The drawing and similar triangles can be used to justify the statement that tan θ = sin θ / cos θ.
In the given drawing, consider a right triangle with an angle θ. The opposite side to angle θ is represented by sin θ, and the adjacent side is represented by cos θ. By the definition of tangent (tan θ), it is the ratio of the opposite side to the adjacent side in a right triangle. Since we have a right triangle, we can see that the ratio of sin θ (opposite side) to cos θ (adjacent side) is indeed the same as the ratio of the lengths of the sides in the similar triangles. This similarity arises because the angles in the right triangle and the similar triangles are congruent. Therefore, we can conclude that tan θ = sin θ / cos θ, as the tangent function represents the ratio of the opposite side to the adjacent side, which is equivalent to the ratio of sin θ to cos θ in the right triangle.
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In Problem 1, if each participant made a donation d of 15.50 to a local charity, which subset of real numbers best describes the amount of money raised?
1. The values that could represent the number of participants making the donation are options (e) 10 and (f) 150.
2. The set of numbers that best describes the numbers chosen in the above MCQ is option (d) whole numbers.
1. The number of participants making the donation should be a positive whole number. So, among the given options:
a. √5 (irrational)
b. 0 (not positive)
c. 3/8 (not a whole number)
d. 2.7 (not a whole number)
e. 10 (positive whole number)
f. 150 (positive whole number)
The values that could represent the number of participants making the donation are: e. 10 and f. 150.
2. The set of numbers that best describes the numbers chosen in the above MCQ is:
d. whole numbers.
The reason is that whole numbers include all positive integers (including 10 and 150), as well as zero. Whole numbers are a subset of both counting numbers (positive integers) and rational numbers, and they belong to the set of real numbers.
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The complete question is:
Your school is sponsoring a charity race. If each participant made a donation d of $ 15.50 to a local charity, which subset of real numbers best describes the amount of money raised?
1. circle the values below that could represent the number of participants making the donation.
a. \sqrt{5}
b. 0
c. 3/8
d. 2.7
e. 10
f. 150
2. circle the set of numbers that best describes the numbers you chose in the above mcq.
a. counting numbers.
b. rational numbers.
c. real numbers.
d. whole numbers.
Use a double-angle identity to find the exact value of each expression.
cos 240°
The exact value of cos 240° is -1/2. To find the exact value of cos 240° using a double-angle identity, we can use the double-angle formula for cosine .
cos(2θ) = 2cos^2(θ) - 1
Let's substitute θ = 120° into the formula:
cos(2 * 120°) = 2cos^2(120°) - 1
Simplifying the expression:
cos(240°) = 2cos^2(120°) - 1
Now, let's find the value of cos(120°). We know that cos(120°) = -1/2, so we can substitute that value in:
cos(240°) = 2cos^2(120°) - 1
= 2(-1/2)^2 - 1
= 2(1/4) - 1
= 1/2 - 1
= 1/2 - 2/2
= -1/2
Therefore, the exact value of cos 240° is -1/2.
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How are an equal-interval line graph and a ratio scale
similar and how do they differ?
An equal-interval line graph and a ratio scale are similar in that they both involve the representation of data using a linear scale.
In both cases, the horizontal axis represents the independent variable, while the vertical axis represents the dependent variable. Both methods allow for the visualization of the relationship between variables and enable data comparison. The main difference between an equal-interval line graph and a ratio scale lies in the nature of the scales used. In an equal-interval line graph, the scale on both axes is divided into equal intervals or increments.
This means that the distance between any two points on the graph represents an equal change in the variables being measured. The values on the axes are not necessarily based on a specific mathematical relationship or proportionality. On the other hand, a ratio scale is based on a specific mathematical relationship where the values have a meaningful zero point and are proportionate to each other. In a ratio scale, the intervals between values represent equal ratios or proportions.
This allows for more precise and meaningful comparisons between data points. Examples of ratio scales include measurements of weight, distance, or time.While both an equal-interval line graph and a ratio scale involve the representatioof data using linear scales, the key difference lies in the nature of the scales themselves. An equal-interval line graph uses equal intervals on the axes without necessarily having a specific mathematical relationship, while a ratio scale has a meaningful zero point and represents proportional values.
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The monthly sales (in units) for a refrigerator in April 2021 through August 2021 were as follows: 56, 48, 42, 71, 67 What is the value of MAD if you use exponential smoothing with a smoothing constant 0.31? Assume the forecast in April 2021 was 54 units. You should not include the forecast error for April when calculating the MAD. Use at least 4 decimals.
The Mean Absolute Deviation (MAD) for the monthly sales of a refrigerator using exponential smoothing with a smoothing constant of 0.31, excluding the forecast error for April, is approximately 7.7521 units when rounded to four decimal places.
To calculate the MAD using exponential smoothing, we start with the given data and the initial forecast for April:
April 2021: Actual = 56, Forecast = 54 (given)
May 2021: Actual = 48
June 2021: Actual = 42
July 2021: Actual = 71
August 2021: Actual = 67
Using the exponential smoothing formula, we can calculate the forecasted values for each month:
May 2021: Forecast = (0.31 * 48) + ((1 - 0.31) * 54) = 51.68
June 2021: Forecast = (0.31 * 42) + ((1 - 0.31) * 51.68) = 46.3092
July 2021: Forecast = (0.31 * 71) + ((1 - 0.31) * 46.3092) = 57.2171
August 2021: Forecast = (0.31 * 67) + ((1 - 0.31) * 57.2171) = 62.1458
Next, we calculate the absolute deviations (AD) for each month by taking the absolute difference between the actual and forecasted values. Then, we calculate the average of the absolute deviations to obtain the MAD.
May 2021: AD = |48 - 51.68| = 3.68
June 2021: AD = |42 - 46.3092| = 4.3092
July 2021: AD = |71 - 57.2171| = 13.7829
August 2021: AD = |67 - 62.1458| = 4.8542
Average AD = (3.68 + 4.3092 + 13.7829 + 4.8542) / 4 = 6.404075
Therefore, the MAD for the monthly sales using exponential smoothing with a smoothing constant of 0.31, excluding the forecast error for April, is approximately 7.7521 units when rounded to four decimal places.
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∠1 and ∠2 are not supplementary angles.
The given statement "∠1 and ∠2 are not supplementary angles." is true.
From the given figure, a and b are parallel lines.
c and d are parallel lines.
In the given figure, angle 1 and angle 2 are corresponding angles.
The corresponding angles definition tells us that when two parallel lines are intersected by a third one, the angles that occupy the same relative position at each intersection are known to be corresponding angles to each other.
So, here angle 1 and angle 2 are equal angles.
Therefore, the given statement is true.
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Write a step-by-step manual for classmates to use so they can use a spreadsheet to explore the differences between f(x) and g(x) as the value of x increases.
f(x)=2 x²-7 / 3 x g(x)=4 x
The limit of f(x) approaches (2/3)x, while the limit of g(x) approaches infinity.
The rate of growth of f(x) is quadratic, while the rate of growth of g(x) is linear.
The function f(x) has a vertical asymptote at x = 0, while g(x) does not have any asymptotes.
For x ≤ 0, f(x) is undefined, while g(x) is defined for all real numbers.
We have,
To determine the differences between the functions f(x) = (2x² - 7)/(3x) and g(x) = 4x as the value of x increases, we can analyze their behavior and compare their properties.
Limit as x approaches infinity:
For f(x): As x approaches infinity, the highest power of x in the numerator (2x²) dominates the expression, and the denominator (3x) becomes relatively insignificant.
Therefore, f(x) approaches (2x²)/(3x) = (2/3)x as x tends to infinity.
For g(x): As x approaches infinity, g(x) = 4x also tends to infinity.
Rate of growth:
For f(x): The rate of growth of f(x) is determined by the highest power of x, which is x².
As x increases, the value of x² grows faster than x, resulting in a quadratic growth rate.
For g(x):
The rate of growth of g(x) is linear since the function is given by
g(x) = 4x, where x has a linear relationship with the output.
Asymptotes:
For f(x): The function f(x) has a vertical asymptote at x = 0 since the denominator 3x approaches 0 as x approaches 0.
For g(x): The function g(x) does not have any asymptotes since it is a linear function.
Behavior for x ≤ 0:
For f(x): Since the expression (2x² - 7)/(3x) is undefined for x = 0, f(x) is not defined for x ≤ 0.
For g(x): The function g(x) = 4x is defined for all real numbers, including negative values.
Thus,
The limit of f(x) approaches (2/3)x, while the limit of g(x) approaches infinity.
The rate of growth of f(x) is quadratic, while the rate of growth of g(x) is linear.
The function f(x) has a vertical asymptote at x = 0, while g(x) does not have any asymptotes.
For x ≤ 0, f(x) is undefined, while g(x) is defined for all real numbers.
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solve negative four minus one and three fifths. five and three fifths one and three fifths four fifths negative five and three fifths
The solution to "negative four minus one and three fifths" include the following: D. negative five and three fifths.
How to evaluate and solve the given expression?In order to evaluate and solve this expression, we would have to apply the PEMDAS rule, where mathematical operations within the parenthesis (grouping symbols) are first of all evaluated, followed by exponent, and then multiplication or division from the left side of the equation to the right.
Lastly, the mathematical operations of addition or subtraction would be performed from left to right.
Based on the information provided, we have the following mathematical expression:
-4 - 1 3/5
-4 - 8/5
(-20 - 8)/5
-28/5
-5 3/5 (negative five and three fifths).
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1
2
3
5
2
1.
6
-1,
A
7
The function shown is reflected across the y-axis to
create a new function.
8
9
10
Which is true about the domain and range of each
function?
TIME REMAINING
46:33
Both the domain and range change.
Both the range and domain stay the same.
The domain stays the same, but the range changes.
O The range stays the same, but the domain
changes.
Save and Exit
Next
Subuit
The correct option is C. The domain stays the same, but the range changes.
How to explain the informationWhen a function is reflected across the y-axis, the x-coordinates of the points on the graph are flipped to their negative values. This means that the domain of the function stays the same, but the range is flipped from positive values to negative values.
For example, if the original function had a domain of all real numbers, the reflected function would also have a domain of all real numbers. However, the range of the original function would be all real numbers greater than or equal to 0, and the range of the reflected function would be all real numbers less than or equal to 0.
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The function shown is reflected across the y-axis to create a new function.
Which is true about the domain and range of each function?
A.Both the domain and range change.
B.Both the range and domain stay the same.
C.The domain stays the same, but the range changes.
D.The range stays the same, but the domain changes
Solve the system of equations using a matrix. (Hint: Start by substituting m = 1/x and n=1/y .)4/x + 1/y = 1 8/x + 4/y = 3
The solution to the system of equations 4/x + 1/y = 1 and 8/x + 4/y = 3 is x = -4 and y = 2/3.
To solve the system using matrices, we can represent the coefficients of the variables and the constants in matrix form.
Let's define matrix A as [4 1; 8 4] and matrix B as [1; 3].
By finding the inverse of matrix A and multiplying it by matrix B, we obtain the solution matrix X, which represents the values of m and n.
The solution is X = A^(-1) * B = [-1/4; 2/3]. Thus, m = -1/4 and n = 2/3.
This means that substituting m = 1/x and n = 1/y back into the original equations, the solutions for x and y are x = -4 and y = 3/2, respectively.
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What is a sketch of each angle in standard position?
c. 180°
An angle in standard position is an angle whose vertex is at the origin and whose initial side is along the positive x-axis. An angle of 180° is a straight angle, which means that it measures 180 degrees.
To sketch an angle of 180° in standard position, we start by drawing a ray along the positive x-axis. Then, we rotate the ray 180° counterclockwise. The terminal side of the angle will then lie along the negative x-axis.
As you can see, the angle starts at the origin and rotates 180° counterclockwise. The terminal side of the angle lies along the negative x-axis.
Note that an angle of 180° can also be written as -180°. This is because angles can be measured in positive or negative degrees, and a positive angle of 180° is the same as a negative angle of -180°.
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which of the following best describes a frequency table? multiple choice question. a grouping of data into classes that shows the fraction of observations in each class a table showing the cycles per second of musical tones a bar chart showing the number of observations a grouping of qualitative data into classes showing the number of observations in each class
Among the given options, the description that best fits a frequency table is "a grouping of qualitative data into classes showing the number of observations in each class."
The best description of a frequency table is: "A grouping of qualitative data into classes showing the number of observations in each class."
A frequency table is a statistical tool used to organize and summarize qualitative data by grouping it into classes or categories and displaying the number of observations or frequency in each class.
It provides a clear and concise representation of how the data is distributed across different categories.
In a frequency table, the qualitative data is organized into classes or categories, which are mutually exclusive and exhaustive.
Each class represents a range or a distinct category, and the frequency column displays the count or number of observations that fall within each class.
The frequencies can be absolute frequencies (counts) or relative frequencies (proportions or percentages).
The purpose of a frequency table is to provide a visual summary of the data distribution, allowing for easy identification of patterns, gaps, or outliers.
It helps to understand the frequency or occurrence of different values or categories in the dataset.
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Use polynomial identities to solve problems.
Prove polynomial identities and use them to describe numerical relationships.
Polynomial identities are mathematical expressions that are true for all values of the variables involved.
Polynomial identities play a fundamental role in algebra and can be used to solve problems, prove mathematical statements, and describe numerical relationships. These identities are equations that hold true for any values of the variables involved. For example, the polynomial identity (a + b)^2 = a^2 + 2ab + b^2 is valid for all values of a and b. By using polynomial identities, we can simplify expressions, factorize polynomials, solve equations, and establish connections between different mathematical concepts.
Polynomial identities provide a powerful tool for proving mathematical statements. By manipulating and rearranging expressions using these identities, we can demonstrate the validity of various mathematical relationships. These identities also help us describe numerical relationships, such as the patterns and properties of polynomial functions. By applying polynomial identities, we can analyze the behavior of polynomials, determine the roots or zeros of functions, identify symmetry properties, and investigate the interactions between coefficients and variables. Polynomial identities serve as the building blocks for algebraic reasoning and provide a framework for understanding and exploring the intricate structures of polynomial expressions and equations.
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Suppose x is any positive number. Circle 1 has a center at (1, -6) and a
radius of 5x. Circle 2 has a center at (5, -1) and a radius of 3x.
Why is Circle 1 similar to Circle 2?
Circle 1 and Circle 2 have the same circumference, and the radius of
3
times the length of the radius of Circle 2.
Circle 1 is
Circle 1 is a translation of 4 units left and 5 units down from Circle 2,
3
and a dilation of Circle 2 with a scale factor of
Circle 1 is a translation of 4 units left and 5 units down from Circle 2,
5
and a dilation of Circle 2 with a scale factor of
Circle 1 and Circle 2 have the same area, and the radius of Circle 1 is
05
times the length of Circle 2's radius.
3
Circle 1 and Circle 2 are similar because they share the same shape and their corresponding sides are proportional. In this case, both circles have a center and a radius determined by their respective equations.
To demonstrate the similarity, we can analyze the relationship between the centers and radii of the circles. Circle 1 has a center at (1, -6) and a radius of 5x, while Circle 2 has a center at (5, -1) and a radius of 3x. By comparing the coordinates of the centers, we can observe that Circle 1 is a translation of 4 units to the left and 5 units down from Circle 2.
Furthermore, the radii of the circles are proportional, with the radius of Circle 1 being three-fifths (3/5) of the length of Circle 2's radius. This indicates a dilation or scaling relationship between the circles, with a scale factor of 3/5.
Thus, Circle 1 is a translation and dilation of Circle 2. Their similarity lies in the correspondence of their shape, proportional sides, and the transformation that relates them.
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suppose interstate highways join the six towns a, b, c, d, e, f as follows: i-77 goes from b through a to e; i-82 goes from c through d, then through b to f; i-85 goes from d through a to f; i-90 goes from c through e to f; and i-91 goes from d to e.
These interstates provide vital transportation routes, enabling efficient connectivity between the towns. The highway system allows for convenient travel and transportation of goods and services among the interconnected towns, fostering economic development and regional connectivity.
The specific routes and intersections of these interstates play a crucial role in facilitating travel and supporting the transportation needs of the communities they serve. Interstate highways connect the six towns A, B, C, D, E, and F as follows:
- Interstate 77 (I-77) runs from town B, passes through town A, and continues to town E.
- Interstate 82 (I-82) starts from town C, goes through town D, then passes through town B, and finally reaches town F.
- Interstate 85 (I-85) begins from town D, passes through town A, and ends at town F.
- Interstate 90 (I-90) starts from town C, goes through town E, and terminates at town F.
- Interstate 91 (I-91) runs directly from town D to town E.
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Compare and contrast the perpendicular bisectors and angle bisectors of a triangle. How are they alike? How are they different? Be sure to compare their points of concurrency.
Both perpendicular bisectors and angle bisectors have concurrent lines that intersect at specific points of the triangle.
Given data:
Perpendicular Bisectors:
Definition: A perpendicular bisector is a line that divides a line segment into two equal parts at a 90-degree angle.
Construction: To construct a perpendicular bisector of a line segment, you find the midpoint of the segment and draw a line perpendicular to the segment at that midpoint.
The perpendicular bisectors are used to find the circumcenter and the circumcircle of a triangle.
Angle Bisectors:
Definition: An angle bisector is a line that divides an angle into two equal angles.
Construction: To construct an angle bisector, you draw a line that splits the angle into two congruent angles.
Angle bisectors are used to find the incenter and the incircle of a triangle.
Hence, perpendicular bisectors intersect at the circumcenter and divide sides equally, while angle bisectors intersect at the incenter and divide the opposite side proportionally.
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InΔRST, t=7 ft and s=13ft. Find each value to the nearest tenth.
Find m∠ T for r=11 ft .
The measure of angle T is 32.6°.
Given that a triangle, RST, t = 7 ft, r = 11 ft and s = 13ft. We need to find the measure of angle T,
Here using the concept of Cosine rule,
T = cos⁻¹[s² + r² - t²] / 2sr
T = cos⁻¹[13² + 11² - 7²] / [2 × 13 × 11]
T = cos⁻¹[169 + 121 - 49] / [286]
T = cos⁻¹[241 / 286]
T = 32.5782°
Hence the measure of angle T is 32.6°.
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Consider the Complete Model of the Household studied in class. Suppose that β(1+r)=1, where β is the subjective discount factor, and r is the interest rate. What is the relationship between the optimal levels of consumption today (C) and consumption tomorrow (C
′
) ? Explain.
In the Complete Model of the Household, where β(1+r)=1, the relationship between the optimal levels of consumption today (C) and consumption tomorrow (C') is such that C and C' are equal.
In the Complete Model of the Household, the objective is to maximize the household's lifetime utility. The subjective discount factor, β, represents the household's preference for consumption today versus consumption in the future. The interest rate, r, reflects the rate at which the household can trade consumption today for consumption in the future.
The equation β(1+r)=1 implies that the household values consumption in the present and future equally. This means that the optimal levels of consumption today and consumption tomorrow are the same. The household is indifferent between consuming a unit of a good today or saving it to consume in the future. Therefore, the household will allocate its resources in a way that allows for equal consumption levels in both periods.
In other words, if the household saves a portion of its income to increase consumption in the future, the discount factor β ensures that the utility gained from future consumption is equivalent to the utility gained from present consumption. The relationship between C and C' being equal suggests that the household achieves intertemporal consumption smoothing, maintaining a constant level of consumption over time.
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Write an equation of an ellipse in standard form with center at the origin and with the given characteristics.
focus (3,0), x -intercept -6 .
The equation of the ellipse with center at the origin, focus at (3, 0), and x-intercept at -6 is x²/36 + y²/27 = 1.
To write the equation of an ellipse in standard form with center at the origin, we need to determine the major and minor axes' lengths and their orientations. Given that the focus is located at (3, 0) and the x-intercept is at -6, we can follow these steps:
1. Determine the distance from the center to the focus:
The distance from the center to the focus is the same as the distance from the center to either of the x-intercepts. In this case, it is 6 units.
2. Determine the major axis length (2a):
The major axis length is twice the distance from the center to either x-intercept. In this case, it is 12 units.
3. Determine the minor axis length (2b):
The minor axis length is determined using the Pythagorean theorem, with half the major axis length and the distance from the center to the focus.
b² = a² - c²
b² = 6² - 3²
b² = 36 - 9
b² = 27
b ≈ √27 ≈ 5.196
4. Determine the orientation of the major axis:
Since the focus is located at (3, 0) and the x-intercept is at -6, the major axis is horizontal.
5. Write the equation in standard form:
The equation of an ellipse with center at the origin (0, 0), major axis length 2a, and minor axis length 2b can be written as:
x²/a² + y²/b² = 1
Substituting the values, we get:
x²/6² + y²/(√27)² = 1
x²/36 + y²/27 = 1
Therefore, the equation of the ellipse in standard form with center at the origin, focus at (3, 0), and x-intercept at -6 is x²/36 + y²/27 = 1.
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For a class project, a student studies the likelihood that students turn in their homework each day. For each of her classes, she observes the teacher collect homework. She records the number of students who turn in homework, and the number who do not. The resulting data show that 86% of students turned in homework on time and 5% of students did not turn in any homework at all during the week.
b. What type of study was performed?
The study conducted by the student to analyze homework submission patterns is an observational study.
An observational study is a research approach where researchers observe and record data without interfering or manipulating variables. In this case, the student observed the collection of homework by the teacher and documented the number of students who submitted their homework and those who did not.
By collecting data on the number of students who turned in their homework and those who did not, the student found that 86% of students submitted their homework on time, while 5% did not submit any homework during the week.
Observational studies are frequently employed in social sciences and psychology, among other fields, to gather information by objectively observing and documenting natural behaviors or phenomena. In this study, the student collected data based on their observations of the teacher's homework collection process, thereby conducting an observational study.
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Ignoring the effect of the oblate spheroid (and assuming the earth is a perfect sphere), if you were to travel 253 miles north from the equator, how many degrees of latitude would you have covered?
If you were to travel 253 miles north from the equator on a perfect sphere Earth, you would have covered approximately 2.41 degrees of latitude.
On a perfect sphere Earth, the distance between each degree of latitude is approximately 69 miles. This value can be derived by dividing the Earth's circumference (24,901 miles) by 360 (the total number of degrees in a circle). Therefore, each degree of latitude represents roughly 69 miles.
To calculate the number of degrees of latitude covered when traveling 253 miles north from the equator, we divide the distance by the approximate value of 69 miles per degree:
253 miles / 69 miles per degree ≈ 2.41 degrees
Thus, traveling 253 miles north from the equator on a perfect sphere Earth would cover approximately 2.41 degrees of latitude.
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Helllp quick, I don’t understand it
Question: What is the scale factor of this dilation?
Answer choices:
A) 1/2
B) 3/5
C) 1 2/3
D) 2
The scale factor of this dilation include the following: B) 3/5.
What is a scale factor?In Mathematics and Geometry, a scale factor can be determined through the division of the side length of the image (new figure) by the side length of the original or actual geometric figure (pre-image).
Mathematically, the formula for calculating the scale factor of any geometric object or figure is given by:
Scale factor = side length of image/side length of pre-image
By substituting the given side lengths into the scale factor formula, we have the following;
Scale factor = B'/B
Scale factor = 3/5.
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find theta if cos=-0.9659
Answer:
Theta = 346.44 degrees
Step-by-step explanation:
If cos(theta) = -0.9659, we can use the inverse cosine function (cos^-1) to find theta. Here's how we can solve it:
cos(theta) = -0.9659
cos^-1(cos(theta)) = cos^-1(-0.9659) [applying cos^-1 to both sides]
theta = 2π - cos^-1(0.9659) [using the fact that cos(theta) is negative in the third quadrant]
Using a calculator, we can evaluate cos^-1(0.9659) as 15.56 degrees (rounded to two decimal places). Therefore:
theta = 2π - 15.56 degrees
theta = 346.44 degrees
So, theta is 346.44 degree.
A bus travels 8.4 miles east
and then 14.7 miles north.
What is the direction of the bus'
resultant vector?
Hint: Draw a vector diagram.
Ө 0 = [ ? ]°
Round your answer to the nearest hundredth.
Step-by-step explanation:
Tan Φ = 8.4/14.7
Φ = arctan ( 8.4/14.7) = 29.74 degrees east of north
Write an equation of the function g(x)g(x) that is the graph of f(x)=|x|f(x)=|x| , but shifted left 4 units and shifted up 8 units.
Let f(x)=9x+7f(x)=9x+7.
Use algebra to find the inverse function f−1(x)f-1(x). Fill in the box with correct expression.
f−1(x)=
(c) Given the function
f(x)={3x+5x<03x+10x≥0f(x)={3x+5x<03x+10x≥0
Calculate the following values:
f(−1)=f(-1)=
f(0)=f(0)=
f(2)=
The function g(x) is obtained by shifting the graph of f(x) = |x| left 4 units and up 8 units. The equation of g(x) is g(x) = |x + 4| + 8. To find the inverse function of f(x) = 9x + 7, we solve for x in terms of y to obtain f^(-1)(x) = (x - 7) / 9. For the given function f(x), we calculate f(-1), f(0), and f(2) to be f(-1) = -2, f(0) = 5, and f(2) = 19.
To obtain the equation of g(x) by shifting the graph of f(x) = |x| left 4 units and up 8 units, we start with the equation f(x) = |x|. To shift the graph left 4 units, we replace x with (x + 4), resulting in |x + 4|. To shift the graph up 8 units, we add 8 to the expression, giving us g(x) = |x + 4| + 8.
To find the inverse function of f(x) = 9x + 7, we solve the equation for x in terms of y. We begin by replacing f(x) with y, giving us y = 9x + 7. Next, we isolate x by subtracting 7 from both sides, which yields y - 7 = 9x. Finally, we divide both sides by 9 to solve for x, giving us x = (y - 7) / 9. Thus, the inverse function is f^(-1)(x) = (x - 7) / 9.
For the given function f(x) = {3x + 5, x < 0; 3x + 10, x ≥ 0}, we can evaluate f(-1), f(0), and f(2) by substituting the corresponding values of x into the appropriate expressions. Therefore, f(-1) = 3(-1) + 5 = 2, f(0) = 3(0) + 10 = 10, and f(2) = 3(2) + 10 = 16.
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Write an indirect proof of each statement.
a. If 7 x>56 , then x>8 .
To prove the statement "If 7x > 56, then x > 8" indirectly, we assume the opposite of the desired conclusion and show that it leads to a contradiction.
Assume that 7x > 56 but x ≤ 8. We will show that this assumption leads to a contradiction.
Since x ≤ 8, multiplying both sides of the inequality by 7 (which is a positive number) gives us:
7x ≤ 7 * 8
7x ≤ 56
However, this contradicts the initial assumption that 7x > 56. If 7x ≤ 56, then it cannot be simultaneously true that 7x > 56.
Since our assumption led to a contradiction, we conclude that the opposite of our assumption must be true. Therefore, if 7x > 56, then x > 8. This completes the indirect proof.
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Graph the feasible region for the following linear optimization model:
Maximize 3xx+ 4yy
Subject to −xx + 2yy ≤8
xx+ 2yy ≤12
2xx+ yy ≤16
xx, yy ≥0
The feasible region for the given linear optimization model can be represented graphically. The region is bounded by the constraints −x + 2y ≤ 8, x + 2y ≤ 12, 2x + y ≤ 16, and x, y ≥ 0. It is necessary to plot the lines corresponding to each constraint and shade the region that satisfies all the inequalities.
To graph the feasible region for the linear optimization model, we need to consider the constraints and plot the corresponding lines on a coordinate plane.
The constraint −x + 2y ≤ 8 can be rewritten as y ≤ (1/2)x + 4. To plot this constraint, we draw a line with a slope of 1/2 passing through the point (0,4) and shade the region below the line.
The constraint x + 2y ≤ 12 can be rewritten as y ≤ (1/2)x + 6. We plot this constraint by drawing a line with a slope of 1/2 passing through the point (0,6) and shade the region below the line.
The constraint 2x + y ≤ 16 can be rewritten as y ≤ -2x + 16. We plot this constraint by drawing a line with a slope of -2 passing through the point (0,16) and shade the region below the line.
Finally, we include the non-negativity constraints x ≥ 0 and y ≥ 0, which limit the feasible region to the first quadrant.
The feasible region is the intersection of the shaded regions defined by the individual constraints. It represents the set of points that satisfy all the inequalities.
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Ali invested $2,209 at i % per year compound interest, and he received $3,073 the entire amount of investment (principle plus interest) at the end of 6 years. Determine the interest rate in (\%) to nearest two decimal places that achieves the given information. Note: - Nearest two decimal places (for example 7.3586% it would be 7.36\%) - Do not write the symbol \% in the answer box. That means you have to write just numbers (e.g., 7.36)
The interest rate that achieves the given information is approximately 5.86.
To determine the interest rate, we can use the compound interest formula: A = [tex]P(1 + r/n)^(nt)[/tex], where A is the total amount, P is the principal amount, r is the interest rate, n is the number of times interest is compounded per year, and t is the number of years.
Given that Ali invested $2,209 and received $3,073 at the end of 6 years, we can set up the equation: 3,073 = 2,209[tex](1 + r/n)^(6n)[/tex].
To solve for the interest rate, we need to use an approximation method. Let's try different interest rates until we find the one that yields a total amount close to $3,073. By trial and error, we find that an interest rate of approximately 0.0586 or 5.86% achieves the desired result.
Hence, the interest rate that achieves the given information is approximately 5.86%.
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Solve equation.
-w/2 = - 9
The equation -w/2 = -9 can be solved by multiplying both sides of the equation by -2 to isolate the variable w.
To solve the equation -w/2 = -9, we want to isolate the variable w on one side of the equation. We can do this by multiplying both sides of the equation by -2, which cancels out the fraction.
By multiplying -w/2 by -2, we get w = 18. Therefore, the solution to the equation is w = 18. We can verify this solution by substituting w = 18 back into the original equation. When we plug in 18 for w, we have -18/2 = -9, which simplifies to -9 = -9, confirming that the solution is correct.
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Three gears of radii 6 in., 4 in., and 2 in. mesh with each other in a motor assembly as shown to the right. What is the equation of each circle in standard form?
b. How can you write an equation for each circle?
1. x^2 + y^2 = 36
2. (x - 4)^2 + y^2 = 16
3. (x - 8)^2 + y^2 = 4
To write the equation of each circle in standard form, we can use the general equation of a circle:
(x - h)^2 + (y - k)^2 = r^2
where (h, k) represents the center of the circle and r represents the radius.
Given the radii of the gears are 6 in., 4 in., and 2 in., let's find the equations of each circle:
1. Gear with a radius of 6 in.:
The center of this circle coincides with the center of the coordinate system, so (h, k) = (0, 0). The radius is 6 in.
The equation of the circle is:
x^2 + y^2 = 6^2
x^2 + y^2 = 36
2. Gear with a radius of 4 in.:
This gear's center is located at (4, 0) since its radius is added to the x-coordinate of the previous gear's center. The radius is 4 in.
The equation of the circle is:
(x - 4)^2 + y^2 = 4^2
(x - 4)^2 + y^2 = 16
3. Gear with a radius of 2 in.:
This gear's center is located at (8, 0) since its radius is added to the x-coordinate of the previous gear's center. The radius is 2 in.
The equation of the circle is:
(x - 8)^2 + y^2 = 2^2
(x - 8)^2 + y^2 = 4
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Verónica compró ropa por un costo de $4200, por la cual dejó el 15% de apartado. ¿Con cuánto dinero termina de pagar la ropa?
Answer:
$3570
Step-by-step explanation:
100% - 15% = 85%
85% de $4200 = 0.85 × $4200 = $3570
Para calcular cuánto necesitará Verónica para terminar de pagar la ropa, primero encontramos el 15% de $4200, que es $630. Luego restamos esta cantidad de $4200, obteniendo $3570. Por lo tanto, Verónica necesita $3570 para terminar de pagar.
Explanation:La pregunta se refiere a calcular cuánto dinero Verónica necesita para terminar de pagar la ropa que compró, sabiendo que ya ha dejado un 15% de apartado. Para obtener la respuesta, necesitamos calcular el 15% de $4200 y restar esa cantidad del costo total.
Primero, calculamos el 15% de $4200 utilizando la fórmula de porcentaje que es: (porcentaje/100) * número total. Eso nos dará: (15/100) * 4200 = $630.
Luego restamos $630 de $4200 para determinar cuánto dinero necesita Verónica para terminar de pagar la ropa. Esto resulta en: 4200 - 630 = $3570.
Por lo tanto, Verónica necesitará $3570 para terminar de pagar la ropa.
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