9\times \:10\times \:11\times \:12\times \:13\times \:14\times \:15\times \:16\times \:17\times \:1\times \:2\times \:3\times \:4\times \:5\times \:6\times \:7\times \:8\times \:9[/tex]

so

[tex]17!\:\times \:9!\:=\:1.29072\:\times \:10^{20}[/tex]

Thus, we conclude that:

[tex]17!\:\times \:9!\:=\:1.29072\:\times \:10^{20}[/tex]

Answer:

y = 3

Step-by-step explanation:

39 = 13y

y = 3 (explanation: by dividing 13)

Check answer:

39 = 13(3)

39 = 39

Answer:

y = 3

Step-by-step explanation:

39 = 13y

Divide each side by 13

39/13 = 13y/13

3 = y

Check

39 = 13*3

39 = 39

Our solution checks

Answer:

-38

Step-by-step explanation:

distribute, mutiply and add

Answer:

[tex]2\cdot2\cdot2[/tex] = [tex]2^{3}[/tex]

Step-by-step explanation:

[tex]---------------------------------[/tex]

[tex]Writing[/tex] [tex]exponents[/tex] [tex]is[/tex] [tex]fairly[/tex] [tex]easy.[/tex]

[tex]Here's[/tex] [tex]an[/tex] [tex]example:[/tex]

[tex]5\cdot5\cdot5\cdot5\cdot5[/tex] = [tex]5^{5}[/tex] [tex]because[/tex]

[tex]there[/tex] [tex]are[/tex] [tex]5[/tex] [tex]fives[/tex] [tex]that[/tex] [tex]are[/tex] [tex]being[/tex] [tex]multiplied.[/tex]

[tex]---------------------------------[/tex]

[tex]Always[/tex] [tex]remember,[/tex] [tex]you[/tex] [tex]don't[/tex] [tex]multiply[/tex] [tex]the[/tex] [tex]whole[/tex] [tex]number[/tex] [tex]by[/tex] [tex]the[/tex] [tex]exponent.[/tex]

[tex]---------------------------------[/tex]

[tex]Here's[/tex] [tex]an[/tex] [tex]example:[/tex]

[tex]6^{7}[/tex] [tex]does[/tex] [tex]not[/tex] [tex]equal[/tex] [tex]42[/tex] [tex]because[/tex] [tex]you[/tex] [tex]have[/tex] [tex]to[/tex] [tex]multiply[/tex] [tex]the[/tex] [tex]6[/tex] [tex]the[/tex] [tex]number[/tex] [tex]of[/tex] [tex]times[/tex] [tex]it[/tex] [tex]says[/tex] [tex]on[/tex] [tex]the[/tex] [tex]exponent.[/tex]

[tex]Which[/tex] [tex]means[/tex] [tex]you[/tex] [tex]multiply[/tex] [tex]the[/tex] [tex]six,[/tex] [tex]seven[/tex] [tex]times.[/tex]

[tex]---------------------------------[/tex]

Hope this helps! <3

[tex]---------------------------------[/tex]

Answer:

4 operations b/c thats how many is in the box

them you do addition using PEMDAS( perinthasis exponets multiplication division addition subtraction hope this is helpful

Step-by-step explanation:

Answer:

To make math easy for my students, whenever I become a math teacher, is the sole purpose why I want to be an educator. To understand how to make math easy, one needs to understand the whats, hows, whys of why people struggle with math.

Most people do not relate to math well and it usually starts around the middle/highschool level.

It's really no one's fault, to be honest.

At some point after arithmetic people start to lose sight, rather never realize what math is actually about. Math is more than counting, it is about critical thinking, logic, reason, pattern, and theory, way more than just digits. Yet, common education( at least here in the US) teaches to follow steps to solve problems as if it were a cookbook, just memorize the recipe and your good to go. If one gets the right or wrong answer, they would be lost as to explain what is truly happening.

Example Learning algebra I followed steps to solve for “x. ” Yet, I never knew, truly, what I was doing. All I remember thinking was the y intercept helped me get the “x.” Only later in self study in college did I bump into the fundamental theorem of algebra…. It all made sense. That moment put it into perspective for me.

If we want people to be good at math we have to give perspective on what is being taught, either presenting theory(which Uncle Sam should do), or simply by giving the bigger picture. With my example, to many people, they see it as a whole bunch digits and letters, get confused, and rightly so. If we explain to someone what's going down, that we are studying lines and that the intercepts(roots) help us better study(analyze) and capture these here lines and curves.

“Mr. Teacherman, Why do we need to study lines and cruves?” Great question student! To help us better understand the world around us. Just studying these simple curves on a graph may seem meaningless, but it forms the basis for things that aid us in many human endeavors, from building edifices to computer programming.

I wish that teachers did that in every class everyday.

In the US, we follow the cookbook method disservicing an entire country, especially those who are on the lower end of society.

Answer:

each friend will get 22

Step-by-step explanation:

so you have 176 you divide that by half and you get 88 so then you divide the other 88 by 4 and you get 22 so Reggie kept 88 and all 4 friends each get 22

Answer:

B.) Doom

Step-by-step explanation:

I just did that test on Edge.

The repetition of the word “no” in this excerpt helps create a tone of doom.

Tone in literature is the general character as well as the  attitude of the author on the piece of writing or the  situation.

In the case of the text, doom was used which means the predicament or unpleasant situation that took place in  the farms when the  hens brooded, but no chicks hatched.

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