PLEASE HELP!!
4/3n - 8 = -6

The exact value of the expression is (11√3 - 12)/6

From the question, we have the following parameters that can be used in our computation:

tan(π/6) - 3cos(-5π/6) + csc(7π/6)

Next, we determine the values of the trigonometry ratios using a calculator

Using the above as a guide, we have the following:

tan(π/6) - 3cos(-5π/6) + csc(7π/6) = √3/3 - 3 * −√3/2 - 2

Evaluate the products

So, we have

tan(π/6) - 3cos(-5π/6) + csc(7π/6) = √3/3 + 3√3/2 - 2

Take the LCM and evaluate

tan(π/6) - 3cos(-5π/6) + csc(7π/6) =  (2√3 + 9√3 - 12)/6

tan(π/6) - 3cos(-5π/6) + csc(7π/6) =  (11√3 - 12)/6

Hence, the solution is (11√3 - 12)/6

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Approximately 37.5% of the data are greater than 28, 33.3% of the data are less than 23, 91.7% of the data are greater than 17.5, and 62.5% of the data are between 17.5 and 28.

To answer the questions, we can analyze the given data set.

First, let's count the number of data points that satisfy each condition:

Greater than 28:

There are 9 data points greater than 28 (29, 29, 29, 30, 29, 29, 28, 28, 28).

Less than 23:

There are 8 data points less than 23 (20, 18, 15, 17, 17, 15, 17, 19).

Greater than 17.5:

There are 22 data points greater than 17.5.

Between 17.5 and 28:

There are 15 data points between 17.5 and 28.

Now, let's calculate the approximate percentage for each condition:

Percent greater than 28:

The total number of data points is 24. Approximately, 9 out of 24 data points are greater than 28.

Percentage =\((9 / 24) \times 100 = 37.5\)%.

Percent less than 23:

Approximately, 8 out of 24 data points are less than 23.

Percentage = \((8 / 24) \times 100 = 33.3\)%.

Percent greater than 17.5:

Approximately, 22 out of 24 data points are greater than 17.5.

Percentage = \((22 / 24) \times 100 = 91.7\)%.

Percent between 17.5 and 28:

Approximately, 15 out of 24 data points are between 17.5 and 28.

Percentage = \((15 / 24) \times 100 = 62.5\)%.

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Answer: 18

Step-by-step explanation:

Multiply number of each item possible

3*2*3=18

Answer:

A term is a mathematical expression. In 3x+5+f, there are 3 terms.

Step-by-step explanation:

you get it?

The slope of the curve  y⁴ = y² - x² is 1 and repeat the process for the second point.

Find the slopes of the curve y⁴ = y² - x² at the given points, we need to differentiate the equation implicitly with respect to x.
Differentiating both sides of the equation with respect to x, we get:
4y³ * (dy/dx) = 2y * (dy/dx) - 2x
Next, we can solve for (dy/dx) by isolating it on one side of the equation:
4y³ * (dy/dx) - 2y * (dy/dx) = -2x
(2y - 4y³) * (dy/dx) = -2x
(dy/dx) = -2x / (2y - 4y³)
Now, substitute the x and y values for each point into the equation to find the slopes at those points.
For example, if one point is (1, 1), we substitute x = 1 and y = 1 into the equation:
(dy/dx) = -2(1) / (2(1) - 4(1)³)
(dy/dx) = -2 / (2 - 4)
(dy/dx) = -2 / -2
(dy/dx) = 1
Repeat the process for the second point, and you will have the slopes of the curve at both points.

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Answer:

i think it's Texas because they have over a 1,000

Step-by-step explanation:

the empirical probability is 24/30, or 4/5. this is also the desired probability.

The limit of the function as x approaches -2 is 20.To find the limit of the function (if it exists), we can substitute the given value into the function and simplify. Given function: f(x) = 4x² + 5x - 6x + 2

To find the limit as x approaches -2, we substitute -2 into the function:

f(-2) = 4(-2)² + 5(-2) - 6(-2) + 2
      = 4(4) - 10 + 12 + 2
      = 16 - 10 + 12 + 2
      = 20

Therefore, the limit of the function as x approaches -2 is 20.

To write a simpler function that agrees with the given function at all but one point, we can use a graphing utility. By plotting the given function and observing its behavior, we can create a simpler function that matches the original function except at one point.

However, without further information about the specific behavior of the given function, it is not possible to provide a more detailed explanation or a graph of the simpler function.

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The total volume is the one in option C, 708 cubic centimeters.

We know that this prism can be divided into two prisms, and remember that the volume of a prism is equal to the product between its dimensions.

Then the volume of the first prism is:

V = 8cm*6cm*13cm = 624 cm³

And the volume of the second prism is:

v' = 3cm*4cm*7cm = 84 cm³

Adding that we will get:

total volume =  624 cm³+  84 cm³ = 708 cm³

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Answer:

The solution is (3,2).

Step-by-step explanation:

When you are solving simultaneous equation using graphs, you have to look at their intersection point.

In this graph, both equations intersect at (3,2) so the solution will be (3,2).

Test,

x + y = 5

3 + 2 = 5

y - 2x = -4

2 - 2(3) = 4

2 - 6 = 4

THE TRICK IS TO FIND THE VALUE OF X AND Y FIRST.

I WILL USE SUBSTITUTION TO SOLVE THIS SYSTEM OF EQUATIONS.

\(y = 4 - 2x......(3)equation\)

\(2x - (4 - 2x) = 8 \\ 2x - 4 + 2x = 8 \\ 2x + 2x = 8 + 4 \\ 4x = 12 \\ \frac{4x}{4} = \frac{12}{4} \\ x = 3\)

\(y = 4 - 2(3) \\ y = 4 - 6 \\ y = - 2\)

THEN FOR 3X-Y PLUG IN THE VALUES YOU FOUND FOR X AND Y

\( = 3(3) - ( - 2) \\ = 9 + 2 \\ = 11 \\ 3x - y = 11\)

ATTACHED IS THE SOLUTION

Answer:

I did the math there is no answer

Answer:

4.47 OR,. 4 whole 8/17

4 is the whole 8 is remainder and divisor is 17 as well as dividend is 76

Step-by-step explanation:

\( \frac{76}{17} \)

By dividing;

=4.47

\(tan(x)=2.5\implies \measuredangle x=tan^{-1}(2.5)\implies \measuredangle x\approx \begin{cases} \stackrel{I~Quadrant}{68.2^o}\\\\ \stackrel{III~Quadrant}{248.2^o} \end{cases}\)

Make sure your calculator is in Degree mode, Check the picture below on the left side.

well, the tangent recall is sine/cosine, or namely y/x, for that fraction if either of them is negative, the whole fraction is negative, if both are either positive or negative, the fraction is positive.

given such, on the 1st quadrant and 3rd quadrant that fraction y/x is positive because on the 1st quadrant both are positive and on the 3rd quadrant both are negative, yielding the fraction, namely tangent, positive.

\(cos(x)=-0.7\implies \measuredangle x=cos^{-1}(-0.7)\implies \measuredangle x\approx \begin{cases} \stackrel{II~Quadrant}{134.43^o}\\\\ \stackrel{III~Quadrant}{225.57^o} \end{cases}\)

now, check the picture below on the right side, cosine or namely "x", is negative on the 2nd and 3rd quadrants only, the first angle you'd get from your calculator will be 134.43°, now, this one is on the 2nd quadrant, so it has a margin from 180° of 180 - 134.43 = 45.57, that means the angle of reference is 45.57° in red in the picture.

to get the 2nd angle on the 3rd quadrant, we add to 180° the reference angle, so 180 + 45.57 = 225.57°.

You invested $12,000 in the company when you originally started it. Additionally, you borrowed $12,000 for a five-year (long-term) loan and paid back $2,018 of it.

Businesses, a noun in plural. a group of people who are connected or who have joined together. a guest or guests: We're having people over for dinner. a collection of individuals together for social purposes. association, camaraderie, and fellowship She is a lot of joy to be around.

The Old French word "compagnie," which was first used in the Salic code and meaning "one who eats bread with you," is where the English word "company" originates. To describe a "society, friendship, closeness, or body of troops," it was first used in 1150.

You invested $12,000 in the company when you originally started it. Additionally, you borrowed $12,000 for a five-year (long-term) loan and paid back $2,018 of it.

Total Amount to be when start the company is $12000 + $12000

= $24000

Out of which company owns land and a building worth $8,878 and equipment worth $4,230 and have retained $1,291 in earnings to be reinvested in the company, and you decided to put $1,000 of it aside for a long-term investment.

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Answer:

344.25

Step-by-step explanation:

The Answer is: $344.25

ANSWER

EXPLANATION

First, let us make a sketch of the problem:

To find the magnitude of the resultant force, we have to apply Pythagoras theorem, since the triangle formed is a right triangle:

where c is the magnitude of the resultant force

Hence, the magnitude of the resultant force is:

That is the answer.

Answer: 6 feet and 2 yards are the same distance because each yard is 3 feet

Step-by-step explanation:

Answer:

40

Step-by-step explanation:

plugging in a and b will get us:

\(2^{2} + 6^{2} = c^{2}\)

4 + 36 = \(c^{2}\)

40 = \(c^{2}\)

c= \(\sqrt{40\\\)

The angle m∠JIX is 90 degrees.

IX is perpendicular to IJ. Therefore, angle m∠JIX is 90 degrees.

IG bisect CIJ. Hence,

m∠CIG ≅ m∠GIJ

Therefore,

m∠CIX = 150 degrees

Hence, let's find m∠JIX.

Therefore, m∠JIX is 90 degrees because IX is perpendicular to IJ. Perpendicular lines forms a right angle.

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The measure of angle m∠JIX is  estimated to be 90⁰.

You should understand that an angle is a figure formed by two straight lines or rays that meet at a common endpoint, called the vertex.

IX is perpendicular to IJ. Therefore, angle m∠JIX is 90⁰.

Frim the given parameters,

IG⊥CIJ.

But;  m∠CIG ≅ m∠GIJ

⇒ m∠CIX = 150⁰

Hence, let's find m∠JIX.

Therefore, m∠JIX is 90⁰ because IX is perpendicular to IJ. Perpendicular lines forms a right angle.

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Answer:

Step-by-step explanation:

In the Intermediate Phase of mathematics education, one topic that demonstrates a hierarchical and logical progression in patterns, functions, and algebra is the concept of "Linear Equations."

The topic of Linear Equations in the Intermediate Phase builds upon the foundation laid in earlier grades and serves as a stepping stone towards more advanced algebraic concepts. Here is an overview of the topic sequence and content area spread for Linear Equations:

Introduction to Variables and Expressions:

Students are introduced to the concept of variables and expressions, learning to represent unknown quantities using letters or symbols. They understand the difference between constants and variables and learn to evaluate expressions.

Solving One-Step Equations:

Students learn how to solve simple one-step equations involving addition, subtraction, multiplication, and division. They develop the skills to isolate the variable and find its value.

Solving Two-Step Equations:

Building upon the previous knowledge, students progress to solving two-step equations. They learn to perform multiple operations to isolate the variable and find its value.

Writing and Graphing Linear Equations:

Students explore the relationship between variables and learn to write linear equations in slope-intercept form (y = mx + b). They understand the meaning of slope and y-intercept and how they relate to the graph of a line.

Systems of Linear Equations:

Students are introduced to the concept of systems of linear equations, where multiple equations are solved simultaneously. They learn various methods such as substitution, elimination, and graphing to find the solution to the system.

Word Problems and Applications:

Students apply their understanding of linear equations to solve real-life word problems and situations. They learn to translate verbal descriptions into algebraic equations and solve them to find the unknown quantities.

The content area spread for Linear Equations includes concepts such as variables, expressions, equations, operations, graphing, slope, y-intercept, systems, and real-world applications. The progression from simple one-step equations to more complex systems of equations reflects a logical sequence that builds upon prior knowledge and skills.

By following this hierarchical progression, students develop a solid foundation in algebraic thinking and problem-solving skills. They learn to apply mathematical concepts and procedures in a systematic and logical manner, paving the way for further exploration of patterns, functions, and advanced algebraic topics in later phases of mathematics education.

Answer:

-x+1 < 5

Step-by-step explanation:

Not sure what the question is?

Answer:

-x + 1 < 5

Step-by-step explanation:

negative x plus 1 is less than 5

-x + 1 < 5

-TheUnknownScientist

Answer:

2nd person

Step-by-step explanation:

The term second person is used to describe a clause or piece of text in which the author is not referring to himself or herself but is referring to the second person that is you. When people being addressed are referred to in a sentence, the nature of the sentence is second person.

Answer:

y = 1/4x

Step-by-step explanation:

The slope changes from 4 to 1/4

so,

y = 1/4x + b

Then, plug in (4,1) into the equation

1 = 1/4(4) + b

1 = 1 + b

b = 0

y = 1/4x + 0

y = 1/4x

Answer:

c

Step-by-step explanation:

ESPERO TE A YDUE :)

Answer:

See below for explanation

Step-by-step explanation:

The area of an isosceles triangle is \(A=\frac{1}{2}bh\), so let's write the base as an equation of y:

\(\displaystyle 9x^2+4y^2=36\\\\4y^2=36-9x^2\\\\y^2=9-\frac{9}{4}x^2\\\\y=\pm\sqrt{9-\frac{9}{4}x^2\)

As you can see, our ellipse consists of two parts, so the hypotenuse of each cross-section will be \(\displaystyle 2\sqrt{9-\frac{9}{4}x^2\), and each height will be \(\displaystyle \sqrt{9-\frac{9}{4}x^2}\).

Hence, the area function for our cross-sections are:

\(\displaystyle A(x)=\frac{1}{2}bh=\frac{1}{2}\cdot2\sqrt{9-\frac{9}{4}x^2}\cdot\sqrt{9-\frac{9}{4}x^2}=9-\frac{9}{4}x^2\)

Since we'll be integrating with respect to x because the cross-sections are perpendicular to the x-axis, then our bounds will be from -2 to 2 to find the volume:

\(\displaystyle V=\int^2_{-2}\biggr(9-\frac{9}{4}x^2\biggr)\,dx\\\\V=9x-\frac{3}{4}x^3\biggr|^2_{-2}\\\\V=\biggr(9(2)-\frac{3}{4}(2)^3\biggr)-\biggr(9(-2)-\frac{3}{4}(-2)^3\biggr)\\\\V=\biggr(18-\frac{3}{4}(8)\biggr)-\biggr(-18-\frac{3}{4}(-8)\biggr)\\\\V=(18-6)-(-18+6)\\\\V=12-(-12)\\\\V=12+12\\\\V=24\)

Therefore, this explanation confirms that the correct volume is 24!